scholarly journals Cripping Kairos: The Risky Rhetorical Performance of Autism Disclosure for the College Student

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Pamela Saunders
Keyword(s):  
Higher Education ◽  
College Student ◽  
Qualitative Interviews ◽  
Educational Goals ◽  
Rhetorical Practice ◽  
Disability Disclosure ◽  
Time Frames ◽  
Rhetorical Performance

This article draws on qualitative interviews with one autistic student about his experiences accessing higher education, focusing on disability disclosure as a time-based rhetorical practice. I explore how Mike exploits the kairotic dimensions of autism disclosure in risky and contradictory ways to pursue his larger educational goals. Autistic students are often assumed to be unacceptably awkward, incapable of intentional stances, and fundamentally not rhetorical. These assumptions, however, obscure the complexity inherent in their rhetorical practices; this complexity is particularly salient in the timing of disability disclosure. I argue that Mike embodies a temporal expertise that expands the concept of crip time – often conceived as a delay or extension of normative time frames – to encompass time as a rhetorical resource for disabled rhetors.

Academic Safety Planning: Intervening to Improve the Educational Outcomes of Collegiate Survivors of Interpersonal Violence

2020 ◽  
pp. 088626052096716
Author(s):  
Rachel J. Voth Schrag ◽  
Leila G. Wood ◽  
Dixie Hairston ◽  
Cynthia Jones
Keyword(s):  
Higher Education ◽  
Interpersonal Violence ◽  
Partner Violence ◽  
Qualitative Interviews ◽  
Well Being ◽  
Economic Security ◽  
Educational Goals ◽  
Safety Planning ◽  
Academic Accommodations ◽  
Student Centered

Demonstrated impacts of intimate partner violence (IPV) and sexual assault (SA) for college students include negative outcomes related to mental, physical, emotional, and academic well-being. As a result of increasing awareness of the long-standing epidemic of IPV and SA on college campuses, Institutions of Higher Education (IHEs) are expanding the services provided to survivors of IPV and SA, including campus-based advocacy services that are adapted from community models. Like community advocacy, campus-based advocacy services focus on empowerment, support, resource provision, and addressing safety needs. However, the unique context of higher education produces specific student-centered needs, including an increased focus on educational goals, academic accommodations, and safety planning. The current study seeks to shed new light on the specific foci and tasks of advocacy in the context of IHEs, related to what we call “academic safety planning,” and to highlight the experience of student service recipients utilizing these forms of advocacy. Thematic analysis of 48 qualitative interviews with advocates ( n = 23) and service users ( n = 25) from five programs at three universities was used to discover practices applied by campus-based advocates and to understand student-survivor needs and preferences within academic safety planning. Findings reveal the core components of academic safety planning, which are: (a) Advocating for emotional and physical safety in the university context, (b) Assessing and identifying needed academic accommodations, and (c) rebuilding connections and institutional trust at school. These interviews reveal that academic safety planning has the potential to enhance the academic outcomes of survivors, which in turn could lead to important improvements in long-term personal safety, well-being, and economic security for student-survivors.

scholarly journals The Role of Educational Communication in Promoting a Student-Centered Learning Style in Multicultural Classrooms: A Reflective Essay on Learning and Teaching in Higher Education

2021 ◽  
Vol 7 (3) ◽  
pp. 838-851
Author(s):  
Hussein AlAhmad
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Qualitative Interviews ◽  
Educational Communication ◽  
Educational Goals ◽  
Open Communication ◽  
Learning And Teaching ◽  
Communication Processes ◽  
Reflective Essay

This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching–learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key players, focused on excellent critical learning and teaching skills; these involve more than content expertise, or traditional methods, but becoming a student-centred, flexible and innovative teacher, going beyond the evaluation of feedback, to constantly exploring gaps in the learning and teaching process, and adjusting their teaching methods accordingly. Key emphasize is on how two-way, open communication endorses teachers’ awareness of discrepancies within their student groups and offers alternative individualized learning styles. Reflecting on my own experience, outcomes form focus groups, and qualitative interviews, the paper concludes with that, by meeting essential physiological, pedagogical as well as belonging needs and esteem, educational communication leads our efforts in optimizing teaching technique in class management, students engagement, also guide our efforts to attain a motivational climate for interactive learning. Best practices in educational communication can boost teachers’ efforts in employing the educational goals of HE, and recognize their societal impact.

Student Variables that Predict Retention: Recent Research and New Developments

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Student ◽  
Student Retention ◽  
Demographic Characteristics ◽  
Individual Student ◽  
Higher Education Research ◽  
College Student Retention ◽  
New Developments ◽  
Changing Demographics

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable —the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.

A Factor Analytic Model of College Studen Development

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Ellen Lavelle ◽  
Bill Rickford
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Development ◽  
Perspective Taking ◽  
College Student Development ◽  
Analytic Model ◽  
Model Based ◽  
Factor Analytic Model ◽  
Factor Analytic ◽  
Self Discovery

Models of college student development have demonstrated an insensitivity to the differences that exist among various students, although such differences are very important in a world where student bodies in higher education are increasingly diverse. The authors present a model based on The Dakota Inventory of Student Orientations, which may be useful for program developmen that fosters reflection, self discovery, perspective-taking, and collaboration among students with varying orientations towards learning.

DIDACTIC POTENTIAL OF MOBILE LEARNING IN HIGHER EDUCATION

2021 ◽  
Vol 1 (3) ◽  
pp. 22-27
Author(s):  
N. G. Bondarenko ◽  
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Educational Goals ◽  
Training Methods ◽  
Technological Feature ◽  
Higher Education System ◽  
System A ◽  
Student Training

The growing availability of modern mobile smartphones and tablet computers is leading to an increase in the volume of content users consumed, including educational content. The development of mobile technologies opens up many opportunities for learning in higher education institutions. However, the use of mobile learning in student training should not be a spontaneous process, it is necessary to create pedagogically substantiate approaches and training methods. This article analyzes and interprets the results of existing research in pedagogy regarding the didactic potential of mobile learning in higher education system. A classification of didactic properties and functions of mobile learning is developed and proposed. The main didactic properties of mobile learning include: by the didactic feature of mobile learning — ten properties; by the technological feature of mobile learning — eleven properties. The main didactic functions of mobile learning are: by the didactic feature of mobile learning — eleven functions; by the technological feature of mobile learning — five functions. The didactic potential of mobile learning, due to its inherent didactic properties and functions, makes the educational process more effective, as well as contributes to the guaranteed achievement of students’ educational goals and planned learning outcomes.

scholarly journals Higher education after neoliberalism: Student activism as a guiding light

2018 ◽  
Vol 18 (1) ◽  
pp. 90-116 ◽  
Author(s):  
Rose M Cole ◽  
Walter F Heinecke
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Activism ◽  
Social Imaginary ◽  
Racial Justice ◽  
Creative Imagination ◽  
Student Activists ◽  
The Past ◽  
College Student Activism ◽  
Almost All

Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.

Rhetorical Practice

2021 ◽  
pp. 293-315
Author(s):  
Alexander Riehle
Keyword(s):  
Higher Education ◽  
Rhetorical Theory ◽  
Narrow Sense ◽  
Religious Literature ◽  
Rhetorical Practice ◽  
Judicial Rhetoric ◽  
Key Aspects

This chapter surveys key aspects of rhetorical practice in Byzantium, with a focus on the middle and late periods. The first section maps out the generic landscape of Byzantine rhetoric, which, in addition to oratory in the narrow sense, can be argued to comprise virtually all of (highbrow) literature, including poetry. While it is true that Byzantine rhetoric is particularly rich in texts of the demonstrative type such as encomia, the essay asserts against claims to the contrary, that forms of deliberative and judicial rhetoric continued to exist in Byzantium and appear in fact ubiquitously once one broadens the scope beyond secular oratory. After a brief sketch of the place of rhetoric in higher education, the chapter proceeds to discuss the various steps involved in composing and performing a rhetorical text. In this, it follows ancient and medieval precepts for the so-called tasks of the rhetorician—invention, arrangement, style, memory and delivery—and shows their relevance for the practice of writing and reciting texts belonging to various rhetorical genres. Throughout, this chapter argues that scholarship on Byzantine rhetoric has focused too narrowly on panegyric and on matters of style, and that attention should turn to long-neglected aspects of argumentative technique that were at the heart of Byzantine rhetorical theory and education and that can be found in a wide array of textual genres, particularly in religious literature.

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

Activism and College Student Mental Health

2021 ◽  
pp. 628-643
Author(s):  
Abby L. Bjornsen-Ramig ◽  
Daniel B. Kissinger
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
College Student ◽  
Mental Health Professionals ◽  
Partner Violence ◽  
Student Activism ◽  
Media Campaigns ◽  
Student Activists ◽  
College Student Activism ◽  
The 1960S

Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

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