Can higher education increase students’ moral reasoning? The role of student engagement in the U.S.

2020 ◽  
pp. 1-17
Author(s):  
Wei-Lin Chen ◽  
Yun-Wen Chan
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Moral Reasoning ◽  
The U.S

scholarly journals THE CHANGING ROLE OF FACULTY AND ONLINE EDUCATION

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Murray Turoff
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Degree Programs ◽  
Academic Quality ◽  
Institutional Policies ◽  
Promotion And Tenure ◽  
Will Force ◽  
Changing Role ◽  
The U.S

Environmental forces influencing the future of higher education in the U.S. threaten to undermine the desirable role of faculty as arbiters of academic quality. For online learning to live up to its potential, institutional policies can return academic authority to faculty over degree programs in all modes and support the importance of education in promotion and tenure processes. Accreditation agencies traditionally have been a service to the institutions and the administration at higher education institutions; they will also have to become an equal service to the consumer of higher education. Consumerism will force all those concerned with the quality and utility of a higher education to focus on the quality and effectiveness of the instructors.

scholarly journals Student Engagement Across Cultures - Investigating Lecture Software

2017 ◽  
Vol 6 (1) ◽  
pp. 15-30
Author(s):  
Alison J Green ◽  
Gail Sammons ◽  
Alice Swift
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
21St Century ◽  
Software Technology ◽  
Integrate Technology ◽  
The U.S

Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe.  With the influx of tablets and laptops as the tool for students in the 21st century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with technology across cultures?  The purpose of this study was to investigate lecture software in the classroom. Students and instructors from Singapore and the U.S. participated.  The instrument, to collect the perceptions of the lecture software was the Student Engagement Survey, and the results reveal that active learning was a common educational thread across the globe by using the lecture software technology.

A Case Study of Duke Kunshan University

2017 ◽  
pp. 21-36 ◽  
Author(s):  
Matthew Vollrath ◽  
Robert A Lloyd ◽  
Yanxu Liu
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
International Education ◽  
Relevant Literature ◽  
Point Of View ◽  
Valuable Insight ◽  
Branch Campus ◽  
International Branch Campus

This chapter considers Duke University's motivation, approach, and challenges in launching its international branch campus (IBC), Duke Kunshan University in Kunshan, China. Differing perspectives on the project are presented from the point of view of DKU students, faculty, administrators, and an international education consultant. Taken together and in the context of relevant literature and the information provided in Duke University's primary China planning document, their thoughts and observations offer valuable insight to the ongoing conversation about the role of IBCs in higher education, and coalesce around the importance of an institutional brand rooted in consistent values and a genuine culture of faculty, staff, and student engagement.

scholarly journals Reflecting gendered experiences of student-staff partnership: A student standpoint using poetic transcription

2019 ◽  
Author(s):  
Lucy Mercer-Mapstone ◽  
Rachel Guitman ◽  
Anita Acai
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Change Agents ◽  
Standpoint Theory ◽  
Academic Publishing ◽  
Alternate Forms ◽  
Poetic Transcription

Debates in higher education problematise the role of students in student engagement. Resisting neoliberal values and language, scholars argue that students should be positioned as ‘partners’ or ‘change agents’ rather than ‘customers’ or ‘consumers,’ but the extent to which students are able to self-author their experiences as subjects rather than objects in mainstream publications is rare. Drawing on standpoint theory, we—three students from international contexts—argue that if students are to shape higher education discourses, then students’ work needs to be more prominently represented in mainstream academic publishing. We exemplify one approach to alternate forms of conducting and sharing student-led research by exploring and representing our own experiences of gender in partnership through poetic transcription. In doing so, we hope to disrupt some of the dominant assumptions around the positioning of students as objects in research and the validity of students’ self-authored voices in higher education.

scholarly journals Sensing the Same Space – Spatial Understanding and Engagement in Higher Education

2019 ◽  
Vol 14 (27) ◽  
pp. 83-97
Author(s):  
Jyri Lindén ◽  
Mikko Kanninen ◽  
Reijo Kupiainen ◽  
Johanna Annala
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Physical Space ◽  
Spatial Thinking ◽  
Digital Learning ◽  
Spatial Understanding ◽  
Starting Point

The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement. In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used. By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.

scholarly journals Differences in the Age-varying Association of School Belonging with Socioemotional Flourishing among Minority and Non-minority College and University Students

2019 ◽  
Author(s):  
Nicholas J. Parr
Keyword(s):  
Higher Education ◽  
University Students ◽  
Minority Students ◽  
Social Relationships ◽  
White Students ◽  
School Belonging ◽  
Varying Coefficient Models ◽  
College And University ◽  
The U.S

School belonging is linked with socioemotional wellbeing and academic achievement, but an important question is whether school belonging or its effects vary for college or university students of minority identities. A number of outcomes associated with school belonging, including positive social relationships, perceptions of a fulfilling life, self-respect, optimism, and self-efficacy, are interlinked by the concept of socioemotional flourishing. This study aimed to assess the age-varying prevalence of and association between school belonging and flourishing among sexual or gender minority (SGM) and racial or ethnic minority (REM) students compared with non-minority students in the U.S. higher education setting. Data were drawn from a large national survey of U.S. college and university students ages 18–26, and were examined using varying-coefficient models to estimate the relation of school belonging and flourishing as a continuous function of age. SGM students (n = 6,718) had significantly lower belonging and flourishing than cisgender heterosexual students (n = 19,492) across all age points, and compared to white students (n= 16,444), REM students (n = 10,539) endorsed significantly lower belonging and flourishing at several age points. The association of belonging with flourishing was found to be significantly greater for SGM students than for cisgender heterosexual students across all ages, while age-varying associations for REM and white students were more complex. Findings of this study underline the unique importance and magnitude of the role of school belonging in socioemotional flourishing for SGM young adults, and highlight potential avenues for prevention of negative psychosocial and substance use outcomes among both SGM and REM college and university students.

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