Aboriginal student engagement and achievement: educational practices and cultural sustainability

2015 ◽  
Vol 52 (08) ◽  
pp. 52-4331-52-4331 ◽  
Keyword(s):  
Student Engagement ◽  
Educational Practices ◽  
Cultural Sustainability ◽  
Aboriginal Student

scholarly journals Sustainability Stories to Encounter Competences for Sustainability

2021 ◽  
pp. 097340822110050
Author(s):  
OLA UHRQVIST ◽  
LISA CARLSSON ◽  
ANN-SOFIE KALL ◽  
THERESE ASPLUND
Keyword(s):  
Sustainable Development ◽  
Student Engagement ◽  
Critical Reflection ◽  
Social Economic ◽  
Education For Sustainable Development ◽  
Educational Practices ◽  
Educational Strategy ◽  
Classroom Activities ◽  
Sustainability Issue ◽  
Action Competence

We communicate, relate, educate and make our world meaningful through stories. Stories are integrated in and are a part of every sustainability issue. In this article, we develop the concept of sustainability stories, and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD). Literature shows that valued competences such as action competence, systems perspectives, student engagement and critical reflection have difficulties when it comes to informing educational practices in profound ways. In this article, we argue for the use of sustainability stories as an educational strategy to overcome this problem. Here the didactical tool ecolocigal, pluralism, organisations, social, economic and, agents (EPOSEA) aids teachers in enhancing their ESD classroom activities as well as providing a tool for co-producing sustainability stories. We argue for the potential of serious stories in ESD to holistically engage learners in exploring complex issues.

Redesigning an Undergraduate Global Health Course to Increase Student Engagement and Incorporate High-Impact Educational Practices

2020 ◽  
pp. 237337992097439
Author(s):  
Denise C. Nelson-Hurwitz ◽  
Thomas H. Lee
Keyword(s):  
Public Health ◽  
Student Engagement ◽  
Global Health ◽  
Student Performance ◽  
Student Development ◽  
High Impact ◽  
Educational Practices ◽  
Global Learning ◽  
Health Course ◽  
Undergraduate Public Health

In many undergraduate public health programs, global health is an introductory course encountered early in the curriculum. At the University of Hawai‘i at Mānoa, the undergraduate global health course reinforces introductory content within a global health framework while building skills in preparation for upper-division work. The global health course was completely redesigned in January 2018 to increase student engagement and incorporate high-impact educational practices, including experiential learning opportunities, diversity/global learning, and collaborative assignments. New activities incorporated include a water carrying exercise to simulate efforts required for the billions of people worldwide who manually transport water for daily use and a model United Nations scenario-based activity based on a writing assignment proposing an international policy from the position of a selected country. Incorporation of relatively brief written assignments early in the undergraduate public health curriculum additionally serves to support student development of written communication skills throughout the program and helps in early identification of students who may need additional support in writing skills. Assessment of the new course was conducted through student feedback, student performance on assignments, and student growth/development throughout the course. Through successful course redesign students emerge excited about international opportunities for public health practice and with a greater empathy for global citizens living abroad.

scholarly journals Cultural signals in understanding firt-year student engagement: How can universities become more culturally sensitive? The case of a rural South African university

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
J. S. Mkhize ◽  
L. Ramrathan
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
South African ◽  
First Year ◽  
Educational Practices ◽  
Rural South ◽  
Ongoing Research ◽  
Cultural Orientations ◽  
Wide Range ◽  
First Year Student

High levels of student engagement, particularly in first-year university students are associated with a wide range of educational practices and conditions including students’ social and academic integration into the institutions of higher education. These educational practices link student engagement with students’ performance to students’ academic achievement leading to graduate throughputs. The study sought to understand first-year student experiences of the university’s ability to provide an academic environment that is conducive and responsive to learning for students with unique characteristics. Data were generated from first-year students enrolled for a Bachelor of Education degree in a rural South African University using focus group interviews with students that were purposively selected from this cohort using areas of specialization as the criteria. Also, one-on-one interviews were conducted with students that had performed well in their examinations as well as those that did not perform so well. The results revealed that students’ cultural orientations are a precursor of how student would thrive in their academic journey and that students’ cultural repertoires influence the extent to which students integrate and engage both academically and socially into the university environment. In this article, we argue that students’ cultural orientations have implications in their academic performance and social integration in their first year of study at university. This article contributes to the ongoing research agenda of student engagement, academic success, first-year student experience and throughput employing students’ cultural signals as another dimension to understand such critical phenomena.

Diverse Examples of Participatory Educational Practices

2003 ◽  
Vol 48 (4) ◽  
pp. 440-442
Author(s):  
Peter M. Jonas
Keyword(s):  
Educational Practices
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