scholarly journals “Now Is the Time”: Civic Learning for a Strong Democracy

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 94-107
Author(s):  
Sylvia Hurtado
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community Building ◽  
Opportunity To Learn ◽  
The Other ◽  
American Democracy ◽  
Demographic Diversity ◽  
Civic Learning ◽  
Learning Practices ◽  
Critical Approaches

Cultivating citizens for American democracy has historically been a key purpose of higher education, yet today's college students are in contact with more divergent worldviews, increasing demographic diversity sometimes accompanied by fear of “the other,” and resulting conflict in policies amid rising inequality. Now is the time to recenter civic learning within and across all institutions and disciplines, as well as undertake more critical approaches to this work in terms of pedagogy that prepares students for a diverse and unequal society. Colleges' collective efforts have already resulted in critical community engagement, curricula reform, and better ways of articulating and assessing civic learning practices. Extending civic learning to reflect how we teach will result in more engaged citizens capable of understanding differences, conflict as an opportunity to learn, and community-building processes characteristic of a strong democracy.

scholarly journals “Change is the Essential Process of all Existence:” Transformation through Civic Learning and Democratic Engagement’s Theory of Emergent Change

2020 ◽  
Vol 9 (1) ◽  
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
American Association ◽  
Public Institutions ◽  
Early Years ◽  
American Democracy ◽  
State Colleges ◽  
Civic Learning ◽  
Emergent Change ◽  
Civic Literacy

During the early years of the American Association of State Colleges & Universities’ (AASCU) American Democracy Project (ADP), a handful of civic-minded leaders in higher education began to grapple with what it meant to teach students to be engaged citizens. The project began with seven initiatives focusing on efforts such as voting, stewardship of land, political engagement, and citizenship to build a foundation for increasing civic literacy, democratic agency, and community engagement among college students (American Association of State Colleges and Universities, 2019). Membership and participation in ADP grew quickly and it seemed an organic revolution of sorts was building in higher education. Across the country, centers focusing on engaged democracy gained popularity among public institutions, and efforts to develop programs focusing on community engagement became commonplace.

Completing Surveys With Different Item Formats: Testing Equivalence

2020 ◽  
pp. 089443932095514
Author(s):  
Arne Weigold ◽  
Ingrid K. Weigold ◽  
Stephanie A. Dykema ◽  
Naomi M. Drakeford
Keyword(s):  
Higher Education ◽  
College Students ◽  
Missing Data ◽  
Social Desirability ◽  
The Other ◽  
Self Report ◽  
Institutions Of Higher Education ◽  
Radio Button ◽  
Survey Responses ◽  
Testing Equivalence

Studies examining the similarity of online self-report survey responses using different item formats have yielded inconclusive results. Additionally, no studies have used appropriate methods for thoroughly and correctly examining equivalence across conditions. We examined the comparability of survey responses across four item formats—horizontal radio button, text box, drop-down menu, and vertical radio button—in two studies. The second study added two response categories: optional responding and forced responding. Participants were college students at two institutions of higher education who were randomly assigned to conditions. They completed measures of computer self-efficacy, personality, and social desirability. Results of both studies indicated quantitative (mean scores) and qualitative (internal consistency estimates and scale intercorrelations) equivalence. However, there were notable differences in auxiliary equivalence such that participants in the text box condition had lower amounts of missing data than those in the other conditions, those in the horizontal radio button condition completed the study in the shortest amount of time, and participants across conditions generally preferred to use drop-down menus compared to other item formats.

scholarly journals E-innovation Platforms in Journalism Teaching: Cybermedia as a professional educational tool

2020 ◽  
Vol 33 (4) ◽  
pp. 123-136
Author(s):  
Santiago-M. Martínez-Arias ◽  
David Parra-Valcarce
Keyword(s):  
Higher Education ◽  
College Students ◽  
The Other ◽  
Retention Rates ◽  
Educational Tool ◽  
Digital Environment ◽  
Academic Courses ◽  
Real Increase ◽  
European Higher Education ◽  
Descriptive Method

This paper analyzes changes in the training of college students within the implementation of the European Higher Education Area (EHEA) with particular emphasis on teaching of future communication professionals. I focus on two cyberjournals, launched at Universidad Complutense de Madrid. During five academic courses a total of 2.349 students have participated in this project, with retention rates above 96 percent. In the period studied, the cyberjournals have generated 1.526 multimedia in-depth reports giving rise to more than 16.756 comments from media readers. Additionally, there have been 2.828 videos, now all online on the cyberjournals YouTube channel, which have received more than 400,000 views. This analysis concludes that there has been a real increase in teaching hours above the notion of ECTS credit, and that this situation is accepted by students without problem. On the other hand, based on the descriptive method used, it is shown that students accept and participate in the formation of journalistic projects in the digital environment that comply with the general regulations of the EHEA, and in the particular guidelines that each University can develop.

Breaking the silence: teaching about difference

2017 ◽  
Vol 11 (2) ◽  
pp. 70-81 ◽  
Author(s):  
Elaine Correa ◽  
Colleen Wilkinson
Keyword(s):  
Higher Education ◽  
College Students ◽  
Teacher Candidates ◽  
Design Methodology ◽  
College Faculty ◽  
The Other ◽  
Cultural Perceptions ◽  
Content Type ◽  
Safe Environment ◽  
Multiple Strategies

Purpose Even as sites for higher education work to transform curricula and strive for greater diversity among students and faculties, little is done to create safe, inviting environments for people to openly discuss the contradictions and challenges in teaching about differences. The authors' purpose is to examine multiple and intersecting systems of power and privilege that deny marginalized voices a forum to challenge conventional hegemonic discourses of differences and stereotypical representations within learning. The recognition of contradictory subjective locations occupied by all the participants in the classroom, including the teacher, is accounted for in critical feminist pedagogies that challenge who speaks, who listens and why. As such, bridging the gaps, cracks, holes or crevices from which commonalities and differences emerge is part of the process required in understanding the differences. Design/methodology/approach This paper provides suggestions for college faculty who want to critically challenge their students to explore their beliefs about persons deemed “different” in society, and examine the nature of stereotypical perceptions embedded in the representations of the “other”. Findings The authors maintain that faculty must provide opportunities for discussion while creating a safe environment free of judgment during this time of exploration and discovery for all participants. Originality/value Multiple strategies for exposing college students/teacher candidates to differing views on cultural perceptions and misconceptions are provided. The authors challenge college faculty to not only expose students to an array of views but also encourage students to voice their own views by interrogating the inherent systemic power of inequity in society.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Moving Up without Losing Your Way

2019 ◽  
Author(s):  
Jennifer Morton
Keyword(s):  
Higher Education ◽  
College Students ◽  
Social Mobility ◽  
Low Income ◽  
Upward Mobility ◽  
Ethical Dilemmas ◽  
Sense Of Self ◽  
College Experience ◽  
Career Opportunities ◽  
Community Finding

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

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