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Book part
Publication date: 12 November 2018

William Broussard

As historically Black colleges and universities (HBCUs) endeavor to establish niches in the higher education marketplace, we see a surfeit of HBCU executives, administrators…

Abstract

As historically Black colleges and universities (HBCUs) endeavor to establish niches in the higher education marketplace, we see a surfeit of HBCU executives, administrators, alumni, faculty, and student voices leading the public discourse about how twenty-first century solutions are being sought to serve the needs of an increasingly ethnically and culturally diverse educational sector. Journalistic missives and research produced in academia examine and often define HBCUs struggling to garner federal/external research dollars, struggling to attract, engage, and support diverse student populations, lacking innovation, failing to promote and foster cooperation and interdisciplinarity, and failing to promote esprit de corps among faculty. These missives are often the result of externally produced news stories which permeate because of a lack of engagement among traditional media outlets and journalists with “on-the-ground” thought leaders working with HBCU students and students themselves.

Featuring the collaborative efforts of racially diverse faculty from multiple disciplines, producing research and providing service to racially, culturally, and geographically diverse students, the student service-based research project discussed in the chapter aims to provide differential academic and employment-support services to transition HBCU students with learning disabilities leading to improved college completion and employment outcome by emphasizing cooperation in the classroom and through extracurricular activities. Further, it accomplishes something equally critical to its research-based outcomes – a model of collaboration and cooperation other HBCUs should seek to replicate for the sake of its students, faculty, and institutional reputations.

The program described in this chapter is just one example of programs that serve students and exemplify the mission of HBCUs, while demonstrating innovation, collaboration, and leadership, that creates an opportunity to counter-narrate pernicious stereotypes about HBCUs. The federally-funded, innovative student services/success program I examine in this chapter – a collaborative, multidepartment, and interdisciplinary program emphasizing cooperative learning at a southern flagship HBCU – challenges these pernicious narratives head on. Raising attention and awareness of the program’s existence is important not only to highlight the university’s attempts to promote student success, but is also another clarion call for HBCUs to do all within their power to promote their own successes at attracting, retaining, and promoting students’ success while finding creative ways to develop faculty and promote interdisciplinarity and collaboration. Doing so benefits all HBCU students regardless of their race, cultural affinities, or level of preparedness for college, and benefits all faculty, be they in the much-vaunted science, technology, engineering, and mathematics (STEM) fields or often lesser-valued, but equally crucial fields in the humanities, education, and the arts.

Details

Underserved Populations at Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-78754-841-1

Keywords

Article
Publication date: 21 July 2023

Thomas E. Jones, Lindsay Mack and Oscar A. Gómez

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to…

Abstract

Purpose

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates’ own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target.

Design/methodology/approach

A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to “Environment” and “Development” studies, respectively; n = 177) that both integrated SDGs within their respective curricula.

Findings

Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs’ usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030.

Practical implications

The findings can inform instructors of students’ perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability “business case” practicums.

Originality/value

As global HEIs grapple with effective ways to vertically integrate SDGs into a university’s curriculum, students’ opinions are often underrepresented. This paper’s originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 22 November 2012

Scott A. Johnson and Jing Luo

Engaging students in an active, self-directed approach to learning about leadership is best accomplished through personalized self-awareness, reflection, and connection to…

Abstract

Engaging students in an active, self-directed approach to learning about leadership is best accomplished through personalized self-awareness, reflection, and connection to real-time, practical applications/examples through experiential learning. This is especially challenging for students whose cultural backgrounds, language, and/or educational preparation/training predispose them to more passively “receive knowledge” in an unquestioning, unexamined manner, without critical thinking. At the University of Greenwich Business School, a final year course has been re-imagined as personalized leadership development integrated with learning technology. Our teaching team is taking advantage of an interactive virtual simulation (vLeader) to engage Chinese students who otherwise might not participate fully in the expected manner of a Westernized learning environment. This chapter outlines our integrated approach to support and engage these students in learning outcomes for continuing success in their lives, careers, and leadership opportunities.

Details

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
Type: Book
ISBN: 978-1-78190-241-7

Book part
Publication date: 17 October 2018

Abstract

Details

Decentering the Researcher in Intimate Scholarship
Type: Book
ISBN: 978-1-78754-636-3

Article
Publication date: 24 September 2021

Xuanxi Li, A.Y.M. Atiquil Islam, Eddie W.L. Cheng, Xiao Hu and Samuel Kai Wah Chu

This study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.

Abstract

Purpose

This study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.

Design/methodology/approach

The participants consisted of 421 students (i.e. form 1 to form 3) from Hong Kong taking a liberal studies course during the 2016–2017 academic year. This study mainly used a mixed methods design, proposing 11 hypotheses. Quantitative data from 374 questionnaires were analysed to test these research hypotheses, while a qualitative method (interviews) was used to explain the quantitative results. A structural equation modelling approach was used to analyse the data, and data triangulation was used to answer the same research questions.

Findings

The results showed that the model components PBworks affordances (PB) and rules and divisions (RD) had significant direct effects on individual activities (IA) and community activities (CA) and significant indirect effects on information literacy (IL). The results also revealed that CA had a significant effect on IA and had an even greater effect on IL.

Research limitations/implications

Using PBworks and the project-based learning (PjBL) approach, this study examined the determinants affecting the IL skills of Hong Kong junior secondary school students and proposed a wiki-based information literary activity (WILA) model.

Practical implications

As students' IL skills have become increasingly important, this study can shed light on related topics for future studies.

Social implications

And contribute to social stability and harmonious development.

Originality/value

This study eventually confirmed the validity of the WILA model with all hypotheses supported.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0092.

Details

Online Information Review, vol. 46 no. 3
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 14 February 2022

Melina Lesus and Andrea Vaughan

This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy.

Abstract

Purpose

This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy.

Design/methodology/approach

In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants.

Findings

The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context.

Practical implications

This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction.

Originality/value

By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.

Details

English Teaching: Practice & Critique, vol. 21 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 9 April 2018

Manya C. Whitaker and Kristina Marie Valtierra

The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS).

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Abstract

Purpose

The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS).

Design/methodology/approach

Scale development consisted of a six-step process including item development, expert review, exploratory factor analysis, factor interpretation, confirmatory factor analysis and convergent and discriminant validity analyses.

Findings

The final scale contains 19 Likert items across three dispositional domains: Disposition for Praxis, Disposition for Community and Disposition for Social Justice. The alpha reliability value for the overall scale was 0.92.

Practical implications

The DCRPS can be used in teacher preparation programs for programmatic evaluation, for teacher candidate growth assessment or for career counseling.

Originality/value

Other scales related to multicultural education reflect teachers’ general beliefs about diversity and/or inclusive education. The DCRPS is the first scale that assesses teachers’ beliefs and attitudes underlying culturally responsive teaching practices.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Abstract

Details

Teacher Preparation in the United States
Type: Book
ISBN: 978-1-80071-688-9

Abstract

Details

Remembering the Life, Work, and Influence of Stuart A. Karabenick
Type: Book
ISBN: 978-1-80455-710-5

11 – 20 of over 10000