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Full-Text Articles in University Extension
Table Of Contents
Early College Folio
Table of Contents, Early College Folio, Volume 1, Issue 2 (May 2022).
Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil
Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil
Early College Folio
Book Review: Iris Martin Cohen’s Last Call on Decatur Street (Park Row, 2020), a novel set in pre-Katrina New Orleans. Cohen, who grew up in the French Quarter, is a Simon’s Rock alumna.
“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger
“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger
Early College Folio
In the summer of 2020, Dr. Jane Wanninger participated in a National Endowment for the Humanities (NEH) Summer Institute hosted by Agnes Scott College to learn about implementing digital storytelling in the classroom, which ironically, had to be completed digitally due to the COVID-19 pandemic. Her experience was the inspiration for this issue of Early College Folio as she pitched her ideas using the phrase “digital by necessity.” Issue Editor Julia Carey Arendell interviewed Jane, captured here, on all that she learned to think more deeply about using the virtual tool of digital storytelling as a teacher, a student, and …
Secret To Success: A Survey Of The University Of South Carolina Student Success Center, Lilian Mitchell
Secret To Success: A Survey Of The University Of South Carolina Student Success Center, Lilian Mitchell
Senior Theses
This paper seeks to survey the practices of the Student Success Center (SSC) at the University of South Carolina (USC) and show the effectiveness of those practices. Through the analysis of the history of student success in higher education, current literature on student success, and the 2020- 2021 Blueprint for the SSC at USC, it is clear that the SSC has developed a successful and effective method of guaranteeing student success on USC’s campus. At USC, the main focus is on Supplemental Instruction, Peer Tutoring, and Academic Coaching (a.k.a. Success Consultations). By setting goals and measuring the outcome of those …
A Case Study In Resiliency: How A University Survived A Pandemic, Mary Ellen Stewart
A Case Study In Resiliency: How A University Survived A Pandemic, Mary Ellen Stewart
Dissertations
This case study was conducted to investigate how the COVID-19 pandemic affected the campus of a small private university in central Mississippi, where traditionally, relational community and interaction were key contributors to campus culture. Through document analysis, individual interviews with campus leaders, and focus groups consisting of members of key departments, the role of resiliency was examined during the early days of the COVID-19 pandemic. Emerging from the data were the four thematic categories of leadership, campus culture, engagement and interaction, and challenges. Key components in each category revealed the significance of resiliency of university leaders, faculty, and staff as …
Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci
Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci
Journal of College Access
In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …
Assessing And Improving Political Learning And Engagement On College Campuses, Catherine A. Copeland, Leah Murray
Assessing And Improving Political Learning And Engagement On College Campuses, Catherine A. Copeland, Leah Murray
eJournal of Public Affairs
The American Association for State Colleges and University’s (AASCU’s) American Democracy Project (ADP) and the Institute for Democracy and Higher Education (IDHE), located at Tufts University’s Jonathan M. Tisch College of Civic Life, formed a three-year partnership to pilot a process for fostering institutional change to advance political learning and engagement on college campuses. The multidimensional approach to collecting information, deploying dialogues, and crafting interventions provided insight into the necessity of generating institutional support for civic engagement initiatives.
This article reviews the goals, plan, and process of this three-year, multi-phased initiative. We weave throughout the results of multi-stage evaluations of …
Transformative Learning In Nicaragua: A Retrospective Analysis Of University Agriculture Students’ Long-Term Changes In Perspective After A Study Abroad Course, Janiece Pigg, Adam M. O’Malley, Richie Roberts, Kristin S. Stair
Transformative Learning In Nicaragua: A Retrospective Analysis Of University Agriculture Students’ Long-Term Changes In Perspective After A Study Abroad Course, Janiece Pigg, Adam M. O’Malley, Richie Roberts, Kristin S. Stair
Journal of International Agricultural and Extension Education
Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and …
Table Of Contents
Early College Folio
Table of Contents | Issue 1 | Early College Folio
Coil Experience. Intercultural Case Analysis: Sports Brand Company Perspectives From Canada And Spain, Jody-Lynn Rebek, Víctor Del Corte Lora, Eunjung Riauka
Coil Experience. Intercultural Case Analysis: Sports Brand Company Perspectives From Canada And Spain, Jody-Lynn Rebek, Víctor Del Corte Lora, Eunjung Riauka
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The COVID-19 pandemic posed many challenges, including travel restrictions, which limited the opportunities for student-exchange programs. One solution to promote intercultural learning during the pandemic and form relations with students in different countries was COIL. This paper presents a Collaborative Online Intercultural Learning (COIL) case study that engaged students from Canada and Spain in an intercultural learning experience. Instructors worked collaboratively to design learning objectives and related course activities to establish a five (5) week program of co-instruction within their higher-education course schedules. Using technology, and a combination of asynchronous and synchronous opportunities, students were engaged in the course content …
Helping Students Build Learning Communities, Nirmani Wijenayake
Helping Students Build Learning Communities, Nirmani Wijenayake
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
Building learning communities and providing ways of engagement in a fully online course is important to keep students motivated and help them with their learning. However, finding effective ways to build learning communities in fully online courses can be challenging due to the flexible nature of the courses and the diversity of student cohorts. In 2021, a term-long group project was introduced into a large, fully online, general education course to help provide students with peer-learning opportunities and teach them how to effectively work in a group. Dynamic ongoing projects, such as these, give insights into how students understand concepts …
Focus On Relationships And Strengths: Engaging International Learners Online, Candy Ho
Focus On Relationships And Strengths: Engaging International Learners Online, Candy Ho
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The shift to online courses during the global COVID-19 pandemic highlighted that teaching and learning online is an evolving practice for both students and educators. Notably, for international students, challenges with learning online can be more pronounced, as they are also adapting to cultures of their host country and expectations from their post-secondary institutions, while attempting to forge connections with their domestic peers. This paper describes several notable pedagogical interventions implemented by the author in her Canadian-based, online, asynchronous courses that have a high number of international students. These include repurposing office hours, reporting on student feedback, and incorporating Indigenous …
Bernsteinian Perspective On Further Marginalization Of International Students In Open And Online Learning Environment: Pedagogizing Student Centric Approaches, Syed Ali Nasir Zaidi, Atiya Razi
Bernsteinian Perspective On Further Marginalization Of International Students In Open And Online Learning Environment: Pedagogizing Student Centric Approaches, Syed Ali Nasir Zaidi, Atiya Razi
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
This paper attempted to explore the relevance of Bernstein’s (2001) critical views on the marginalization of international students in the context of emerging online learning models. It also focused on the disengaged learning patterns of marginalized international students via Bernstein’s (1990) theoretical lens of elaborated code and restrictive code, where Bernstein (2001) instructed teachers to play their vital roles in complex learning processes, which were heavy on teachers and students alike, to facilitate the healthy and successful learning trajectory. This paper used metadata via Critical Discourse Analysis (CDA) (Fairclough & Wodak, 1997; Van Dijk, 2003) to construct themes from students’ …
Proactive Not Punitive: Strategies To Prevent Plagiarism And Promote International Student Success, Ann Liang, Tasha Maddison, Selinda England
Proactive Not Punitive: Strategies To Prevent Plagiarism And Promote International Student Success, Ann Liang, Tasha Maddison, Selinda England
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
Post-secondary faculty are experiencing a rise in instances of plagiarism in student assignments and are looking for resources to help with both the reduction and the detection of plagiarism. International students are particularly vulnerable due to confusing policies and lack of awareness of educational practices in North American institutions, with many institutions focusing on punitive measures to deter academic misconduct. Alternatively, we explored a method that considers international students’ role in maintaining their academic integrity and places emphasis on student learning, curricular modifications, and good citizenship. We conducted a collaborative year-long pilot project with international business students in the implementation …
Digital Critical Literacy Development And Intercultural Awareness Raising ‘In’ Action, ‘On’ Action And ‘For’ Action In Elt, Marina Orsini-Jones, Abraham Cerveró-Carrascosa, Kyria Finardi
Digital Critical Literacy Development And Intercultural Awareness Raising ‘In’ Action, ‘On’ Action And ‘For’ Action In Elt, Marina Orsini-Jones, Abraham Cerveró-Carrascosa, Kyria Finardi
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
This paper reports on project Blending MOOCs (Massive Open Online Courses) into English Language Teaching Education (ELT) with Telecollaboration (BMELTET), the latter which aims to foster reflection on ELT with a COIL (Collaborative Online International Learning) MOOC blend that promotes the engagement of international students based in the UK and studying towards a master’s degree (MA) in ELT, with a global community of ELT practice, with students and staff based in universities in Brazil, China, and Spain, and with the participants on the MOOC from all over the world. BMELTET aims to debunk the myth of the ‘native speaker’ as …
Supporting International Graduate Students: Lessons From A Fall 2020 Non-Credit Course, Jill Mcmillan
Supporting International Graduate Students: Lessons From A Fall 2020 Non-Credit Course, Jill Mcmillan
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
This paper discusses a non-credit pass/fail course that is designed to support international graduate students as they begin their graduate studies at the University of Saskatchewan in Saskatoon, Saskatchewan, Canada. Specifically, the paper considers how the course was redesigned in Fall 2020, as a result of the COVID-19 pandemic and a university-wide shift to remote teaching and learning. I share my experience redesigning and facilitating the course, as informed by a pedagogy of care within an online context. Special consideration is given to course structure and student engagement, as well as general lessons learned from the experience, including some of …
Unintended Plagiarism Amongst International Students In Western Universities, Charissa Maust-Manucha
Unintended Plagiarism Amongst International Students In Western Universities, Charissa Maust-Manucha
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
In recent years, many western universities have experienced a notable increase of plagiarism and other behaviors that fall under the umbrella of academic dishonesty amongst students at various levels. Concurrently, higher-educational institutions have also seen a large rise in the enrollment of international students with extremely diverse cultural and linguistic backgrounds. A growing body of research has connected higher rates of plagiarism, in western universities during this time period, to international students in particular. This article reviews the current literature in this area, with a focus on the most common factors that put international students in western universities at a …
Conditions In Which A Flipped Classroom Can Successfully Be Implemented: A Traditional Literature Review, Cassandra Young
Conditions In Which A Flipped Classroom Can Successfully Be Implemented: A Traditional Literature Review, Cassandra Young
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
We live in a world where one size does not fit all. Educational settings and learning environments continue to change and educators need to adapt to these changes. A flipped classroom is one approach that can help support educators to adapt to these educational changes. The purpose of a flipped classroom is to maximize face-to-face time with teachers and students in class, so that when students are in the classroom, teachers and students spend their time applying higher-level thinking, learning, and application of knowledge. Through an extensive review of the literature, qualitative data was collected from peer-reviewed articles gathering patterns. …
Cultivating And Sustaining A Positive Online Learning Community:Affirming All Learners Is Key, Jan Buley, Syeda Talath Saba, Hussein Bani Asad, Khatereh Maryam Bahmanpour
Cultivating And Sustaining A Positive Online Learning Community:Affirming All Learners Is Key, Jan Buley, Syeda Talath Saba, Hussein Bani Asad, Khatereh Maryam Bahmanpour
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
This paper discusses the significance of developing and nurturing a classroom community within asynchronous/online learning networks. It examines ways in which an online learning environment can provide validation of diverse learners, foster a sense of belonging, and affirm and make transparent, the challenges among diverse learners who are physically separated from each other. The authors of this paper highlight the following factors as they relate to this topic of interest: social connections, celebrating cultural identity, expanding worldviews, respectful interactions, feeling emotionally supported, time zone challenges and group work, technology challenges, and fostering empathy.
Learning Experiences And Challenges Facing Black International Students At The University Of Windsor, Francisca I. Omorodion, Linda Coltman, Olayemi Babajide, Egbe Etowa
Learning Experiences And Challenges Facing Black International Students At The University Of Windsor, Francisca I. Omorodion, Linda Coltman, Olayemi Babajide, Egbe Etowa
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
In the past two decades, the international-student population increased to about 600,000 (Canada Bureau for International Education, 2018). According to The Immigration, Refugees, and Citizenship Canada (IRCC, 2019I), international students contributed an estimated $21.6 billion to the Canadian gross domestic product. With the COVID-19 pandemic, recruitment of international students, and the economic contribution they bring is under threat. More so, the lockdown imposed by the government, and schools’ adoption of online learning, further poses challenges and unique experiences to children, and young persona, especially international students. We used qualitative data from a focus group of 10 male Black students, aged …
Use Of Culturally Responsive Pedagogy In Supporting International Students: A Canadian Experience With An Online Reading-Writing Program, Elaine Khoo, Xiangying Huo
Use Of Culturally Responsive Pedagogy In Supporting International Students: A Canadian Experience With An Online Reading-Writing Program, Elaine Khoo, Xiangying Huo
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
International students with low Academic English proficiency face great academic challenges in remote learning. The Reading and Writing Excellence (RWE) program was delivered fully online during the pandemic to meet these students’ unprecedented needs. Both quantitative and qualitative methods were employed to investigate the effects of the Culturally Responsive Pedagogy. Nine groups were investigated in the winter cycle 2021 at the University of Toronto in Scarborough, Ontario, Canada. In the group, where Culturally Responsive Pedagogy (CRP) was implemented, low English proficiency students wrote 11,500 words each in journal entries, the highest volume of writing output and engagement metrics as compared …
Decolonizing Teaching In Online English For Academic Purpose Environments, Simone Hengen
Decolonizing Teaching In Online English For Academic Purpose Environments, Simone Hengen
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
Continued revelations of the systemic racism and violence in past and present Canadian society underscore the importance for EAP educators to understand our situatedness in a settler society as the foundation of decolonizing classroom practices. This theoretical exploration advocates for the continuing to decolonize English for Academic Purposes (EAP) classrooms during the post-covid transition to online learning environments. This exploration draws on post-structural theories of identity (Butler, 2002; Foucault, 1980, 1991; Weedon, 1987), and Morgan’s (2004) conceptualization of identity as pedagogy, as contributions to decolonizing EAP classrooms in face-to-face or online environments.
Esl Student Plagiarism Prevention Challengesand Institutional Interventions, Jim Hu, Chen Zhang
Esl Student Plagiarism Prevention Challengesand Institutional Interventions, Jim Hu, Chen Zhang
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
Research has found unintentional plagiarism to be the most common type of university plagiarism, yet what underlies it is not adequately understood. Thus, our study examines ESL student perspectives on academic integrity challenges, especially unintentional plagiarism and university interventions. The study employed semi-structured individual qualitative interviews with 20 ESL students who had just completed an advanced EAP writing course at a Canadian university in the Winter semester of 2021. The course discussed plagiarism and the APA 7th edition extensively. One interview per participant was conducted online and the data were analyzed qualitatively. Research findings indicate that the predominant cause of …
Learning And Development In Higher Education Through Extension Action, Cristine Martins Gomes De Gusmão
Learning And Development In Higher Education Through Extension Action, Cristine Martins Gomes De Gusmão
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
In a pandemic context, insecurity in the face of challenges and adverse situations is experienced. It is important to revisit the training of professionals, to better prepare them to deal with new technological tools, in an educational and market ecosystem, innovating the concepts of learning in the digital age. This component favours students in the construction of knowledge, and not only in the accumulation of information. In this context, remote learning proves to be an effective and inclusive solution. While there are reluctant attitudes and difficulties with remote learning, there is an opportunity for students and teachers to explore and …
Rethinking Online Education To Maximize Student Engagement, Matt Rahimian
Rethinking Online Education To Maximize Student Engagement, Matt Rahimian
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
International students face many challenges associated with the differences in their linguistic and socio-cultural backgrounds, and those of the host culture. Scholars have used the concept of communities of practice to elaborate on possible ways to increase international students’ engagement in learning and community. Participation in institutionally planned activities, and exploring networking opportunities in the community help these students build learning communities. In online education, however, the opportunities for participation in communities of practice can be burdensome. Adjustments of the course design and classroom activities are needed to increase the students’ participation in communities of practice, which can facilitate the …
Empathy Mapping: Bridging Cultural And Linguistic Divides In International Online Education, Juliet Lammers
Empathy Mapping: Bridging Cultural And Linguistic Divides In International Online Education, Juliet Lammers
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The concept of empathy, commonly used in user experience (UX) design, has gained traction in distance education communities (Matthews et al., 2017). Empathy offers designers insight into users and their contexts (Neubauer et al., 2017) and helps designers “understand how instruction would be experienced” (Parrish, 2006), thus improving the overall outcome (Lewis & Contrino, 2016; Neubauer et al., 2017; Parrish, 2006). UX designers use a visualization tool called empathy mapping to chart information about their users. Empathy maps are used at the outset of a project and continue to evolve and inform the project as new data emerges. This paper …
Fostering The Academic Transition Of International Students Who Are Ethnoculturally And Linguistically Diverse In Postsecondary Education, Kacia Whilby
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The need for more services and support for international students’ academic transition is evident as their numbers continue to increase in postsecondary institutions. There is also a need for educational leaders to have a better understanding of how they can support international students’ academic transition and success. A phenomenological research design is being used to problematize academic transition by examining the experiences of international students who are ethnoculturally and linguistically diverse. The focus is on the students from cultural and educational backgrounds that are divergent to the Canadian educational system and their adjustment to postsecondary academic writing and teaching strategies. …
The Transitional Experiences Of West African Graduate Students To Living And Studying Study In Atlantic Canada, Noel Hurley, Abraham Apau, Priscilla Mensah, Neba Clovis Nebangeh, Omotola Ogundele
The Transitional Experiences Of West African Graduate Students To Living And Studying Study In Atlantic Canada, Noel Hurley, Abraham Apau, Priscilla Mensah, Neba Clovis Nebangeh, Omotola Ogundele
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The objective of this study was to provide four former graduate students a public platform to share their personal accounts about the challenges, supports, successes, and other factors that facilitated, or hindered, their transitions from Africa to Canada. Factors that are investigated include cultural differences that pose problems in adapting to a western lifestyle and culture. Government and community programs that help these new Canadian residents to adapt to a new climate, society, and culture are also referenced in individual sections. The effects of social separation from their families, friends, and community, collectively, are also of interest. Another common problem …
Exploring Intercultural Understanding And Awareness Among French As A Second Language Students Through Web Pals, Karen Devonish-Mazzotta, Serena Quintal
Exploring Intercultural Understanding And Awareness Among French As A Second Language Students Through Web Pals, Karen Devonish-Mazzotta, Serena Quintal
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
The need for more services and support for international students’ academic transition is evident, as their numbers continue to increase in postsecondary institutions. There is also a need for educational leaders to have a better understanding of how they can support international students’ academic transition and success. A phenomenological research design is being used to problematize academic transition by examining the experiences of international students who are ethnoculturally and linguistically diverse. The focus is on the students from cultural and educational backgrounds that are divergent to the Canadian educational system, and their adjustment to postsecondary academic writing and teaching strategies. …