scholarly journals Spanish for STEM in US Higher Education: A Historical Review and Future Perspectives

2021 ◽  
Vol 21 ◽  
Author(s):  
Oscar A. Pérez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Curriculum Design ◽  
Historical Review ◽  
The United States ◽  
College Level ◽  
Future Perspectives ◽  
Engineering Programs ◽  
Current State ◽  
And Mathematics

This article examines the long tradition of Spanish-language learning for scientific and technological purposes in the United States. It provides a review of some of the historical approaches for designing course offerings and programs of Spanish for STEM (science, technology, engineering, and mathematics) at the college level. These historical approaches help us better understand the unique challenges Spanish for STEM educators and scholars have faced at different times and the perspectives that have shaped the current state of the field. The author also describes current pedagogical models within the field of Languages for Specific Purposes (LSP) but also International Engineering Education (IEE) and Cultures and Languages Across the Curriculum (CLAC). Finally, the author articulates future perspectives and possible directions of the field, including more emphasis on needs-analysis curriculum design and more active engagement with developments in other geographies, language traditions, and areas of LSP. This article seeks to encourage the growth of Spanish for STEM at institutions of higher education, whether in language departments or science and engineering programs.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

Gender and STEM in Higher Education in the United States

2020 ◽  
Author(s):  
Jill M. Bystydzienski
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Gender Gap ◽  
The United States ◽  
Department Head ◽  
Full Professor ◽  
Theoretical Approaches ◽  
Significant Movement ◽  
And Mathematics ◽  
Female Scientists

Despite recently improved numbers of women and other historically underrepresented groups in STEM (science, technology, engineering, and mathematics) in U.S. higher education, women continue to lag significantly in comparison with men in many STEM disciplines. Female participation is especially low in computer science, engineering, and physics and at the advanced levels in academic STEM—at full professor and in administrative (department head or chair, dean) positions. While there have been various theoretical approaches to explain why this gender gap persists, a particularly productive strand of research indicates that deeply rooted gendered, racialized, and heteronormative institutional structures and practices act as barriers to a more significant movement of diverse women into academic STEM fields. More specifically, this research documents that a hostile academic climate, exclusionary practices, and subtle forms of discrimination in hiring and promotion, as well as lack of positive recognition of female scientists’ work, account for relatively low numbers of women in fields such as engineering, physics, and computer science. Nevertheless, since the early 2000s, numerous initiatives have been undertaken in U.S. higher education to remedy the situation, and some progress has been made through programs that attempt to transform STEM departments and colleges into more inclusive and equitable academic spaces.

Cultivating Global Citizens for the Global Good

2017 ◽  
pp. 1-20 ◽  
Author(s):  
Katie E. Yeaton ◽  
Hugo A. Garcia ◽  
Jessica Soria ◽  
Margarita Huerta
Keyword(s):  
Higher Education ◽  
United States ◽  
Language Learning ◽  
Global Citizenship ◽  
The United States ◽  
Education Students ◽  
Global Citizen ◽  
Global Citizens ◽  
The World ◽  
English Dominant

Being cognizant of international matters and understanding of cultures other than one's own are standards that indicate global citizen readiness. Cultural competency and international mindfulness inherently fosters opportunities for dialogue and developing relations between countries. Higher education students in the United States are instructed in an English-dominant environment, a hindrance to their global citizenship preparedness. A facet of global citizenship bids competency in a language other than English and limiting students to one language will isolate them from the rest of the world. The question therefore unfolds around the benefits of bi/multilingualism and the accessibility of language particularly in self-proclaimed worldly universities. Ultimately, cultural and developmental language learning in United States is neglected, birthing a second language illiteracy crisis in higher education.

scholarly journals Translation as Charitable Currency: Internationalization Through International Alumni Giving

2020 ◽  
Vol 11 (Winter) ◽  
pp. 199-202
Author(s):  
Zachary Taylor
Keyword(s):  
Higher Education ◽  
United States ◽  
Language Learning ◽  
English Language ◽  
The United States ◽  
Access To Higher Education ◽  
Higher Education System ◽  
English Speaking ◽  
International Alumni ◽  
Currency Internationalization

As higher education continues to internationalize, the United States higher education system remains a predominantly English-speaking entity. This research-in-progress will examine how United States institutions of higher education engage with English-language learning international alumni to explore how these alumni are asked to give back to their alma mater. I hypothesize that many institutions of higher educaiton may be perpetuing academic capitalism by viewing international alumni as sources of financial support and not as sources of rich linguistic capital that could be leveraged to further diversify the institution and facilitate equitable access to higher education.

scholarly journals English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

2018 ◽  
Vol 8 (2) ◽  
pp. 724-741
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
The United States ◽  
Strategy Use ◽  
English Language Learning ◽  
College Level ◽  
Social Strategy

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

Uninettuno University for Refugees: a Model of Network for an Education without Boundaries

2020 ◽  
Vol 7 (10) ◽  
pp. 454-466
Author(s):  
Maria Amata Garito
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Arab World ◽  
Knowledge Exchange ◽  
The United States ◽  
Sub Saharan Africa ◽  
Higher Education System ◽  
The World ◽  
Sub Saharan ◽  
The University

In the European countries, and especially in Italy, one of the hardest challenges we are facing these days is the escalating crisis of migrants and refugees coming from the Arab World and Sub-Saharan Africa countries. The history of universities tells us that the first Universities realized a networked model in which students shaped their own study path, moving from one institution to another across Europe in order to attend the lectures by the best lecturers from different Universities. The Medieval higher education system, therefore, acted as a bridge between different cultures, fostering knowledge exchange, sharing and construction based on a networked organizational model, and an educational model promoting discussions and debates (questio and disputatio). Nowadays, ICT technologies, and above all the Internet, allow Universities to re-create a network of knowledge and of students and professors, sharing experiences and competences from different social and cultural backgrounds. The International Telematic University UNINETTUNO developed and implemented an internalization model and a psycho-pedagogic model, whose main characteristics are described in this paper, promoting the collaboration among Universities from the United States, Europe, Asia and above all from the Arab World Countries. Through this collaborations, UNINETTUNO developed the first higher education portal in the world which is available in 5 languages (Italian, English, French, Arabic and Greek), enrolled students from 168 countries of the world. The success of these international cooperation activities inspired UNINETTUNO in the creation of an Internet-based portal (The University for Refugees — Education without Boundaries, that will be presented in this paper) allowing refugees and migrants to access the University for free from any place across the world, providing services like: Recognition of the study title, Recognition of Professional Skills, Language Learning courses, Health Services, Mutual Rights and Duties. This initiative, launched in 2016, became a true laboratory of intercultural and interlingual communication that promotes a truly effective model of cooperation and inclusion with refugees and students from different parts of the world.

scholarly journals Validation of the academic management evaluation instrument based on principal component analysis for engineering and technological courses

2015 ◽  
Vol 35 (2) ◽  
pp. 96-102 ◽  
Author(s):  
Albano Oliveira Nunes ◽  
Thomaz Edson Veloso da Silva ◽  
João Cesar Moura Mota ◽  
André Lima Ferrér de Almeida ◽  
Wagner Bandeira Andriola
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Principal Component ◽  
Diagnostic Process ◽  
Mathematical Treatment ◽  
College Level ◽  
Evaluation Instrument ◽  
Engineering Programs ◽  
Management Evaluation ◽  
Starting Point

<p class="Abstractandkeywordscontent"><span lang="EN-US">In recent years, the expansion of higher education in Brazil has led to a series of demands related to aspects concerning training at the college level. These processes relate to: academics, professionals, entering in the labor market, among others. In this context, an important aspect is the quality of the courses. Thus, the evaluation becomes a critical diagnostic process of reality and starting point for possible interventions to be put in practice by the coordinators of the programs. This article presents the results of a questionnaire administered at the Federal University of Ceará (UFC), especially to  Systems &amp; Digital Media and Engineering Programs professors. This research aims to identify how the professors from each department see the administrative procedures developed by the departments and also investigate the possibility of using Principal Components Analysis (PCA) as a support for management of the higher education training. The methodology included the implementation of Likert scale questionnaire and subsequent mathematical treatment with PCA. The results indicate the potential application of PCA to support the management of higher education; it was possible to extract preliminaries inferences related to management methods and their characteristics. <span class="hps">This suggests</span> <span class="hps">the possibility</span> <span class="hps">of developing the</span> <span class="hps">Educametrics field.</span> </span></p>

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