Subject Index
ISBN: 978-1-78756-065-9, eISBN: 978-1-78756-064-2
ISSN: 2055-3641
Publication date: 25 July 2019
This content is currently only available as a PDF
Citation
(2019), "Subject Index", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17), Emerald Publishing Limited, Leeds, pp. 297-309. https://doi.org/10.1108/S2055-364120190000017023
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” with numbers indicate notes.
Academic
addressing low academic achievement
, 165“166
advising
, 118
confidence
, 216
emphasis
, 203“204
knowledge production
, 109
mentor
, 120, 122, 125
schools
, 77, 210, 215
and social domains
, 202“203
and social engagement
, 229
Academic Development Tutor/Lecturer
, 215
Academic mentorship model.
, (see also Peer-to-peer mentoring)
academic success
, 125“126
contemporary university mentorship models
, 118“119
design rationale
, 119“121
flexibility as key to success
, 127“128
longer-term impacts of mentorship program
, 122“124
mentorship framework
, 119
participants in program
, 124“125
primary student concerns
, 121“122
program effectiveness
, 122
program outcomes
, 121
right mentor
, 126“127
science academic mentorship program framework
, 120
Academics’ cultural lens
academics’ responses
, 158
adjustments to teaching practices based on information
, 155
comparison of science and business responses to SASDS
, 152
information on students’ studies based on KYS report
, 155
KYS report
, 148“150, 153“154
participants
, 149
procedure
, 150“151
qualitative findings
, 151
quantitative findings
, 151
report information
, 156“157
SASDS
, 150
structural diversity
, 146“147
university academics
, 147“148
ACCESS Monash (pilot academic mentorship program)
, 120
Access4All (A4A)
, 56
comparing data on inclusion in tertiary education in Europe
, 58“60
good practices for inclusion in HE
, 62“66
inclusion in HE
, 57“58
innovation and inclusion in HEIs
, 60“62
promoting inclusion through strategic planning
, 66“67
self-assessment tool
, 61“62
Action research model
, 109
Addressing Higher Education Access Disadvantage Program (AHEAD Program)
, 10“11, 165
Academic Mentoring Project
, 166
curriculum
, 167
equity challenge
, 165“170
university outreach and national equity outcomes
, 170
university recruitment and outreach programs
, 170“171
Administrative leaders
, 18, 91
Advisers
, 225
Advocacy and Resource Centre for Students with Disabilities (ARCSWiD)
, 254, 260“264
Advocacy for students with disabilities
, 260“263
Affirmative actions
, 23, 247“248
programs
, 18, 25“26
quotas
, 18
strategies
, 248
Africentric faculty leadering models grounded in Afrocentric philosophy
, 104
Africentricity
, 109
Afrocentric mentoring models of marginalized individuals in HE
afrocentric faculty leadering models grounded in africentric philosophy
, 108“110
benefits and weaknesses of faculty leadering
, 113
culturally relevant faculty leadering
, 110“111
faculty leader in faculty leadering
, 104“106
non-traditional faculty leadering
, 107“108
social challenges affects higher education
, 111“113
traditional faculty leadering
, 106“107
Afrocentricity
, 109
American SSW
, 184“185
Analysis
, 50
of comments on SASDS items
, 151
qualitative data
, 95“96
Articulation
, 211
Aspiration
aspiration-raising programs
, 174
as competency
, 173“174
within low SES groups
, 174
Assessment Academy
, 48“50
Assistive adaptive technologies and services
, 263
Assistive technology
, 214, 216, 261
Association of American Colleges and Universities (AACU)
, 49, 51
Australia Department of Education Employment and Workplace Relations
, 164, 169
Australian Blueprint for Career Development
, 167
Australian Bureau of Statistics (2013)
, 168
Australian context
, 172
Australian tertiary education system
, 147
Australian University Entrance Ranking (ATAR)
, 166
Authentic caring
, 31
leaping ahead and leaping in modes
, 35“37
pedagogical caring
, 34“35
philosophical context
, 32“34
youth work
, 34, 36“38
Award-bearing model
, 109
Awareness (faculty leader traits)
, 109
Bachelor of Youth Work program
, 35
Backlash
, 26“27
Biases
, 19“20
Board of Regents
, 49“50
Bologna Process
, 56“59
Bonding social capital
, 24“25
Bottom-up approach
, 158
Bradley Review of Australian Higher Education Report (2008)
, 164
Brailliant Braille display
, 262
Brainstorming
, 94, 109
Bridge programs
, 198, 248., (see also University outreach programs)
campus-based programs
, 201“202
evaluation and effectiveness
, 202“203
federal and state programs
, 200“201
integrating DSDM
, 203“204
target populations
, 198“200
Bridging social capital
, 24“25
Bristol scheme
, 66
Broad-scale campus orientation programs
, 118
Brown v. Board of Education Supreme Court Decision (1954)
, 200
Bucharest Communiqué
, 58
Business academics’ teaching adjustments
, 157
Campus-based programs
, 201“202
Campus-specific bridge programs
, 200
Campus-wide policy
, 47, 49
Caring
, 32., (see also Authentic caring)
caring-for-others
, 32“33
Cascade model
, 109
Changing roles (faculty leader traits)
, 110
Chilly climate
, 6
Civic knowledge
, 50
Civil Rights Act (1964)
, 200
Class(room)
behaviors
, 20“21
diversity
, 146
instructor
, 21
size and composition
, 182
Cluster hiring
, 23
Co-creating relationships
, 97“98
Co-curricular emphasis
, 203“204
Coaching
coaching/faculty leadering model
, 109
sessions
, 91, 97“98
Coethnic faculty leadership
, 104, 107
Collaborating/collaborations
, 183“185
Collaborative study abroad model
benefits and challenges
, 188
best practices
, 182“188
class size and composition
, 182
course development and description
, 180“181
inclusivity and course improvements
, 191
planning and implementation
, 182
service learning experiences
, 189“190
student experiences
, 190
student learning
, 190“191
student voices
, 189
survey
, 194“195
College attendance
, 199
Communicating skills
, 34, 97“98, 105, 114
Communities of practice
, 89“90, 92
Community
, 175, 185“186
of practice model
, 109
service
, 171
Community Learning Lab (CLL)
, 181, 185“186
Compelling Need for Diversity in Higher Education report
, 20
Confidential counselor model
, 65
Conflict management
, 21, 23, 27., (see also Diversity management)
Conflict transformation processes
, 21, 23, 27
Connectedness
, 138“140
Constitution of Ghana
, 242
Constructivism
, 220
Contemporary university mentorship models
, 118
Convention on the Elimination of all forms of Discrimination Against Women (CEDAW)
, 240“241
Cooperative experiences
, 47
Course
, 159n1
development and description
, 180“181
improvements
, 191
Creative thinking
, 50
Critical consciousness
, 9, 88“91, 93
Critical race theory (CRT)
, 43“44, 52
Critical thinking
, 50
Cross-cultural
experiences
, 46
faculty leadering
, 112“113
Cross-disciplinary analysis
, 181
Cross-racial
dialogues
, 46
faculty leadering
, 112“113
Cultural competence
, 157“158
Culturally relevant faculty leadering
, 9, 104, 110“111
Culturally responsive pedagogy (CRP)
, 110“111
“Culture of niceness”
, 26
Curriculum
, 79
changes
, 52, 148
design
, 148
formal
, 126
hidden
, 126, 128
Curtin AHEAD Program
, 173“174
Curtin University Digital Media Unit (2017)
, 173
“Data zones”
, 211, 219
Decision-making paradigm
, 174
Deficit model
, 109, 212
Demand-driven system (DDS)
, 164, 170
Department of Education and Training (2017)
, 168
Digital technology
, 258
Disabilities
from pre-entry to graduation
, 214“215
service at GCU
, 214“215
Disability Act 2006, Act 715
, 241“243
Disability Common Fund (DCF)
, 245“246
Disciplinary
cultures
, 76, 79
responses to program
, 79“80
Discrimination
, 6, 243
Distance education
, 139, 141, 257“258
District Assemblies Common Fund (DACF)
, 245“246
Diversity
, 5“6, 45, 51, 230“231
challenges
, 6“7
education
, 22, 24, 27
experiences
, 146
framing through DSDM
, 231“233
Diversity management
, 23
conflict and backlash
, 26“27
paradigm
, 24
programs
, 19
Doctor of Philosophy (PhD)
, 239
Dolphin easy convertor
, 261
Domain
, 89
Domestic phase
, 181
Dragon naturally speaking
, 261
Dual Model
, 119
Duxbury Braille translator software
, 262
Dynamic Student Development Metatheodel (DSDM)
, 11, 198, 203, 224, 226“227
diversity framing through
, 231“233
integrating
, 203“204
Dyslexia
, 211“212, 214“215, 261
Economic Opportunity Act (1964)
, 200
Education for all (EFA)
, 238
Education(al)
, 19, 21“22
access
, 5
credentials
, 57
leaders
, 224
Educational Opportunity Fund in New Jersey
, 201
Educator as gatekeeper
, 22“23
Effective learning service (ELS)
, 212
Engagement
, 50
Engagement indicators (EIs)
, 48
English as a Second Language (ESL)
, 46, 186, 189“190
English-speaking university students
, 46
Entertainment media
, 106
Environmental and process emphasis
, 203“204
“Environments”
, 258
EPUB3 format
, 262
Equalities Act (2010)
, 212“214
Equality Outcomes
, 212“213
Equity
, 6, 51
challenge
, 165“170
groups
, 72“75, 77, 80“82
institutional communication for equity audience
, 174“175
practitioners
, 173
support scheme
, 79
Equity students
, 133., (see also Regional students)
student success for
, 133
technology for
, 142
Ethical reasoning
, 51
Ethnic minority students
, 198, 232
European financial and debt crisis
, 56
European Higher Education Area (EHEA)
, 56“57
European Union (EU)
, 185
European Union Center (EUC)
, 183
Eurydice report
, 60
Evidence
evidence-based decision making
, 48
informed strategy
, 47“48
“Experimental Collegiate Program”
, 225
Face-to-face learning, enduring value of
, 141“142
Faculty Cluster Hiring for Diversity and Institutional Climate
, 23
Faculty leader(ing)
, 104, 108“111
benefits
, 113
culturally relevant
, 110“111
faculty leader in
, 104“106
non-traditional
, 107“108
traditional
, 106“107
weaknesses
, 113“114
Family responsibilities
, 136“138
Federal and state programs
, 199“201
Federally funded Upward Bound program
, 200
Federated learning communities
, 225“226
Feelings of Alienation, Isolation, and Racism (F.A.I.R)
, 104
Financial
barriers
, 166
circumstances
, 141
pressure
, 79
students affected by financial disadvantage
, 132“133
First in family
, 72, 74, 77“79
influences
, 136
First-generation students
, 22, 198“199, 204
Flexibility
, 127, 136
Forced participation
, 25“26
Formal curriculum
, 126
Foundational lifelong learning skills
, 51
Free-standing theory
, 226“227
Freshman interest groups (FIGs)
, 225
Funding processes
, 165
Gay, lesbian, bisexual, and transgendered (GLBT)
, 230“231
Ghana’s approach
, 238
country profile
, 238“239
higher education portrait
, 239“240
institutional initiatives
, 246“248
international conventions
, 240“241
national initiatives
, 241“246
Glasgow Caledonian University (GCU)
, 210
policy context
, 212“213
Public Sector Equality Duty
, 213
Strategy for Learning
, 214
Globalization
of education market and government policies
, 146
theory and practice of
, 157
Good practices
, 56“57
formal and content criteria for selecting and collecting
, 64
for inclusion in HE
, 62“66
Goodie model
, 65
Government’s role in social service agencies
, 190
Greek financial crisis
, 190
Greek SSW
, 180“181, 186
Group Coaching and Mentoring framework
, 88, 90“95., (see also Academic mentorship model)
collaborative tasks
, 95
participant survey
, 96
QDA
, 95“96
standardized meetings
, 94
virtual communities of practice community of practice
, 93“94
Growth, learning, and development (GLD)
, 224, 227, 230
Handout programs
, 26
Head mouse
, 261
Hearing impairment students in ODeL context
, 259
Heideggerian authenticity
, 33“34
Hidden curriculum
, 126, 128
High school
, 166“168
High-impact inclusive learning organizations
cross-curricular skills
, 49“51
evidence informed strategy
, 47“48
inclusive learning environments
, 44“47
policy implementation
, 48“49
theoretical framework
, 43“44
Higher education (HE)
, 3, 56, 164, 210, 230, 238“239
distance learning role in
, 257“259
good practices for inclusion in
, 62“66
inclusion in
, 57“58
innovations in HE outreach
, 165“171
insights and considerations for HE leaders
, 171“175
landscape in Australia
, 132
legislative framework for inclusion of disability persons in
, 256“257
multiliteracy frameworks
, 172
participation
, 118
portrait
, 239“240
privatization
, 244
reforms
, 243“244
responsibility of institutions
, 5
sector in South Africa
, 254
social responsibility
, 66
Higher Education Act
, 200, 210
Higher Education Contribution Scheme (HECS)
, 166
Higher education institutions (HEIs)
, 56, 66, 240
in Ghana
, 247
innovation and inclusion in
, 60“62
organizational maturity
, 61“62
Higher Education Participation and Partnerships Program (HEPPP)
, 164, 170
Homogenous faculty leadering relationships
, 112
“Hot knowledge”
, 168
Human capital
, 173“174
Illinois Abroad and Global Education (IAGE)
, 183“185, 192
Immigrant university students
, 46
Inclusion
, 5“6, 45, 51, 215, 230“231
actions for
, 61
campus climate
, 45
comparing data in tertiary education in Europe
, 58“60
curriculum renewal
, 148
good practices for inclusion in HE
, 62“66
in HE
, 57“58
in HEIs
, 60“62
higher education in South Africa post-apartheid
, 254“255
learning
, 42
learning environments
, 44“47
policies for
, 61
practice
, 172“173
promoting inclusion through strategic planning
, 66“67
shared understanding of
, 61
teaching and practice
, 257
Inclusive spaces for students at Unisa
advocacy and resource centre for students with disabilities
, 260“263
distance learning role in higher education
, 257“259
ethical issues
, 263“264
inclusive higher education in South Africa post-apartheid
, 254“255
legislative framework for inclusion of disability persons in higher education
, 256“257
students with disabilities at Unisa
, 260
students with disabilities in South African higher education
, 255“256
students with hearing and visual impairment face in ODeL context
, 259
Inclusiveness
, 4
Disability Service at GCU
, 214“215
evaluation and analysis
, 217“218
GCU
, 210
outcomes
, 218“219
policy context
, 212“213
rationale for supporting students
, 214“215
“taking responsibility for your own learning” years
, 215“217
university’s approach
, 210“212
widening access
, 210
Inclusivity
, 191
Index basic Braille embosser
, 262
Indigenous students
, 74“75, 77, 81
Individuals one-on-one coaching sessions
, 98
Inductive qualitative approach
, 134
Inequality
, 5, 43, 146, 234, 248
Information literacy
, 50
Information technology (IT)
IT-based curriculum delivery
, 79
Innovation
AHEAD
, 165“171
in HEIs
, 60“62
and insights for HE aspiration and outreach programs
, 164
university outreach programs
, 171“175
Inquiry
, 50
Institute of International Education (IIE)
, 180
Institution(al)
, 224“225
affirmative actions
, 247“248
communication for equity audience
, 174“175
initiatives
, 246
innovation management culture
, 61
people resources
, 226
satellite campuses
, 247
social and corporate responsibility
, 171“173
Instructors
, 21, 25
Integration
, 4
Integrative learning
, 51
Intellectual environments
, 231
Intentional activities
, 45
Intercultural
knowledge
, 51
pedagogy
, 45
sensitivity
, 148
International
communication
, 180
insurance
, 184“185
phase
, 181
students
, 80
study abroad courses
, 180
International Coaching Federation (ICF)
, 91
Internet
, 21, 79, 134, 141“142
Interpersonal skills
, 228
Interplay
, 258
Intrusive academic support
, 126
JAWS for windows professional
, 261
Knowing Your Students report (KYS report)
, 10, 148“150, 156
Knowledge
knowledgeable society
, 171
sharing
, 61
Kohlberg’s classification of moral development
, 21“22
Kwame Nkrumah University of Science and Technology
, 247“248
Leadership
, 111
skills
, 180
Leaping ahead modes of caring-for-others
, 33, 35“37
Leaping in modes of caring-for-others
, 33, 35“37
Learning
communities
, 224“226, 231
curriculum structure
, 225
equity
, 88“89
facilitating learning results
, 98
process
, 225
program
, 218
relative theory to learning communities
, 228“230
Learning Development Centers (LDC)
, 216
Learning Development Units
, 215
Liberal Education and America’s Promise initiative (LEAP initiative)
, 49, 51
Life management
, 136“138
Linked courses
, 225“226
Living-learning communities (LLCs)
, 224
London Communiqué (2007)
, 57
Low-cost housing accommodations
, 187
Lumina Foundation
, 24
Master Learner
, 226
Member of Parliament (MP)
, 246
share of DACF
, 246
Mental health institution, function of
, 190
Mentorship
, 118“124
Merit-based SHAPE application process
, 167
Metacognition
, 88, 94, 98
#MeToo movements
, 18
Ministry of Education (MOE)
, 239
Moral development
, 21, 228
Multicultural(ism)
, 4
education
, 22
perspectives and approaches
, 43
Multidimensional mentorship model
, 119
National Accreditation Board (NAB)
, 243
National Accreditation Board Act 2007, Act 744
, 243
National Center for Educational Statistics (NCES)
, 231“232
National Centre for Student Equity in Higher Education (NCSEHE)
, 132, 164
National Council for Community and Education Partnerships
, 200“201
National Development Plan
, 255
National Disability Team and Skill Report (2004)
, 211“212
National initiatives
, 241
Constitution of Ghana
, 242
DCF
, 245“246
Disability Act 2006, Act 715
, 242“243
higher education reforms
, 243“244
MP share of DACF
, 246
National Accreditation Board Act 2007, Act 744
, 243
privatization of higher education
, 244
student loan trust
, 244“245
National Plan for Higher Education
, 256“258
National Resource Centers (NRCs)
, 183
National Survey of Outreach Programs
, 198
National Survey of Student Engagement (NSSE)
, 47“48
Native-born students
, 46
Non-Coethnic faculty leadership
, 107
Non-cognitive
attributes
, 173“174
development
, 173“174
Non-English speaking backgrounds
, 75“76
Non-prejudiced employees
, 25
Non-traditional
faculty leadering
, 107“108
technology for non-traditional student cohorts
, 133“134
NVivo computer software
, 217“218
Office for International Safety and Security
, 184
Office of Economic Opportunity and Upward Bound program
, 200
Online
application system
, 184“185
learning
, 141
Open Distance and e-Learning (ODeL)
, 12, 258“259
students with hearing and visual impairment in
, 259
Open Distance Learning (ODL)
, 258
Oppression
, 42
social
, 42
systemic
, 42
tunnels of
, 230
Organization for Economic Co-operation and Development (OECD)
, 146
Education Policy Analysis Report
, 173“174
Organizational
change
, 24, 79
profile output
, 63
Osteopathy
, 80
Outreach programs
, 10, 165, 167, 172, 174
Padlet
, 220
Participatory action research
, 92“93
Pedagogic(al)
change
, 79
encounters
, 36
theory
, 147“148
Peer-to-peer mentoring
, 72“73., (see also Academic mentorship model; Group Coaching and Mentoring framework)
disciplinary responses to program
, 79“80
history of unimentor scheme
, 74“76
horizons and possibilities
, 81“83
recent challenges
, 77“79
reflection
, 80“81
SCU unimentor program
, 73“74
sustained growth and resistance
, 76“77
transformational benefits
, 83
Pell Institute
, 231“232
Personal Professional Coaching (PPC)
, 91
Persons with disabilities (PWDs)
, 239“240
Pilot program (2006)
, 75
Policy
context
, 212“213
implementation
, 48“49
for inclusion
, 61
Positive action
, 59
Post-school education
, 255
Post-then-pre-survey results
, 98“99
Postsecondary institutions
, 42“43, 46
“Poverty of aspirations” thesis
, 174
Practice
, 63, 89
Prague Communiqué (2001)
, 56“57
Pre-college programs
, 198, 200, 202
Pre-departure process
, 184“185
Private higher education institutions (PHEIs)
, 244., (see also Higher education institutions (HEIs))
Privatization of higher education
, 244
Privilege Houses
, 230
Problem solving
, 50
Professional development
, 107, 155, 158
activities
, 22
education
, 28
of leaders
, 107
model
, 95
opportunities
, 49
Progression register
, 159n2
Psychosocial functions
, 107
Pyramid inclusion model
, 66“67
Qualitative analysis of survey
, 189
Qualitative data analysis (QDA)
, 95“97
R software
, 151
Race
, 20“21
Racial/ethnic backgrounds
, 199
Read and write gold
, 261
Reciprocity in mentoring
, 83
Regional students
education completion rates for
, 132
online learning to
, 138
Regional(ity)
areas
, 74
outreach
, 168
students affected by
, 132“133
Relative theory to learning communities
, 228“230
Remote areas
, 74
Research
, 171
Residence-based models
, 224
Residential learning programs.
, (see also Service learning)
diversity and inclusion
, 230“231
DSDM
, 226“227
framing of diversity through DSDM
, 231“233
learning communities
, 224“226
relative theory to learning communities
, 228“230
Resource centre for students with disabilities
, 260“263
Responsibility (faculty leader traits)
, 110
Role modelling
, 106“107
Same-gendered coethnic faculty leadership
, 104, 107
Satellite campuses
, 247
Scholarship
access to scholarships and grants
, 186“187
information
, 185
Scholarships for High Achievement and Performance Engagement (SHAPE)
, 166“167
School of Health and Life Science
, 210, 217
School of Social Work (SSW)
, 180
Schools for Higher Education Program (SHEP)
, 210
Science, Technology, Engineering and Mathematics programs
, 248
Scottish Funding Council (2016)
, 211
Scottish Index of Multiple Deprivation (SIMD)
, 210“211, 219, 221
Self-awareness
, 109
Self-concept
, 228
Self-efficacy
, 168, 203
Self-regulated learning strategies
, 88, 98“99
Semester
, 187
“Separation”
, 258
Service
, 171
Service learning
, 192n1., (see also Residential learning programs)
activities
, 181
sexperiences
, 189“190
Services, supports, interventions, and programs (SSIPs)
, 227
Significant other (SO)
, 203, 227
Skills
, 109, 114
Social
aid scholarships
, 66
capital
, 172
challenges affecting HE
, 111“113
dimension
, 57“58
inclusion
, 6
justice programming
, 230
and linguistic support
, 66
links
, 59
media
, 21, 139
mobility
, 5
oppression
, 42
responsibility agendas
, 171
work students
, 181
Social Security and National Insurance Trust (SSNIT)
, 245
Socio-economic status (SES)
, 118, 132, 147, 164
AHEAD program, low SES students within
, 175
low SES students
, 75, 118
South African higher education, students with disabilities in
, 255“256
Southern Cross University (SCU)
, 72
unimentor program
, 73“74
Specific learning disabilities (SpLD)
, 214
Staff
, 135, 230
members
, 113
staff-to-student ratio
, 181
Staff Awareness of Student Diversity Scale (SASDS)
, 148“151, 156
Stakeholders
, 137, 139“141
Standards-based model
, 109
Strategic planning, promoting inclusion through
, 66“67
“Structural” diversity
, 146
Student Loan Trust Fund (SLTF)
, 245
Student success from low SES backgrounds
, 132., (see also Socio-economic status (SES))
challenges relating to technology
, 140“141
connectedness fostering by technology
, 138“140
enduring value of face-to-face learning
, 141“142
ethics approval
, 134“135
findings
, 135“136
inductive qualitative approach
, 134
students affecting by financial disadvantage and regionality
, 132“133
technology allowing flexibility and life management
, 136“138
technology for non-traditional student cohorts
, 133“134
Student Support Services
, 200
Student(s)
, 32, 35“36, 167, 185“186
with disabilities at Unisa
, 260
with disabilities in South African higher education
, 255“256
experiences
, 190
with hearing and visual impairment face in ODeL context
, 259
intellectual development
, 175
learning
, 190“191
loan trust
, 244“245
organizations
, 228
perspective
, 191
rationale for supporting
, 214“215
self-efficacy
, 229
student-centered teaching acknowledging diversity
, 157
student-mentoring schemes
, 72
student–faculty interaction
, 229
voices
, 189
Supporting students through mobile phone technology (SAS-Mobile)
, 65“66
Supports, Services, Interventions, and Programs (SSIPs)
, 203
Sustainable inclusivity
, 25
Systemic
institutional integration model
, 66
oppression
, 42
racism
, 107
“Taking responsibility for your own learning” program
, 215“217, 219
Talent Search, Student Support Services, and Upward Bound programs (TRIO programs)
, 200
Taskforce
, 47“48, 50
Teachers as moral leaders
, 19
Teaching
, 171
diverse cohorts
, 156
Teamwork
, 50
Technology
, 135
allowing flexibility and life management
, 136“138
challenges relating to
, 140“141
connectedness fostering by
, 138“140
for non-traditional student cohorts
, 133“134
Telecommunication applications
, 21
Tertiary Education Project (TEP)
, 238
Tertiary Institute Service Centre (TISC)
, 170“171
Theory-to-practice models
, 43“44
#TimesUp movements
, 18
Title VI funding
, 185
Top-down approach
, 158
Tourism
, 80
Traditional
faculty leadering
, 106“107
summer bridge programs
, 201
Training model
, 109
Transformation
, 4
educators
, 24
model
, 109
Transition
of commencing students
, 118
process
, 204, 215, 219
True diversity
, 4“5
Tunnels of Oppression
, 230
U.S. Department of Education (USDOE)
, 185, 199“201
“Ubiquitous” learning community
, 226
Unconscious biases
, 18“20
Underrepresented student groups
, 192“193n2
UniMentor program
, 72, 82., (see also Addressing Higher Education Access Disadvantage Program (AHEAD Program))
design and development
, 74“76
history
, 74“76
proportions of equity groups
, 77
UniReady
, 166
Unit-focused peer-assisted coursework tuition
, 118
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
, 240
United States National Center for Education Statistics projections (2013)
, 198
Universal Declaration of Human Rights (UDHR)
, 240
University
academics
, 147“148
approach
, 210“212
outreach and national equity outcomes
, 170
student-mentoring programs
, 72
university-based aspiration and outreach projects
, 165
university-driven approach
, 72
University of Development Studies
, 247“248
University of Ghana
, 247“248
University of South Africa (Unisa)
, 254
distance learning role in higher education
, 257“259
ethical issues
, 263“264
students with disabilities at
, 260
University outreach programs
, 171., (see also Bridge programs)
human capital
, 173“174
institutional communication for equity audience
, 174“175
institutional social and corporate responsibility
, 171“173
University recruitment
cycle
, 175
and outreach programs
, 170“171
University’s Strategy for Learning (2015“2020)
, 211
Upward Bound program
, 202
Value co-creation
, 175
Variability
, 258
Videotelephone
, 21
Virtual communities
coaching and mentoring
, 90“91
communities of practice
, 89“90, 93“94
critical consciousness and learning equity
, 88“89
design/methodology
, 92“93
faculty director’s perspective
, 97
Group Coaching and Mentoring framework
, 93“96
landscape of higher education
, 91“92
post-then-pre-survey results
, 98“99
results from individuals one-on-one coaching sessions
, 98
unstructured participant observations
, 97“98
Virtual faculty leadering
, 106
Visual impairment students in ODeL context
, 259
Western Australia (WA)
, 165
White Paper on the Rights of Persons with Disabilities (WPRPD)
, 256“257, 260
Widening access
, 8, 57, 210, 241
Yerevan meeting
, 58
Youth work
, 34, 36“38
Zoom text
large print keyboards
, 261
magnifier reader
, 262
- Prelims
- Part I Concepts and Principles
- Introduction to Strategies for Fostering Inclusive Campuses in Higher Education
- Part II Global Practices and Challenges
- Chapter 1 Removing the Rose Colored Glasses of Exclusivity
- Chapter 2 Authentic Caring: An Australian Experience
- Chapter 3 High-impact Inclusive Learning Organizations: Evidence-based Strategies in Higher Education
- Chapter 4 Access4All: Policies and Practices of Social Development in Higher Education
- Chapter 5 Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University
- Chapter 6 Using Virtual Communities of Practice to Coach and Mentor Faculty to Facilitate Engaging Critical Consciousness
- Chapter 7 Afrocentric Mentoring Models of Marginalized Individuals in Higher Education
- Chapter 8 The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education
- Chapter 9 A “Critical Factor”: Facilitating the Success of Students from Low Socioeconomic Status Backgrounds at Australian Regional Universities Through Technology
- Chapter 10 A Strategy for Enhancing Academics’ Cultural Lens: The Knowing Your Students Report
- Chapter 11 Innovations and Insights for Higher Education Aspiration and Outreach Programs
- Chapter 12 A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students
- Chapter 13 Improving Bridge Programs on American College and University Campuses
- Chapter 14 Inclusiveness in the 21st Century: Glasgow Caledonian University’s Approach
- Chapter 15 Advocating Equity and Community Through Residential Learning Programs
- Chapter 16 Ensuring Equity and Inclusion in Higher Education Provision: Ghana’s Approach
- Chapter 17 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)
- About the Authors
- Name Index
- Subject Index