scholarly journals The American Science Pipeline: Sustaining Innovation in a Time of Economic Crisis

2010 ◽  
Vol 9 (4) ◽  
pp. 431-434 ◽  
Author(s):  
Gillian Hue ◽  
Jessica Sales ◽  
Dawn Comeau ◽  
David G. Lynn ◽  
Arri Eisen
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Scientific Education ◽  
American Science ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Economic Constraints ◽  
Science Training ◽  
Effective Programs

Significant limitations have emerged in America's science training pipeline, including inaccessibility, inflexibility, financial limitations, and lack of diversity. We present three effective programs that collectively address these challenges. The programs are grounded in rigorous science and integrate through diverse disciplines across undergraduate, graduate, and postdoctoral students, and resonate with the broader community. We discuss these models in the context of current economic constraints on higher education and the urgent need for our institutions to recruit and retain diverse student populations and sustain the successful American record in scientific education and innovation.

Indigenous Student Experience in Higher Education

2022 ◽  
pp. 254-266
Author(s):  
Lawrence F. Camacho ◽  
Arline E. Leon Guerrero
Keyword(s):  
Higher Education ◽  
Student Experiences ◽  
Indigenous Students ◽  
University Campuses ◽  
College And University ◽  
Indigenous Student ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Education Today ◽  
College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Campus Climate and the Theory of Gender Performativity

2019 ◽  
pp. 226-242
Author(s):  
Aaron Samuel Zimmerman ◽  
Andrew S. Herridge
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Institutions Of Higher Education ◽  
Gender Performativity ◽  
Social Construct ◽  
Experimental Performance ◽  
Recruitment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Measurement Tools

The objective of this chapter is to outline the theory of gender performativity and to discuss its implications for researchers and policymakers in higher education. This chapter will examine the manner in which the measurement tools and recruitment methods utilized by research in higher education may serve to reinforce particular ontological assumptions about gender. If institutions of higher education aspire to serve their diverse student populations as inclusively as possible, it may be valuable for researchers and policymakers to consider the notion that gender is a social construct that is continually open to experimental performance.

Education 3.0

2022 ◽  
pp. 1-24
Author(s):  
Jeff D. Borden
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Assessment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Selective Admissions ◽  
Actual Learning ◽  
Learning Options

Education 3.0 is the confluence of known, effective throughputs in teaching and learning due to changed inputs and desired changes to output across higher education. From increasingly diverse student populations to the need for critical thinking by all, education has fundamentally changed. Practitioners must leverage technologies to scale learning and meet demands by families for more flexible, lifelong learning options. Gone are the days when student bodies had more on-campus, residential, homogeneity, as well as small cohorts from selective admissions. Such changes now require architects of learning to consider the efficacy of various teaching and assessment methods in promoting actual learning versus short-term memorization, as well as how to use technology to do all of this at scale. From neuroscience to learning psychology to education technology, there is an impressive body of research around authentic learning, yet most faculty are largely unaware of this scholarship, seeing instruction dominated by tradition rather than effectiveness.

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

Youth and Schools’ Practices in Hyper-Diverse Contexts

2016 ◽  
Vol 53 (6) ◽  
pp. 1491-1521 ◽  
Author(s):  
Christine Brigid Malsbary
Keyword(s):  
New York ◽  
Los Angeles ◽  
Cultural Context ◽  
Linguistically Diverse ◽  
Organizational Structures ◽  
Public High Schools ◽  
Diverse Classrooms ◽  
Diverse Student Populations ◽  
Teachers Beliefs ◽  
Diverse Student

The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers’ beliefs and attitudes across schools, youths’ practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths’ practices and therefore their opportunities to learn.

Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

2019 ◽  
pp. 211-227
Author(s):  
Ioannis Karras ◽  
Julia A. Spinthourakis ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Culturally Diverse ◽  
Language Attitudes ◽  
Intercultural Sensitivity ◽  
Foreign Languages ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Program Of Study ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Different Populations

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

TPACK ◽  
2019 ◽  
pp. 222-238
Author(s):  
Renee White-Clark ◽  
Shawn Robertson ◽  
Ashley Lovett
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Educational Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Pedagogical Expertise ◽  
Diverse Student Populations ◽  
Use Of Technology ◽  
Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

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