scholarly journals The Education of Dispute Resolution in Al Jazeera Al Arabiya: A Case for a Culturally Engaging Pedagogy

2020 ◽  
Vol 10 (4) ◽  
pp. 89
Author(s):  
Khadija El Alaoui ◽  
Maura A. E. Pilotti ◽  
Muamar Hasan Salameh ◽  
Sukhsimranjit Singh
Keyword(s):  
Academic Success ◽  
Middle East ◽  
Dispute Resolution ◽  
Middle Eastern ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Western World ◽  
Transformative Experience ◽  
Instructional Process ◽  
Al Arabiya

In law and business schools, culturally relevant/responsive curricula can aid students’ academic success. In this paper, we examine the use of culturally responsive narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those prescribed under Common Law. Through narratives embedded in familiar historical and socio-cultural contexts, we argue that students of Middle Eastern descent can achieve a greater understanding and retention of the curriculum as it is translated from theory into practice, exercise critical thinking skills, and enhance their motivation to learn. Teaching that taps into a reservoir of knowledge within Middle Eastern communities can also become a transformative experience for students, since it not only recognizes their communities of origin as noteworthy, but also makes their socio-cultural identities a key ingredient of the instructional process. As evidence of methodological effectiveness, we examine students’ reflections on the use of culturally familiar narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those adopted by the Western world.

Don’t Believe Everything About Science Online: Revisiting the Fake Pacific Northwest Tree Octopus in an Introductory Biology College Course

2021 ◽  
Vol 32 (2) ◽  
pp. 159-163
Author(s):  
Shem Unger ◽  
◽  
Mark Rollins ◽  
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Pacific Northwest ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Media ◽  
Online Information ◽  
Introductory Biology ◽  
College Course ◽  
Critical Skills

Evaluating the veracity and reliability of online media in science is an integral part of developing critical skills in science. Moreover, the 1st year biology courses should provide an avenue for students to acquire these skills for academic success. This study evaluated whether students (n = 90) exposed to an apparently credible website were able to distinguish whether a species existed as part of two short online activities. Surprisingly, a high number of students did not question the species in the initial activity and assumed it was real. However, most as part of the second assessment did report it was false. Some students failed to recognize the species as fake and thought the species was real even after watching a parody or satirical video on YouTube. All students agreed that critical thinking in science was important and the majority of students gave positive feedback on the activity. Potential explanations for students’ inability to adequately assess information included students completing the assignment quickly and lack of further research. This kind of activity is recommended to expose the 1st year biology majors to critical thinking skills and accurate assessment of online information in science.

scholarly journals A brief history of pharmacy admissions in North America

2019 ◽  
Vol 152 (6) ◽  
pp. 370-375
Author(s):  
Erin Davis ◽  
Richard Braha ◽  
Shannon McAlorum ◽  
Debbie Kelly
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Clinical Performance ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Measure ◽  
Grade Point ◽  
Bachelor Of Science ◽  
Multiple Mini Interview

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

scholarly journals Strategy in the Contemporary World

2018 ◽  
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Rapid Expansion ◽  
Western World ◽  
Air Power ◽  
Contemporary World ◽  
Security Challenges ◽  
Wide Range ◽  
Maritime Strategy ◽  
Strategic Studies

Strategy in the Contemporary World provides a critical overview of both enduring and contemporary issues that dominate strategy. This text explores key debates and alternative perspectives, considers key controversies and presents opposing arguments, helping readers to build critical thinking skills and reflect upon a wide range of perspectives. The new edition has been updated to incorporate the latest developments in the field of strategic studies. A new chapter on ‘The West and the Rest’ examines the limitations and problems strategic studies face when dealing with security challenges in the global South, stressing the importance of diversity in the field and the important contributions the non-Western world has made to international relations theories and concepts. Another chapter on ‘Geography and Strategy’ focuses on important developments in air power, maritime strategy and the rapid expansion of space and cyberwar.

scholarly journals The Impact of Using Blogs on the Development of Critical Thinking Skills Among Learners of the Faculty of Education Who are Enrolled in Arabic Language Course Case Study: Middle East University

2019 ◽  
pp. 15-24
Keyword(s):  
Critical Thinking ◽  
Middle East ◽  
Arabic Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Post Evaluation ◽  
Faculty Of Education ◽  
Level Of Significance ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.

The African American Course Mystique

2017 ◽  
pp. 1414-1449
Author(s):  
Joelle Davis Carter
Keyword(s):  
African American ◽  
Academic Success ◽  
Identity Development ◽  
White Students ◽  
American Studies ◽  
Positive Impact ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
African American Studies ◽  
Faculty Interaction

One of the challenges in building an inclusive and engaged college campus is empowering students to leverage campus resources while creating an environment that afford academic success. It is common for colleges and universities to offer diverse courses such African American studies courses to enrich students' learning. Drawing from a larger study focused on the factors influencing the engagement of White students attending public HBCUs, this chapter presents select aspects of the experiences of 22 White students attending two public HBCUs who were required to enroll in an African American studies or African Diaspora course toward degree completion. Despite instances of hypervisibility, a term associated with racial spokesmanship roles or feeling as if one stands out due to characteristics, such as race (Peterson & Hamrick, 2009); students pointed to the positive impact of diverse interactions with peers; strong faculty interaction and difficult class discussions that challenged their critical thinking skills and identity development and growth.

The African American Course Mystique

2016 ◽  
pp. 186-221
Author(s):  
Joelle Davis Carter
Keyword(s):  
African American ◽  
Academic Success ◽  
Identity Development ◽  
White Students ◽  
American Studies ◽  
Positive Impact ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
African American Studies ◽  
Faculty Interaction

One of the challenges in building an inclusive and engaged college campus is empowering students to leverage campus resources while creating an environment that afford academic success. It is common for colleges and universities to offer diverse courses such African American studies courses to enrich students' learning. Drawing from a larger study focused on the factors influencing the engagement of White students attending public HBCUs, this chapter presents select aspects of the experiences of 22 White students attending two public HBCUs who were required to enroll in an African American studies or African Diaspora course toward degree completion. Despite instances of hypervisibility, a term associated with racial spokesmanship roles or feeling as if one stands out due to characteristics, such as race (Peterson & Hamrick, 2009); students pointed to the positive impact of diverse interactions with peers; strong faculty interaction and difficult class discussions that challenged their critical thinking skills and identity development and growth.

scholarly journals Exploration on Cultivation of Critical Thinking in College Intensive Reading Course

2016 ◽  
Vol 9 (3) ◽  
pp. 18 ◽  
Author(s):  
Lingying Tang
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Empirical Studies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Western World ◽  
Chinese College Students ◽  
Classroom Activities ◽  
English Classroom ◽  
Intensive Reading

<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>

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