Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion最新文献_第2页

Access4All: Policies and Practices of Social Development in Higher Education 高等教育社会发展的政策与实践

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017005

D. Rodríguez-Gómez, J. Gairín, F. Dovigo, K. Clements, M. Jerónimo, L. Lucas, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, S. Timmis, Mihaela Stingu

引用次数: 1

Ensuring Equity and Inclusion in Higher Education Provision: Ghana’s Approach 确保高等教育的公平和包容:加纳的做法

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/s2055-364120190000017017

P. Swanzy, P. Langa, Francis Ansah

引用次数: 3

Inclusiveness in the 21st Century: Glasgow Caledonian University’s Approach 21世纪的包容性:格拉斯哥喀里多尼亚大学的做法

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017015

A. Shapiro, Joanna Marshall Bhullar, M. McShane

引用次数: 1

The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education 利用学术师徒模式促进弱势学生在高等教育中的过渡、保留和成功

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017009

Gerry M. Rayner, Juliey Beckman

{"title":"The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education","authors":"Gerry M. Rayner, Juliey Beckman","doi":"10.1108/S2055-364120190000017009","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017009","url":null,"abstract":"As participation in higher education widens with concomitant increases in the number and diversity of commencing students, so does the need for programs that will support their transition and retention. In response to this need, a growing awareness of the value of mentorship in Australian universities has resulted in the introduction of peer mentoring programs for students in many institutions. Mentorship, however, can take many different forms. This chapter reports on a model of academic (faculty) mentorship for commencing science students belonging to a range of defined disadvantaged groups. The program was initially funded by an internal grant, with voluntary participation by eligible students. At the end of the first semester, participants overwhelmingly endorsed the program as having enhanced their transition experience and improved their prospects for academic progress and retention. Despite reduced funding, the program was retained over two subsequent years with slight modifications based on student feedback, together with consideration of its most effective elements. The success of this academic mentorship program demonstrates the potential value of such approaches in the university retention and success of disadvantaged students.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"231 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":"115031328","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

Removing the Rose Colored Glasses of Exclusivity 摘掉排外的玫瑰色眼镜

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017002

C. Valentino

{"title":"Removing the Rose Colored Glasses of Exclusivity","authors":"C. Valentino","doi":"10.1108/S2055-364120190000017002","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017002","url":null,"abstract":"This chapter aims to expose the reader to the notion that mandated diversity and inclusion changes intended to vary the composition of institutions of learning has not accomplished its goal. Rather, it has triggered a complex mix of reactions from the very people for whom the policy was designed to assist and from those who work under the policy. As society is molded to meet diversity targets, salient threats from dominant groups directed toward minority groups result in interpersonal conflict. This chapter explores the benefits that instructors receive from professional development activities centered on diversity. It examines the social identity conflict that is created when different minded people work together. It provides insight into the benefits of approaching social identity conflict with a conflict transformation perspective. This chapter exposes the reality that, while the words one speaks are respectful and inclusive, one’s actions may be totally different. Educators must exhibit an overarching commitment to the making of decisions on integrity and evidence rather than impressions. This chapter discusses the importance of the role of educators as moral leaders and the need for educators to create inclusive classrooms where diversity is celebrated.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"261 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":"122208044","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

High-Impact Inclusive Learning Organizations: Evidence-Based Strategies in Higher Education 高影响力的包容性学习型组织:高等教育中的循证策略

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017004

Katelyn Romsa, Bryan Romsa, Kevin Sackreiter, J. Hanson, Mary Kay Helling, Heidi Adele Sackreiter

{"title":"High-Impact Inclusive Learning Organizations: Evidence-Based Strategies in Higher Education","authors":"Katelyn Romsa, Bryan Romsa, Kevin Sackreiter, J. Hanson, Mary Kay Helling, Heidi Adele Sackreiter","doi":"10.1108/S2055-364120190000017004","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017004","url":null,"abstract":"There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this consensus, few theory-to-practice models exist demonstrating how to achieve this goal. Faculty and administrators from a public, land-grant university located in the Midwestern United States are addressing the challenges associated with implementing equity and inclusion at their institution through the development of a model that includes intentional use of theory for designing inclusive learning environments. A primary component of this model was to develop a campus-wide policy across all departments and disciplines. This policy was collectively created with stakeholders across divisions, departments, and disciplines to integrate universal inclusive learning throughout the institution to achieve the aim of inclusive excellence. The outcomes of this policy are in the preliminary stages, but the goal is that far-reaching educational gains will occur in helping students acquire the broad knowledge, higher-order thinking skills, and real-world experiences they need to thrive in a diverse global society. The purpose of this chapter is to provide a helpful way of examining how intentional application of theory might work in higher education institutions to achieve high quality, high-impact inclusive learning for all students.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"10 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":"126420745","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

A Strategy for Enhancing Academics’ Cultural Lens: The Knowing Your Students Report 提高学者文化视角的策略:了解你的学生报告

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/S2055-364120190000017011

M. Muir, Helen Drury, Garth Tarr, Fiona White

{"title":"A Strategy for Enhancing Academics’ Cultural Lens: The Knowing Your Students Report","authors":"M. Muir, Helen Drury, Garth Tarr, Fiona White","doi":"10.1108/S2055-364120190000017011","DOIUrl":"https://doi.org/10.1108/S2055-364120190000017011","url":null,"abstract":"The authors report on a study that examined how academics in two faculties (Business and Science) at a large, research-focused university use information about student diversity to inform their teaching. Ninety-nine Science academics completed an online survey regarding their knowledge of their student cohort’s demographic, cultural, language, and educational backgrounds at the beginning of semester. They then received a concise two-page, course-specific document, Knowing Your Students (KYS) report, summarizing aspects of their students’ diversity. At the end of the semester, 44 of the same staff completed a second survey with open-ended questions regarding how they used the report information in their teaching and curriculum design. The report was new to Science while Business academics had received the reports for three years. To compare Science with Business, Business academics also completed the second survey. Academics across both faculties had a very positive response to the reports and engaged with the information provided. Provision of the report to Science academics brought their self-assessed knowledge of their student cohort’s diversity to a level comparable with that of Business. This chapter shares how KYS reports improved academics’ knowledge of student diversity, and challenged them to respond with suitable curriculum and pedagogical changes.","PeriodicalId":384569,"journal":{"name":"Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion","volume":"48 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":"125652577","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

Advocating Equity and Community Through Residential Learning Programs 通过住宿学习计划倡导公平和社区

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 2019-07-25 DOI: 10.1108/s2055-364120190000017016

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

引用次数: 0

A “Critical Factor”: Facilitating the Success of Students from Low Socioeconomic Status Backgrounds at Australian Regional Universities Through Technology 一个“关键因素”:通过技术促进澳大利亚地区大学低社会经济地位背景学生的成功

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion Pub Date : 1900-01-01 DOI: 10.1108/S2055-364120190000017010

M. Devlin, J. McKay

引用次数: 3