Digital Commons Network^™

Strengthening Communities With Extension's People Empowering People Program, Stacey F. Stearns, Faye Griffiths-Smith

Journal of Extension

Programs that encourage personal growth, community connections, and civic engagement are even more essential as digital technology and virtual platforms disconnect residents from communities. The University of Connecticut People Empowering People (UConn PEP) program is one option. It strengthens individuals and communities through a 10-week facilitated program, hosted by the community, and taught by UConn-trained facilitators. UConn PEP has expanded to other states, was translated to Spanish, Arabic, and Portuguese, and three other countries expressed interest in offering the PEP curriculum. Programs such as this are an area for continuous expansion as Extension adapts to the changing needs of audiences.

Fmea Reveals Ppe Noncompliance As The Priority Grinding Machine Accident Risk In An Indonesian Vocational School Workshop, Salman Fawwas Albaihaqi, Marsono Marsono, Imam Muhtarom, Mingchang Wu

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Occupational Safety and Health (OSH) in vocational school workshops represents an urgent priority given that students interact directly with high-risk equipment such as grinding machines, yet often demonstrate low compliance with safety protocols. This research aims to identify failure modes on grinding machines in SMKN 1 Jenangan workshop and formulate evidence-based risk control recommendations. A quantitative descriptive approach using Failure Mode and Effects Analysis (FMEA) was employed, involving 10 purposively selected respondents (practical instructors and technicians). The research instrument was validated using Content Validity Index (CVI) by three experts in occupational safety and mechanical engineering. Results identified 15 failure modes …

Higher Education Pathways For Native American Students In Nevada, David Damore, Caitlin J. Saladino, William E. Brown Jr.

Policy Briefs and Reports

This policy brief examines educational performance and outcomes for Native American learners in Nevada using data from the Nevada P-20 to Workforce Research Data System provided by the Nevada Department of Education and the Nevada System of Higher Education. Based upon analysis of these data and information collected from state and national sources, we propose public policy interventions to support Native American students in Nevada. The brief also evaluates the significant measurement and data challenges that limit researchers’ ability to evaluate Native American educational pathways and the implications this has for policy decisions.

Afterword: Reimagining Higher Education Internationalization As A Practice Of Racial Justice, Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This afterword reflects on the two-part special issue, “Examining Race, Racism, and Racialization in the Internationalization of Higher Education from Global Perspectives,” published in the Summer 2026 edition of the Journal of Comparative and International Higher Education. Bringing together twenty-nine contributions, the issue centers race as foundational to how higher education internationalization is imagined, organized, practiced, and contested across global contexts. The afterword synthesizes key insights across both volumes, showing how internationalization is shaped by colonial histories, geopolitical inequalities, market logics, legal regimes, linguistic hierarchies, and racialized structures of belonging. Contributors challenge celebratory and neutral accounts of global engagement …

Selected Others In A Non-Western Host: Racialized Governance Of Southeast Asian Students In Taiwan’S Technical And Vocational Higher Education Under The New Southbound Policy, Chia-Ming Hsueh

Journal of Comparative & International Higher Education

This article examines how Taiwan’s New Southbound Policy constructs and governs Southeast Asian students within higher education internationalization. Drawing on critical discourse and policy analysis of public policy documents, institutional materials, recruitment discourse, and related media sources from 2016 to 2024, the study argues that Southeast Asian students are positioned as “selected others”: welcomed as regional partners and future talent while also subject to differentiated forms of linguistic, administrative, and labor-oriented governance. Focusing particularly on Taiwan’s technical and vocational higher education sector, the analysis identifies three interrelated dynamics: selective inclusion by nationality and educational track, Mandarin as a technology of …

Advancing Equity Through Mentorship: Supporting Racialized Immigrant And International Students In Canadian Higher Education, Cecilia Bukutu Phd, Viola Manokore Dr, Michael Safo Ofori

Journal of Comparative & International Higher Education

Mentorship initiatives have increasingly supported racialized students in Canada, yet gaps remain in addressing their intersectional needs. This study examines the experiences of Black postsecondary immigrant, refugee, and international students in the Mentorship and Resilience Project (MRP), a racially concordant mentorship initiative. Using a convergent mixed-methods design, data were drawn from interviews, focus groups, and post-workshop surveys. Guided by Anti-Black Racism and Intersectionality frameworks, the study explores how institutional diversity discourses may operate as non-performative practices that obscure structural inequities. Findings show students faced intersecting challenges related to migration status, race, and gender, marked by tensions between invisibility and hypervisibility. …

‘Out Of Sight, Out Of Mind’: Refugee Students And Internationalization Practices In Canadian Higher Education Institutions, Zuhra Abawi, Nidhi Menon

Journal of Comparative & International Higher Education

As of 2024, over 123 million people have been forcibly displaced due to war, persecution, climate catastrophe, and geopolitical instability. Among them, young people constitute a significant portion, many of whom aspire to rebuild their lives through higher education. Canada, a top destination for refugee resettlement, remains deeply inequitable for refugee access to postsecondary education. Although lauded for its commitments to diversity and inclusion, Canadian settler-colonial hierarchies and racialized politics of belonging continue to shape which displaced bodies are seen as deserving of education, opportunity, and protection. These dynamics underscore how forced migration, race, and higher education intersect within the …

Lost In Translation: How Higher Education Studies Conflates Latinx And International Latin American Experiences Through Misplaced Racialization, Eduardo Santander

Journal of Comparative & International Higher Education

This autoethnographic study examines how higher education studies conflates international Latin American and domestic Latinx student experiences through what I term “misplaced racialization”, namely, the imposition of domestic racial categories onto international students that fundamentally misrecognizes their distinct positioning as temporary residents, adult-onset racialization subjects, and transnational knowledge holders. Colonial logics are not merely structural; they breathe through the field’s racial grammars. Drawing on Fricker’s (2007) hermeneutical injustice, I argue that higher education’s epistemological boundedness, its lack of native theory and reliance on borrowed American frameworks, does not merely contain colonial logics but is constituted by them, rendering those logics …

Seeing Through Indigenous Eyes: Language, Humility, And The Possibilities Of International Research, Janine E. Metallic

Journal of Comparative & International Higher Education

This essay critically examines the internationalization of higher education through Indigenous epistemologies, asking: What might international research look like if guided by Indigenous values such as language, humility, and relationality? Drawing on Indigenous research methodologies and autoethnographic reflection, the essay explores how global academic norms, rooted in colonial legacies, often marginalize Indigenous ways of knowing. Theoretical constructs from Wilson (2008), Kovach (2021), and Smith (2021) inform the analysis, emphasizing relational accountability and ethical engagement. The discussion highlights that Indigenous language situates knowledge in place, humility resists prestige-driven scholarship, and relationality redefines research as reciprocal and community-centered. These insights challenge dominant …

Centering Positionality In Pursuit Of Combating Anti-Blackness In Study Abroad Via Intentional Pedagogical Design, Reka C. Barton, Taylor Woodman

Journal of Comparative & International Higher Education

In an attempt to address historical legacies entrenched in global learning, this case study (Yin, 2009) disrupts the white-centered norm of study abroad through intentional design and diversity of student participation. This study explores the question, In what ways did these design elements interrogate and/or disrupt occurrences of anti-Blackness? To answer this question, our case study site utilizes a long-standing graduate student study abroad fieldwork program in Cuba that explicitly discusses elements of race, identity, and nationality, with an emphasis on the unique and complex histories of manifestations of race in Cuba and the United States. This project interrogated how …

Mashin’ Up Stratified Blackness: Unpacking The Communal Responsibility Of Black International/Immigrant Academics To Black American Academics, Candice Peters, Abigail Smith

Journal of Comparative & International Higher Education

Our duoethnographic inquiry, grounded in Intersectionality, addresses the following questions: How do intersectionality and internationalization complicate Black diasporic dynamics within the United States? What communal responsibilities do Black international/immigrant people hold toward Black American people within the U.S. academy? Through critical engagement with three previously published poems, we foreground the communal responsibility that arises at the hands of internationalization and unpack the intertwined realities of anti-Blackness, racialized hierarchies, and diasporic dynamics. Our findings unmask three themes: (1) evolving understandings of race across transnational contexts, (2) Black intraracial stratification, and (3) taking up responsibility. We conclude by urging a (re)commitment to …

The Myth Of Familiarity: Racialization & Intra-Faith Marginalization In Malaysian Islamic Higher Education, Rangga T. Nugraha

Journal of Comparative & International Higher Education

This article examines how intra-faith marginalization operates within South–South international student mobility, challenging the assumption that shared religion and linguistic proximity facilitate belonging. Drawing on an autoethnographic study of an Indonesian Muslim scholarship student in Malaysian Islamic higher education, the analysis introduces the myth of familiarity as a critical conceptual framing, describing how shared religious or cultural identity may produce more granular hierarchies of legitimacy, thereby contradicting the belief that similarity guarantees inclusion. Using neo-racism and symbolic violence, three narrative vignettes illustrate how hierarchies of piety, nationality, and class are enacted and normalized within a shared Islamic context. The findings …

Settler-Colonial Entanglements: Using Par/Des(I) To Understand Black And Racialized International Student Experiences In Canada, Abu Arif

Journal of Comparative & International Higher Education

This scholarly paper discusses the complex positioning of Black and Racialized international students (BRIS) in Canada, both as marginalized bodies and complicit in perpetuating settler colonialism. It delves into the paradoxical role these students play within the framework of Canadian higher education, which is deeply entwined with the country's colonial history and contemporary policy shifts aimed at managing the influx of international students. The Par/Des(i) decolonial research framework offers a pathway for understanding how BRIS are entangled within settler colonial structures, free from the limitations of the western gaze. The framework guides scholars toward recognizing hybridized ways of being and …

Critical Race Theory And Refugeecrit: A Reflective Account On Understanding The Structural Racism And Power Asymmetries Faced By Afghan Refugee Students In Universities In Delhi, Akanksha Dochania Dr

Journal of Comparative & International Higher Education

Using Critical Race Theory and RefugeeCrit, this study examines structural racism and power asymmetries facing Afghan refugee students in Delhi universities. Drawing on eighteen in-depth interviews, analysis reveals four interconnected themes: (1) invisibility/hypervisibility paradoxes—students are academically voiceless yet constantly surveilled; (2) epistemic inequality—their trauma is extracted while intellectual contributions are dismissed; (3) pedagogical microaggressions—deficit assumptions erode confidence; and (4) institutional gatekeeping—documentation barriers perpetuate marginalization. Findings show that access-oriented policies are insufficient, as neutral-sounding rules reinforce systemic hierarchies. Reflexive thematic analysis underscores researcher positionality in meaning-making. The study expands CRT and RefugeeCrit within the Indian context, urging faculty training, curricular inclusion …

Principles For An Antiracist And Decolonial Internationalization Based On "Pedagogy In Process: The Letters To Guinea-Bissau" By Paulo Freire, Bruno Pereira De Souza Andrade, Alexandre José Cadilhe

Journal of Comparative & International Higher Education

This paper critically reflects on possible paths toward an antiracist and decolonial internationalization of higher education, grounded in the ethical, political, and pedagogical principles of Paulo Freire’s Pedagogy in Process: The Letters to Guinea-Bissau. Theoretically and reflectively oriented, it combines an analytical reading of Freire’s work with a narrative synthesis of critical and decolonial studies on internationalization. The analysis is structured around three axes: (i) Decolonizing to internationalize; (ii) Internationalization as a practice of freedom; and (iii) Challenges and pathways for antiracist institutional practices. Given the commonly market-oriented character of internationalization, which perpetuates colonial legacies, Freire’s work provides a powerful …

Rules, Risk, And Racialization: Chinese International Students’ Experiences With Compliance And Care Through Non-Academic Misconduct Policies In U.S. Higher Education, Haishan Yang

Journal of Comparative & International Higher Education

This qualitative study examines how first-year Chinese international students (CIS) understand misconduct policies and procedures, and how those experiences relate to belonging. Drawing on interviews with 14 Chinese international undergraduates at a private research university, the study applies AsianCrit and IntlCrit to analyze how race, foreignness, and noncitizen status shape students’ encounters with institutional policy. Findings show students often learned misconduct policies through a hidden curriculum of compliance without clear institutional teaching. Participants described uncertainty and fear about the adjudication process and racialized experiences of hierarchy, otherness, and visa-related risk. Policies were accepted as necessary but rarely associated with trust …

Implementing Anti-Racism Pedagogies In Internationalized Higher Education: Instructor Perspectives From A Community College, Benjamin Denga, Wanda Chell, Caylee R. Kreller

Journal of Comparative & International Higher Education

This study examines how instructors in internationalized community college programs engage with a co‑developed Anti‑Racism Curriculum & Pedagogy Toolkit designed to support anti‑racist teaching in highly diverse learning environments. The internationalization of higher education often foregrounds mobility, intercultural competence, and institutional prestige while underexamining racialized power relations and obscuring the racialized hierarchies and colonial legacies that shape knowledge production, pedagogy, and the daily experiences of students and instructors. Drawing on a convergent mixed‑methods design, the study integrates survey data (n=42), interviews (n=15), and focus groups to assess the toolkit’s perceived relevance, pedagogical impact, and institutional conditions shaping its uptake. Findings …

Introduction To Special Issue 18(5), Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This special issue centers race as an analytical lens in the internationalization of higher education from global perspectives. Contributors investigate how internationalization is structured through legal regimes, institutional practices, and epistemic norms that differentially position students and scholars across contexts. The articles are organized around five interconnected themes that collectively advance a critical, equity-oriented vision of internationalization: (1) Indigenous perspectives and decolonial knowledge systems, (2) legal status and institutional regulation, (3) differentiated identities and belonging in internationalization, (4) refugee student inclusion and invisibility, and (5) pedagogical and epistemic interventions.

Across diverse geographic and methodological approaches, the contributions from scholars, professors, …

Introduction To Jcihe 18(5) 2026 Issue Summer 2026 Special Issue Part 2 Special Issue 18(5) Introduction, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

Pdf Full Issue, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

A Narrative-Driven, Socratic Instructional Framework For Teaching Adversarial Cognition In Cybersecurity, Joshua K. Goossen

Journal of Cybersecurity Education, Research and Practice

The Socratic method has demonstrated, in studies across law, medicine, and nursing, that dialectic structured questioning improves expert reasoning. Cybersecurity currently teaches tools and techniques but lacks Socratic dialogic leaving graduates underprepared for novel scenarios requiring cross-domain reasoning. Because law, medicine and nursing cultivate similar reasoning as security there is principled reason to expect reasoning benefits could transfer to security students. This paper argues that the correspondence warrants investigation. Investigation requires a named, teachable reasoning target analogous to clinical reasoning and we specify that target as adversarial cognition, a framework integrating adversary features, system architecture, implementation logic, governance structure, human …

Effective Modalities Of High-Dosage Tutoring For Literacy Development In Elementary Students, Kristy S. Gilpin

LSU Doctoral Dissertations

Since 2021, Louisiana has enacted several pieces of legislation to improve student literacy rates. In 2024, Louisiana passed legislation that requires the implementation of high-dosage tutoring for students. This study examined the effects of high-dosage literacy tutoring delivered through two modalities: traditional, in-person tutoring and online tutoring provided by the popular vendor Air Reading. Specifically, the study investigated whether differences existed in student growth based on modality and whether tutoring modality and attendance were significant predictors of growth for second through fifth-grade students in a rural Louisiana school district. Student growth was measured using changes in DIBELS composite score …

Navigating Japanese Expatriate Children’S Linguistic, Cultural, And Psychological Adjustments To Their Host Communities In Southeast Michigan, Kiyotaka Suga

MITESOL Journal: An Online Publication of MITESOL

This case study explored how three Japanese expatriate children who moved to Southeast Michigan because of their parents’ job-transfer reacted and adjusted linguistically and culturally to new communities. Based on their experiences and perspectives, this study investigated what kind of potential supports can be provided to navigate their linguistic, cultural, and psychological adjustments to their new host communities in Southeast Michigan. To address these research questions, the three participants’ trajectories of their cross-linguistic, cultural, and psychological adjustments were examined through retrospective semi-structured interviews. Content analyses on their interview comments highlighted the following themes: (1) language-related challenges; (2) cross-cultural experiences and …

Piloting Translation Earbuds With Newcomer Multilinguals: An Exploratory Case Study With Teachers In Michigan Public Schools, Robyn Edwards, Joe Terantino

MITESOL Journal: An Online Publication of MITESOL

This exploratory case study examines how in-service teachers (n = 6) piloted translation earbuds to support WIDA Level 1-2 newcomer multilinguals in Michigan K–12 public schools. Grounded in Sociocultural Theory, the study highlights teachers’ perceptions of how the earbuds mediated classroom participation and access to instruction. Teachers identified the earbuds as most effective during content-heavy teacher talk, where real-time interpreting supported newcomers’ comprehension of grade-level content and reduced communication barriers. Teachers also reported that the earbuds increased student participation, encouraged socioemotional engagement, and helped strengthen teacher-student relationships by enabling more immediate and meaningful interaction. At the same time, teachers emphasized …

Expanding Ai Literacy: The 5cs Of News Literacy In The Era Of Generative Ai, Seth Ashley, Adam Maksl, Paul Cook

Journal of Media Literacy Education Pre-Prints

This article adapts the 5Cs framework of news literacy—context, creation, content, circulation, and consumption—to media environments shaped by generative artificial intelligence. We argue that prevailing discussions of AI literacy overemphasize technical or functional competencies while underemphasizing the social, cultural, political, and communicative systems in which AI operates. Drawing on previous research, we define AI literacy as knowledge of the technical, social, and ethical dimensions of AI-mediated content production, distribution, and consumption, along with the critical capacities needed to exercise agency within those processes. We show how the 5Cs can be reinterpreted for generative AI environments and integrate pedagogical implications for …

Resources Shaping Science Teachers' Design And Implementation Of Scientific Argumentation Instruction: A Systematic Review, Nannan Fan, Eric A. Kirk, Minghui Zhu, Troy D. Sadler

Instructional Technology and Learning Sciences Faculty Publications

Scientific argumentation is a core scientific practice recognized by multiple national science standards, yet many science teachers experience challenges integrating it into their classrooms. This systematic review examined the resources identified by research as shaping teachers’ argumentation instruction and how these resources were reported to support teachers’ classroom practice. Guided by an adapted version of the Pedagogical Design Capacity Framework, we analyzed 79 empirical studies published between 1983 and 2025. Resources were categorized as personal, instructional, or contextual, and their specific supportive aspects were grouped according to their reported contributions. Personal resources included teachers’ beliefs, knowledge of argumentation, and pedagogical …

The Utilization Of Holographic Simulation For Specialized Patient Populations: A Feasibility Study, Laurie Neely, Jennifer E. Tucker, Amardeep Singh, Taylor Mort, Jeremy Fleischmann, Patrick Pabian

Journal of Innovation in Health Sciences Education

Introduction: The COVID-19 pandemic presented a unique set of challenges for health care education programs to prepare students to care for specialized patient populations. Lab experiences that incorporated real patients were restricted due to risk of infection. The use of simulation-based learning increased as an alternative to prepare students for the clinical setting. The purpose of this study was to examine students’ perception of holographic simulation (HS) and confidence in clinical observation skills of motor milestones in children in preparation for clinical practice before and after use of HS in the classroom

Methods: Subjects included 36 second year Doctor …

The Effects Of Restorative Practices On Student Behavior And School Climate: A Case Study, Victoria Smith, M.A.T., Donna Governor, Ph.D, Carlise Womack-Wynne, Ed.D

Current Issues in Middle Level Education

Schools have been seeking alternatives to punitive discipline measures. As an alternative, restorative practices offer healing, community, and relationships. This case study examined a middle school that had been implementing restorative practices since the 2019–2020 school year, three full years at the time of study. A mixed-methods design was used in order to investigate whether the implementation of restorative practices had resulted in a decrease of student misbehaviors and an increase in staff perceptions of school climate. Staff were interviewed (n = 19) and surveyed (n = 44). A thematic analysis was conducted on the interview data, and …

Two New Non-Parametric Item Selection Methods For Cd-Cat, Li Junjie, Zheng Huijing, Kang Chunhua, Yimu Zhang

Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊

Computerized adaptive testing for cognitive diagnosis (CD-CAT) is a method that combines cognitive diagnosis testing and computerized adaptive testing. Compared with traditional cognitive diagnostic tests, it is more efficient and offers more tailored insights into examinees’ knowledge state. As a core part of CD-CAT, the item selection method directly affects the accuracy and efficiency of the overall assessment. This study aims to construct two nonparametric item selection methods based on the Hamming distance nonparametric difference index (HD-NDI) and the general Hamming distance nonparametric difference index (GHD-NDI). Subsequently, the performance of the two proposed item-selection methods in CD-CAT is examined through …

“Learning To Ask The Deeper Questions Behind The Image That Most People Don’T See:” Teaching Critical Visual Literacy To History Teacher Candidates Through Interdisciplinary Collaboration, Heather Koopmans, Richard Hughes

The Councilor: A National Journal of the Social Studies

Despite the ubiquitous role of images in teaching history, few teachers have formal training in how to help students critically read photographs, paintings, and other images. The essay centers on research on how Critical Visual Literacy, which focuses on how images reflect complex issues of power in society, can assist emerging teachers in helping students think historically and better engage visual evidence associated with curriculum mandates to broaden historical narratives