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Author: Graeme Harper
Publisher: Cambridge Scholars Publishing
ISBN: 1527525503
Category : Education
Languages : en
Pages : 180
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Book Description
In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references “honor” and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion. The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education—and in the case of the discussions in this book, largely honors in US higher education—promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are “opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students”? In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
Author: Graeme Harper
Publisher: Cambridge Scholars Publishing
ISBN: 1527525503
Category : Education
Languages : en
Pages : 180
Get Book Here
Book Description
In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references “honor” and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion. The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education—and in the case of the discussions in this book, largely honors in US higher education—promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are “opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students”? In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
Author: Graeme Harper
Publisher:
ISBN: 9781527597525
Category :
Languages : en
Pages : 0
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Book Description
In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references "honor" and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion. The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education--and in the case of the discussions in this book, largely honors in US higher education--promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are "opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students"? In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
Author: Christine Bombaro
Publisher: American Library Association
ISBN: 0838948367
Category : Language Arts & Disciplines
Languages : en
Pages : 209
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Book Description
All too often, in a hurried attempt to “catch up,” diversity training can create division among staff or place undue burdens on a handful of employees. Instead, academic libraries need approaches to diversity, equity, and inclusion (DEI) that position these priorities as ongoing institutional and professional goals. This book’s model programs will help academic libraries do exactly that, sharing a variety of initiatives that possess clear goals, demonstrable outcomes, and reproducible strategies. Librarians, administrators, and directors will all benefit from the programs detailed inside, which include such topics as a university library’s community of practice for interactions and learning around DEI; cultural competency training to create more welcoming instruction spaces; student workshops on literature searches that mitigate bias; overcoming the historic tendency to marginalize LGBTQ+ representation in archives; a curriculum and design workshop that moved from discussing social values to embedding them in actions; the founding of a library-led LGBT club for students at a rural community college; a liberal arts college’s retention-boosting program for first-generation students; tailoring a collection and library services to the unique needs of student veterans; and a framework for moving from diversity to equity and inclusion, toward a goal of social justice.
Author: Graeme Harper
Publisher: Cambridge Scholars Publishing
ISBN: 9781527576339
Category : High schools
Languages : en
Pages :
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Book Description
This volume is constructed around several significant questions, relevant to every honors program and national perspective. These questions are: â oeHow do various nations view honors education?â , â oeHow do ideas about honors achievements compare internationally?â , â oeWho defines honors education in each nation and how similar are those definitions from place to place?â , and â oeWhat do nations consider most significant when an undergraduate is said to â oegraduate with honorsâ ?â The cross-disciplinary, intersecting epistemology of honors education stands out worldwide. No matter whether it is known as â oehonorsâ , â oehonoursâ or â oetalent-developmentâ , honors education is associated with a student-centric ethos of attainment-setting, and with comprehensive and often creative approaches to teaching and learning. Today, in our more globally connected world, there is good reason to closely and critically consider how an exploration of honors education worldwide can empower both educators and students to match personal and communal aspirations with educational outcomes.
Author: C. Spencer Platt
Publisher: IAP
ISBN: 1648020097
Category : Education
Languages : en
Pages : 288
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Book Description
As the educational landscape of America continues to evolve and diversify, college faculty and administrators must be cutting edge in their approaches to create a variety of educational experiences with a greater level of multicultural cognizance. Unlike in previous generations, higher education in the 21st Century is no longer a luxury reserved for the elite and wealthy, but is an increasing necessity for access to labor markets. Community colleges and universities are working hard to respond to the demands of the labor market, by attempting to provide skills for jobs that may not yet exist. Colleges and universities should aim to make all of their students feel welcome and a part of the campus being committed to celebrating differences. Additionally, filling faculty seats with varied races, cultures, perspectives and identities will aid in providing mentors and role models everyone can relate to. These are some of the vital steps toward building a campus community that helps students develop a sense of belonging that allows them to persist and thrive in college. The scholarship in this volume illustrates the state of multicultural education on college and university campuses. The authors bridge foundational knowledge with contemporary understandings; making the work both accessible for novices and beneficial for the authorities on multicultural education. This volume provides thoughtful discourse on issues ranging from the racial and ethnic diversity of the student and faculty bodies, and important topics like disability issues, to different educational contexts such as community colleges, HBCUs and HSI institutions.
Author: Curtis Dunkel
Publisher: Nova Publishers
ISBN: 9781594544316
Category : Psychology
Languages : en
Pages : 254
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Book Description
The concept of possible selves, first brought to life only a short time ago by Hazel Markus and Paula Nurious (1986) has grown into an exciting stream of research. Scholars have examined possible selves with regard to a host of adolescent outcomes, including academic achievement, school persistence, career expectations, self-esteem, delinquency, identity development and altruistic behaviours. This book represents a sample of the current research being conducted in the area of possible selves. The contributors to the book were chosen to represent a variety of perspectives, and to collectively illustrate some of the different ways that possible selves are being conceptualised, empirically examined and used in interventions.
Author: Graeme Harper
Publisher: Cambridge Scholars Publishing
ISBN: 1527569241
Category : Education
Languages : en
Pages : 162
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Book Description
How can we support, develop and maintain higher education programs that focus on high academic achievement, while at the same time allowing equitable access to, and progress in, higher learning? This volume focuses not only on a diverse population in higher education, but on creating and supporting a population fundamentally created in, and informed by, fairness. The nature of fairness, and its many dimensions, underpins the discussions here. By focusing on equity, the contributors to this book shine light on conditions and instances of inequity. They explore questions of enrollment in honors programs, and about advising honors students. They discuss people with disabilities in honors programs and colleges, and the general existence or non-existence of civility. They advocate for supporting a wide range of identities and goals, collaboration, and types and styles of pedagogy.. This book considers the role of honors education in enhancing the educational opportunities for all, and presents a call to action to those who seek to do that.
Author: Frank Aydelotte
Publisher: New York, Harper
ISBN:
Category : Universities and colleges
Languages : en
Pages : 208
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Book Description
Author: Abigail J. Stewart
Publisher: MIT Press
ISBN: 026203784X
Category : Education
Languages : en
Pages : 529
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Book Description
How colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand. Most colleges and universities embrace the ideals of diversity and inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world—in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both. Stewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstanding candidates who are not members of the white male majority. Perhaps most important, Stewart and Valian provide practical advice for overcoming obstacles to inclusion. This advice is based on their experiences at their own universities, their consultations with faculty and administrators at many other institutions, and data on institutional change. Stewart and Valian offer recommendations for changing structures and practices so that people become successful in ways that benefit everyone. They describe better ways of searching for job candidates; evaluating candidates for hiring, tenure, and promotion; helping faculty succeed; and broadening rewards and recognition.
Author: Elizabeth A. Armstrong
Publisher: Harvard University Press
ISBN: 0674073541
Category : Education
Languages : en
Pages : 305
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Book Description
Two young women, dormitory mates, embark on their education at a big state university. Five years later, one is earning a good salary at a prestigious accounting firm. With no loans to repay, she lives in a fashionable apartment with her fiancé. The other woman, saddled with burdensome debt and a low GPA, is still struggling to finish her degree in tourism. In an era of skyrocketing tuition and mounting concern over whether college is "worth it," Paying for the Party is an indispensable contribution to the dialogue assessing the state of American higher education. A powerful exposé of unmet obligations and misplaced priorities, it explains in vivid detail why so many leave college with so little to show for it. Drawing on findings from a five-year interview study, Elizabeth Armstrong and Laura Hamilton bring us to the campus of "MU," a flagship Midwestern public university, where we follow a group of women drawn into a culture of status seeking and sororities. Mapping different pathways available to MU students, the authors demonstrate that the most well-resourced and seductive route is a "party pathway" anchored in the Greek system and facilitated by the administration. This pathway exerts influence over the academic and social experiences of all students, and while it benefits the affluent and well-connected, Armstrong and Hamilton make clear how it seriously disadvantages the majority. Eye-opening and provocative, Paying for the Party reveals how outcomes can differ so dramatically for those whom universities enroll.
