Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion最新文献

A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students 合作留学模式:激励财政不足的学生

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017013

H. G. McDonald, Michelle Asbill, T. Powell, Stacy Billman, S. Ozkan, Sherrie Faulkner

引用次数: 0

Using Virtual Communities of Practice to Coach and Mentor Faculty to Facilitate Engaging Critical Consciousness 使用虚拟实践社区指导和指导教师促进参与批判意识

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017007

Valencia Gabay, Shannon D. Voyles, Linda Carol Algozzini, Grady Batchelor

{"title":"Using Virtual Communities of Practice to Coach and Mentor Faculty to Facilitate Engaging Critical Consciousness","authors":"Valencia Gabay, Shannon D. Voyles, Linda Carol Algozzini, Grady Batchelor","doi":"10.1108/S2055-364120190000017007","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017007","url":null,"abstract":"This chapter examines the use of virtual communities of practice to group coach and mentor educators and facilitate engaging critical consciousness. A Group Coaching and Mentoring framework became the platform in which the core elements of coaching, mentoring, metacognition, and self-regulated learning strategies were employed. These core elements were applied within virtual communities of practice to manifest self-awareness, reflective thinking, planning for action, and accountability, each of which is vital to the development of critical consciousness. Research shows that fostering critical consciousness creates spaces to address learning equity and gaps in educational achievement. Therefore, this chapter serves as a guide for educational leaders to effectively administer group coaching to raise an educator’s higher-order thinking, plan, problem solve, and co-create. The implementation of this design resulted in increased motivation and willingness among educators to apply new skills and foster new teaching experiences that shaped learning outcomes for their students.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131337891","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

Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University 增强包容性，经验和学习成绩:澳大利亚地区大学平等组学生的点对点辅导

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017006

W. Boyd, K. Alexander, Margie Wallin, Warren Lake, Rob Cumings, R. Callahan

{"title":"Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University","authors":"W. Boyd, K. Alexander, Margie Wallin, Warren Lake, Rob Cumings, R. Callahan","doi":"10.1108/S2055-364120190000017006","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017006","url":null,"abstract":"This chapter describes an undergraduate peer-to-peer mentoring program, UniMentor, at a regional Australian university, which aims to support students in equity groups. Key benefits identified are: enhanced retention rates; improved academic performance; and strengthened social networks. While the focus is on commencing students (mentees), significant positive outcomes for third-year mentors are also apparent. Internal and external challenges that may influence access to mentoring among students include shifting institutional support and roles and curriculum change. Enablers include training, clarity of purpose, strong support networks, and fostering student sense of ownership. The effect of disciplinary culture on uptake and effectiveness of mentoring is also important. Overall, the program compares well against published frameworks of successful student mentoring. Nevertheless, critical questions remain regarding the effectiveness of general versus targeted mentoring programs for students in equity groups.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126277958","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

Authentic Caring: An Australian Experience 真正的关怀:澳大利亚的经验

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017003

Joshua Spier

{"title":"Authentic Caring: An Australian Experience","authors":"Joshua Spier","doi":"10.1108/S2055-364120190000017003","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017003","url":null,"abstract":"This chapter engages Heidegger’s notion of caring-for-others to consider what it means to care authentically for young students who are struggling to engage in their professional education. While care is commonly understood as an emotive or cognitive state, from Heidegger’s perspective, caring for students is expressed in human action. In “Being and Time”, Heidegger examines how humans care for one another in variable ways in the course of everyday life and distinguishes between “inauthentic” and “authentic” modes of caring. The author critically builds upon Heidegger’s underdeveloped analysis, which articulates a binary between “leaping in” for others (inauthentic modes), and “leaping ahead” of others (authentic modes). From within this conceptual binary, the author argues that authentic care could be mistaken for the educator’s capacity to somehow always care for students in leaping ahead modes, and that such a view leaves little room for the possibility of pedagogic situations that sometimes call educators to leap in for students. Drawing on an Australian youth work lecturer’s story about her experience caring for a student, the author shows how any authentic caring on the educators’ part is predicated on students leaping ahead of themselves, toward their own futural selves as caring professionals in the world.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121464849","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

Prelims 预备考试

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/s2055-364120190000017020

引用次数: 0

Introduction to Strategies for Fostering Inclusive Campuses in Higher Education 高等教育包容性校园培育策略导论

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/s2055-364120190000017001

Enakshi Sengupta, P. Blessinger, Jaimie Hoffman, M. Makhanya

引用次数: 1

Improving Bridge Programs on American College and University Campuses 改善美国学院和大学校园的桥梁项目

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017014

Pietro A. Sasso, R. Nasser, Shelley Price-Williams

引用次数: 0

Innovative Strategies for Creating Inclusive Spaces for Hearing-Impaired and Visually Impaired Students in an Open Distance And e-Learning (ODeL) Environment: A Case Study of the University of South Africa (Unisa) 开放远程和电子学习(ODeL)环境中为听障和视障学生创造包容性空间的创新策略:以南非大学为例

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017018

Ashiya Abdool Satar

{"title":"Innovative Strategies for Creating Inclusive Spaces for Hearing-Impaired and Visually Impaired Students in an Open Distance And e-Learning (ODeL) Environment: A Case Study of the University of South Africa (Unisa)","authors":"Ashiya Abdool Satar","doi":"10.1108/S2055-364120190000017018","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017018","url":null,"abstract":"This chapter presents a case study of the University of South Africa (Unisa), an Open Distance and e-Learning (ODeL) institution, to highlight the innovative strategies the university adopts to create inclusive learning spaces for students with hearing and visual disabilities and impairments in an ODeL environment. In doing so, this chapter first highlights the obstacles that students with hearing and visual disabilities and impairments face in the higher education sector in South Africa in general, and then closely examines the challenges these students face within a distance-learning context, with particular reference to the post-apartheid era. Subsequently, the discussion steers towards the specific context of Unisa and the approaches embraced by its Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) to create an inclusive learning environment for these students. A close examination of the various sound and audio formats, as well as support services for documents in Braille, for example, for students with visual impediments and a discussion of the support systems, such as sign language interpretation, among other support structures, for students with hearing difficulties are then put forward. The chapter concludes with a discussion of the ethical issues associated with the use of assistive devices and other support structures for these students, before putting forth recommendations, and making suggestions for possible future studies.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114588130","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

Afrocentric Mentoring Models of Marginalized Individuals in Higher Education 高等教育中边缘化个体的非裔中心指导模式

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017008

V. Mahlangu

{"title":"Afrocentric Mentoring Models of Marginalized Individuals in Higher Education","authors":"V. Mahlangu","doi":"10.1108/S2055-364120190000017008","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017008","url":null,"abstract":"Purpose of this chapter is to explore Afrocentric mentoring models of individuals in higher education. In this chapter, leadering will refer to mentoring and the influence upon followers and why and how activities and objectives are to be achieved. Issues of race, social class, disability, gender, sexual orientation, age, and geographic location play a role in faculty and leader faculty leadering. Literature review was used in investigating the phenomenon of faculty leadering from the perspectives of cross-cultural faculty leadering relationships within the field of education and Afrocentric faculty leadering models. Afrocentric philosophy, Indigenous wisdoms, and also the cultural traditions and perspectives of peoples of African heritage are assumed to offer a helpful foundation toward a nuanced explanation of culturally relevant faculty leadering within the faculties of education. A faculty leader to demonstrate professional behaviors and actions that will assists staff in professional socialization in higher education. Racism and other forms of oppression experienced by Black and other marginalized youth in societies cause many to develop fatalistic attitudes about themselves, their education, and their future. African-centered faculty leadering models should be rooted within philosophies, cultures, and principles that apply theories to praxis, unique locally and globally.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117315584","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

Innovations and Insights for Higher Education Aspiration and Outreach Programs 高等教育抱负和推广计划的创新和见解

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017012

Charles Flodin, Nicole Vidovich

{"title":"Innovations and Insights for Higher Education Aspiration and Outreach Programs","authors":"Charles Flodin, Nicole Vidovich","doi":"10.1108/S2055-364120190000017012","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017012","url":null,"abstract":"Through exploration of the Addressing Higher Education Access Disadvantage (AHEAD) Program, this chapter will outline how outreach programs contribute to national equity targets, university social responsibility practices, and university recruitment targets. The chapter explores innovations in tertiary outreach and its relationship to the student recruitment chain. Presenting insights and considerations to higher education (HE) leaders regarding approaches to equity outreach at an institutional level and the benefits of authentic university-based outreach initiatives. The chapter will draw on the experience of the AHEAD program since inception in 2014, and the data relating to student impact and university first preference scores from the Tertiary Institute Service Centre database, to demonstrate the Program’s effectiveness in developing student aspirations for HE. Additionally, the available data suggest that the creation of place-specific aspiration and learning experiences within the program has resulted in a recruitment advantage for the host institution, despite the program presenting information and pathways for all universities in Western Australia. The chapter presents the position that institution-specific affinity and natural transition pathways are cultivated through programs that seek to engage with low socioeconomic communities with a focus on co-solving-specific demographic challenges.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131197534","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