Prelims
ISBN: 978-1-83909-473-6, eISBN: 978-1-83909-472-9
ISSN: 2055-3641
Publication date: 28 August 2020
Citation
(2020), "Prelims", Sengupta, E., Blessinger, P. and Makhanya, M. (Ed.) Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 27), Emerald Publishing Limited, Leeds, pp. i-x. https://doi.org/10.1108/S2055-364120200000027001
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
Half Title
Improving Classroom Engagement and International Development Programs
series-page
Innovations in Higher Education Teaching and Learning
Series Editor: Enakshi Sengupta, Patrick Blessinger, Mandla Makhanya
Previous Volumes
Volume 1: Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators – edited by John M. Carfora and Patrick Blessinger
Volume 2: Inquiry-based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators – edited by Patrick Blessinger and John M. Carfora
Volume 3: Inquiry-based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators – edited by Patrick Blessinger and John M. Carfora
Volume 4: Inquiry-based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators – edited by Patrick Blessinger and John M. Carfora
Volume 5: University Partnerships for Community and School System Development – edited by Barbara Cozza and Patrick Blessinger
Volume 6: Emerging Directions in Doctoral Education – edited by Patrick Blessinger and Denise Stockley
Volume 7: University Partnerships for Academic Programs and Professional Development
Volume 8: University Partnerships for International Development
Volume 9: Engaging Dissonance
Volume 10: University Partnerships for Pre-service and Teacher Development
Volume 11: Refugee Education: Integration and Acceptance of Refugees in Mainstream Society – edited by Enakshi Sengupta and Patrick Blessinger
Volume 12: Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion – edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya
Volume 13: Strategies, Policies, and Directions for Refugee Education – edited by Enakshi Sengupta and Patrick Blessinger
Volume 14: Perspectives on Diverse Student Identities in Higher Education – edited by Patrick Blessinger
Volume 15: Language, Teaching and Pedagogy for Refugee Education – edited by Enakshi Sengupta and Patrick Blessinger
Volume 16: Strategies for Fostering Inclusive Classrooms in Higher Education – edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya
Volume 17: Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion – edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya
Volume 18: Integrating Sustainable Development into the Curriculum – edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin
Volume 19: Teaching and Learning Strategies for Sustainable Development – edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin
Volume 20: University Partnership for Sustainable Development – edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin
Volume 21: Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development – edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
Volume 22: Introduction to Sustainable Development Leadership and Strategies In Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin
Volume 23: University–Community Partnerships for Promoting Social Responsibility in Higher Education – edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
Volume 24: Leadership Strategies for Promoting Social Responsibility in Higher Education – edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
Volume 25: Integrating Community Service into Curriculum: International Perspectives on Humanizing Education – edited by Enakshi Sengupta, Patrick Blessinger and Mandla Makhanya
Volume 26: International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education – edited by Enakshi Sengupta, Patrick Blessinger and Milton D. Cox
INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING VOLUME 27
Title Page
Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
EDITED BY
ENAKSHI SENGUPTA
Centre for Advanced Research in Higher Education, New York, USA and
International HETL Association, New York, USA
PATRICK BLESSINGER
St. John’s University, New York, USA and
International HETL Association, New York, USA
MANDLA MAKHANYA
University of South Africa, South Africa
Created in partnership with the
International Higher Education Teaching and Learning Association
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2020
Copyright © 2020 Emerald Publishing Limited
Reprints and permissions service
Contact: permissions@emeraldinsight.com
No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-83909-473-6 (Print)
ISBN: 978-1-83909-472-9 (Online)
ISBN: 978-1-83909-474-3 (Epub)
ISSN: 2055-3641 (Series)
Contents
| List of Contributors | vii |
| Series Editors’ Introduction | ix |
| PART I BRIDGING THE EMOTIONAL CONNECT | |
| Chapter 1 Introduction to Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education | |
| Enakshi Sengupta, Patrick Blessinger and Mandla Makhanya | 3 |
| Chapter 2 Reflecting on Students’ Emotions in Undergraduate Research: Humanizing Higher Education Experiences | |
| Ana Baptista | 15 |
| Chapter 3 Adapting Paulo Freire in an Institutional Context: Developing Positive Relationships | |
| Carol Thompson and Michael Kleine | 33 |
| Chapter 4 Enlightened in Loco Parentis: A Model for Addressing the College Student Mental Health Crisis | |
| Laura M. Harrison and Peter C. Mather | 45 |
| Chapter 5 Investigating Authentic University Academic Care at a us Non-Mainland Hbcu | |
| Kenny A. Hendrickson and Kula A. Francis | 59 |
| Chapter 6 Global University, Local Issues: Taking a Creative and Humane Approach to Learning and Teaching | |
| Sandra Abegglen, Tom Burns, Simone Maier and Sandra Sinfield | 75 |
| Chapter 7 The Chemistry of Critical Thinking: The Pursuit to do Both Better | |
| Lindsey Conner and Yetunde Kolajo | 93 |
| Chapter 8 Empowering Faculty to Use Practices of Hospitality and Vulnerability to Encourage Risk Taking in the Higher Education Classroom | |
| Jennifer W. Shewmaker and Amy Boone | 111 |
| Chapter 9 The Deep Field School: A Model to Support Sustained International Service Learning and Scholarship | |
| Joe Pavelka | 123 |
| PART II ENGAGING STUDENTS | |
| Chapter 10 Learn First, Then Serve: Re-Focusing the International Service-Learning Model to Develop Cultural Humility | |
| Jennifer Elfenbein | 141 |
| Chapter 11 Re-Envisioning Virtual Spaces for Teaching and Learning: Strategies for Fostering Online Learner Engagement | |
| Polina Chemishanova and Charles Tita | 159 |
| Chapter 12 Engaging Students Through Collaborative Projects and International Higher Education Partnerships | |
| Sharon Harris-Byrne and Marina Wikman | 173 |
| Chapter 13 Futuristic Learning: Improving Classroom Engagement and Learning in a Distance Higher Education Institution | |
| Sharon Thabo Mampane | 189 |
| Chapter 14 The Pbl Approach in an Efl Setting: Maximizing Students’ Engagement and Humanizing their Experiences | |
| Ahmad Samarji | 205 |
| About the Authors | 219 |
| Name Index | 227 |
| Subject Index | 239 |
List of Contributors
| Sandra Abegglen | Independent Academic, Calgary, Canada |
| Ana Baptista | Imperial College London, London, UK |
| Patrick Blessinger | International Higher Education Teaching and Learning Association, NY, USA |
| Amy Boone | Abilene Christian University, Texas, USA |
| Tom Burns | London Metropolitan University, London, UK |
| Polina Chemishanova | University of North Carolina at Pembroke, Pembroke, USA |
| Lindsey Conner | Flinders University, Adelaide, Australia |
| Jennifer Elfenbein | Grand Canyon University, Arizona, USA |
| Kula A. Francis | University of the Virgin Islands, Virgin Islands, USA |
| Laura M. Harrison | Ohio University, Ohio, USA |
| Sharon Harris-Byrne | Institute of Technology Carlow, Carlow, Ireland |
| Kenny A. Hendrickson | University of the Virgin Islands, Virgin Islands, USA |
| Michael Kleine | University of Arkansas, Little Rock, USA |
| Yetunde Kolajo | Flinders University, Adelaide, Australia |
| Simone Maier | London Metropolitan University, London, UK |
| Mandla Makhanya | University of South Africa, Pretoria, South Africa |
| Sharon Thabo Mampane | University of South Africa, Pretoria, South Africa |
| Peter C. Mather | Ohio University, Ohio, USA |
| Joe Pavelka | Mount Royal University in Calgary, Alberta, Canada |
| Ahmad Samarji | Phoenicia University, Lebanon |
| Enakshi Sengupta | International Higher Education Teaching and Learning Association, NY, USA |
| Jennifer W. Shewmaker | Abilene Christian University, Texas, USA |
| Sandra Sinfield | London Metropolitan University, London, UK |
| Carol Thompson | University of Arkansas, Little Rock, USA |
| Charles Tita | University of North Carolina at Pembroke, Pembroke, USA |
| Marina Wikman | Satakunta University of Applied Sciences, Pori, Finland |
Series Editors’ Introduction
Innovations in Higher Education Teaching and Learning
The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning is more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.
The main objectives of this series are to:
- (1)
present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries;
- (2)
present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices; and
- (3)
consider the implications of theory and practice on policy, strategy, and leadership.
This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.
Innovation teaching and learning is any approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, innovation is positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.
The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural, and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, as well as other topics.
This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.
Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist, International HETL Association
Enakshi Sengupta
Associate Editor, International HETL Association
- Prelims
- Part I: Bridging the Emotional Connect
- Chapter 1: Introduction to Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
- Chapter 2: Reflecting on Students’ Emotions in Undergraduate Research: Humanizing Higher Education Experiences
- Chapter 3: Adapting Paulo Freire in an Institutional Context: Developing Positive Relationships
- Chapter 4: Enlightened in Loco Parentis: A Model for Addressing the College Student Mental Health Crisis
- Chapter 5: Investigating Authentic University Academic Care at a US Non-Mainland HBCU
- Chapter 6: Global University, Local Issues: Taking a Creative and Humane Approach to Learning and Teaching
- Chapter 7: The Chemistry of Critical Thinking: The Pursuit to do Both Better
- Chapter 8: Empowering Faculty to Use Practices of Hospitality and Vulnerability to Encourage Risk Taking in the Higher Education Classroom
- Chapter 9: The Deep Field School: A Model to Support Sustained International Service Learning and Scholarship
- Part II: Engaging Students
- Chapter 10: Learn First, Then Serve: Re-focusing the International Service-learning Model to Develop Cultural Humility
- Chapter 11: Re-envisioning Virtual Spaces for Teaching and Learning: Strategies for Fostering Online Learner Engagement
- Chapter 12: Engaging Students through Collaborative Projects and International Higher Education Partnerships
- Chapter 13: Futuristic Learning: Improving Classroom Engagement and Learning in a Distance Higher Education Institution
- Chapter 14: The PBL approach in an EFL Setting: Maximizing Students’ Engagement and Humanizing their Experiences
- About the Authors
- Name Index
- Subject Index