African American Faculty and Student-Oriented Challenges: Transforming the Student Culture in Higher Education from Multiple Perspectives

2008 ◽  
Vol 43 (3-4) ◽  
pp. 83 ◽  
Author(s):  
Linwood G. Vereen ◽  
Nicole R. Hill
2020 ◽  
Vol 208 ◽  
pp. 09010
Author(s):  
Ansgar Belke ◽  
Andrei Zenkov ◽  
Larisa Sazanova

Universities and other Higher education institutions are more than ever on the cusp of disruptive and radical changes while struggling to keep their traditional remit from falling entirely into the hands of managers and accountants. This paper examines the role of (higher) education in achieving sustainable development goals and addresses the important changes facing higher education from multiple perspectives and divergent cultural viewpoints.


Author(s):  
Lauren Parish

Education proves to be a positive and an impactful benefit to those who choose to pursue it. Education is associated with professional stability, economic growth, and social capital. More than ever, there is a strong emphasis on educational achievement and the acquirement of a postsecondary credential. However, achievement gaps persist in the African-American student population. These students need to be adequately prepared to successfully complete a rigorous collegiate program. There are magnitudes of programs designed to assist underrepresented student populations prepare for their college careers. More than ever, considerations regarding postsecondary educational opportunities need to be thoroughly explored. The pursuit of higher education can be daunting, especially for first generational college students. It is imperative that students and families become cognizant of preparatory possibilities that are designed to empower and educate them about the myriad college and career choices.


Author(s):  
Seth Andrew Hudson

This chapter argues that the study of game design in higher education has the power to directly impact changes in the current culture of the computer game industry, doing so through the incorporation of reflective practice in coursework and teacher practice. Highlighting the unique challenges faced by computer game design faculty and programs, along with challenges students face when seeking employment post-graduation, the author frames questions of student culture and identity as they relate to discipline-specific traditions and the games industry. The discussion calls for the leveraging of the prior knowledge students have as players and many faculty have through industry experience, and concludes with recommendations for adopting reflective practice across computer game design in higher education.


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