scholarly journals Role of Professional Societies on Increasing Indigenous Peoples’ Participation and Leadership in STEMM

2021 ◽  
Vol 6 ◽  
Author(s):  
Jani C. Ingram ◽  
Angelina E. Castagno ◽  
Ricky Camplain ◽  
Davona Blackhorse
Keyword(s):  
Higher Education ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Higher Education Institutions ◽  
The United States ◽  
Professional Societies ◽  
Engineering Mathematics ◽  
Vocational Goals ◽  
Standard Practices ◽  
K 12

Indigenous people are the most underrepresented racial/ethnic group in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) in the United States. Most prior research suggests this trend is the result broadly of settler colonialism, and more specifically of cultural differences between students and school/university environments; poor academic preparation in K-12 schools; vague constructs of educational or vocational goals; insufficient financial aid; unwelcoming school and university environments; prejudice and racism; and social isolation. There is also a vast body of published work on the unique epistemologies and knowledge systems held by Indigenous peoples, which are only recently being acknowledged within mainstream STEMM communities. One potential reason for lower participation in STEMM programs and professions by Indigenous people that has generally gone unexplored relates to unique cultural and spiritual factors that could deter Indigenous people from STEMM fields. Our research investigates the range and variation of cultural/spiritual/ethical practical issues that may be affecting Indigenous people’s success in STEMM. Our research provides valuable insights for policy and practices within higher education institutions and industry to provide flexible pathways for Indigenous people to reduce or eliminate barriers related to culturally- and spiritually-informed issues. In this paper, we explore how our findings can be used by professional societies to provide leadership to higher education institutions and industry in the area of changing some standard practices to be more inclusive of Indigenous people. An important mode of systemic change in STEMM fields is through professional societies that guide future practices in various STEMM disciplines.

Collaboration for Music Teacher Education between Higher Education Institutions and K-12 Schools

1995 ◽  
Vol 43 (1) ◽  
pp. 47-59 ◽  
Author(s):  
M. Kent Gregory
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Faculty ◽  
K 12

This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.

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.

scholarly journals Funding and inclusion in higher education institutions for students with disabilities

2019 ◽  
Vol 8 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
Public Funding ◽  
The United States ◽  
Steady Increase ◽  
Group Data ◽  
Funding Policies ◽  
Funding Mechanisms ◽  
Test Requirements

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Indigenous Studies in the United States and Canada

2021 ◽  
Author(s):  
Aubrey Jean Hanson ◽  
Sam McKegney
Keyword(s):  
United States ◽  
Native American ◽  
First Nations ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
The United States ◽  
Literary Studies ◽  
Indigenous Voices

Indigenous literary studies, as a field, is as diverse as Indigenous Peoples. Comprising study of texts by Indigenous authors, as well as literary study using Indigenous interpretive methods, Indigenous literary studies is centered on the significance of stories within Indigenous communities. Embodying continuity with traditional oral stories, expanding rapidly with growth in publishing, and traversing a wild range of generic innovation, Indigenous voices ring out powerfully across the literary landscape. Having always had a central place within Indigenous communities, where they are interwoven with the significance of people’s lives, Indigenous stories also gained more attention among non-Indigenous readers in the United States and Canada as the 20th century rolled into the 21st. As relationships between Indigenous Peoples (Native American, First Nations, Métis, and Inuit) and non-Indigenous people continue to be a social, political, and cultural focus in these two nation-states, and as Indigenous Peoples continue to work for self-determination amid colonial systems and structures, literary art plays an important role in representing Indigenous realities and inspiring continuity and change. An educational dimension also exists for Indigenous literatures, in that they offer opportunities for non-Indigenous readerships—and, indeed, for readers from within Indigenous nations—to learn about Indigenous people and perspectives. Texts are crucially tied to contexts; therefore, engaging with Indigenous literatures requires readers to pursue and step into that beauty and complexity. Indigenous literatures are also impressive in their artistry; in conveying the brilliance of Indigenous Peoples; in expressing Indigenous voices and stories; in connecting pasts, presents, and futures; and in imagining better ways to enact relationality with other people and with other-than-human relatives. Indigenous literatures span diverse nations across vast territories and materialize in every genre. While critics new to the field may find it an adjustment to step into the responsibility—for instance, to land, community, and Peoplehood—that these literatures call for, the returns are great, as engaging with Indigenous literatures opens up space for relationship, self-reflexivity, and appreciation for exceptional literary artistry. Indigenous literatures invite readers and critics to center in Indigeneity, to build good relations, to engage beyond the text, and to attend to Indigenous storyways—ways of knowing, being, and doing through story.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

The Impact of Online Learning on Global Intellectual Property Issues

2017 ◽  
pp. 279-311
Author(s):  
Pamela A. Lemoine ◽  
P. Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Intellectual Property ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Economic Value ◽  
The United States ◽  
Global Context ◽  
Course Materials ◽  
Income Dispersion

Intellectual Property (IP) has long been an issue of debate among higher education institutions in the United States and other countries. However, determining ownership and the income dispersion of creative works is still a relatively new phenomenon which compounds delivery of education in a virtual world that knows no boundaries. Intellectual Property (IP) issues are numerous and often complex in higher education because colleges and universities are major suppliers and consumers of online learning, particularly in a global context. Many higher education institutions claim ownership of the materials created by faculty for online courses, and often the courses themselves; many more are plagiarized or used without the author's permission as a result of teaching in an online environment. In addition, global copyright laws are very unclear regarding the ownership of works created in an electronic environment. In the past, instructors created materials have been considered the intellectual property of the creator. The potential economic value of multimedia and online course materials has raised the stakes for higher education institutions and prompted them to critically examine how online learning has opened old wounds regarding the ownership of intellectual property.

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.

Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups: An Update from Office of Civil Rights Data

1992 ◽  
Vol 62 (1) ◽  
pp. 45-66 ◽  
Author(s):  
Gail Thomas
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Latino Students ◽  
Degree Attainment ◽  
Graduate Programs ◽  
The United States ◽  
Graduate Degrees ◽  
Engineering Mathematics ◽  
Education Administrators ◽  
Black And Latino

In this article, Gail Thomas uses 1988-1989 degree completion data from the U.S. Department of Education's Office of Civil Rights Survey to track the number of Black and Latino students awarded graduate degrees in engineering, mathematics, and science by U.S. institutions of higher education. Her study reveals the severe underrepresentation of Black and Latino students in graduate programs in these fields. Given the changing racial composition of the United States and projected shortages of science and engineering professionals and faculty by the year 2010, Thomas's findings challenge higher education administrators and policymakers to examine and correct the conditions that hinder the participation of U.S.-born minorities in science, mathematics, and engineering graduate programs and professions.

scholarly journals Admissions in Japanese National Universities: The Need for Change

2018 ◽  
pp. 25-27
Author(s):  
Yukiko Ishikura ◽  
Tatsuo Kawashima
Keyword(s):  
Higher Education ◽  
College Admissions ◽  
Higher Education Institutions ◽  
The United States ◽  
Educational Backgrounds ◽  
Holistic Review ◽  
Admission Decisions ◽  
The Government ◽  
Perceived Desirability ◽  
National Universities

Higher education institutions have undergone significant changes concerning college admissions. Leading countries for higher education, such as the United Kingdom and the United States, as well as countries in Asia such as China, Korea, and Taiwan are making changes to their higher education systems. There is also a call for change in college admissions in Japan. Japanese universities, especially national universities, have heavily relied on test scores for student selection. However, universities are currently shifting theircollege admissions processes toward a holistic review approach. This involves making admission decisions by assessing not only academic achievements, but also students’ backgrounds, personal experience, and potential. This task was initiated by the government in response to the changing concepts of knowledge and fairness, as well as the perceived desirability of attracting students with diverse educational backgrounds. For higher education institutions both in Japan and abroad, college admission reforms become a necessary process. Japan, where the government has the most power for making decisions, offers other countriespriceless lessons about how top-down education/admission reforms are implemented or impeded.

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