University Faculty Beliefs About Emergent Multilinguals and Linguistically Responsive Instruction

2017 ◽  
Vol 52 (2) ◽  
pp. 304-330 ◽  
Author(s):  
Colleen E. Gallagher ◽  
Jennifer E. Haan
Keyword(s):  
University Faculty ◽  
Faculty Beliefs ◽  
Responsive Instruction

scholarly journals Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

2017 ◽  
Vol 17 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Jennifer E. Haan ◽  
Colleen Gallagher ◽  
Lisa Varandani
Keyword(s):  
United States ◽  
International Students ◽  
International Education ◽  
Linguistically Diverse ◽  
Faculty Members ◽  
Culturally And Linguistically Diverse ◽  
Diverse Classrooms ◽  
Faculty Beliefs ◽  
Low Levels ◽  
Responsive Instruction

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.

scholarly journals Faculty Perceptions of the Factors Influencing Success in STEM Fields

2015 ◽  
Vol 1 (1) ◽  
pp. 30-44
Author(s):  
Eshani Gandhi-Lee ◽  
Heater Skaza ◽  
Erica Marti ◽  
PG Schrader ◽  
MaryKay Orgill
Keyword(s):  
Student Success ◽  
Faculty Perceptions ◽  
Well Being ◽  
Research Literature ◽  
Faculty Members ◽  
University Faculty ◽  
Stem Fields ◽  
Faculty Beliefs ◽  
Stem Students ◽  
And Mathematics

The recent decline in the number of graduates in the fields of Science, Technology, Engineering and Mathematics (STEM) has significant implications for the nation’s economic and societal well-being (PCAST, 2012). Because university faculty members’ interactions with students—both in and out of the classroom—have a significant impact on student recruitment and retention and because faculty beliefs have a significant impact on faculty practices (Astin & Astin, 1992), we have interviewed university faculty members in order to examine their perceptions of successful STEM students. Here, we report faculty members’ perceptions of the characteristics of successful tertiary STEM students, as well as their perceptions of the major obstacle to student success in STEM courses and programs of study. While faculty perceptions of the characteristics of successful STEM students generally align with the research literature, faculty did not mention experiences or instructional strategies they could implement in their classrooms to help students develop these characteristics. The results of the current study could inform the design of faculty professional development to ensure that faculty are aware of the various ways they can support student success in STEM fields.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

Sign in / Sign up

Export Citation Format

Share Document