Education Commons^™

The Grizzly, December 10, 2015, Brian Thomas, William Diciurcio, Chi-E Low, Haruka Fuchida, Sarah Hojsak, Rachel Dickinson, La'shante P. Cox, Jordan Ostrum, Johnny Cope, Hunter Gellman

Ursinus College Grizzly Newspaper, 1978 to Present

Museum Studies Minor Coming in Spring 2016 • Students Demand Diversity • BEAR Pitch Competition Crowns Winners • International Perspective: Differences in Cultural Cleaning Routines • Flapjacks for Finals • Artists' Tribute to Chadwick • Bringing Safety to the Students • Opinions: Protests Prompt Hate on Yik Yak; Why Syrian Refugees Don't Pose a Threat • Outrunning the Competition • Men's Basketball Set to Take on Division I Penn

Social Justice Education: Using Communication Activism Pedagogy To Help University Cultural Centers Increase Campus Diversity & Inclusivity, Sophia T. Vu

Journalism

This study examined how student affairs professionals, especially those in cultural centers, could increase campus diversity and inclusivity. More specifically, it sought to find a theoretical basis for social justice education programs that could increase campus climate. It was performed as a single site case study at California Polytechnic State University, San Luis Obispo. Three Cal Poly student affairs professionals were interviewed for qualitative data which were then compared and analyzed with the literature surrounding campus diversity and inclusivity. The study concludes that student affairs professionals can increase campus diversity and inclusivity by developing social justice education programs that not …

Perspectives Of Hispanic Men Who Overcame The Odds To Become Senior Leaders, Esequiel Jose Mora

Theses & Dissertations

Driven by the rapid growth of the Hispanic population in the United States, ethnic minorities will become the new majority group in the next 30 to 40 years. Yet, despite the substantial increase of Hispanics in this country, they remain underrepresented in senior leadership positions. This dissertation explored the perspectives of Hispanic male leaders to determine how they overcame barriers to successfully reach the senior leader levels. This topic is important for two reasons: (a) as U.S. businesses expand globally, they will need diverse leaders who can understand and relate to various cultures, and (b) with the increasing purchasing power …

Exploring Elementary Teachers’ Conceptions Of Global Citizenship Through Cross-Cultural Interaction, Sheliah Durham

All Dissertations

The challenge we face as educators is how to best prepare our students for an increasingly complex and interconnected world. A growing interest in global citizenship education is evidenced by its inclusion in academia related to curriculum development and teacher preparation (Banks, 2008; Merryfield, 2000; 2001; 2003; 2009; Myers, 2006; Nussbaum, 2002). I, following other scholars, argue that global citizenship education provides an opportunity to develop tolerances, appreciation for differences, and global awareness, as well as providing a format to address current and future global issues (Ikeda, D. 2005; Noddings, 2005a; Merryfield 2000; 2007; 2009). Yet, a review of the …

"Because Of My Identity:" Valuing The Experiences Of Latina Students In The Culturally Responsive Service-~Learning Classroom, Janessa Schilmoeller

UNLV Theses, Dissertations, Professional Papers, and Capstones

This qualitative case study examined the experiences of three Latina students in a higher education service-learning program. A review of service-learning literature found limited research dedicated to understanding the qualitatively different experiences of students of color operating in historically and predominantly white higher education institutions’ service-learning programs. Though the diversity benefits of service-learning are documented, research is inconclusive on whether service-learning program culture adequately meets the needs of all racially/ethnically diverse students. The study utilized student interviews and classroom observation to build understanding of the unique experiences of three Latina students participating in a service-learning course taught by a Latina …

Universal Design For Learning (Udl): Implications For Education, Ann Heelan

Theme 4:University Design and Diversity

No abstract provided.

Pre-Service Teachers’ Beliefs And Knowledge About Multiculturalism, Emmanuel Acquah, Nancy Commins

Nancy L. Commins

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.

Preparing Linguistically Responsive Teachers: Why Service-Learning Is Such A Good Idea, Sandra Rodriguez-Arroyo

Scholarship of Metropolitan Mission

Research data will be presented on a service-learning experience through which teacher candidates (TCs) worked with ELLs from a local middle school. Even though TCs expressed concerns on their ability to communicate with the ELLs and their families, they engaged with them and confronted their own perceived barriers. TCs learned to overcome the communication barrier to implement quality academic experiences and in the process developed caring relationships with ELLs.

Community Connections: Integrating Community-Based Field Experiences To Support Teacher Education For Diversity, Christine Beaudry

Educational Considerations

In the United States, preservice teachers often graduate and go on to work with students whose backgrounds are different from their own and in communities in which they have limited lived experience. This holds significant implications for teacher education programs given the importance of life and educational experiences in informing teaching and learning knowledge and practices and the subsequent impact of these practices in shaping the experiences and trajectories of students’ lives.

Finding “Diversity Levers” In The Core Library And Information Science Curriculum: A Social Justice Imperative, Kafi D. Kumasi, Nichole Manlove

School of Information Sciences Faculty Research Publications

In this exploratory study, the researchers examined the core library and information science (LIS) curriculum, looking for diversity levers, or conceptual access points, where transformative academic knowledge related to diversity and social justice could be meaningfully integrated. Multicultural curriculum reform, conceptualized as a social justice approach, was the guiding framework for the research design and analysis. The researchers began by establishing what constitutes the core curriculum and essential knowledge taught across thirty-six ALA-accredited master’s of library and information science degree programs. These data were then used to construct a survey that went to one hundred LIS faculty at ALA institutions …

Culturally Responsive Contexts: Establishing Relationships For Inclusion, Mere Berryman, Therese Ford, Ann Nevin, Suzanne Soohoo

Education Faculty Articles and Research

As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or learning disabilities, marginalization is further exacerbated and problematized. In this paper, the authors theorise within an alternative framework that we have termed relational and culturally responsive inclusion. Based on key understandings from our own research, much of it derived from Kaupapa Māori and Freirean philosophies, we encourage a framework where establishing …

Unyielding, Megan Saunders

Seek

Researcher explores plant genomes to breed improved wheat varieties.

Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, Jan Osborn

English Faculty Books and Book Chapters

Community Colleges and First-Generation Students examines how first-generation students from diverse ethnic and linguistic backgrounds are initiated into what is known as academic discourse, particularly at the community college. Osborn systematically looks at specific classroom discourses through detailed evidence provided by the diversities represented by the students, and how the students negotiated their identities in terms of the ideological directionality in play.

The download link above only contains chapter 2 of Dr. Osborn's book, "Identities: A Context of Multiplicity".

Suburban Leaders Who Have Made A Difference: Jose Torres, José M. Torres

José M. Torres

This week we are featuring Dr. Jose Torres, the president of Aurora-based Illinois Mathematics and Science Academy. Torres was superintendent of Elgin Area School District U-46 from 2008 to 2014 and has served in various leadership roles, including regional superintendent/area instruction officer in Chicago Public Schools, and as the only superintendent on the Federal Equity and Excellence Commission of the United States Department of Education. Torres was one of three educators nationwide to receive the 2014 Dr. Effie H. Jones Humanitarian Award from the AASA, the school superintendents association.

Postgraduate Student Experience [Powerpoint Slides], Shelley Kinash

Professor Shelley Kinash

Book Review: Talking Diversity With Teachers And Teacher Educators, Ryan Flessner, Susan C. Adamson

Ryan Flessner

Book review of "Cruz, B., Ellerbrock, C. R., Vásquez, A., & Howes, E. V. (2014). Talking diversity with teachers and teacher educators: Exercises and critical conversations across the curriculum." by Ryan Flessner and Susan C. Adamson.

Blab: Changing The Way That We Look At Students, Robert Bonner

Faculty Publications - College of Education

Educational labels frequently impede student success rather than empower student success, as the labels become the defining attributes of each student and define the expectations of student failure or success. The classroom teacher must adopt a new paradigm that focuses on the whole child rather than on an educational label. The BLAB paradigm emphasizes that each child must be considered on the basis of social, educational, familial, & cultural heritages (B); proficiencies in English language and academic language recognizing that all students are on a continuum of language development in both dimensions (L); academic abilities that can differ from one …

Otterbein University Diversity And Inclusion Plan 2015_2020, Jefferson Blackburn-Smith

Diversity and Inclusion Committee Documents

Otterbein recognizes that in order to live up to the standards of inclusion and diversity that were present at our founding and throughout our history, we must be strategic, deliberate and diligent in our efforts to actualize a diverse and inclusive community. Simply hoping for the best will not suffice.

This multi-year Plan for Diversity and Inclusion is the framework to actualize a diverse and inclusive community. The Plan is a series of strategies and recommendations for the Otterbein community which, when fully implemented, will significantly enhance the sense of diversity and inclusion in our community. Chief among these strategies …

A Current Overview Of Recognition Of Prior Learning (Rpl) In Irish Higher Education, Phil O'Leary, Deirdre Goggin, Irene Sheridan

Conference Papers

Recognition of Prior Learning (RPL) is a process whereby learning that has taken place prior to enrolment on a programme of study is explored, recognised and given value in the context of a destination award. In general terms this includes the recognition, evidencing and valuing of relevant and current formal, non-formal and informal learning. A broad aim of RPL is to encourage people to enter or re-enter formal education and to achieve qualifications through sensitive and accessible pathways. This is very much in keeping with the concept of lifelong learning as defined by Behringer and Coles (2003) as ‘learning activity …

Desiring Diversity: A Phenomenological Approach To Understanding The Experiences Of K-12 Educators Who Volunteer For The District's Diversity Committees, Lisa A. Lindley

Doctoral Dissertations and Projects

In the United States, K-12 public school classrooms are becoming increasingly diverse in ethnicity, culture, language, exceptionalities, religion, family, socioeconomic status and political backgrounds. Achievement gaps between students in these diverse subgroups and typical White students have prompted educational leaders to identify strategies to improve academic performance across all subgroups. One area of focus in K-12 school districts has been on improving inclusiveness through the utilization of school diversity committees. The purpose of this phenomenological study was to understand the experiences and perceptions of K-12 educators in their role as volunteers on a diversity committee at the All Inclusive School …

Does Caep Have It Right? An Analysis Of The Impact Of The Diversity Of Field Placements On Elementary Candidates' Teacher Performance Assessments Completed During Student Teaching, Jason Aaron Popham

Theses and Dissertations

The Council for the Accreditation of Educator Preparation (CAEP) has replaced its predecessors, the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) as the new sole accreditor for educator preparation in the United States. As the new accreditor, CAEP has established a new set of accreditation standards and cross-cutting themes by which it intends to measure educator preparation programs (EPPs) worthiness to received accredited status. These new standards and cross-cutting themes are untested and need to be researched in order to determine the degree to which they constitute valid and reliable measures …

A Comparative Study On The Stress Levels Of Black, White, Asian, And Latino Undergraduate Students, Franklin Dickerson Turner, Jeffrey K. Smith

Journal of Research Initiatives

Research found that undergraduates who had poor academic performance and experienced depression and anxiety were reported to have encountered higher levels of stress than those students who persisted (Andrews & Wilding, 2004; Bennett, 2003). It also was found that minority students had a higher tendency to experience stress than their counterparts. Although, universities allocate resources to recruit minority undergraduates and provide various types of support, many universities tend to be limited in the resources for handling and detecting stressors among college students. The purpose of this research was to investigate the different levels of stress faced by minority college students …

Microaggressions Among Online Graduate Students, Annie Hoekman, Dr. Doris Wright Carroll

Adult Education Research Conference

Microaggressions are brief, everyday exchanges that send denigrating messages to a target group. This study analyzes empirical data taken from a graduate multicultural course taught online. The study explores the various ways interactions between adult students demonstrate forms of microaggressions.

Multicultural To Intercultural Art Education, Kathryn A. Gong

Masters Theses, 2010-2019

The purpose of this study is to examine multicultural and intercultural art education in the commonwealth of Virginia. Multicultural and intercultural education are similar terms that share many characteristics but result in different outcomes. Multiculturalism promotes the understanding of diverse cultures, and interculturalism promotes positive communication between diverse cultures. The literature review analyzed similarities and differences between the two pedagogies, and inspired the development of questions for an electronic survey. The survey was disseminated to 926 members of the Virginia Art Education Association to examine the perceptions and uses of multiculturalism in Virginia art classrooms. The survey was also used …

Dominican Celebrates "Unity In Diversity" Day, Sarah Gardner, Dave Albee

Press Releases

Dominican honored “Unity in Diversity” on campus March 25 with a series of events beginning in Guzman Hall and culminating with the Melba Beals Awards for Excellence in Diversity and the annual Soul Candy celebration in Angelico Hall.

A Case Study To Determine Characteristics For A Successful, Diverse School District, Tanya J. Vest

Graduate Theses and Dissertations

In a rapidly changing society, education must make adjustments and keep learning focused on the needs of students by providing increased opportunities for success. Classrooms are filled with students of different cultural backgrounds which makes education a challenge to every building leader and teacher. The challenges are how to design instruction and implement it to meet the academic and Social needs of all learners. Understanding different lifestyles, languages, word context, body language, traditions, and dress present opportunities for educators to expand their cultural knowledge and create learning objectives for students which ultimately affect student achievement in the educational environment.

The …

Honoring Diversity In An Online Classroom: Approaches Used By Instructors Engaging Through An Lms, Jacob Petersen

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This is an inquiry into how online instructors embrace the diversity of their student body while facing the inherent differences between a traditional face-to-face class and one that is taught online. Current research suggests that diversity in a traditional classroom is an asset if the instructor is sensitive to students’ backgrounds. This paper examines if such philosophies in traditional classrooms translate well into a distance education environment, where the student body may be even more diverse than a face-to-face class, but possibly unrecognizable because of the lack of physical cues. Research on the topic of multiculturalism in an online classroom …

Old Ideas In New Skins: Examining Discourses Of Diversity On The Websites Of 10 Urban-Serving Universities, Simone Smith

Theses and Dissertations

Deficit discourse, the idea that minorities "lack" intellectually, runs through current ideas about diversity in higher education. Diversity is viewed as a policy that helps the deficient. Recent litigation about diversity, Fisher v. University of Texas (2013), embodied the alignment of deficit and diversity. This study examined portrayals, visual and textual, of diversity on the websites of ten urban-serving universities, using a method of critical discourse analysis and a lens of critical race theory, to uncover the ways they defined diversity and if notions of deficit were attached. This study also addressed the ways these universities, a part of the …

White Multicultural Voices In Southern Universities: An Overview, Gina M. Doepker, Steven Chamberlain

Education Faculty Publications and Presentations

It is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) must first embrace the tenets of …

The Anala Collaborative: Umass Boston’S Asian American, Native American, Latin@ And African Diaspora Institutes, Barbara Lewis, Carolyn Wong, Cedric Woods, Elena Stone

Office of Community Partnerships Posters

The ANALA Collaborative is the newly-formed umbrella for the four UMass Boston racial and ethnic institutes. This year, with help from a team from the College of Management’s Emerging Leaders Program, we have come together to form ANALA in recognition of the area’s increasing racial and ethnic diversity and the need for majority-minority communities to work together toward common goals. While each of the four institutes will retain its separate identity and programs, we will also place greater emphasis on collaborative efforts in the service of our common mission and vision.