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

• Author: Sanger, Catherine Shea.
• TeilnehmendeR: Gleason, Nancy W.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (310 pages)

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.