Innovations in Higher Education Teaching and Learning最新文献_第9页

Chapter 9 Service-learning as a Methodology to Promote Equity and Inclusion: Best Practice Experience in Ecuador 第九章服务学习作为促进公平和包容的方法:厄瓜多尔的最佳实践经验

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016013

N. Ramia, Karla Díaz

{"title":"Chapter 9 Service-learning as a Methodology to Promote Equity and Inclusion: Best Practice Experience in Ecuador","authors":"N. Ramia, Karla Díaz","doi":"10.1108/S2055-364120190000016013","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016013","url":null,"abstract":"Abstract \u0000This chapter provides higher education faculty with a model that promotes equity and inclusion by engaging students in developing critical consciousness about their country’s social problems. This model has been developed and refined through research and practice at a private liberal arts university in Quito, Ecuador since 2011. It is a service-learning program where students work directly, for 80 hours, with a vulnerable human group while taking a course where the academic content includes topics, such as poverty, education, health, gender, and discrimination. With this experiential learning model, students have gone through a transformational process that has allowed them to question their mental schemes. This transformation has been documented with qualitative data. The impact of this model has been researched using both quantitative and qualitative measures of students’ civic attitudes and skills using a scale called the Civic Attitudes and Skills Questionnaire, which includes six factors: Civic Action, Interpersonal and Problem-Solving Skills, Political Awareness, Leadership Skills, Social Justice, and Diversity Attitudes. A significant impact of the course on students’ skills has been found on almost all factors in two studies conducted in recent years. This chapter describes the service-learning program in detail mentioning the research done.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127057197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Chapter 14 Adopting the International Standard ‘Becoming a Human-centred Organization (ISO 27500)’ Supports a Strategic Approach to Internationalisation 第14章采用国际标准“成为以人为本的组织(ISO 27500)”支持国际化的战略方法

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-16 DOI: 10.1108/S2055-364120190000016018

H. Vosper

{"title":"Chapter 14 Adopting the International Standard ‘Becoming a Human-centred Organization (ISO 27500)’ Supports a Strategic Approach to Internationalisation","authors":"H. Vosper","doi":"10.1108/S2055-364120190000016018","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016018","url":null,"abstract":"Abstract \u0000Educational development is increasingly focussed on quality assurance and enhancement. Individual states/countries have their own mechanisms for assuring the student experience, and this has been accompanied by development of tools (including the UK’s National Student Survey) for capturing student opinion of our efforts. Areas where more work is needed include equity and diversity and it is perhaps time for a fresh approach. In other sectors, International Standards ensure safety, reliability and quality of products and services. Such standards also represent a stakeholder-negotiated (and therefore shared) understanding of ‘good quality’, supporting organisations in accessing new markets and permitting a fair global trade, an approach relevant to higher education. Recent publication of ISO (The International Organization for Standardization) Standard 27500 (the International Standard describing the principles and rationales behind becoming a human-centred organization) seems timely. Encouraging educational institutions to adopt this Standard may offer a strategy for addressing several issues, including internationalisation.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121524707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language, Teaching, and Pedagogy for Refugee Education 难民教育的语言、教学和教学法

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-14 DOI: 10.1108/s2055-3641201815

Enakshi Sengupta

引用次数: 2

Creating A Borderless World of Education for Refugees 为难民创造无国界的教育世界

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015013

Enakshi Sengupta, Shai Reshef, P. Blessinger

引用次数: 4

Literacy Instruction without Borders: Ideas for Developing Best Practices for Reading Programs in Refugee Settings 无国界扫盲教学:为难民环境下的阅读项目开发最佳实践的想法

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015006

Matt Thomas, Yuankun Yao, Katherine Landau Wright, Elizabeth Rutten-Turner

引用次数: 0

Asylum-Seeking Students’ Experience of Higher Education in the UK 寻求庇护学生在英国接受高等教育的经历

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015002

Damian Spiteri

引用次数: 0

Post-Secondary Education and the Full Integration of Government-Assisted Refugees in Canada: A Direction for Program Innovation 高等教育和加拿大政府援助难民的全面融合:项目创新的方向

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015007

D. Reddick, L. Sadler

{"title":"Post-Secondary Education and the Full Integration of Government-Assisted Refugees in Canada: A Direction for Program Innovation","authors":"D. Reddick, L. Sadler","doi":"10.1108/S2055-364120180000015007","DOIUrl":"https://doi.org/10.1108/S2055-364120180000015007","url":null,"abstract":"Canada’s immigration goals are multifaceted and ambitious, reflecting both a desire to attract those who can contribute economically and culturally and offer protection to the displaced and the persecuted. Alongside these goals is a pledge that newcomers will receive the services and supports they need to fully integrate into Canada’s cultural and economic landscape. This chapter argues that post-secondary institutions, working in partnership with community organizations and primary/secondary schools, are well positioned to facilitate economic and cultural integration, particularly for otherwise vulnerable refugee groups. However, the authors’ previous research illustrates the many barriers refugee youth face in accessing Canadian post-secondary education. The authors hypothesize that efforts to increase post-secondary access – and, thereby, facilitate the accomplishment of immigration goals – will be most effective when specific age groups within the refugee demographic are targeted; in particular, younger children who have spent more time in the Canadian education system. This approach requires a shift in settlement practice from that of meeting only initial, urgent settlement needs, to one that enables the development of economic and cultural capacity. The authors envision a program that, on the one hand, helps refugees to value and gain the broad benefits of post-secondary education, while, on the other hand, directs post-secondary institutions to offer programs and pathways that are more inclusive to the unique challenges faced by this vulnerable demographic.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128441666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Reaching Refugees: Southern New Hampshire University’s Project-Based Degree Model for Refugee Higher Education 到达难民:南新罕布什尔大学基于项目的难民高等教育学位模式

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015012

Chrystina Russell, N. Weaver

{"title":"Reaching Refugees: Southern New Hampshire University’s Project-Based Degree Model for Refugee Higher Education","authors":"Chrystina Russell, N. Weaver","doi":"10.1108/S2055-364120180000015012","DOIUrl":"https://doi.org/10.1108/S2055-364120180000015012","url":null,"abstract":"Abstract \u0000Higher education can offer hope and a way forward for vulnerable populations. In particular, access to internationally recognized degrees and credentials has the potential to be a key protection priority for refugee populations, opening alternative solutions to displacement through economic empowerment and increased mobility. \u0000 \u0000While innovations in online learning have opened new pathways, the delivery of higher education to refugee learners in resource-deprived settings – including camps and urban environments – remains notoriously challenging. Therefore, there is an imperative to draw upon lessons learned from existing programs in order to identify promising practices and emerging innovations. \u0000 \u0000In this chapter, we draw on our experiences of developing a higher education model for refugee and vulnerable learners to argue that successful delivery of accredited degrees to populations affected by forced displacement relies upon the following three key elements: 1) \u0000Flexible mode of degree delivery and assessment. \u0000 \u00002) \u0000Robust blended learning model with in-person academic support. \u0000 \u00003) \u0000Provision of adaptive and context-specific interventions and resources. \u0000 \u0000 \u0000 \u0000The case study for this chapter is an initiative called the Global Education Movement at Southern New Hampshire University, which delivers accredited degrees to refugee and refugee-hosting populations in five countries. Evidence from the program in Rwanda, operated in partnership with a local partner, Kepler, suggests it is possible for a full degree program to be successful in reaching vulnerable learners, including refugees.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127595711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

“Start ins Deutsche” – Students Teach German to Refugees at Goethe University Frankfurt “从德语开始”-学生在法兰克福歌德大学教难民德语

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015008

Marika Gereke, Subin Nijhawan

{"title":"“Start ins Deutsche” – Students Teach German to Refugees at Goethe University Frankfurt","authors":"Marika Gereke, Subin Nijhawan","doi":"10.1108/S2055-364120180000015008","DOIUrl":"https://doi.org/10.1108/S2055-364120180000015008","url":null,"abstract":"Abstract \u0000In September 2015, Germany witnessed an unanticipated migration of refugees toward the European Union. The government established an open-border policy that meant Germany would harbor all refugee arrivals. In large, the civil society joined efforts to create a so-called Willkommenskultur (welcome culture) during the “summer of welcome.” \u0000 \u0000This chapter will introduce the project “Start ins Deutsche” (German language kick-off) of Goethe University Frankfurt as an ambitious example of civil society initiatives. Start ins Deutsche was founded on the premise of “integration by language learning.” Within Start ins Deutsche, university students volunteer to teach German to refugees. In many cases these refugees have a realistic perspective to enroll into fulltime studies at Goethe University at a later stage to pursue academic degrees. \u0000 \u0000In this chapter, the authors outline the project and its main aims. Based on this, the authors thereafter analyze evaluation data about Start ins Deutsche with regard to the perceptions of German language teachers and their language learners, respectively. The evaluation data of Start ins Deutsche reveal that the German language teachers interpret their role beyond being just teachers, while the learners appreciate the effort of their teachers in every aspect. Hence, the authors believe the project serves as a best-practice example for a civil society project toward establishing a Willkommenskultur in Germany.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125330097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Introduction to Language, Teaching, and Pedagogy for Refugee Education 难民教育的语言、教学和教学法导论

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015003

Enakshi Sengupta, P. Blessinger

引用次数: 0