From Avoiding Bias to Social Justice

2020 ◽  
pp. 47-61
Author(s):  
Anne E. Lundquist ◽  
Gavin Henning
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Impact Assessment ◽  
Cultural Context ◽  
Colleges And Universities ◽  
High Quality ◽  
Assessment Decisions ◽  
Quality Learning ◽  
Research Based Practices ◽  
Equity And Inclusion

The demographics of U.S. colleges and universities continue to evolve and higher education is being called to reinvent itself in order to ensure that all students have high quality learning experiences. An equity-minded approach to assessment helps determine the effectiveness of diversity, equity, and inclusion initiatives and programs as well as embodies practices and procedures that themselves are socially just. This text share many research-based practices that value, prioritize, and develop diversity, intercultural fluency, and equity in campus specific settings. This chapter describes the higher education and cultural context in which the equitable assessment conversation is taking place; reviews how research paradigms, methods, and culture impact assessment decisions and methods; describes a socially just assessment continuum; and offers tips for implementing equity-minded assessment.

Race for Social Justice in Higher Education

2022 ◽  
pp. 138-156
Author(s):  
Bryan Q. Patterson
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Justice ◽  
High Education ◽  
Mission Statements ◽  
Colleges And Universities ◽  
Systematic Change ◽  
Institutions Of Higher Education ◽  
New Model

In the last decade, there has been a greater focus on social justice concerns in United States. These concerns include addressing situations of racism, microaggressions, and racial injustices. As a result of these concerns, the need for social justice has become more apparent for institutions of higher education to adjust and rethink how they become more inclusive and provide more equitable opportunities for all stakeholders. Institutions of higher education are being pushed into unfamiliar territory, and the role of academics and high education institutions will need to be redefined in a new model of true systematic change and policy overhaul. How do institutions of higher education (colleges and universities) become more accountable in reshaping their purpose and mission statements through the lens of social justice and inclusivity? This chapter will generate insights and illuminate ongoing institutional conversations regarding the successful adoption of social justice frameworks and practices in the foundations of higher education.

scholarly journals Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

2022 ◽  
pp. 93-104
Author(s):  
Sundra D. Kincey ◽  
Aziza Zemrani ◽  
Theresa L. Bailey
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Success ◽  
Minority Students ◽  
Colleges And Universities ◽  
Innovative Strategies ◽  
Inclusive Practice ◽  
The World ◽  
The Impact ◽  
Equity And Inclusion

Understanding the unique components of diversity, equity, and inclusion is essential for institutions of higher education to increase student success outcomes and to prepare graduates for the world of work. This chapter will focus on how diversity, equity, and inclusion as a single entity is perceived by enrolled students, particularly minority students, and how institutions may help to increase students' awareness of such topics and the impact on their lives upon graduation. Discussions will lend themselves to strategies that institutions may employ to demystify these terms for enrolled students. Specific focus will be given to the use of inclusive competencies and methods institutions may implore to promote inclusive practice. Implications will be provided on how colleges and universities may develop innovative strategies to increase student engagement centered on these concepts and provide opportunities for students to share their experiences and ideas for integration on their respective campuses.

Fostering NCL in Higher Education

2011 ◽  
pp. 331-351
Author(s):  
Serena Alvino ◽  
Guglielmo Trentin
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Online Learning ◽  
Faculty Training ◽  
The Other ◽  
High Quality ◽  
Everyday Activity ◽  
Specific Proposal ◽  
The One ◽  
Quality Learning

Networked Collaborative Learning (NCL) is undeniably a double-edged sword. On the one hand it can yield high-quality learning and enhance both teachers’ and learners’ satisfaction. On the other hand, however, it requires careful planning and specific skills for the design and management of online learning activities. This is one of the main reasons for the limited adoption of NCL in a number of educational contexts. The focus of this chapter is a specific proposal aimed to foster the wide diffusion of Educational Technology (ET) and NCL in higher education (HE). In this perspective the chapter analyses the main barriers that limit the diffusion of Network-Based Educational Technology (NBET) approaches, in particular NCL, and then, in order to overcome them, presents an innovative approach to faculty training in Educational Technology Instructional Design. This approach is founded on multidimensional scaffolding, which supports teachers to integrate rules, heuristics, and best practices for design of active and collaborative online learning into their everyday activity.

Developing a Taxonomy for Learning Designs

2011 ◽  
pp. 228-242
Author(s):  
Barry Harper ◽  
Ron Oliver
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Future Research ◽  
Learning Design ◽  
High Quality ◽  
Research Agendas ◽  
Quality Learning ◽  
User Review

This chapter describes the development of a taxonomy of learning designs based on a survey of 52 innovative ICT-using projects that formed the basis of a grounded approach to classifying high quality learning designs. The concept of learning designs has the potential to support academics in the process of offering high quality ICT supported learning settings in the higher education sector. The taxonomy is proposed as a mechanism to explore ways in which learning designs can be made accessible to academics and to help with the understanding of the goals of the learning design movement. The development of the taxonomy is described, and user review of the representation of learning designs in a Web context is discussed. Finally, the current gap in the literature about accurate and effective taxonomies describing and distinguishing between various forms of learning design is discussed in relation to future research agendas.

European Quality Observatory

2011 ◽  
pp. 368-375
Author(s):  
Ulf-Daniel Ehlers
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Opportunities ◽  
High Quality ◽  
The Future ◽  
E Learning ◽  
Quality Learning

Quality has become a major factor for concern if e-learning should have its final breakthrough (Danish Evaluation Institute, 2003; Dondi & Moretti, 2004; Friend-Pereira, Lutz & Heerens, 2002; Frydenberg, 2002). This is the reason for the great variety of concepts and suggestions. One can regard quality more and more as a subjectively individual and collectively influential category. How should learning opportunities look like and learning environments be structured, now and in the future? How do we meet the demand for building high quality learning capacities in higher education— as an important contribution to transform our societies into learning societies?

scholarly journals The Current Situation and Development of English Education in Chinese Colleges and Universities

2020 ◽  
Vol 9 (5) ◽  
pp. 170
Author(s):  
Ting Tan
Keyword(s):  
Higher Education ◽  
English Education ◽  
Colleges And Universities ◽  
Current Situation ◽  
Classroom Teaching ◽  
Learning Effectiveness ◽  
High Quality ◽  
Teaching Activities ◽  
English Teaching

The in-depth implementation of the reform of higher education has made educators pay more attention to the innovation of teaching concepts, hoping to achieve the purpose of promoting the high quality of students' learning effectiveness in the process of establishing new classroom teaching activities. But the reality is that many teachers still have to solve many difficulties in classroom teaching activities in order to ensure the orderly development of teaching activities. This article starts with the factors that hinder the orderly development of English teaching activities in colleges and universities, and finds specific solutions, hoping to provide references for other educators.

scholarly journals Using Generic Templates to Promote the Use of High Quality Learning Designs in Higher Education

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Leanne Cameron
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Academic Staff ◽  
Professional Activity ◽  
Learning Design ◽  
Student Body ◽  
High Quality ◽  
Attrition Rates ◽  
Wide Range ◽  
Quality Learning

Designing for learning in the higher education sector is a complex task, especially in light of the increasing diversity of the student body. With research pointing to an inverse relationship between student engagement and attrition rates, lecturers need to be mindful of a wide range of student ability levels, socio-economic backgrounds, learning styles, and specific curriculum requirements when designing for their students’ learning. Learning design is a professional activity for which many of our academic staff are not trained. There are examples of learning designs which apply the most recent research into learning but a number of studies have shown that they are not widely utilised in all universities. This current study took a mixed methods approach to explore whether generic templates (a learning design pattern to which subject content can be added) could be used to share well-researched, high quality learning designs across a range of disciplines. The results revealed that generic learning design templates can provide a means for lecturers to access a broad range of learning designs but there are barriers to sharing these in the higher educational sector. At a time when providing students with a quality learning environment is considered highly desirable, it might be time these barriers were reviewed. By using generic templates, lecturers might be encouraged to explore new learning designs and reflect on how their existing teaching approaches affect their students’ learning.

Leading the Transformation of Higher Education Institutions Through Social Justice, Equity, and Inclusion

2021 ◽  
pp. 39-55
Author(s):  
Maricela Alvarado ◽  
Catherine Ward
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Student Affairs ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
Self Reflection ◽  
Diverse Backgrounds ◽  
Equity And Inclusion ◽  
Beliefs And Attitudes

This chapter will highlight the stories of two student affairs professionals who have some identities and experiences in common, but their differences have marked essential lessons for how they lead. This chapter also proposes being a student-ready educator takes a commitment to examine ourselves, our values, beliefs, and attitudes, and how they play out in our service to students. With this in mind, the authors recommend essential characteristics for being a student-ready educator, which includes (1) self-reflection, (2) empathy and compassion, (3) authenticity, (4) gratitude, (5) advocacy, and (6) personal sense of belonging. This chapter will expand on these characteristics and ways to skillfully engage them in meeting the needs of students from diverse backgrounds in these contested times to become more effective student-ready educators.

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