ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing the Quality of University Career Services in Taiwan: Perceptions of University Alumni
Author: Ho, Hsuan-Fu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Alumni,Career Counseling,Career Education,Guidance Centers,Graduate Surveys,Needs Assessment,Task Analysis,Occupational Information,Gender Differences,Institutional Characteristics,Work Experience,College Graduates

An adequate supply of a high quality labor force is crucial for national economic and social well-being; consequently, nations worldwide have placed significant emphasis on university graduate employability. Nonetheless, in Taiwan, a mismatch between knowledge acquired in universities and competences required by the job market has dramatically encumbered the supply of a high quality labor force. Thus, this research endeavored to determine the major career services that should be offered in higher educational institutions to alleviate the aforementioned human resource problems. The analytic hierarchy process was adopted as the major instrument for calculating the relative importance of each career service task, and 169 university alumni working in four major career fields participated in this research. The results indicated that participants from different career fields and who graduated from different colleges at different times have very different opinions of job service requests; therefore, universities should seriously consider the differences among students and provide the necessary services for each student in line with his/her particular requests. Moreover, although almost all participants agreed that sharpening students' job-search and interview skills was crucial in assisting students to find their first jobs, this service was extremely insufficient in universities, and universities thus have to place particular emphasis on this task in the future.
Collapsing the Binary in Gloria Anzaldúa&apos;s &quot;Borderlands&quot;
Author: Fike, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Authors,Teaching Methods,Critical Reading,Critical Thinking,Writing Instruction,Course Descriptions,Figurative Language,Self Concept,Ethnicity,Females,Mythology,Multiracial Persons,Mexican Americans,Poetry,Higher Education

In this article, the author discusses binary oppositions and the imperative of achieving a middle way with his sophomore &quot;Critical Reading, Thinking, Writing&quot; students in connection with chapters 3 and 5--&quot;Entering Into the Serpent&quot; and &quot;How to Tame a Wild Tongue&quot;--in Gloria Anzaldúa's &quot;Borderlands/La Frontera: The New Mestiza&quot;, which advocates creating a new third thing that is greater than the sum of its parts. He and his students use the text as a laboratory to illustrate the play of binaries and their resolution into balanced dualities. This essay maps his pedagogical approach and provides an aid to instructors. After describing his &quot;Critical Reading, Thinking, Writing&quot; course and showing how Anzaldúa fits into it, he discusses how related thinkers helpfully illuminate her project, especially with regard to binaries and common ground. The essay then employs collapsing the binary to demystify some of the text's difficult background material. In addition to showing how binaries may transform into a new third thing, this section provides discussion questions for students and possible answers for instructors, including an interpretation of the Juan Diego story as a little allegory of balanced opposites. The conclusion examines common ground as a recurring theme in Anzaldúa's writings, and a brief Appendix sketches additional critical-thinking approaches to the two chapters.
Comic Book Project as a Tool for Teaching Multimodal Argument and Fostering Critical Thinking Skills: Implications for the L2 Writing Classroom
Author: Kang, Hee-Seung
Date: 2017-00-00
Type: Journal Articles
Subjects: Cartoons,Second Language Instruction,College Students,Writing Instruction,Teaching Methods,Scaffolding (Teaching Technique),Foreign Students,Prior Learning,College Freshmen,English (Second Language),Persuasive Discourse,Critical Thinking,Thinking Skills

In this article, Kang discusses how she scaffolded a comic book project in a university L2 writing class and argued for its pedagogical value in teaching multimodal argument and fostering critical thinking skills. Although this project was assigned in a specific university L2 writing class, it can be adapted to other types of writing courses and as a different type of assignment. For example, the length of the comic book can be shortened to 1-2 pages, and its purpose can be modified to fit other learning goals, such as summarizing a traditional text or explaining a concept to a specific audience. Comic book assignment can be used to scaffold for another assignment or develop students' genre awareness. For example, after writing an academic paper, students can present the content of the paper in the form of comics. By comparing and contrasting an academic paper with comics, students can be better prepared to write in a wide variety of contexts. Through creating a storyline and constructing a message through visuals and texts, a comic book assignment can foster students' understanding of how design and rhetorical conventions contribute to an argument's meaning and persuasiveness. It can also further reinforce students' critical thinking skills as they examine the effectiveness of their choices. The comic book has much to offer to an L2 writing classroom, but it can be challenging in a number of ways. The comic book project needs careful scaffolding, and it can be more time-consuming for instructors when compared to traditional writing assignments. If a student is not familiar with the comic book genre, he or she may struggle to learn the conventions quickly. Despite the challenges, incorporating a comic book assignment into a university L2 writing course offers exciting opportunities for teaching multimodality and critical thinking. Kang believes that the benefits of the comic book are not limited to developing multimodal literacies and critical thinking; in her class, the comic book assignment allowed students to reflect their experiences, engage with a topic of their interest and developed a sense of ownership. It is her hope that more L2 writing teachers will explore comics and what they have offer to their classroom
How a Comic Book Assignment Can Help Students Learn the Value of Research Evidence
Author: Assad, Mary K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cartoons,Picture Books,Assignments,College Students,Freshman Composition,Teaching Methods,Instructional Design,Evidence,Writing Assignments,Writing Instruction,Evaluative Thinking,Story Telling,Student Research,Student Evaluation,Scoring Rubrics

In this article, the author discusses a graphic narrative or comic book writing assignment in greater detail to demonstrate the pedagogical benefits of teaching comics in the writing classroom. She argues that by assigning students a comic book project, writing instructors can promote competence in academic discourse by helping students learn and evaluate different forms of evidence. As a common outcome in first-year composition classes, the ability to assess and use evidence often presents a challenge to students who struggle to distinguish between academic sources and anecdotal evidence drawn from personal experience or conversations with others. Assad suggests that a comic book assignment recognizes and deems important the stories and personal experiences students bring to the classroom. It gives them a space for writing and sharing these stories, but it also guides them toward adapting the claims they make in the comic book to a formal academic paper that draws upon formal academic research. In this way, the comic book makes apparent the difference between the statements &quot;this is the case because I believe it&quot; and &quot;this is the case because research tells us so.&quot;
Critical Intercultural Practice: Learning in and for a Multicultural Globalizing World
Author: Killick, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Intercultural Programs,Critical Theory,Educational Practices,Global Approach,Culturally Relevant Education,Educational Principles,Global Education,College Programs

Universities fail to offer equitable learning experiences for their diverse students. At the same time, the value of diverse student identities and perspectives remains largely unrealized. In a globalising higher education context, these issues are exacerbated while the post-national university is increasingly complicit in advancing the neoliberal project and neglecting its potential to enable its diverse students to enhance social justice locally and globally. Although much current practice in outcomes-based higher education contributes to each of these processes, its underpinning theories of learning and its design features are compatible with more expansive and inclusive aspirations. Drawing upon critical and culturally relevant pedagogies, this article presents principles for the development of &quot;critical intercultural practice&quot; to empower all students in and for a multicultural globalizing world.
Youth in Foster Care as Victims and Perpetrators of Teen Dating Violence
Author: Chalmers, Colleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Child Abuse,Family Violence,Victims,Dating (Social),Foster Care,Youth,Behavior,Academic Achievement,Social Life,Board of Education Policy,Intervention,Adolescents

Youth who experience child abuse and family violence have a greater likelihood of being a victim or perpetrator of teen dating violence (Foshee et al., 2008; Wolfe et al., 2009). This article discusses the impact of dating violence on foster youth's behavior, academics, and social life. Currently, there are very few resources and evidence-based practices for school counselors who work with this population. Recommendations are provided for (a) implementing and improving district policies, and (b) developing and implementing programs to prevent, identify, and intervene in violent relationships (Wekerle et al., 2009).
Creating Peace across Borders: The East-West Path to Unity
Author: Mitrayani, Dian
Date: 2018-00-00
Type: Journal Articles
Subjects: Peace,Personal Narratives,Foreign Students,Student Experience,Educational Environment,Student Motivation,Intercultural Programs,Nonprofit Organizations,Student Adjustment,Friendship,Coping,College Graduates,Autobiographies

This article is based upon autobiographical narratives of two students exploring their experiences in finding commonality through an institutionalized domestic and international student community. Both students' paths intersected at the East-West Center (EWC), an independent, public, nonprofit organization formed by the US Congress in 1960 with the goal of bringing people together through cooperative study, research, and dialogue. The co-authors describe various factors that facilitated cultivating inner peace and minimize imposed oppressive tendencies. In particular, they analyze the importance of a learning environment that motivates each student to deeply reexamine their relationship to cultural and disciplinary boundaries, through exposing them to multifaceted perspectives. Their conclusions highlight the importance of EWC as a place where both domestic and international students can build dialogue, debate, and learn from each other, across disciplinary sectors in a relaxed setting. EWC, with its unique diplomatic-building environment, is a learning prototype that has the potential to unify global diversity through developing unique partnerships of empowerment.
Increasing School Counselors&apos; Understanding of Factors That Influence Latina/o Adolescents&apos; College-Going Beliefs
Author: Vela, Javier Cavazos
Date: 2018-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Adolescents,College Attendance,Predictor Variables,Mental Health,Psychological Patterns,Cultural Influences,Multiple Regression Analysis,Life Satisfaction,School Counselors,Surveys,Acculturation,Mexican Americans,Rating Scales,Questionnaires,High School Students,Statistical Analysis,Measures (Individuals),Depression (Psychology),Symptoms (Individual Disorders)

A quantitative, predictive design was used to explore how positive psychology, mental health, and cultural factors influenced Latina/o adolescents' college-going beliefs. By using multiple regression analysis, findings indicated that hope and life satisfaction were significant predictors of college-going beliefs. We provide a discussion regarding the importance of these findings as well as recommendations for school counselors.
Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action
Author: Spitzman, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: Intercultural Programs,Theory Practice Relationship,Praxis,Power Structure,Advantaged,Ethnography,Partnerships in Education,Teacher Student Relationship,Teacher Collaboration,Intercultural Communication,Interpersonal Competence,Aggression,Race,Interviews,Racial Identification,Program Evaluation,College Curriculum,Asians,Foreign Students,Foreign Countries,Socioeconomic Status

This article describes the origin and curriculum of Identity Dialogues, a program which facilitates conversations about power and privilege among international and domestic students. It was developed as a result of findings from an ethnographic study of an unstructured conversation partner program at the same institution. The study found that power-laden issues were influencing the interactions and confirmed that intercultural competence development has to be actively facilitated (Bennett, 2009). Identity Dialogues sessions start with an examination of participants' own cultural histories and then they are guided to analyze stereotypes and microaggressions. Finally, participants create action steps for fostering intercultural competence in their communities.
Developing a Host Culture for International Students: What Does It Take?
Author: Marangell, Samantha
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Cross Cultural Training,Sense of Community,Student Adjustment,Cultural Activities,Community Education,Social Integration,Student Experience,Global Approach,Barriers,School Community Programs,School Community Relationship,Change Strategies,College Students

This article argues that international student integration is not only a university issue, but a community one. Thus, the next step for universities' internationalization strategies requires expanding efforts to include engagement with the greater community and bringing a community-based approach to internationalization processes. Doing so will both better serve the international student population and also create a more well-rounded internationalized university experience for all students by acknowledging and harnessing the inherent diversity of the local community. In particular, this article discusses the university's role in facilitating such a community based approach. It will then examine possible strategies and practical suggestions for how universities can step beyond campus-specific policies and instead foster student engagement with and within the greater local community.
Peers to Peers: Developing a Student-Coordinated Conversation Partner Program
Author: Aaron, Ron
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Relationship,Partnerships in Education,College Students,Foreign Students,Intercultural Communication,Communication Skills,Friendship,Intercultural Programs,Personal Narratives,Cultural Awareness,English (Second Language),Native Speakers,Faculty Advisers,Student Leadership,Native Language,Second Language Learning

The lack of meaningful interaction between domestic and international students is a persistent concern in international higher education. Conversation partner programs are a promising measure to promote the rich and repeated contact necessary for the development of intercultural relationships and communication skills. This article describes the process of launching and managing a successful student-coordinated conversation partner program with no or minimal funding. The five core team members (two faculty advisors and three student leaders) explain why they created or joined the program, their responsibilities, what worked, what was challenging, and what they recommend should other institutions want to start a similar program.
International Education Is Political! Exploring the Politics of International Student Mobilities
Author: Waters, Johanna L.
Date: 2018-00-00
Type: Journal Articles
Subjects: International Education,Student Mobility,Politics of Education,Educational Practices,Educational Change,Student Experience,Foreign Policy,Foreign Students,Recognition (Achievement),Prior Learning,Institutional Characteristics,Higher Education

This article argues that, to date, debates (both public and academic) around international students and the internationalization of higher education have been overly concerned with economic issues and insufficiently attentive to the political ramifications of associated changes in educational practices. It takes seriously a call made by Madge et al. (2009), in which they assert that notions of &quot;engaged pedagogy&quot; and &quot;responsibility&quot; need to be explored in relation to international student experiences. Debates have thus far neglected the wider &quot;politics&quot; (with a small &quot;p&quot;) that underpin the relationship between international students and their &quot;host&quot; university. An awareness of these political relationships has the potential to encourage progressive practices within the institution of the university, including the campus. The article examines the case of transnational education programs in Hong Kong, and considers why a political perspective on international student mobilities is important. The wider goal of this article is to inject some much needed &quot;politics&quot; into discussions of international--and domestic--student experiences.
Communications Preferences among International Students: Strategies for Creating Optimal Engagement in Programs and Services
Author: Ammigan, Ravichandran
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Preferences,Interpersonal Communication,Communication Strategies,Statistical Analysis,Student Attitudes,Information Needs,Student Personnel Services,Student Surveys,Social Media,Interaction,Interpersonal Competence,Holistic Approach,Models

As U.S. institutions continue to welcome larger and more diverse populations of international students, campus support offices are also expected to adjust their programming and outreach strategies to engage a wider student audience and provide them with key information and services. This quantitative study examines the communications preferences of degree-seeking international students enrolled in a mid-size U.S. university. It specifically investigates students' preferred methods of communication, patterns and frequency in sending and receiving messages, and the types of information they prefer to be informed of. The survey also looks across a number of communication media including email, social media, print communications, and face-to-face interactions to better understand how resources may be directed to individual channels. The authors argue that the most impactful engagement model requires an accompanying, analytics-driven communications strategy to support international students during their stay on campus.
Building Bridges across the International Divide: Fostering Meaningful Cross-Cultural Interactions between Domestic and International Students
Author: Rose-Redwood, CindyAnn
Date: 2018-00-00
Type: Journal Articles
Subjects: Cross Cultural Training,Interaction,Foreign Students,Social Integration,Friendship,Personal Narratives,Student Experience,Case Studies,Intercultural Programs,Interpersonal Communication,Interpersonal Competence,Interpersonal Relationship,Peer Relationship,College Students

In this article, we consider the ways in which both formal and informal social practices at colleges and universities can lead domestic and international students to engage in meaningful cross-cultural interactions. Employing a narrative-based approach, we reflect upon our own personal experiences as domestic students who developed close friendships with international students at two higher education institutions in the United States at the turn of the twenty-first century. In one case, an international friendship grew from a formal, university-sponsored conversation partner program organized by the university's international office, and, in the other case, a close friendship with an international student emerged through informal social interactions on a college campus. Taken together, these cases suggest that higher education settings have the potential to be spaces of meaningful cross-cultural interaction. However, this requires an active commitment on the part of both domestic and international students to engage in social interactions across the international divide.
Community, Identity, and International Student Engagement
Author: Mettro-Roland, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Foreign Students,Social Integration,Interpersonal Relationship,Sense of Community,College Environment,Intercultural Programs,Student Adjustment,Identification (Psychology),International Education,Cultural Awareness

This article explores the insights of cosmopolitanism as they relate to questions of international student inclusion. Enacting policies and practices that highlight a rooted cosmopolitanism, one where particular attachments are partially constitutive of identity, offers one way to successfully foster inclusion. Membership in particular communities need not stand as an obstacle to engaging; instead, values provide not a barrier but a means by which intercultural engagement can occur. One approach is to create communities organized around shared markers beyond national identity alone. This article illustrates this by highlighting the process of organizing a diverse group of international students in order to create a sense of community, a home base, so to speak, which served to foster both a sense of belonging and further social engagement with the university community.