Indigenous Student Experience in Higher Education

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Education 3.0

Education 3.0 is the confluence of known, effective throughputs in teaching and learning due to changed inputs and desired changes to output across higher education. From increasingly diverse student populations to the need for critical thinking by all, education has fundamentally changed. Practitioners must leverage technologies to scale learning and meet demands by families for more flexible, lifelong learning options. Gone are the days when student bodies had more on-campus, residential, homogeneity, as well as small cohorts from selective admissions. Such changes now require architects of learning to consider the efficacy of various teaching and assessment methods in promoting actual learning versus short-term memorization, as well as how to use technology to do all of this at scale. From neuroscience to learning psychology to education technology, there is an impressive body of research around authentic learning, yet most faculty are largely unaware of this scholarship, seeing instruction dominated by tradition rather than effectiveness.

Engaging Students Through Integrated Pedagogy

This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.

Teaching languages in multicultural surroundings: New tendencies

The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

An intersectional approach to sexual violence prevention?: Young people's experiences in New Zealand

<p>Sexual consent programmes for secondary schools have received more recent attention within New Zealand, yet no in-depth research has examined what an inclusive programme may look like. This project assists in addressing this gap in literature, by exploring the challenges of developing programmes for diverse student populations, between 13-18 years old, which will be meaningful and impactful. This project was guided by an intersectional feminist framework and employed a qualitative approach to this work. Semi-structured face-to-face interviews were conducted with ten young people who had participated in sexual consent programmes while they were in secondary school. Interviews were conducted with five key informants. All had extensive knowledge of sexual violence and experience developing and/or delivering sexual consent programmes to young people. This study found that mandatory sexual health programmes within secondary schools often maintained risk focussed approach to sexual consent education, which had a detrimental impact on young women in this study, by denying their sexual agency and reinforcing victim blaming attitudes and stereotypical gender roles. These programmes oversimplified consent negotiations and failed to consider how this process becomes more complex through the influence of social and contextual factors. The findings also revealed variation between and within the diverse identity groups of young people. Multiple programmes were found to approach consent education through a dominantly Pakeha lens and were underpinned by the assumption of heterosexuality. There are strategies facilitators could implement, such as incorporating the use of gender fluid language and the inclusion of existing value frameworks into programmes to make the content more relevant to all young people. The findings of this project assists the ongoing development and delivery of consent programmes by drawing attention to considerations facilitators should be aware of when catering to diverse student populations.</p>

An intersectional approach to sexual violence prevention?: Young people's experiences in New Zealand

<p>Sexual consent programmes for secondary schools have received more recent attention within New Zealand, yet no in-depth research has examined what an inclusive programme may look like. This project assists in addressing this gap in literature, by exploring the challenges of developing programmes for diverse student populations, between 13-18 years old, which will be meaningful and impactful. This project was guided by an intersectional feminist framework and employed a qualitative approach to this work. Semi-structured face-to-face interviews were conducted with ten young people who had participated in sexual consent programmes while they were in secondary school. Interviews were conducted with five key informants. All had extensive knowledge of sexual violence and experience developing and/or delivering sexual consent programmes to young people. This study found that mandatory sexual health programmes within secondary schools often maintained risk focussed approach to sexual consent education, which had a detrimental impact on young women in this study, by denying their sexual agency and reinforcing victim blaming attitudes and stereotypical gender roles. These programmes oversimplified consent negotiations and failed to consider how this process becomes more complex through the influence of social and contextual factors. The findings also revealed variation between and within the diverse identity groups of young people. Multiple programmes were found to approach consent education through a dominantly Pakeha lens and were underpinned by the assumption of heterosexuality. There are strategies facilitators could implement, such as incorporating the use of gender fluid language and the inclusion of existing value frameworks into programmes to make the content more relevant to all young people. The findings of this project assists the ongoing development and delivery of consent programmes by drawing attention to considerations facilitators should be aware of when catering to diverse student populations.</p>

Innovations in Gerontology Education

This session examines innovative approaches to effectively address the aging services workforce needs in rural, Midwestern settings. Presenters will explore career pathways and transfer opportunities in gerontology education, as well as best practices for addressing the educational, professional and personal needs of diverse student populations.

Crisis Intervention

Crisis intervention is a major component of school social work practice. This chapter discusses two crises that school social workers may face: suicidal ideation and natural and human-caused disasters. Due to the amount of time children spend at school, schools play an essential component in identifying suicide risk. A case vignette is presented alongside methods that school social workers can use to strengthen suicide prevention. The importance of using methods sensitive to race and ethnicity of diverse student populations is stressed. The second part of the chapter discusses methods to identify and address the multiple needs of the school community after a disaster. Special attention is given to addressing the disproportionate impacts that disasters have on communities of color and those who are economically disadvantaged.

Enactments of Curriculum Policies in Greek Secondary Education: Regulative Discourses and the Reproduction of Social Inequalities

Many critical research studies have documented the complex ways in which global policies on school curricula are reshaped at national and local levels. This paper focuses on the discourses which regulate the recontextualizations of global policies in local school settings. The paper presents an empirical study on the enactments of language curricula in the Greek school education system. Using Bernstein’s theory of knowledge pedagogization, we analyze data produced by semi-structured interviews and classroom observations in five lower secondary state schools with socially and ethnically diverse student populations, in the inner city of Athens. Our findings show that, while the socially disadvantaged schools are regulated by discourses on inclusion, in the more advantaged schools of the study regulative discourses are related to performance management concerns. The paper points to the potential implications of such discourses, claiming that challenging educational inequalities requires to identify and act upon the discourses regulating teachers’ practices.

A QuantCrit investigation of society’s educational debts due to racism and sexism in chemistry student learning

<div> <div> <div> <p>The American Chemical Society holds supporting diverse student populations engaging in chemistry as a core value. We analyzed chemical concept inventory scores from 4,612 students across 12 institutions to determine what inequities in content knowledge existed before and after introductory college chemistry courses. We interpreted our findings from a Quantitative Critical (QuantCrit) perspective that framed inequities as educational debts that society owed students due to racism, sexism, or both. Results showed that society owed women and Black men large educational debts before and after instruction. Society’s educational debts before instruction were large enough that women and Black men’s average scores were lower than White men’s average pretest scores even after instruction. Society would have to provide opportunities equivalent to taking the course up to two and a half times to repay the largest educational debts. These findings show the scale of the inequities in the science education systems and highlight the need for reallocating resources and opportunities throughout the K-16 education system to mitigate, prevent, and repay society’s educational debts from sexism and racism. </p> </div> </div> </div>