ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Way to Work
Author: Moreno, Phil
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,COVID-19,Pandemics,Admissions Counseling,Conferences (Gatherings),Videoconferencing,Computer Mediated Communication,Higher Education

Like most National Association for College Admission Counseling (NACAC) affiliates, the Western Association for College Admission Counseling (WACAC) earns most of its revenue from a trifecta of professional development events: Share, Learn, Connect (SLC) sessions, college fairs, and an annual conference. Last summer when the WACAC executive board met, it was known that the events couldn't be held in-person and therefore, the budget would once again be severely impacted. A year later, WACAC ended the most unprecedented year in its' 53-year history by approving free membership for community-based organizations--a valued segment of the professional community whose commitment and engagement garnered more than $250,000 in revenue for the virtual events--and approving a proposed balanced budget that brings the WACAC back to pre-pandemic levels. By leveraging key business partnerships, the WACAC board committed to serving its membership even if it meant trying something new (i.e., a virtual annual conference) and harnessing the collective work of its members. Ultimately, WACAC survived the global pandemic stronger, more relevant, and necessary than ever.
The &apos;New&apos; Nontraditional Students
Author: Leggins, Shanell
Date: 2021-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Adult Students,College Students,Student Needs,College Transfer Students,Reentry Students,Educational Change,COVID-19,Pandemics

It is becoming more and more common for adults to delay their education and enroll in college one or more years after they have graduated from high school. Typical reasons why a student starts later in life may include military deployment, a career change, lack of financial resources, and/or learning disabilities that hinder academic success. Because of the obstacles these nontraditional students face, it is crucial for them to research potential colleges to ensure the school they ultimately choose will provide them the necessary support. There are three main types of adult learners: graduate and professional students, degree-completers, and neotraditional students. Students are considered neo-traditional if they fall into any of the following subcategories: first-generation, parent-students, veterans, Pell-eligible, and those that have transfer credits from a previous institution. At the end of the day, regardless of how much effort and work colleges and universities invest into recruiting nontraditional students, there are always going to be some that either need to scale back their coursework or &quot;stop out&quot; for the first, second, or even third time. Instead of giving up on these students, schools need to map out a clear pathway for students to come back to school, take courses, and eventually complete a degree. Advisers and counselors can reach out to students who aren't enrolled, using kindness to create and maintain a sense of community and ensure students know the door is always open. Making it &quot;easy&quot; for students to return also relieves the stress and burdens of applying to colleges and universities.
The Seduction of Study Abroad Experiences: Three University Educators&apos; Search for Personal &amp; Professional Meaning
Author: Hemmer, Lynn M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,College Faculty,Reflection,Teaching Experience,Foreign Countries,Intercollegiate Cooperation,Teaching Methods

In this article, the authors use Bleicher's (2006) conceptualization of &quot;Bildung&quot; as a very individual and never-ending process of critically assessing knowledge as they seek to recast the boundaries of a study abroad experience to include it as a high-impact, transformative exercise for faculty. Autoethnography and personal narratives were used (Denzin, Lincoln, &amp; Rolling, 2006; Ellis &amp; Bochner, 2006) as the mode of inquiry, in which the authors lay bare the authentic and genuine examination of their lived experiences. Getting to know the details of their individual study abroad experiences allowed the authors to frame and re/frame their own dreams, dilemmas, and choices. These reflections provide insight into how study abroad can be leveraged as a high-impact practice for faculty transformation. This line of inquiry is largely absent from the literature, but this article may be a starting point for further research and, hopefully, the establishment of using study abroad as a high-impact practice for faculty development.
The Possibilities of Plantation Field Trips as Sites of Racial Literacy
Author: Duncan, Kristen E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Field Trips,Slavery,History Instruction,Race,United States History,Historic Sites,African American History,Student Experience,African American Students

On a fall Thursday afternoon, the author sat with students, who were preservice social studies teachers, and discussed approaches to teaching slavery to high school students. As the discussion continued, the author began to ask about their experiences learning about the institution of chattel slavery in the United States South. During this conversation the author formed questions about plantation field trips: What do students experience on plantation field trips? Did students leave these field trips with a greater understanding of how the institution of slavery laid the foundation for contemporary racial disparities and hierarchies? How did Black students experience these field trips? As a descendant of enslaved Africans who grew up in a large metropolitan area in the South, the author had never visited a plantation, and had never been interested in doing so. The author immediately began to think about Black students who attended these field trips with their White classmates. More than a century and a half after the end of the Civil War, dozens of plantations in South Carolina are still available for tourists to visit. While the author knew that the best way to answer this flood of questions would involve taking students to visit a plantation, the author also understood there to be a great possibility that such sites could cause harm to students. For this reason, the author decided to visit Magnolia Plantation and Gardens, which claims to be the most visited plantation in South Carolina, alone. Using racial literacy as a conceptual framework for this autoethnographic study, the author embarked on this plantation visit wondering about the possibilities for visitors gaining a sense of racial literacy upon their visits to this former rice plantation.
Pacific Relationalities in a Critical Digital Space: The Wellington Southerlies as a Leadership Experience
Author: Sanga, Kabini
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Indigenous Populations,Indigenous Knowledge,Leadership Responsibility,Computer Mediated Communication,College Faculty,COVID-19,Pandemics,School Closing,Disease Control,Cultural Relevance,Autobiographies,Ethnography

Understanding, articulating and managing relationality, the state of being related, is a central feature of research, teaching and other people-centred matters in the Pacific. Although various groups in this diverse region, Indigenous and otherwise, bring their own concepts and protocols to relationships, physical, social and spiritual connection are salient. Connection is most visible between people but also extends to other entities, including land. Recent events have accelerated the significance of connections constructed in virtual space, such as through conference calls augmented to facilitate presentation and discussion. This phenomenon, relatively new in Pacific academic practice, re-draws attention to relationality in a novel context. In this article we look at one such initiative through the lens of relational leadership to understand the role of leadership in the deliberate curation of a virtual space. The setting is the inaugural Wellington Southerlies virtual &quot;tok stori.&quot; This event, attended by over 90 students and academics from across the region, is discussed through the experiences of four of the events' instigators who were also active during the session as co-presenters, chair and &quot;Hautohu Matua&quot; or advisor. The discussion examines how the experience of Pacific orality affected our (re)framing of leadership in a digital space. Our learning points to ways relationality may be invoked, enabled and shaped by dialogic, relational leadership in virtual spaces so as to mediate limitations and construct new possibilities in a world where technology is fast affecting the ways we gather information and communicate one with another.
&quot;Kanne Lobal&quot;: A Conceptual Framework Relating Education and Leadership Partnerships in the Marshall Islands
Author: Jim, Danny
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Indigenous Populations,Pacific Islanders,Culturally Relevant Education,Leadership Styles,Instructional Leadership,Educational History,Educational Research,Cultural Influences,Cultural Capital,Social Capital,Elementary Schools

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight &quot;Kanne Lobal,&quot; a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop &quot;Kanne Lobal&quot; in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through &quot;bwebwenato,&quot; a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves.
&quot;In Our Language&quot;: Imagining a Pacific Research Journal in Terms of Language and Stakeholder Position and Engagement
Author: Hemi, Keakaokawai Varner
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Research Reports,Writing for Publication,Pacific Islanders,Malayo Polynesian Languages,Indigenous Populations,Periodicals,Cultural Influences,Cultural Relevance,Language of Instruction,Racial Bias,Ethnicity,Language Maintenance,Stakeholders,Role

A scan of academic databases shows research publications covering every topic from impending death in the &quot;Journal of Near-death Studies&quot; to keeping potatoes safe in the &quot;Journal of Potato Storage.&quot; The most popular languages for publications are in English, followed by French, German, Spanish and Chinese. While Chinese is the least popular, there are, nevertheless, over 1,400 Chinese language journals. As at March 2021, a search of the University of Waikato's library databases shows more than 72,000 published papers that focus to some degree on the Pacific. However, not one of those papers is published in a dedicated journal by, or among, Pacific peoples in their own languages. The University of Waikato recently launched a new online Pacific academic journal which has been created by Pacific scholars for Pacific scholarship in Pacific languages. It is designed to address the research publication gap and other ethical, equitable and cultural issues associated with medium of expression and stakeholder position and engagement. This digital initiative has been launched as a global pandemic continues to impact connection and relationality. With this in mind, this article first examines the context and issues around language and research in terms of discrimination, ethics and other risks. Next, the article discusses the vulnerability and positionality of Pacific scholars, learners, peoples and communities in relation to the research publications. In the third and final part, the article describes the journal initiative generally and the hopes for it--with a blatant invitation to other scholars to participate.
The Hanuju of &quot;Writing Each Other&quot; in Aotearoa during COVID-19 and the Coexisting Event(s) of the BLM (Black Lives Matter) Movement
Author: Taito, Mere
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Cultural Influences,Foreign Countries,Poetry,Story Telling,Racial Bias,Social Justice,Writing (Composition),Pacific Islanders

Every poem has a creation talanoa: a story of how it was written. In a Rotuman context, 'talanoa' or story, can either be a 'rogrog/o' or 'hanuju'. From conception to final drafting, the creation hanuju can reveal the often-volatile relationship between a poet's internal self-talk and external historical and contemporary experiences. Memories (shaped by external experiences) will feed mulling, reliving, and reimagination (internal self-talk) and can consequently and impulsively set off the content, tone, form, and literary techniques of a poem into unanticipated directions. It is not uncommon for a poet to step away from a stanza and reflexively ask, 'How did I get here?!' Other external factors of poetic crafting are the social and political climate of the time of writing, the purpose and specifications of a commissioned task, and research. Research is necessary if a poem insists on wandering into ragged and unfamiliar territory. Of all these factors, current socio-political climate is perhaps the most influential in mobilising communities and individuals to engage in creative thinking and writing. This article is a one-way (because as a reader, you are not in the position to interrupt me) hanuju of my creative process of writing the poem &quot;Writing each other&quot; during COVID-19 and the concurrent event(s) of the BLM movement. This hanuju critically discusses the themes of remembering obedience, moving over in honour of disobedience, and conceding power that emerged as a vison for unity and kotahitanga. In essence, this hanuju is largely a story of disobedience: a celebration of my mapiga (grandmother) Lilly's gift of Rotuman language storytelling and the centring of the Rotuman language in a poem written for a predominantly mixed audience in the Waikato region of Aotearoa.
The Virtual &quot;Faikava&quot;: Maintaining &quot;Va&quot; and Creating Online Learning Spaces during COVID-19
Author: Henry, Todd M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Pacific Islanders,Indigenous Knowledge,Interaction,Interpersonal Relationship,Collectivism,Cultural Influences,Computer Mediated Communication,Social Media,Disease Control

COVID-19 has had a major impact on collectivist cultures and their means of social interaction and maintaining contact with those in their wider community. This has particularly been the case for Pacific peoples living in diaspora, with COVID-19 preventing travel home and social distancing and forced lockdowns restricting the ability to gather. This has also impacted &quot;va,&quot; the Pacific concept of 'relational space' critical to connectivity and maintaining relationships. This paper explains the creation of virtual &quot;faikava&quot;; online meeting environments in which Pacific kava users meet, maintain &quot;va,&quot; connect with those at home and in the wider diasporic community and learn, while consuming their traditional beverage kava.
Weaving CLES-FS and Talanoa to Capture Fijian Student&apos;s Science Learnings: Exploring Possibilities
Author: Chand, Alvin Vikash
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Student Attitudes,Constructivism (Learning),Science Instruction,Secondary School Science,Secondary School Students,Student Needs,Culturally Relevant Education,Teaching Methods,Identification (Psychology),Educational Environment,Group Activities,Student Participation

This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-COVID context.
Whites-Only Anti-Racist Groups: Promise &amp; Perils
Author: Puchner, Laurel
Date: 2021-00-00
Type: Journal Articles
Subjects: Whites,Critical Theory,Race,Groups,Racial Bias,Accountability,Minority Groups

The purpose of this collaborative reflective article is to explore the promises and problems of whites-only anti-racist groups. Throughout the article, the authors analyze such groups by applying three lenses to a set of critiques of whites-only anti-racist groups: (1) critical race theory (CRT); (2) journaled experiences of the first two authors who participated in such a group; (3) and reflections on those journaled experiences by the third author.
Attitude Change and Action in a Course Aiming for the Social Justice Turn
Author: Cattaneo, Lauren B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Social Problems,Poverty,College Students,Outcomes of Education,Attitude Change,Social Class,Student Characteristics,Civics,Social Action,Activism,Financial Problems,Association Measures

This article describes a longitudinal study of a social justice-oriented service-learning course at a large diverse university. The course elucidates the social causes of social problems, with poverty as a case example. Research shows that service-learning meaningfully impacts college students but that outcomes vary across courses and students, and scholars have called for greater attention to these sources of variation and mechanisms of change. Placing social justice at the center of this inquiry means focusing on a particular subset of outcomes and student characteristics. The study evaluated changes in outcomes central to social justice pedagogy, including explicit and implicit attitudes, explored whether these changes were moderated by students' social class, and tested whether attitude changes predicted civic behavior a year later. Compared to a control group (n = 172), students who took the course (n = 113) increased systemic attributions for poverty, decreased individualistic attributions, increased their awareness of class privilege, and increased their general social justice attitudes. They increased their civic action in terms of political action and general civic engagement. Implicit attitudes did not shift. Students who experienced more financial stress changed less in terms of deficit-oriented thinking but changed more in terms of system-oriented thinking. Pedagogical implications for social justice-oriented courses are discussed, including the need to consider techniques targeting deficit-oriented thinking and system-oriented thinking separately.
Critical Information Literacy and Critical Service Learning: Potential Partners in Students&apos; Social Justice Learning?
Author: Brewster, Andrea E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Social Justice,Social Action,Social Responsibility,Information Literacy,Service Learning,Partnerships in Education,Librarians,College Faculty,Undergraduate Students,Student Attitudes,Student Research,Consciousness Raising,Late Adolescents,Assignments,Private Colleges,Religious Colleges

Critical information literacy (CIL) and critical service learning (CSL) have developed in parallel over recent years but have yet to intersect robustly. Rooted in critical theory, these approaches emphasize both conceptual frameworks and practices that center questions of social inequality in our teaching and learning practices--and in our universities as institutions. A small body of literature suggests that students' social justice understanding is deepened when engaging with research-intensive assignments. Within this study, we explored students' understanding of social justice in connection with research-intensive and non-research-intensive course assignments. Using a semi-structured interview technique, we interviewed 23 undergraduate students from 15 different CSL courses over an academic year at a private, West Coast, faith-based university. Our intention within this article is to highlight under-researched CIL pedagogy and curriculum within CSL and to put forth a call to action to university faculty and librarians to collaborate in further research.
Developing Critical Consciousness: The Gains and Missed Opportunities for Latinx College Students in a Sport-Based Critical Service-Learning Course
Author: Castillo-Montoya, Milagros
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,College Students,Reflection,Writing (Composition),Service Learning,Consciousness Raising,Educational Benefits,Religious Factors,Social Action,Athletics,Leadership Training

Critical service-learning is a form of engaged pedagogy that supports development of students' critical consciousness. However, critical service-learning continues to prioritize the development of white students, oftentimes at the expense of marginalized communities and minoritized college students. This study seeks to disrupt this approach by examining the attributes of Latinx critical consciousness present in 30 reflective writing entries written by six Latinx college students enrolled in a sport-based critical service-learning course for a semester. Findings demonstrate how the course aligned with students' Latinx critical consciousness and how Latinx critical consciousness went beyond the focus of the course. Study findings have implications for service-learning practitioners and scholars who want to further consider how curriculum and practices in critical service-learning courses can center racially minoritized students' critical consciousness. [This paper was presented at the Association for the Study of Higher Education (ASHE) conference, fall 2020.]