scholarly journals Teaching Global Communication During COVID-19: Challenges, Mitigation, and Lessons Learned

2021 ◽  
pp. 107769582110261
Author(s):  
Téwodros W. Workneh ◽  
Mei-Chen Lin
Keyword(s):  
Higher Education ◽  
United States ◽  
Higher Education Institutions ◽  
The United States ◽  
Lessons Learned ◽  
Global Communication ◽  
Media Technology ◽  
Midwestern University ◽  
Communication Pedagogy ◽  
Unexpected Outcomes

Higher education institutions in the United States resorted to remote instruction after the disruption caused by the coronavirus (COVID-19) pandemic. The disjointed nature of this transition of managing the academic crisis needs to be critically engaged. By examining the experiences of global communication faculty at a midsize Midwestern university, this study attempts to reflect on the circumstances, challenges, and some unexpected outcomes of the phenomenon. Based on testimonies generated from the authors’ experiences and interviews conducted with instructors, the study outlines lessons learned from the adoption of media technology and offers insights on reimagining global communication pedagogy in the post-pandemic period.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Millennials and Moral Panic in the United States and beyond

2020 ◽  
Vol 63 (3) ◽  
pp. 496-505
Author(s):  
Emily Andrade ◽  
A. James McKeever ◽  
Roberto Rivera ◽  
Elizabeth Withers ◽  
Hyeyoung Woo
Keyword(s):  
Higher Education ◽  
United States ◽  
Criminal Justice ◽  
South Korea ◽  
Higher Education Institutions ◽  
Moral Panic ◽  
The United States ◽  
Transitions To Adulthood ◽  
Wide Range ◽  
New Generation

There have been numerous discourses around millennials and some of them may sound worrisome. To discuss millennials and moral panic, this study looks at three different areas (i.e., criminal justice, teaching at higher education institutions, and transitions to adulthood in South Korea) with some issues pertinent to millennials and younger generations faced in society currently. Drawing on a wide range of the literature, this study attempts to recognize unique characteristics of our younger generations, to find ways to better understand them using multiple angles, and to identify reasons why we should stay hopeful about the future. Our society will continue to change, often in unpredictable ways, and there will always be a new generation on the horizon. Efforts should be made to work with younger generations, learning from each other and finding ways to work together.

Developing Railway Higher Education in the European Union and United States

2010 ◽  
Author(s):  
Pasi T. Lautala ◽  
Rosa´rio Ma´ca´rio ◽  
Jo¨rn Pachl ◽  
J. Riley Edwards ◽  
William J. Sproule
Keyword(s):  
Higher Education ◽  
United States ◽  
European Union ◽  
Higher Education Institutions ◽  
Knowledge Exchange ◽  
The United States ◽  
Research Network ◽  
Rail Transportation ◽  
The European Union ◽  
Railway Systems

Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.

Facilitating the Integration of Open Educational Courses

2013 ◽  
pp. 26-33
Author(s):  
Yolanda Debose Columbus
Keyword(s):  
Higher Education ◽  
United States ◽  
Cultural Differences ◽  
Higher Education Institutions ◽  
Universal Access ◽  
The United States ◽  
Open Educational Resources ◽  
Cultural Dissonance ◽  
Global Priority ◽  
Systematic Plan

The open educational movement is primarily about facilitating a philosophical view: the idea that universal access to quality education should be a global priority. Open educational courses are byproducts of the implementation of this philosophy. Unfortunately, the principles that are fueling the open educational movement are in direct opposition to the typical culture found in higher education institutions in the United States. The lack of awareness of or indifference to these cultural differences can hinder the integration of open educational resources. Successful integration of open educational courses into degreed programs requires an acknowledgement of the cultural dissonance that may result as well as a systematic plan for addressing it. This chapter highlights some of these cultural differences and outlines a framework for addressing them.

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