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The purpose of this chapter is to present a model to support a humanizing approach to international education that is sustainable and facilitates respectful service, scholarship and teaching. University faculty engage internationally through teaching, service and scholarship. All three require faculty to possess strong trusting connections to the international community in which they operate. Literature suggests that the impulse to initiate service learning and scholarship with communities foreign to the faculty too early can be detrimental. A deep relationship between the faculty and community built upon trust and mutual respect is the key to successful internationally situated service, teaching and scholarship. However, such relationships require time to develop and many universities cannot support faculty toward developing international relationships. The Deep Field School presents a way of blending teaching, service and scholarship in a way that supports the nurturing of long-term relationships. The Deep Field School is an internationally situated short-term faculty led study abroad that operates with a commitment toward the long term and closely adheres to the humanizing principle that learning is a process not an outcome. A deep field school operating in Peru is presented as a case study along with guidelines for development.

The chapter focuses on humanizing higher education by infusing ethical leadership in the curriculum to improve the public service. Its design is qualitative in nature and literature reviews and document analysis were employed in compiling the chapter. It followed an interpretive paradigm and used Kolb’s Experiential Learning Theory as a lens in understanding humanizing education in higher education. Nowadays ethical leadership is of paramount importance in higher education and in the public service. Ethical leadership should be based on the moral person and on the moral manager. The moral person component focuses on desirable personal qualities of leaders such as being perceived as honest, fair and trustworthy. The moral manager focuses on the leader and uses transactional efforts such as rewards and punishments to reinforce desired behaviors. Soft skills are very important in higher education and should be transferred through coursework. Students need to be supported in all aspects of education including the academic, emotional and social demands in higher education.

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

Educational pedagogy is concerned about student-centered learning that engages students and involves them in a meaningful manner to enhance critical thinking and creativity. Creative teaching and learning methods are a catalyst that can improve the learning experiences of students. Good teaching and the experience associated with it helps to connect students, faculty and the subject that is being taught to the students (Palmer, 2007). Many subjects till today are taught with a purely fact-based approach, and such traditional methods overlook the need to bring the subject to life and to make learning meaningful. Multi-dimensional methods are used to encourage students and convert them to successful learners with the ability to think creatively. The issue of student’s disconnectedness is a matter of much academic pursuit and using non-traditional methods such as plays, narratives and even humor are on the rise and have gained popularity due to their success in classroom teaching (Dunn, 2000). This book will help to highlight various case studies and interventions that have used innovative ways to improve the teaching-learning methods and engage students in the classroom. Academicians, through the chapters in this volume, have argued that education does not only mean teaching, learning and research but also the emotional connection and commitment that involves a dialogical process between the faculty and students. It is the responsibility of the faculty members to ultimately create an environment that provides the students with tools that are socially engaging, interactive and meaningful (Dunn, 2000).

In this chapter, the author builds from foundational scholarship which suggests that service-learning yields positive outcomes for students, faculty, and community partners. The author first suggests that service-learning can be a vehicle for humanizing community partners as well as students, faculty, and course content, then describes a program evaluation context wherein community partners would benefit from a humanizing service-learning experience. The author then introduces the field of program evaluation and the foundational documents espoused by the American Evaluation Association, and looks at the organizational structure of the Department of Organizational Leadership, Policy, and Development at the University of Minnesota – Twin Cities, which houses the Evaluation Studies specialization. Next, the author presents a foundational program evaluation course, discussing its emphasis on service-learning and on humanizing the students, community partners, and course content, and introducing the textbooks, readings, and activities used to bring the experience to life. The author concludes by looking at opportunities and challenges to integrating program evaluation into a departmental core at other universities.

Students from the new generation who enter a university belong to the so-called net generation and are digital natives (Selwyn, 2009). They are equipped with new technologies and expect that technology becomes a part of their education. The most concerning thing in our society is not about economic or social crisis but a spiritual emptiness and a feeling of hopelessness which are permeating the young learners of our society. There is a need for a rational value system that is based on humanistic values that need to be inculcated into the curriculum (Danica & Sazhko, 2013). With concepts like globalization and internationalization taking precedence, there is a need for advancement of knowledge, skills and competencies based on humanistic education (Blessinger, 2019). Humanistic education developed several decades ago as a reaction to unhealthy environments and exposure to detrimental conditions in education (Patterson, 1987). This book has authors from across the globe writing about theories concerning humanizing of pedagogy, exploring the impact of service-learning among undergraduates and emphasizing the development of responsibility to self and others, as well as the promotion of critical thinking, through pedagogically appropriate interventions. The intention of this book is to better understand the educational shift that is occurring in our society toward creating humanizing conditions though pedagogy.

With the widespread use of technology, computer-assisted language learning (CALL) has recently gained a vital momentum as it improves communication competence in an authentic, real-life learning environment. Therefore, the current chapter presents a discussion of the humanization of English language teaching (ELT) by using CALL tools in a higher education institution. Sixteen Turkish students who were studying in the preparatory class in a Turkish state university were included in the study. The research was designed focusing on a qualitative research method. Joint interviewing was conducted at the beginning and end of the academic year, 2018–2019. The interview questions were asked about their perceptions of learning via CALL in the classroom. The findings from the first and second interviews were compared and analyzed according to what they thought and how they were affected. The empirical data presented in this chapter explicated students’ views on the humanization of ELT through CALL in Turkish tertiary English preparatory classes. Ultimately, this chapter sets the grounds for students, teachers, higher education institutions and designers to consider the possible effects of CALL to enhance the humanization of ELT.

This chapter explores the relationship between higher education leadership and humanizing pedagogy. It is premised on the assumption that higher education leadership, as a social construct, is both a philosophical problem and policy imperative. Yet, the fourth industrial revolution and artificial intelligence (AI) imperatives have far-reaching implications for the “dominant” higher education leadership theory and practice. With this in mind, this chapter advocates for a broader and culturally inclusive understanding of higher education leadership perspectives. Among others, this thesis is that in a developing country context such as South Africa, for example, the dominant approach of higher education leadership should be guided by the Ubuntu principles and humanizing pedagogy. The author argue that the humanizing pedagogy and Ubuntu principles, in a culturally diverse setting of the fourth industrial revolution era and AI, have the prospects of changing the current unacceptable levels of performance and bring change in a larger scale in higher education institutions.

Communicating in English brings about a number of challenges for English as a Foreign Language (EFL) students. Such challenges remain unaddressed and unresolved within the traditional classroom settings, which are often dominated by intense guidance and instructions. The aim of this chapter is to address, discuss, and research project-based learning (PBL) as an effective pedagogical approach capable of prompting higher education students’ EFL capabilities – particularly English writing skills – in an engaging, student-centered manner that connects to their real-life experiences and develops a range of their generic skills. The PBL approach was designed, integrated, and implemented within the curriculum of the intensive English course (ENGL 101) delivered at Phoenicia University. Over a semester, 120 students across all four sections actively engaged, in groups, in PBL tasks, where they were required to identify problems in their community, propose solutions to these problems, and develop action plans to ensure that such solutions are sustainable. A mixed method approach that comprised a questionnaire (pre- and post-test) and semi-structured interviews was implemented. This chapter found that the adopted PBL method was very effective in promoting students’ engagement, ownership, and confidence in EFL. Additionally, this chapter showcased the power of PBL as a pedagogical device in humanizing EFL students’ experiences and education and provoking them to build their citizenship and agency in tackling problems and issues of relevance to them and their communities rather than being passive sufferers or observers of such problems and issues.