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. 

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.

Addressing Cultural and Gender Project Bias

2018 ◽  
pp. 1605-1623
Author(s):  
Jennifer Loy ◽  
Rae Cooper
Keyword(s):  
Student Learning ◽  
Minority Students ◽  
Gender Bias ◽  
Learning Experience ◽  
Project Work ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
And Gender ◽  
Selection Of

Engaged student learning is based on creating significant learning experiences for every student. Attracting a more diverse student body into Engineering requires a re-evaluation of the conventional project topics that dominate the discipline. Recognising and addressing cultural and gender bias in the development of project work allows for the education of Engineering faculty on the development of a range of project work opportunities that support the learning for a more diverse cohort. The selection of set project work has the potential to negatively impact the learning experience of minority students. This chapter considers the elements influencing set project work and provides strategies for understanding cultural and gender bias, and for redesigning project work that provides for a more diverse cohort.

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 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.

Decolonizing the University: the Challenges and Possibilities of Inclusive Education

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
George Dei
Keyword(s):  
Inclusive Education ◽  
Graduate Training ◽  
Ways Of Knowing ◽  
The Body ◽  
Student Body ◽  
Work Lives ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The University ◽  
Contemporary Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This article argues for a reframing of the curriculum within the academy in order to make the academy more inclusive and more accessible to a diverse student body. Reframing the curriculum is seen as an aspect of decolonizing the university. Many questions emerge from this argument to include the following: What curriculum informs the education contemporary learners receive and how do they apply this to their academic and work lives? How do educators re-fashion their work as educators and also as learners to create more relevant understandings of what it means to be human and to determine what is human work? What are the limits and possibilities of visions of and counter and anti-visions to contemporary education? How do educators and learners challenge colonizing and imperializing relations within the academy and that influence the academy and its learners? How does curriculum become inclusive through teaching, research and graduate training and how does it make space for Indigeneity and multi-centric ways of knowing? How do we frame an inclusive, anti-racist, and anti-colonial global future and what is the work that is required to collectively arrive at that future? These complex questions, stimulated by my decolonizing curriculum work and experience, are engaged through the body of this article. </span></p></div></div></div>

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.

scholarly journals Addressing Cultural and Gender Project Bias

2017 ◽  
pp. 130-154
Author(s):  
Jennifer Loy ◽  
Rae Cooper
Keyword(s):  
Student Learning ◽  
Minority Students ◽  
Gender Bias ◽  
Learning Experience ◽  
Project Work ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
And Gender ◽  
Selection Of

Engaged student learning is based on creating significant learning experiences for every student. Attracting a more diverse student body into Engineering requires a re-evaluation of the conventional project topics that dominate the discipline. Recognising and addressing cultural and gender bias in the development of project work allows for the education of Engineering faculty on the development of a range of project work opportunities that support the learning for a more diverse cohort. The selection of set project work has the potential to negatively impact the learning experience of minority students. This chapter considers the elements influencing set project work and provides strategies for understanding cultural and gender bias, and for redesigning project work that provides for a more diverse cohort.

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 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.

Developing Graduate Qualities

2003 ◽  
pp. 286-296
Author(s):  
Ann Monday ◽  
Sandra Barker
Keyword(s):  
Role Play ◽  
South Australia ◽  
Successful Implementation ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Business Course ◽  
Skill Requirements ◽  
The University

For some time, universities have endeavored to address the shortfall in skill requirements that have been identified by prospective employers of graduates. The University of South Australia (UniSA) numbers itself among these universities and has identified a number of “graduate qualities” that are required to be developed within the curriculum. This chapter explores a case-study and role-play approach to embedding graduate qualities in an undergraduate business course that is delivered to a diverse student body studying either internally or externally, in Australia or in Hong Kong. It highlights a range of issues for successful implementation and assessment of these qualities.

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