Between 2000 and 2015 the Asian American Pacific Islander population grew from nearly 12 million to over 20 million--at 72% percent recording the fastest growth rate of any major ethnic and racial ...group in the US. This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies, models of community engagement, and collaborations across academic and student affairs that have transformed student outcomes. The contributors stress the importance of disaggregating this population that is composed of over 40 ethnic groups that vary in immigrant histories, languages, religion, educational attainment levels, and socioeconomic status. This book recognizes there is a large population of underserved Asian American and Pacific Islander college students who, given their educational disparities, are in severe need of attention. The contributors describe effective practices that enable instructors to validate the array of students' specific backgrounds and circumstances within the contexts of developing such skills as writing, leadership and cross-cultural communication for their class cohorts as a whole. They demonstrate that paying attention to the diversity of student experiences in the teaching environment enriches the learning for all. The timeliness of this volume is important because of the keen interest across the nation for creating equitable environments for our increasingly diverse students. This book serves as an important resource for predominantly white institutions who are admitting greater numbers of API and other underrepresented students. It also offers models for other minority serving institutions who face similar complexities of multiple national or ethnic groups within their populations, provides ideas and inspiration for the AANAPISI community, and g
Abstract Some traditional approaches to teaching Physics at the secondary level of instruction have disclosed their limits, especially in distance learning. A consequence of such limits seems to be a ...somewhat diffused lack of students’ scientific abilities, mainly caused by their learning difficulties. To overcome the shortcoming of tradition, we stimulated some teachers to get involved in a new teaching approach to develop their awareness of these limits and difficulties and exploit their PCK ( Pedagogical Content Knowledge ). This approach explores and intercepts the main learning features and needs in the first years of Physics studies. For that reason and the analogy in Math Education, we named it Early Physics .
The emergence of a regional hub Jon, Jae-Eun; Lee, Jenny J; Byun, Kiyiong
Higher education,
05/2014, Letnik:
67, Številka:
5
Journal Article
Recenzirano
As the demand for international education increases, middle-income non-English speaking countries, such as South Korea, play an increasing role in hosting the world's students. This mixed-methods ...study compares the different motivations and experiences of international students within and outside the East Asian region. Based on findings, this paper suggests the possibility of Korea developing its position as a regional hub for education in East Asia. It also discusses related issues such as English-Medium Instruction in Korean higher education as well as strategies for international student recruitment. (HRK / Abstract übernommen).
Mentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the ...student body and of faculty ranks, there's a clear need for culturally responsive mentoring across these dimensions. Recognizing the low priority that academia has generally given to extending the practice of mentoring -- let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students -- this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development. Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees' capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community. Opening with a review of the salient research on effective mentoring, and chapters that offer minority students' views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the father of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring. While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research. This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department's or school's scholarship. Foreword written by Nayeli Y. Chavez-Dueñas and Hector Y. Adames.
This book under the series Routledge Studies in Global Student Mobility explores how the recruitment and retention of international students from selected places in Asia intersect with other ...university priorities in the Canadian context. In situating international students and universities within the broader context of nation-building, notably at the intersection of immigration, economic, and educational policies, its intent is to highlight how postsecondary education institutions frame their engagement with international students in a context in which this group has become an important source of cultural diversification, revenue, and permanent migration. Specifically, this book responds to the growing need for new insights and perspectives on the institutional mechanisms adopted by universities to support international students from Asia in their academic and social integration to university life. One key theme that runs through this book relates to the challenges and limitations of framing the support to this diverse student group at the intersection of two institutional priorities - internationalization and inclusion. This is important for group members, who are known to experience less visible forms of discrimination and differential treatment in Canadian postsecondary education institutions.
There are three main sections in the collection to meet our objectives for examining the intersection of internationalization, inclusion, and racialization. The first section includes five complementary chapters that offer critical assessments of how government and institutional strategies and priorities on internationalization fit with values of inclusion and diversity. The six chapters in the second section differ in focus but overlap on the theme of inclusion and exclusion experiences of students in universities. In the third and final section, we have five chapters that address anti-Asian racism and the politics of race in different but meaningful ways. The volume will appeal to teacher-scholars, researchers, and educators with interest in higher education, international education, and race and ethnic studies.
From the Editor: School’s Out Kelly, Rob G.
The Electrochemical Society interface,
06/2023, Letnik:
32, Številka:
2
Journal Article
The title of this editorial is from the work of the great philosopher Alice Cooper who penned a song of the same name in 1972 (look it up, kids – it was on vinyl!). While for many it is spring that ...represents new life blooming, for those involved in higher education, spring simply mocks us. As the trees and flowers blossom, birds return from their migration to warmer latitudes, faculty and students are locked in an epic struggle to somehow cover all the material promised in one of the great works of fiction, the syllabus. The faculty hope that some amount of what they have helped students discover sticks through the summer and beyond. Those who teach introductory courses like yours truly live in dread of the future comment from a colleague that the students you taught the semester before say that they have “never heard of” some concept into which you poured your heart and soul to get across its importance, even beauty. Students are trying to figure out if it is possible to learn an entire semester of geology in the weekend before the final (spoiler alert—it is not).
Owing to the outbreak of the COVID-19 pandemic and the rapid increase in the number of international higher education students, online academic programmes have become more centralised and became the ...main, sometimes only, form of education. Although the online environment offers flexible access to education, it can cause concerns and difficulties for both international students and the host universities as they may not be well informed of each other's expectations. This can make transition extremely challenging and a major cause of anxiety for international students. Thus, this study conceptually discusses the gaps between the expectations held by lecturers in host universities and their international students about the extent of self-navigated online learning. In the current forms of course coordination, international students may have both frustration and cognitive overloads due to the many challenges associated with studying in a foreign university. It is recommended, therefore, for universities to provide better support for newly arrived international students in terms of helping them navigate online learning requirements in the initial stages, while encouraging the students to take greater responsibility for self-navigating their own online learning.
Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, ...the authors tested a theoretical model positing that (a) the quality of teachers' relationships with students and their parents mediates the associations between children's background characteristics and teacher-rated classroom engagement and that (b) child classroom engagement, in turn, mediates the associations between student-teacher and parent-teacher relatedness and child achievement the following year. The hypothesized model provided a good fit to the data. African American children and their parents, relative to Hispanic and Caucasian children and their parents, had less supportive relationships with teachers. These differences in relatedness may be implicated in African American children's lower achievement trajectories in the early grades. Implications of these findings for teacher preparation are discussed.
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