scholarly journals Developing, Implementing, and Learning From a Student-Led Initiative to Support Minority Students in Communication Sciences and Disorders

2021 ◽  
pp. 1-10
Author(s):  
Teresa M. Girolamo ◽  
Samantha Ghali
Keyword(s):  
Minority Students ◽  
Student Leadership ◽  
Minority Student ◽  
Transmission Of Knowledge ◽  
Student Equity ◽  
Directed Development ◽  
Institutional Advocacy ◽  
Research Initiatives ◽  
The University ◽  
Equity And Inclusion

Purpose The Student Equity & Inclusion Workgroup is a student-led initiative at The University of Kansas that aims to advance equity and inclusion. Within this structure, the workgroup is entirely student-led and independent of any institutional initiatives. It has developed three themes— recognizing minority student leadership, ensuring equitable access to opportunities, and meaningfully supporting students—and used those themes to develop comprehensive programming in research, institutional advocacy, mentorship, and fellowship. Research initiatives included creating research opportunities for minority students by developing independent research projects. Institutional advocacy initiatives focused on policy change and developing a uniquely situated network of allies at and beyond the university. Mentorship centered student-to-student transmission of knowledge, skills, and support. Fellowship entailed creating opportunities for community building and recognition of minority student excellence. Conclusions Student-led initiatives such as those of the workgroup may be an effective way of supporting minority students in communication sciences and disorders. Institutions endeavoring to advance equity and inclusion should consider empowering students through facilitation of self-directed development, using institutional supports to support minority students on their terms, and recognizing students as capable partners in rethinking equity and inclusion.

The persistence of racial discomfort on campus: Ethnographic perspectives from under-represented student researchers

2013 ◽  
Vol 6 (3) ◽  
pp. 24-38
Author(s):  
Priscilla Fortier
Keyword(s):  
Student Affairs ◽  
Minority Students ◽  
White Students ◽  
Residence Halls ◽  
Minority Group ◽  
Minority Student ◽  
Racial Climate ◽  
University Of Illinois ◽  
Student Researchers ◽  
The University

This article describes the findings of an undergraduate Ethnography of the University Initiative (EUI) course in which students examined the university's efforts to improve the racial climate of the campus. These institutional efforts are intended to create a more comfortable environment for under-represented minority students who often comprise a significantly smaller group on campus than in their home neighbourhoods and high schools. Many minority group students experience isolation and discomfort connected to a lack of 'ownership' of campus spaces and traditions, which tend to be monopolised by white students. In my EUI class, which was sponsored by the Office of Minority Student Affairs (OMSA) at the University of Illinois (U of I), under-represented minority students focused their ethnographic projects specifically on campus-sponsored programmes intended to facilitate interaction across racial and ethnic groups. Of particular interest to students were programmes related to residence halls and campus social spaces. The findings presented here indicate that campus-sponsored programmes to increase race awareness that depend upon students' voluntary participation may be less effective in bringing students together than required classroom-based programmes and informal interaction through shared extra-curricular passions.

Lessons Learned from an Integrated Neurology Diversity, Equity and Inclusion Curriculum

2021 ◽  
pp. 10.1212/CPJ.0000000000001081
Author(s):  
Noriko Anderson ◽  
S Andrew Josephson ◽  
Nicole Rosendale
Keyword(s):  
San Francisco ◽  
Multidisciplinary Team ◽  
Balance Training ◽  
Junior Faculty ◽  
Residency Education ◽  
Lessons Learned ◽  
University Of California ◽  
Current Events ◽  
The University ◽  
Equity And Inclusion

AbstractThe University of California San Francisco (UCSF) Neurology Department incorporated a formal diversity, equity and inclusion curriculum into the residency education in 2015. During that time, we have learned a number of lessons that can be useful to other institutions planning similar initiatives including: 1) training should be led by a multidisciplinary team with experienced educators; 2) sustainability of the curriculum requires broad departmental buy-in from leadership to junior faculty to the residents themselves; 3) the curriculum needs to balance training on fundamental topics with flexibility to change in response to current events and the needs of the community; and 4) the sessions need to be practical.

scholarly journals Student Leadership At The University

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Ann T. Hilliard
Keyword(s):  
Conflict Resolution ◽  
Time Management ◽  
Student Leadership ◽  
Leadership Skills ◽  
The United States ◽  
Community Action ◽  
Clear Understanding ◽  
The Future ◽  
University Leaders ◽  
The University

The focus of this article is about the utilization of student leadership at the University.  Based on research, student leadership opportunities at the university have been frequently at a low percentage (Zimmerman, Burkhart, 2002).  The researcher identifies practical ways to involve students in various leadership activities. Emphases are placed on the definition of leadership, characteristics of strong leadership, importance of stakeholders, early involvement, expectations of today’s leaders, and benefits of student leadership at the university.  The three ways to look at leadership includes a respond to an idea that the future is unknown and there is not any one model for leadership, prepare for the future by embracing and creating the capacity for change, participate in organized learning and look at collective leadership that helps in the capacity to change.  There are many characteristics of strong leadership based on the needs of the organization.  A strong sense of moral purpose, a clear understanding of the dynamics of change, having academic and emotional intelligence and being able to connect with people, demonstrating a commitment to developing and sharing new ideas and knowledge and being able to be coherent in the middle of chaos are some common characteristics of strong leadership.  Leadership today is not the position of one individual.  Stakeholders play a key role in the aim toward effective leadership at the university.  Leadership is motivated by the increase complexity of university reform efforts for organizational improvement.  There is a need for more individuals to participate in the reform effort to ensure greater university success.  The role of university leaders and partnerships is to identify, promote and develop student leadership skills.  Stakeholders are key individuals within the university’s leadership system.  These stakeholders are frequently identified as alumni, community leaders/supporters, faculty, staff, students and parents.  Students’ early involvement in leadership activities provide opportunities for volunteer services,  internships in experiential activities, collaborative activities as group projects, engagement in services related to civic activities, assisting faculty in conducting workshops and university assessment and working with other students to create a community of inclusive learners on various tasks.  Today, students are expected to demonstrate effective time management, show ability to set goals, build positive relationships, use effective conflict resolution skills, show an interest in helping others to build their leadership skills, become involved in community action programs and promote understanding and respect across racial and ethnic groups.  Over fifty-five students participated summer 2009 in leadership workshop opportunities at a large land grant university in the mid-west of the United States of America. Students stated that the workshops were beneficial, because the workshops helped students to improve ability to set goals, show more interest in developing leadership skills in others, gain a sense of personal clarity and their own values, gain improved conflict resolution/ better decision making skills, deal better with complex and uncertainties, willing to take on more risk and are able to use leadership theories and practices in an meaningful manner.  

scholarly journals La cooperación solidaria como metodología de aprendizaje: un caso en la universidad / The International Development Cooperation in the Universal Human Rights System: Human Rights as a Frame for Understanding the International Development Cooperation

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Marta Estrada Guillén ◽  
Diego Monferrer Tirado ◽  
Juan Carlos Fandos
Keyword(s):  
Human Rights ◽  
Public Relations ◽  
International Development ◽  
Development Cooperation ◽  
Social Awareness ◽  
Transmission Of Knowledge ◽  
Universal Human Rights ◽  
Promotional Campaign ◽  
The University ◽  
International Development Cooperation

ABSTRACTThe subjects of Management (Bachelor of Business Administration) and Promotion (Bachelor of Advertising and Public Relations) perform charity market promotional campaign organized by the students of nursery and primary public school in Castellón (Spain). The objetives and competences defined in the project were successfully achieved, improving teamwork, communication, critical capacity and social awareness of the university. The cooperative methodology significantly increased motivation to effectively manage the transmission of knowledge from classroon to society.RESUMENLas asignaturas dirección comercial (licenciatura de administración y dirección de empresas) y promoción comercial (licenciatura de publicidad y relaciones públicas) realizan la campaña promocional del mercadillo solidario organizado por los alumnos de infantil y primaria de un colegio público en la localidad de Castellón (España). los objetivos y competencias definidas en este proyecto fueron alcanzados de forma satisfactoria, mejorando el trabajo en grupo, la comunicación, la capacidad critica y la concienciación social de los universitarios. la metodología cooperativa incrementó notablemente la motivación al aconseguir gestionar de manera eficaz la transmisión del conocimiento de las aulas a la sociedad.

scholarly journals The Need for Transdisciplinarity in Higher Education in a Globalized World

2012 ◽  
Vol 3 ◽  
Author(s):  
Basarab Nicolescu
Keyword(s):  
A Priori ◽  
The Body ◽  
First Century ◽  
Human Being ◽  
New Production ◽  
Transmission Of Knowledge ◽  
Integral Education ◽  
New Type ◽  
The University ◽  
Globalized World

A viable education can only be an integral education of the human being. Transdisciplinary education is founded on the inexhaustible richness of the scientific spirit which is based on questioning and of the refusal of all a priori answers and all certitude contradictory to the facts. At the same time, it revalues the role of the deeply rooted intuition, of the imaginary, of sensitivity, and of the body in the transmission of knowledge. It is only in this way that the society of the twenty-first century can reconcile effectivity and respect for the potentiality of every human being. The transdisciplinary approach will be an indispensable complement to the disciplinary approach because it will mean the emergence of continually connected beings, who are able to adapt themselves to the changing exigencies of professional life, and who are endowed with permanent flexibility which is always oriented towards the actualization of their interior potentialities. If the University intends to be a valid actor in sustainable development it has first to recognize the emergence of a new type of knowledge: transdisciplinary knowledge. The new production of knowledge implies a necessary multidimensional opening of the process of learning: towards civil society; towards cyber-space-time; towards the aim of universality; towards a redefinition of the values governing its own existence.

Concept, Conversion, Cultivation, and Consequence

2016 ◽  
pp. 280-297
Author(s):  
Hayley Johnson ◽  
Sarah Simms
Keyword(s):  
Undergraduate Research ◽  
University Research ◽  
State University ◽  
Multidisciplinary Research ◽  
Faculty Collaboration ◽  
Research Workshop ◽  
Research Initiatives ◽  
The University ◽  
And Training

In an effort to change the librarian-faculty collaboration culture at Nicholls State University, librarians actively sought grant opportunities to make resources available to the university which would facilitate collaboration. Nicholls was able to secure grant funding for a collaborative multidisciplinary research workshop series to promote undergraduate research. The objective of this grant funded opportunity was to place the library in a central role in the enhancement and expansion of the university's research initiatives and partner with those disciplines that were traditionally self-contained. The technology and training made available to students through this initiative is important as it provides all students with access to foundational training and necessary technology to be competitive in academia and the workforce. Through these long-term partnerships forged with research focused disciplines, the library is now able to demonstrate its capacity to serve as an integral component of university research initiatives.

Standardized Entrance/Aptitude Testing in the Era of Foucault’s Panopticon: The Bilingual Student and the Minority Student

2019 ◽  
Vol 52 (6) ◽  
pp. 847-871
Author(s):  
Shana Sanam Khan
Keyword(s):  
Middle Class ◽  
Standardized Testing ◽  
Minority Students ◽  
Minority Student ◽  
Entrance Examination ◽  
Aptitude Testing ◽  
Bilingual Student ◽  
White Middle Class ◽  
Who Code ◽  
Standardized Examinations

Standardized testing is an applauded system of testing due to the uniformity that it offers. The idea is that in standardized testing, because every student is being asked exactly the same question and each question has only one specific answer, standardized examinations are neutral, value free, and exonerated from the subjectivity that an examiner or teacher may inhibit. The reality is far from it. Using a Foucauldian panoptic perspective and focusing on what is known as the aptitude or entrance examination, I argue that standardized examinations are designed in such a way that bilingual and minority students shall not score on par with their monolingual majority counterparts. The questions are designed in such a way that those students who code switch (due to bilingualism) are placed at a disadvantage. Similarly, the culture represented in the examination is White middle class, hence making the examination relatively more difficult for minority students.

Teachers and Teaching: Basic Writing: Moving the Voices on the Margin to the Center

1990 ◽  
Vol 60 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Anne Herrington ◽  
Marcia Curtis
Keyword(s):  
Minority Students ◽  
Basic Writing ◽  
Student Body ◽  
Reading List ◽  
Writing Course ◽  
The University

Reacting to what many considered a racially motivated conflict on the UMass/Amherst campus in 1986, Anne J. Herrington and Marcia Curtis felt compelled to reconstruct their Basic Writing course to give voice to minority students usually kept on the fringes — "marginalized" — academically and socially within the university. They aimed to create a curriculum that reflected an accurate image of the university's students, to affirm the diversity of the student body rather than deny it. They changed their reading list to include predominantly non-White authors and encouraged students to engage in a dialogue with those authors while reflecting in writing on their own experience of marginalization. By raising students' consciousness and by encouraging students to speak out through their writings, Herrington and Curtis contributed to the acceptance and respect their students demanded — to validate the voices on the margin — as they accomplished their academic aims for the course.

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