Multicultural Advising

2020 ◽  
pp. 127-141
Author(s):  
Chloe Robinson ◽  
Tomicka N. Williams
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Cultural Landscape ◽  
College Campuses ◽  
Higher Learning ◽  
Student Body ◽  
Institutions Of Higher Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Core Components

Since the cultural landscape of most higher education institutions is changing, it is paramount that colleges and universities make a concerted effort to connect with students from various backgrounds. The academic advising department could be the catalyst for change for many institutions of higher learning when seeking to support a diverse student body. Despite an increase in enrollment of students from various backgrounds on many college campuses, various challenges remain when attempting to advise and mentor diverse student populations. This chapter will examine some of the demographical changes taking place on college campuses across the U.S., the importance of multicultural advising and core components of this approach. Finally, the ways in which multicultural advising can be implemented within higher education will be examined.

Editor's Review of THE PLEASURES OF ACADEME: A CELEBRATION AND DEFENSE OF HIGHER EDUCATION and FAILING THE FUTURE: A DEAN LOOKS AT HIGHER EDUCATION IN THE TWENTY-FIRST CENTURY

2001 ◽  
Vol 71 (2) ◽  
pp. 310-316
Author(s):  
Matthew Hartley
Keyword(s):  
Higher Education ◽  
New Technologies ◽  
First Century ◽  
Student Body ◽  
For Profit ◽  
Institutions Of Higher Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Future ◽  
Twenty First Century

U.S. higher education has arrived at the new millennium in an environment that might charitably be called "dynamic." A demographic incline is bringing a larger and more diverse student body to the doors of U.S. colleges and universities. New technologies are multiplying venues for education, but our institutions of higher learning are simultaneously facing enormous pressures from penurious legislatures, growing competition from for-profit universities, and regents and state boards of higher education flocking to the banner of greater accountability. In the midst of these challenges, James Axtell's The Pleasures of Academe and Annette Kolodny's Failing the Future offer compelling and ultimately competing visions of the state of U.S. higher education on the doorstep of the twenty-first century.

scholarly journals The Effect Of Diversity Mandates: The Case Of Mississippi Institutions Of Higher Learning

2010 ◽  
Vol 5 (3) ◽  
Author(s):  
Rebecca Hochradel ◽  
Jamye Long ◽  
Cooper Johnson ◽  
Haley Wells
Keyword(s):  
Civil Rights ◽  
Past Research ◽  
The United States ◽  
Higher Learning ◽  
Future Research ◽  
Student Body ◽  
Institutions Of Higher Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The University

After more than 40 years since the University of Mississippi integrated its student body and the passage of civil rights and affirmative action legislation throughout the United States, universities are confronting the issue of developing not only a diverse student body, but also a diverse faculty, staff, and administration.  In the intervening years, much research has been conducted in the area of diversity within universities.  Past research focused on the attitudes towards diversity, necessity and benefits of diversity, and student initiatives to address these issues.  However, the vast majority of diversity research centers on human resources issues.  In 2006, Commissioner Tom Meredith of the Mississippi Institutions of Higher Learning (IHL) charged the Mississippi higher education institutions with increasing the diversity of faculty, staff, and students.  The purpose of this study is to investigate the diversity among these institutions and to determine the effect of the mandate by the IHL on the diversity of employees and students at these universities.  Data analysis includes a report of the current diversity status and analysis of change based on the mandate.  This study concludes with a discussion of the results, implications of these results, and directions for future research.

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.

The importance of engaging students on public assistance: New insights and recommendations for practice

2019 ◽  
Vol 37 (3) ◽  
pp. 341-364
Author(s):  
Nicole M Elias ◽  
Madeleine Marrin
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Public Assistance ◽  
Social Welfare Policy ◽  
Access To Higher Education ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Policy Shifts

Student engagement in institutions of higher education has become a central priority for educators and administrators. What “student engagement” means for a diverse student body is an important question for public institutions with justice-related missions. As social welfare policy shifts to allow more recipients of public assistance access to higher education, research regarding their engagement experiences remains scarce. To support a socioeconomically diverse student body, consistent with the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) standards, this project explores the nature of engagement among student recipients of public assistance by asking the following research questions: what forms of engagement with students on public assistance take place? Why is engaging students on public assistance important? How can we foster greater engagement with students on public assistance? To answer these questions, student and faculty focus groups are conducted. From this analysis, we highlight normative implications of engaging a socioeconomically diverse student population and present recommendations for fostering greater engagement.

Private Restroom Graffiti: An Analysis of Controversial Social Issues on Two College Campuses

1997 ◽  
Vol 81 (3) ◽  
pp. 1067-1074 ◽  
Author(s):  
George E. Schreer ◽  
Jeremy M. Strichartz
Keyword(s):  
New York ◽  
Social Issues ◽  
Residence Halls ◽  
College Campuses ◽  
Student Body ◽  
Upstate New York ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Chi Squared ◽  
The University

We collected 428 pieces of graffiti from men's and women's restrooms on two American campuses (one college and one university) in a small town in upstate, New York. The graffiti were coded by sex, institution, and type of building, and then sorted into 19 content categories. Chi-squared analyses indicated that compared to women's restrooms, men's restroom graffiti contained significantly more insulting (especially antigay) and scatological references but not more sexual graffiti. Women's restrooms had more political graffiti than men's, but contrary to previous research, very few romantic inscriptions. The university sample from a more diverse student body than that of the college, contained more racist and political graffiti. Compared to residence halls, libraries across both college campuses contained more inflammatory graffiti. Based on these findings, private restroom graffiti appear to provide a useful and unobtrusive method for investigating controversial and sensitive social issues.

scholarly journals A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning

2016 ◽  
Vol 13 (2) ◽  
pp. 28-45 ◽  
Author(s):  
Marina Harvey ◽  
◽  
Greg Walkerden ◽  
Anne-Louise Semple ◽  
Kath McLachlan ◽  
...  
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Universal Design ◽  
Student Body ◽  
Diverse Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Conceptual Paper ◽  
Work Integrated Learning

As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.

scholarly journals Diversity as an Orientalist Discourse

2007 ◽  
Vol 30 (1) ◽  
pp. 41-57
Author(s):  
Mariela Nuñez-Janes
Keyword(s):  
Civil Rights ◽  
College Campuses ◽  
Educational Institutions ◽  
Student Body ◽  
Administrative Positions ◽  
University Of Wisconsin ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Face ◽  
The University

The goal of promoting diversity is deep-rooted in the post-civil rights activities of U.S. educational institutions. Universities across the country attempt to foster diversity by seeking a diverse student body, creating initiatives that promote diversity, institutionalizing committees and administrative positions with the sole purpose of overseeing diversity, and implementing curricular strategies to support academic diversity. The pursuit of diversity is so integral to the survival and attractiveness of college campuses that some universities even lie in order to appear diverse to potential students and public supporters. Such was the case of the University of Wisconsin, Madison whose officials digitally inserted the face of a black student into an image of white football fans in order to portray a diverse picture of the university's student body. Etemonstrating that diversity is valued is a staple of any academically competitive US university.

scholarly journals Developing Faculty to Provide University Students With Improved Learning Experiences

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Águeda Benito ◽  
Neal A. Green ◽  
Deborah R. Popely ◽  
Phuong M. Thai-Garcia ◽  
Art T. Schneiderheinze
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Best Practices ◽  
University Students ◽  
Student Body ◽  
Face To Face ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Technological Tools ◽  
Improved Learning

The article addresses the importance of incorporating faculty development as a key priority of higher education institutions. A literature review and some face-to-face and online interviews were conducted at various U.S. institutions, to identify common and best practices regarding this important matter. The article offers some ideas about what is done, and how it is done, to help faculty be ready for the challenging role they need to play: to be effective developers of a diverse student body that meets the evolving needs of industry and that utilizes technological tools that never existed before. 

Reflecting on the Benefits of the Scholarship of Teaching and Learning

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Student Body ◽  
Scholarship Of Teaching ◽  
New Developments ◽  
Diverse Student Body ◽  
Diverse Student ◽  
How People Learn ◽  
Improving Student Learning

In Chapter 9 the authors give their perspective on the benefits of scholarship of teaching and learning (SoTL) to faculty, to their institutions, to the academy, and to students. Among these are helping faculty and their institutions respond to new developments in higher education: a more diverse student body, increasing calls for accountability, new technologies for teaching, and new understandings of how people learn. The authors describe three pathologies of teaching and discuss how SoTL can serve as an antidote to each, thereby making progress toward the ultimate goal of improving student learning. Examples are given of ways that investigating each type of question in the SoTL taxonomy might address one or more of the three pathologies.

scholarly journals The STEPS course: Support through Tutoring, Employability and Professional Skills.

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Miriam Sorrentino
Keyword(s):  
Higher Education ◽  
Student Body ◽  
Select Committee ◽  
Diverse Range ◽  
Digital Arts ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Education And Employment ◽  
The University ◽  
Small Working

Personal tutoring is an essential part of higher education however, while the need for it has increased year on year, time for it has decreased (Select Committee on Education and Employment, 2001). Many students need a diverse range of support (Department for Education and Skills, 2003) and there is growing pressure to include 'soft skills' within higher education (NCIHE, 1997; Skillset, 2011). These requirements often fall to personal tutors. A small working group in the department of Creative Professions and Digital Arts at the University of Greenwich tried to find a solution that could help our diverse student body find some of the support and skills they need. This decision to make personal tutoring a departmental responsibility, rather than one linked to programmes or courses, completely changed our thinking about what we could achieve. This project became STEPS, a course co-designed with students with a consistent feedback loop through the Unitu online platform.

Sign in / Sign up

Export Citation Format

Share Document