scholarly journals Building a University-wide Agenda for Intercultural Competence and Understanding: 
Lessons Learned at the University of Minnesota

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Andrew Furco ◽  
Kris Lockhart
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
University Of Minnesota ◽  
Intercultural Understanding ◽  
Comprehensive Plan ◽  
Foundational Work ◽  
The University ◽  
Different Parts

Furthering intercultural competence in higher education requires colleges and universities to establish an intentional, mission driven strategic plan that embeds intercultural understanding and practice across the institution’s work. To secure broad-based buy-in and support, this plan needs to consider the various ways that different units within the academy define, interpret, and view intercultural work. For large, complex and multi-faceted colleges and universities, building this plan can prove daunting as different parts of the institution will ascribe different meanings, purposes, and intentions to intercultural advancement.In this paper, administrators from the University of Minnesota, who represent units that are highly engaged in intercultural competence work, share some of their struggles and lessons learned in their effort to build a comprehensive, campus-wide strategy to grow intercultural advancement. The administrators initiated this campus-wide strategic work following their participation in an international conference focused on intercultural competence. Since that time, they have developed recommendations for the foundational work required to establish a common university-wide framework and comprehensive plan for institutional intercultural advancement.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

Flexible and Adaptive Responsiveness – Disruptive Lessons from Higher Education in Refugee Contexts

2020 ◽  
pp. 17-27
Author(s):  
Paul O’Keeffe
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Lessons Learned ◽  
Core Component ◽  
Educational Environments ◽  
Learning Ecosystem ◽  
Pedagogical Innovations ◽  
The University

The delivery of higher education in refugee contexts is no stranger to dealing with the unforeseen and responding to the needs of vulnerable learners. Being flexible and adaptable to a multitude of challenges and obstacles is a core component of any scaffolding that wishes to support refugee higher education programmes. InZone, an academic and humanitarian programme at the University of Geneva, has empirically developed a flexible and adaptable ‘learning ecosystem’ to scaffold its delivery of higher education programmes in Africa and the Middle East. This chapter explores how this responsive ecosystem has enabled top tier university programmes in some of the most challenging educational environments between 2017 and 2018. The functioning of the ecosystem is explored within the context of the lived reality of learners in the camps and course participation data is shared to evaluate the effectiveness of the learning ecosystem as a scaffold for enabling higher education in refugee contexts. Lessons learned point to recommendations for pedagogical innovations that could be employed to cope with pedagogical disruptions for the wider education world during testing times such as Covid19.

Fostering a Technology Cultural Change

2011 ◽  
pp. 240-246
Author(s):  
Dan Lim
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Cultural Change ◽  
Paradigm Shift ◽  
Education Institution ◽  
Paradigm Shifts ◽  
University Of Minnesota ◽  
Laptop Computing ◽  
Technology Commitment ◽  
The University

Many people in higher education wonder where the rapid changes in information technology are going to take them. Many more fear that the ongoing information technology explosion may eventually leave them behind. Due to entrenched mindsets and bureaucracy in higher education, fostering a technology cultural change requires paradigm shifts in all areas of administration, teaching, and research. A fundamental paradigm shift must happen in four areas before a technology cultural change can be set on a forward path. This chapter focuses on four essential components of a paradigm shift in technology and higher education at the University of Minnesota Crookston (UMC). This case describes how a paradigm shift model can help to promote a long-term technology cultural change in a higher education institution. The model consists of technology commitment, technology philosophy, investment priority, and development focus. It has been used at UMC to bring about a reengineering of the entire institution to support a ubiquitous laptop environment throughout the curriculum and campus. The model has helped UMC achieve an overwhelming success in utilizing laptop computing and other technology to enhance learning.

Outcomes and Risk Factors for Graft Loss: Lessons Learned from 1,056 Pediatric Kidney Transplants at the University of Minnesota

2017 ◽  
Vol 224 (4) ◽  
pp. 473-486 ◽  
Author(s):  
Srinath Chinnakotla ◽  
Priya Verghese ◽  
Blanche Chavers ◽  
Michelle N. Rheault ◽  
Varvara Kirchner ◽  
...  
Keyword(s):  
Risk Factors ◽  
Graft Loss ◽  
Lessons Learned ◽  
University Of Minnesota ◽  
Kidney Transplants ◽  
The University

scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

A Christian college in a food truck? Christian study centers and moral formation

2020 ◽  
pp. 205699712097165
Author(s):  
Andrew Hansen
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Christian College ◽  
Future Research ◽  
Christian Tradition ◽  
University Of Minnesota ◽  
Moral Formation ◽  
The University ◽  
Important Purpose

The task of moral formation has long been an important purpose of higher education in the United States. However, pluralism and lack of moral consensus within secular universities present significant challenges to accomplishing this task. One possible solution is Christian study centers, which offer thick moral cultures that can form students at secular universities within the Christian tradition. Anselm House’s Fellows Program at the University of Minnesota illustrates such a context and suggests avenues for future research.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

ePortfolio and Educational Change in Higher Education in the Netherlands

2011 ◽  
pp. 2061-2068
Author(s):  
M. W. ("Wijnand") Aalderink ◽  
M. H.C.H. ("Marij") Veugelers
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Professional Education ◽  
Large Scale ◽  
Lessons Learned ◽  
Low Countries ◽  
Student Centered ◽  
Future Developments ◽  
Change In Higher Education ◽  
The University

This chapter describes the important role that the concept of ePortfolio plays in new pedagogical paradigms in The Netherlands. ePortfolio can be seen both as a consequence of and a stimulus for the movement towards student-centered, competence-based learning in Dutch higher education. The authors present lessons learned in ePortfolio implementation, derived from experience from the past five years in the Low Countries, both in local institutional projects and in large-scale national projects. They then describe the cases of their own universities, being Windesheim University for Professional Education and the University of Amsterdam. The chapter ends with conclusions and future developments in the field of ePortfolio in The Netherlands.

Gender and LGBTQ Equality in the University

2021 ◽  
pp. 207-248
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Sexual Violence ◽  
Colleges And Universities ◽  
Catholic Higher Education ◽  
Catholic Colleges ◽  
Participation Of Women ◽  
Full Participation ◽  
Catholic Colleges And Universities ◽  
Social Tradition ◽  
The University

This chapter advances the argument that the Catholic social tradition, which includes the work of feminist theologians and ethicists, can point toward greater equity for women in the academy. This chapter also discusses the continuing need to create more inclusive campus communities for LGBTQ persons. The author contends that the issues that women face because of their gender and the LGBTQ community's ongoing struggle for equality are not the same and warrant more extensive treatment than can be offered in this book. However, the chapter aims to offer some insights about how CST can promote the dignity, equality, and full participation of women and LGBTQ persons in Catholic higher education. Ways in which Catholic colleges and universities have promoted equity and full participation of women and LGBTQ persons on their campuses are considered. The concluding section confronts the problem of sexual violence in campus, which the author contends is a severe affront to a person’s autonomy and right to fully participate in a community.

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