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|a Sanger, Catherine Shea.
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|a Diversity and Inclusion in Global Higher Education :
|b Lessons from Across Asia.
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|a 1st ed.
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|a Singapore :
|b Springer Singapore Pte. Limited,
|c 2020.
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|c ©2020.
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|a 1 online resource (310 pages)
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|a text
|b txt
|2 rdacontent
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|a online resource
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|a Intro -- Foreword -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Diversity, Inclusion, and Context in Asian Higher Education -- Diversity and Inclusion in Asian Higher Education Contexts -- Intra-Regional and International Mobility -- International Partnerships, Branch Campuses, and Pedagogical Innovation -- Globalization and Economic Transformation -- Moving Toward More Complex Understandings of Diversity -- How Diversity with Inclusion Promotes Learning -- Overarching Goals and Chapter Overview -- Bibliography -- Part I Pedagogy for Inclusion -- 2 Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments -- Inclusive Pedagogy and Universal Design for Learning -- Strategies for Inclusive Teaching -- Conclusion: Reflect, Learn, and Listen -- Bibliography -- 3 Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education -- What Is a Rubric? -- Why Do Rubrics Matter? -- Rubrics for Monitoring Fairness and Consistency -- Rubrics as Scaffolds for Assessment as Learning -- How to Create the Elements of a High-Quality Rubric? -- How to Use Rubrics Effectively? -- How Rubrics Can Impact Your Teaching Practice? -- Concluding Remarks -- Bibliography -- 4 Educating Adult Learners: Bridging Learners' Characteristics and the Learning Sciences -- Introduction -- Impetus to Deepen Our Understanding of Adult Learning -- Defining the Adult Learner -- Educating Adult Learners -- Learning Behaviors of Adult Learners in Institutions of Higher Learning -- Survey Process and Survey Content -- Survey Respondents Information -- Survey Results -- Learning Preference & -- Behavior -- Assessment-Related Behavior -- Discussion and Recommendations -- Conclusion -- Bibliography -- 5 Culture and Learning: Confucian Heritage Learners, Social-Oriented Achievement, and Innovative Pedagogies.
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|a Introduction -- The Fourth Industrial Revolution and Education Reform Efforts -- Teaching Thinking Skills and Social Contextual Influences -- A Case of Innovations in Pedagogic Strategies for Strategic Management Education -- The Need for Intuitive Thinking Skills -- Pedagogic Strategies: Team-Based Learning with Flipped Instructional Model -- The Significance of Culture in Learning -- The Context: Confucian Heritage Culture (CHC) -- Perception: Confucian Heritage Culture (CHC) -- Making It Work with Confucian Heritage Culture (CHC) -- CHC Inclination for Intuitive Thinking -- The Concept of Social-Oriented Achievement Motivation (SOAM) -- Conclusion -- Bibliography -- Part II Liberal Arts Curricula in Asia Through the Diversity and Inclusion Lens -- 6 Diversifying the Liberal Arts Curriculum in an Asian Context -- Introduction -- The Yale-NUS College Common Curriculum -- Conclusion -- Bibliography -- 7 Service-Learning as a Means to Understand Socio-Economic Privilege, Inequality, and Social Mobility -- Introduction: The Challenge of Civic Engagement to Address Social Inequality in Liberal Arts Education in Asia -- Service-Learning Program: Peril or Promise? -- ICU's International Service-Learning and Its Impact on Students -- Japan Summer Service-Learning (JSSL) in Pursuit of Stakeholders' Reciprocity -- Students and Administrators (Dyad Numbered as 1) -- Community Organizations and Students (Dyad Numbered as 9) -- Students and Community Residents (Dyad Numbered as 6) -- Learning Outcome of International Service-Learning -- Discussion: Missing Link Between Moral Awareness and Civic Engagement -- Bibliography -- 8 Building a Center for Writing and Communication: Inclusion, Diversity and Writing in the Indian Context -- Ashoka University and Its Centre for Writing and Communication -- Building a Center for Writing and Communication.
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|a CWC and Introduction to Critical Thinking -- CWC's English Language Support Program -- Creative Programs -- Conclusion -- Bibliography -- Part III Supporting Historically Marginalized Populations -- 9 Gender and Sexual Diversity in Asian Universities -- Introduction -- Challenges Facing LGBTQ Students in Asia -- Invisibility and the Silence of Sex -- Recognizing Different Dimensions of LGBTQ Students' Identities -- Understanding Different Needs of LGB and TNB Students -- Appropriate Language and Terminology in Context -- Diverse Cultural Conceptions of Gender and Sexuality -- Three Types of Institutional Approaches Toward LGBTQ Inclusion in Asia -- The Affirming University -- The Ambivalent University -- The Hostile University -- Engendering Affirmation Toward LGBTQ Students in Asian Universities -- Affirming Socio-Legal Landscape -- Globalization of Higher Education -- Student Activism -- Pedagogical Strategies for Educators Working with LGBTQ Students or LGBTQ-Related Issues in the Classroom -- Classroom Experience -- Inclusion of LGBTQ + Content in Curriculum -- Visibility of LGBTQ Faculty and Allies -- Research and Career Resources for LGBTQ Students -- Conclusion and Future Directions -- Bibliography -- 10 Higher Education for Women in Asia -- Introduction -- Trends and Challenges -- Growing Demand -- Limitations to Women's Access -- Quality Concerns and Privatization -- Inequality in Experience -- Inequality in Outcomes -- Emergence of Single-Sex Institutions -- Gender on the Agenda: The Case of Asian University for Women -- Opportunities and Recommendations -- Government Level Reforms -- Institutional Level Reforms -- Conclusion -- Bibliography -- Part IV Leadership for Inclusion -- 11 Conclusion: Strategic Leadership for Diversity and Inclusion in Higher Education -- Introduction -- Changing Landscape of Higher Education Across Asia.
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|a Strategic Leadership for Diversity and Inclusion -- Action Items to Adapt Your Institution for Diversity and Inclusion and the Application of Change Tactics -- Physical Spaces -- Chief Diversity Officers -- Changing Role of Curriculum Committees and Teaching and Learning Committees -- Academic Support Units-Libraries, Writings Centres, and Centers for Teaching and Learning -- Being Accountable -- Conclusion -- Summary of the Volume -- Bibliography -- Correction to: Educating Adult Learners: Bridging Learners' Characteristics and the Learning Sciences -- Correction to: Chapter 4 in: C. S. Sanger and N. W. Gleason (eds.), Diversity and Inclusion in Global Higher Education, https://doi.org/10.1007/978-981-15-1628-34.
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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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| 655 |
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|a Electronic books.
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| 700 |
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|a Gleason, Nancy W.
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|i Print version:
|a Sanger, Catherine Shea
|t Diversity and Inclusion in Global Higher Education
|d Singapore : Springer Singapore Pte. Limited,c2020
|z 9789811516276
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6112396
|z Click to View
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