Enhancing Intercultural Competency Though Co-Curricular Activities in Higher Education

2017 ◽  
pp. 59-74
Author(s):  
Wendy M. Green ◽  
Valerie De Cruz
Keyword(s):  
Program Implementation ◽  
Mixed Methods Research ◽  
Student Diversity ◽  
Theoretical Frameworks ◽  
Program Outcomes ◽  
Theoretical Approaches ◽  
Intercultural Competency ◽  
Cultural Programming ◽  
The University ◽  
Racial Ethnic

In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.

Enhancing Intercultural Competency Though Co-Curricular Activities in Higher Education

2021 ◽  
pp. 886-902
Author(s):  
Wendy M. Green ◽  
Valerie De Cruz
Keyword(s):  
Program Implementation ◽  
Mixed Methods Research ◽  
Student Diversity ◽  
Theoretical Frameworks ◽  
Program Outcomes ◽  
Theoretical Approaches ◽  
Intercultural Competency ◽  
Cultural Programming ◽  
The University ◽  
Racial Ethnic

In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.

scholarly journals Student academic dishonesty: Review of theoretical frameworks and methods of prevention

2020 ◽  
pp. 93-111
Author(s):  
Oksana V. Dremova
Keyword(s):  
Academic Dishonesty ◽  
Empirical Studies ◽  
Faculty Members ◽  
Theoretical Frameworks ◽  
Academic Cheating ◽  
Psychological Mechanisms ◽  
Theoretical Approaches ◽  
University Level ◽  
The University

This study presents a comprehensive analysis and classification of existing theoretical approaches for conceptualization of academic dishonesty that has helped to understand the reasons and socio-psychological mechanisms for dishonest behaviour. This paper also considers practical methods of how to combat student dishonesty that were proposed based on the results of empirical studies. According to the proposed methods, theories can be divided into two groups. The first group includes theories that provide preventing methods of student academic dishonesty for faculty members. The second group of theories provides ways for preventing academic cheating at the university level. Based on the systematization of theories, additional methods have been proposed to combat dishonest behavior, which can be useful for both teachers and researchers of academic dishonesty.

Identical Readers, Identical Readings?: First-Generation Twin Brothers and the Process of Constructing Textual Relevance

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Katie Sciurba
Keyword(s):  
First Generation ◽  
Literacy Education ◽  
Male Students ◽  
Adolescent Male ◽  
Student Diversity ◽  
Structured Interviews ◽  
Indian American ◽  
New Perspective ◽  
Constructing Meaning ◽  
Racial Ethnic

Abstract This study examines the ways in which a pair of identical-looking fraternal twins – first-generation Indian-American adolescent male students at a private all-boys school – construct personal meaning, or textual relevance, as readers. Semi-structured interviews with the two young men were conducted to determine the degrees to which their connections to literature were influenced by a) their racial/ethnic/cultural identities, b) their gender identities, and/or c) other aspects of their identities. The brothers’ responses, which differ significantly from one another’s and demonstrate the complexities of constructing meaning from texts, provide new perspective on how to best reach individual students – particularly students from nondominant groups. The data indicates that educators would benefit significantly from including young people’s perspectives in attempts to represent them and their identities within literacy education contexts. Ultimately, this study calls for a broadened theory of reader response – one that accounts for student diversity, within and across groups, and encourages young people to share how their worlds impact their readings of the word.

scholarly journals The relevance of first language attrition to theories of bilingual development

2017 ◽  
Vol 7 (6) ◽  
pp. 637-667 ◽  
Author(s):  
Monika S. Schmid ◽  
Barbara Köpke
Keyword(s):  
Second Language Acquisition ◽  
Native Language ◽  
First Language ◽  
Knowledge Systems ◽  
The Other ◽  
Language Attrition ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
First Language Attrition ◽  
Bilingual Development

Abstract Research on second language acquisition and bilingual development strongly suggests that when a previously monolingual speaker becomes multilingual, the different languages do not exist in isolation: they are closely linked, dependent on each other, and there is constant interaction between these different knowledge systems. Theoretical frameworks of bilingual development acknowledge this insofar as they usually draw heavily on evidence of how the native language influences subsequent languages, and how and to what degree this influence can eventually be overcome. The fact that such crosslinguistic transfer is not a one-way street, and that the native language is similarly influenced by later learned languages, on the other hand, is often disregarded. We review the evidence on how later learned languages can re-shape the L1 in the immediate and the longer term and demonstrate how such phenomena may be used to inform, challenge and validate theoretical approaches of bilingual development.

PERSONALITIES OF PSYCHOLOGY STUDENTS DYNAMIC FEATURES OF SELF-EFFICIENCY

2020 ◽  
Vol 65 (4) ◽  
pp. 170-177
Author(s):  
N. A. Kudusheva ◽  
◽  
I. K. Amanova ◽  
Keyword(s):  
Self Efficacy ◽  
Psychology Students ◽  
Dynamic Features ◽  
Actual Problem ◽  
Theoretical Approaches ◽  
The University ◽  
Multicomponent Nature ◽  
Independent Work ◽  
The Relationship ◽  
Linear Nature

The article deals with the problem of the dynamics of personal self-efficacy of psychology students during their studies at the University. Theoretical approaches to understanding the term "self-efficacy" and its relation to related concepts related to psychological confidence and personal potential are analyzed.The actual problem of personal self-efficacy of psychology students is discussed.The results of an empirical study of the dynamic characteristics of self-efficacy of a sample of 80 students are presented, and statistical indicators of subject self-efficacy and development of self-efficacy in communication, their relationship with the motivation for choosing a profession and the level of self-attitude are determined.Dynamism, integrity and multicomponent nature of self-efficacy; non-linear nature of its development at different stages of training; the relationship between the level of self-efficacy development and the experience of independent work.

scholarly journals Implementing and Sustaining a Rural Interprofessional Clinical Education Program

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Betty Cragg ◽  
Wilma Jelley ◽  
Mona Burrows ◽  
Kim Dyer
Keyword(s):  
Clinical Education ◽  
Program Implementation ◽  
Education Program ◽  
Organizational Factors ◽  
Pilot Project ◽  
Structured Interviews ◽  
Rural Settings ◽  
Process Factors ◽  
Rural Institutions ◽  
The University

Background: After a successful pilot project introducing interprofessional (IP) clinical education in a rural hospital, expansion to other rural hospitals was attempted. Despite enthusiasm for the pilot project and funding, the university-based project team had difficulty persuading administrators and staff to become involved or to maintain the project. Of 9 institutions, 2 implemented and sustained the project for more than 2 years, 2 initiated but dropped it, and 5 declined.Methods and Findings: A qualitative, interpretive description study was conducted to identify facilitators and barriers to implementing an IP clinical education program in rural settings. Semi-structured interviews were conducted with representatives of organizations that sustained the project, dropped out, or never participated.Using the National Health Service Sustainability Model we identified the staff, organization, and process factors that affected the program implementation. Three staff roles were required for success: sponsor, champion, and gatekeeper. Organizational factors included infrastructure to identify participants and perceived project enhancement of organizational values. Process factors included organizational benefits, compatible priorities, and adaptability.Conclusions: Introduction of IP education to rural institutions requires complex combined factors. However, continuation of the project at two sites demonstrates that when IP education is valued and sustainability factors are present, staff will maintain it. 

scholarly journals Evaluasi Program Mutu Pelaksanaan Pembelajaran pada Tahapan Transactions (Suatu Pendekatan Model Stake’s Countenance Evaluation)

2019 ◽  
Vol 4 (01) ◽  
pp. 1-19
Author(s):  
Ferdinan Ferdinan ◽  
Nurhayati Nurhayati
Keyword(s):  
Quality Assurance ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Evaluation Study ◽  
Research Approach ◽  
Quality Assurance Agency ◽  
Study Approach ◽  
Lecture Material ◽  
Study Programs ◽  
The University

  AbstrakPenelitian ini adalah penelitian evaluasi dengan menggunakan jenis penelitian kombinasi (mixed methods). Pendekatan penelitian, yaitu: pendekatan studi kasus. Sumber data penelitian ini terdiri atas Rektor, Wakil Rektor I, Ketua Lembaga Penjaminan Mutu, Ketua Unit Penjaminan Mutu Fakultas, dan Kasubdit SDM Universitas dan yang menjadi responden yaitu 32 Ketua Prodi dan 70 Ketua Tingkat. Teknik pengumpulan data yaitu wawancara, studi dokumentasi, dan lembar observasi. Penilaian untuk setiap aspek evaluasi dikategorikan menjadi tiga tingkatan: tinggi, sedang, dan rendah.  Pengambilan keputusan dikategorikan menjadi tiga tingkatan: tercapai, kurang tercapai, dan tidak tercapai. Penelitian evaluasi ini memberikan beberapa kesimpulan,  yaitu gambaran pelaksanaan pembelajaran di Unismuh Makassar pada tahapan proses (transactions) menunjukkan bahwa: 1) penguasaan dosen dalam menyusun dan menyiapkan administrasi perkuliahan dari 7 subaspek  yang dievaluasi  terdapat 6 subaspek  telah memenuhi kriteria objektif dan 1 subaspek yang kurang tercapai yaitu kemampuan dosen dalam menyusun buku ajar, 2)) penguasaan dosen dalam pelaksanaan perkuliahan menunjukkan bahwa dari 15 subaspek yang dievaluasi 13 subaspek sudah tercapai sesuai standar objektif dan 2 subaspek yang belum terpenuhi yaitu dosen tidak memberikan sanksi kepada mahasiswa yang terlambat 30 menit dalam mengikuti perkuliahan dan dosen belum menyampaikan materi kuliah dengan berbasis IT, 3) interaksi dosen dengan mahasiswa dalam perkuliahan, dari 4 subaspek yang dievaluasi semuanya telah memenuhi standar objektif, dan 4) kemampuan dosen dalam melakukan evaluasi hasil perkuliahan  menunjukkan bahwa dari 12 subaspek yang dievaluasi terdapat  10 subaspek sudah tercapai sesuai standar objektif dan 2 subaspek kurang terpenuhi. Kata Kunci: Evaluasi, Mutu Pembelajaran dan TransactionsAbstract                This study is an evaluation study using mixed methods. Research approach, namely: case study approach. The data sources of this study consisted of the Chancellor, Deputy Chancellor I, Chairperson of the Quality Assurance Agency, Chair of the Faculty Quality Assurance Unit, and the Head of Sub-directorate of Human Resources of the University and respondents, namely 32 Chairmen of Study Programs and 70 Chairmen. Data collection techniques are interviews, documentation studies, and observation sheets. Assessments for each aspect of evaluation are categorized into three levels: high, medium, and low. Decision making is categorized into three levels: achieved, less achieved, and not achieved. This evaluation study provides several conclusions, namely the description of the implementation of learning in Unismuh Makassar at the stages of transactions shows that: 1) the mastery of lecturers in preparing and preparing lecture administration from 7 sub-aspects evaluated, there are 6 sub-aspects that meet objective criteria and 1 sub-aspect is lacking achieved, namely the ability of lecturers in preparing textbooks, 2)) mastery of lecturers in lecturing shows that out of 15 sub-aspects evaluated 13 sub-aspects have been achieved according to objective standards and 2 sub-aspects that have not been fulfilled, namely lecturers do not sanction students who are 30 minutes late in attending lectures and lecturers have not delivered IT-based lecture material, 3) lecturer and student interaction in lectures, of the 4 sub-aspects evaluated all met objective standards, and 4) lecturers' ability to evaluate lecture results showed that from 12 sub the evaluated aspects have 10 sub-aspects that have been achieved according to objective standards and 2 sub-aspects have not been fulfilled.Keywords: Evaluation, Learning Quality and Transaction

scholarly journals Selfies as expressively authentic identity performance

First Monday ◽  
2017 ◽  
Author(s):  
Linh Nguyen ◽  
Kim Barbour
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Theoretical Frameworks ◽  
Self Identity ◽  
Face To Face ◽  
Digital World ◽  
Online Social Media ◽  
Social Media Platforms ◽  
The Individual ◽  
The University

This paper explores whether or not our online social media persona is viewed as authentic. The selfie is a fundamental part of the structure of the online identity for young people in today’s digital world. The relationship between an individual’s self-identity in the physical face-to-face environment was analysed and compared to a carefully constructed, modified virtual representation in a selfie posted on social media platforms. Data was obtained through four focus groups at the University of Adelaide. Two key theoretical frameworks provide a basis for this study: Erving Goffman’s concept of the self as a performance, and Charles Horton Cooley’s concept of the looking glass self. In examining the focus group discussions in light of these two frameworks as well as associated literature, we conclude that the authenticity of the selfie as a way of visualising a social media persona is subjective and dependent on the individual posting a selfie. Ultimately, authenticity involves a degree of subjectivity. It was on this basis that focus group participants argued that selfies could be considered authentic expressions of identity.

CAN'T BUY ME WHITENESS

2008 ◽  
Vol 5 (1) ◽  
pp. 27-47 ◽  
Author(s):  
Jay A. Pearson
Keyword(s):  
Socioeconomic Status ◽  
Health Disparities ◽  
Race And Ethnicity ◽  
Full Range ◽  
Three Dimensions ◽  
Theoretical Frameworks ◽  
Missed Opportunities ◽  
Demographic Groups ◽  
Racial Ethnic ◽  
Socioeconomic Status And Health

AbstractA basic tenet of public health is that there is a robust relationship between socioeconomic status and health. Researchers widely accept that persons at average or median levels of socioeconomic status have better health compared to those at lower levels—with a detectable, if diminishing, gradient at even higher levels of socioeconomic status. The research on which this tenet is based, however, focuses largely on Whites, especially on White men. Yet according to the full range of extant findings, the magnitude and in some cases the direction of this relationship vary considerably for other demographic groups.I argue that the failure to clearly qualify study conclusions when they are restricted to the study of Whites impedes our understanding of the varying relationship between socioeconomic status and health for different demographic groups. Such an impediment is particularly harmful when considering health inequalities among populations defined by race and ethnicity. Frameworks and models based on traditional socioeconomic measures may mask heterogeneity, overestimate the benefits of material resources, underestimate psychosocial and physical health costs of resource acquisition for some groups, and overlook the value of alternative sociocultural orientations. These missed opportunities have grave consequences: large racial/ethnic health disparities persist while the health disadvantages of Black Americans continue to grow in key aspects. A new knowledge base is needed if racial/ethnic health disparities are to be eliminated, including new guiding theoretical frameworks, reinterpretations of existing research, and new empirical research. This article aims to initiate discussion on all three dimensions.

Judgments of Learning

2015 ◽  
Author(s):  
Matthew G. Rhodes
Keyword(s):  
Memory Performance ◽  
Methodological Approach ◽  
Judgments Of Learning ◽  
Alternative Methods ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
History Of Research ◽  
History Of ◽  
Combine Information ◽  
Future Work

Several decades of research have examined predictions of future memory performance—typically referred to as judgments of learning (JOLs). In this chapter, I first discuss the early history of research on JOLs and their fit within a leading metacognitive framework. A common methodological approach has evolved that permits the researcher to investigate the correspondence between JOLs and memory performance, as well as the degree to which JOLs distinguish between information that is or is not remembered. Factors that influence each aspect of the accuracy of JOLs are noted and considered within theoretical approaches to JOLs. Thus far, research on JOLs had yielded a number of findings and promising theoretical frameworks that will continue to be refined. Future work will benefit by considering how learners combine information to arrive at a judgment, the implications of alternative methods of measuring JOLs, and the potential for JOLs to influence memory.

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