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Diversity and Inclusion in Global Higher Education : Lessons from Across Asia.

Bibliographic Details
Main Author: Sanger, Catherine Shea.
Other Authors: Gleason, Nancy W.
Format: eBook
Language:English
Published: Singapore : Springer Singapore Pte. Limited, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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 &amp
  • Behavior
  • Assessment-Related Behavior
  • Discussion and Recommendations
  • Conclusion
  • Bibliography
  • 5 Culture and Learning: Confucian Heritage Learners, Social-Oriented Achievement, and Innovative Pedagogies.
  • 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.
  • 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.
  • 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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