The Ethics of Designing for Multimodality

2011 ◽  
pp. 125-154 ◽  
Author(s):  
Michael Sankey ◽  
Rod St. Hill
Keyword(s):  
Approaches To Learning ◽  
Multimodal Learning ◽  
Student Body ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Course Materials ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Significant Research ◽  
Based Instruction

The changing nature of distance education in the higher education context is investigated in this chapter, particularly in relation to “massification” and the ethics involved in delivering technology enhanced courses to an increasingly diverse student body. Institutions may have developed policies in response to this, but it would seem that few academics have a coherent way of adhering to them. In addition, there is significant research suggesting that reliance on text-based instruction may disadvantage some students. This chapter draws on four case studies, emanating from recent research, demonstrating that higher levels of student engagement are possible when course materials are designed to cater for students with different approaches to learning. This chapter also suggests a more ethical approach to developing courses is a two-phased approach: 1) integrating a range of multimodal learning and teaching strategies; and 2) giving students the opportunity to discover their preferred approach to learning.

scholarly journals Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 47-78 ◽  
Author(s):  
Carl Edwin Wieman
Keyword(s):  
Teaching Methods ◽  
Teaching Effectiveness ◽  
University Teaching ◽  
Student Body ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
The Past ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Beneficial Impact

Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.

scholarly journals A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences

2018 ◽  
Author(s):  
Bronwyn Clarke ◽  
Rachel Wilson ◽  
Gabrielle Murray
Keyword(s):  
Learning Experience ◽  
Collaborative Work ◽  
Holistic Approach ◽  
Student Body ◽  
Learning And Teaching ◽  
Measurement Framework ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Student Belonging ◽  
The University

RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, & Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement. 

Language Problems of First Year Science Students

2011 ◽  
pp. 1-17
Author(s):  
Felicia Zhang
Keyword(s):  
Language Learning ◽  
International Student ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
First Year ◽  
Student Body ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Language Needs ◽  
The University

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

Challenges Experienced by Women of Color in Educational Leadership

2021 ◽  
pp. 76-100
Author(s):  
Ronald Morgan ◽  
Kitty M. Fortner ◽  
Kimmie Tang
Keyword(s):  
Educational Leadership ◽  
Women Of Color ◽  
Educational Leaders ◽  
Leadership Positions ◽  
Student Body ◽  
Advanced Degrees ◽  
Educational Stakeholders ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Positive Effect

There continue to be many issues women of color face as they pursue both an advanced education and leadership positions in education. There appears to be an increase in the number of women of color seeking advanced degrees and pursuing educational leadership positions, but the numbers are still small overall. While some educational stakeholders have worked to increase the number of women of color in educational leadership positions, it has been minimal. A central question that is often asked is, How does a school ensure that the educational leaders are capable of moving forward, with meeting the needs of a diverse student body? Many advocates say promoting a more diverse group of educational leaders, especially women of color, will only help increase student success. Increasing the number of women of color in educational leadership positions can help have a positive effect on the issues of racism, poverty, aggression, oppression, hostility, or even privilege.

Tier II Basics

2019 ◽  
pp. 308-324
Author(s):  
Amy Campbell ◽  
Billie Jo Rodriguez ◽  
Kristen Schrauben
Keyword(s):  
Challenging Behaviors ◽  
Academic Needs ◽  
Student Body ◽  
Tier Ii ◽  
Diverse Student Body ◽  
Wide Range ◽  
Diverse Student ◽  
Tier Ii Interventions ◽  
Additional Support ◽  
Tier I

Schools are charged with the challenge of addressing the complex social and academic needs of an increasingly diverse student body, while simultaneously facing reductions in funding, resources, and personnel. Schools are in need of effective and efficient behavioral support strategies to meet the needs of a wide range of students. Although Tier I strategies are essential to prevent many challenging behaviors, some students may require additional intervention and support. Tier II interventions are one mechanism for providing the additional support within an MTSS framework. This chapter defines the critical features of Tier II interventions and provides guidelines for implementing a range of interventions. The chapter also addresses issues related to the transition from Tier I to Tier II.

Diversity and Design

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Debbie Holley ◽  
Martin Oliver
Keyword(s):  
Higher Education ◽  
Inner City ◽  
Course Design ◽  
Stage Model ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Status ◽  
Inclusive Business ◽  
E Learning

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

A Study of the NASPA Journal (1967-1996): A 30-Year Reflection of Scholarship in Student Affairs Focusing on Race and Ethnicity

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
James H. Banning ◽  
Linda M. Ahuna ◽  
Blanche M. Hughes
Keyword(s):  
Native American ◽  
Student Affairs ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Ethnically Diverse ◽  
Student Body ◽  
Racial Minority Students ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Comprehensive Picture

The purpose of this study is to present a comprehensive picture of the student affairs scholarship published in the NASPA Journal from 1967 to 1996 that focused on racial and ethnic topics. A thematic analysis suggested the published articles moved from themes of “concern and assessment” to themes of ethnic and racial minority students as multi-dimensional rather than a population in need of “adjustment,” and “campus environmental change” as a way to support a more racially and ethnically diverse student body. While the scholarship addressed racial and ethnic topics, the writings most often focused on concerns related to the Black student. Few articles related to Native American, Hispanic or Latino, and Asian groups. Encouragement by all levels of the profession, including associations, training programs, and journals for additional scholarship in these underrepresented areas is recommended, including using the historical strategy of the “special issues” format.

Marketing strategies of United Kingdom universities during clearing and adjustment

2016 ◽  
Vol 30 (4) ◽  
Author(s):  
Emmanuel Mogaji
Keyword(s):  
Student Satisfaction ◽  
Design Methodology ◽  
Marketing Strategies ◽  
Higher Education Marketing ◽  
Student Body ◽  
Clearing System ◽  
Diverse Student Body ◽  
Present Information ◽  
Diverse Student ◽  
Education Marketing

Purpose Clearing system in UK enable students without a University place after exam results have been announced to find suitable vacancies, as it is important for universities to fill their vacancies as any shortfall loses them a lot of money, this research examines marketing strategies adopted by UK Universities on their websites during clearing. Design/methodology/approach 134 universities websites was content analysed few weeks before clearing and the day before clearing starts. The categories for the analysis included membership of the three main university groups as well as clearing advertisement strategies and advertising theme presented. Findings 110 universities indicated interest in admitting students through clearing on their websites including 18 of the 24 Russell University Group although more emphasis was laid on adjustment to attract students with better grades. The majority of websites were redesigned to reflect clearing with slides highlighting student satisfaction, guaranteed accommodation and graduate employability. Research limitations/implications This exploratory study examines advertising strategies adopted during clearing, it would be interesting to also seek a broader view on advertisement strategies adopted by the Universities throughout the year and extended to a comparative study of higher education marketing across different countries. Originality/value As websites have become an integral part of the marketing tools of universities, they should present information relevant to different stakeholders creatively, along with images reflecting their diverse student body and extra-curricular environment. This study will be relevant to university staff dealing with marketing, recruitment and information technology, advertising practitioners and academic researchers.

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