Education Commons^™

Higher Education Experiences Of International Faculty In The U.S. Deep South, Elizabeth Omiteru, James Martinez, Rudo Tsemunhu, Eugene F. Asola

Journal of Multicultural Affairs

Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of …

Holding Onto Dread And Hope: The Need For Critical Whiteness Studies In Education As Resistance In The Trump Era, Brittany A. Aronson, Kyle Ashlee

Journal of Critical Scholarship on Higher Education and Student Affairs

The purpose of this article is to critically examine how white higher education instructors work through the tensions of dread and hope while supporting and preparing educators during the Trump Administration. Dread is a result of the permanence of racism while hope seeps through a collective effort and commitment to dismantling white supremacy. Aronson is racialized as a white, ethnically Latina female teacher educator who educates predominantly white female pre-service teachers and Ashlee is a white male doctoral candidate who teaches master’s level student affairs courses to predominantly white students. Using critical autoethnographic narratives, they reflect on their experiences using …

Finding The Right Equation For Success: An Exploratory Study On The Effects Of A Growth Mindset Intervention On College Students In Remedial Math, Tyrone A. Fleurizard, Patrick R. Young

Journal of Counseling and Psychology

More and more students enter college in need of math remediation. Students in remedial math courses tend to report low self-efficacy, which negatively affects academic performance. To help low-achieving students succeed, researchers such as Dweck (2006) find that fostering a growth mindset increases self-efficacy and academic performance. The purpose of the present study was to explore the effects of a growth mindset intervention on the self-efficacy and performance of students in remedial math. It was hypothesized that students who participated in the growth mindset intervention would report higher levels of self-efficacy and test scores than the students who did not. …

Chinese Students In U.S. Universities: A Qualitative Study Of Cross-Cultural Learning Experiences, Transition And Adaptation, Josefina E. Oramas, Hagai Gringarten, Lloyd Mitchell

Journal of International & Interdisciplinary Business Research

Chinese students represent the largest single group among international students enrolled in the U.S, and globalization has played an important role in impacting Chinese students’ perceptions of what it means to study abroad. According to The Wall Street Journal, there are 85 percent more international students enrolled today in U.S. schools than ten years ago, adding more than 35 billion dollars to the nation’s economy in 2015 (Belkin & Purnell, 2017). This qualitative study adds to the limited research available regarding Chinese students’ cross-cultural transition and academic adaptation to American universities (Kusek, 2015; Yan & Berliner, 2009). Findings add a …

The Enemy Within (The Ivory Tower): How Conservatives Came To Despise The Academy, Andrew Hartman

The Councilor: A National Journal of the Social Studies

This article gives historical perspective to the recent phenomenon of conservative opposition to the academic liberal arts, demonstrating how anti-relativism shifted from an elitist position to a conservative-populist one.

Lifelong Learning Through A Higher Education Lens, Roger Mitch Nasser, Holly Karraker

Journal of Educational Leadership in Action

Higher education administrators and faculty often cite lifelong learning as a central focus. In fact, many institutions include lifelong learning in their student outcomes or mission statements. However, few may actually define what lifelong learning means as a construct. Research has suggested lifelong learning is a skill developed over time (Knapper & Cropley, 2000) which leads to self-directed development in the years following graduation (Candy, 1995). While researchers may agree lifelong learning is a skill, there appears to be a lack of literature explaining how higher education faculty may develop this skill in students. The following discussion will attempt to …

Applying An Andragogical Approach To Foster Lifelong Self-Directed Learning In The 21st Century Higher Education Classroom Settings, Suwithida Charungkaittikul, John Henschke

Journal of Educational Leadership in Action

The relationship between adult learning and self-directed learning (SDL) is a topic worth exploring on both theoretical and practical grounds. It is essential to provide a nourishing and encouraging environment for fostering self-directedness in adult learners. This will allow adult students to actively take responsibility for their own continuing lifelong learning. This study aims to explore the practical application of Andragogy as an overarching instructional element for fostering self-directed learning in the higher education classroom setting. We examine the role of self-directed learning in adult education; explore the implementation of the andragogical approach; and propose strategies to foster more sustainable …

Flipped Classrooms In The Humanities: Findings From A Quasi-Experimental Study, Bryce F. Hantla

Christian Perspectives in Education

This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p < .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses.

Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas

Australian Journal of Teacher Education

This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, …

Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo

This study focuses on the outwardly similar cultures of Taiwan and mainland China and the subtle differences within them. The study was conducted as part of the requirements of doctoral program in Instructional Design and Development at a public university in the southeastern United States. Using a qualitative case study approach, the study demonstrates that there are cultural similarities between mainland China and Taiwan, however instructors should also be aware of the differences when developing relationships with students and developing course content. A mini-workshop was developed for the study to help teach instructors about the two cultures. However, the mini-workshop …