Search results

With the increasing diversity, including international students, in US American colleges, it is inescapable for faculty to make long-term adjustments to maximize learning for every participant in their courses. Creating an inclusive environment means that faculty are attuned to the diverse needs of college students regarding each task written or oral. In this chapter, the author describes an applicable academic class discussion model, an equitable process that faculty can adapt in their classes and facilitate frequently, especially if that is an inevitable component of their courses. The author explains how comprehensive notes on texts, adequate information literacy skills, and transparent class norms will lead to learning-centered academic class discussions and meaningful engagement of international college students.

A higher educational institution evaluates the concept of success in terms of student retention, equal access to education, graduation and at times with the grade point scored by the students. It also applies for accreditation and global ranking to showcase their success rate. It is rarely seen that universities evaluate student’s success in terms of their actual learning. Some universities lay emphasis on creating a collaborative campus climate, supportive mentoring by the faculty members and at times engaging students in a participative manner as a cohort. Rarely do universities monitor the cumulative educational achievements of the students. Retention and graduating batches of students is an essential feature of a higher educational institution but is not a sufficient measure. A college degree proves to be beneficial to the student and is considered useful only when it is valued by society and helps in empowering the students. Universities need to address this issue; they need to create metrics to capture the evidence of quality learning and should try to explore approaches as to how students can broaden their horizon and knowledge base and develop their concept of social responsibility to create a sense of all round wellbeing. With the rise of liberal education, there has been a gradual phasing out of conventional classroom delivered curriculum. The curriculum has become more robust bridging the conventional with applied form of education. This book narrates case studies where academics speaks about strategic frameworks that they have implemented in their classroom based on high impact program design, as well as approaches to mentor and support students as academic program leaders. Authors have demonstrated through their chapters that high impact practice (HIP) can become effective only when it is future focused and teaches skills to students that allow them to develop their social competence and enable them to examine knowledge management with the lens of social wellbeing.