ethanporcaro/eric-fulltext-meta huggingface dataset:
College Faculty&apos;s Narratives of Addressing Gender-Based Violence at a Higher Education Institution in Delhi (India)
Author: Saini, Ruchi
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Gender Issues,Violence,Foreign Countries,Teaching Experience

Despite the central role played by faculty as teachers, advocates, and policymakers in addressing gender-based violence (GBV) within higher education institutions (HEIs), their experiences have received limited attention in the context of India. The study seeks to fill this research gap by exploring teaching faculty's (n=10) experiences with addressing GBV at a public HEI in Delhi (India) through the use of narrative inquiry. Analysis of data from a pilot interview with an associate professor at the college reveals that female students who experience GBV typically refuse to lodge a formal complaint due to the fear of social stigma, and advocating for them in the absence of institutional support takes a psychological toll on the faculty. Further, safeguarding the college's reputation is a key concern for the organization, which often dissuades victims from coming forward. The preliminary findings highlight the need for greater institutional support for HEI faculty in India to advocate for survivors of GBV and draw attention to the nexus between the gendered social structure at the macro level and institutional/personal responses to GBV at the meso and micro level.
&apos;Edugration&apos; as a Wicked Problem: Higher Education and Three-Step Immigration
Author: Brunner, Lisa Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigration,Higher Education,Skilled Workers,Student Recruitment,Foreign Students,Role of Education,Ethics,International Education,Research Needs,Educational Policy,Public Policy,Student Mobility,Problems,College Graduates,Employment Opportunities

Two-step immigration is now a well-established policy strategy in countries such as Australia, Canada, and the U.S. to retain so-called 'highly skilled,' or higher-wage, immigrants. However, as this paper argues, the specific recruitment and retention of post-secondary international students in some contexts has become a distinct three-step form of immigration, shifting the role of higher education in society. The term &quot;edugration&quot;--an amalgamation of 'education' and 'immigration'--is proposed to describe this system. This paper also contends that &quot;edugration&quot; presents an ethically wicked problem (Rittel &amp; Webber, 1973), requiring not only increased attention from higher education, international education, and (im)migration scholars, but also a shift in our analytic approach. [The publication year (2022) on the .pdf is incorrect. The correct year is 2021.]
Exploring Bilingual Ideology and Identity of EMI Medical Teachers and Students in China&apos;s Mainland
Author: Qin, Paiwei
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Ideology,Teacher Attitudes,Language of Instruction,English (Second Language),Medical Schools,Student Attitudes,College Students,Medical Education,Identification (Psychology)

This qualitative research-in-progress investigates the bilingual ideology and identity of EMI (English-medium-instruction) teachers and students at a Chinese medical university. The study aims to enrich the understanding of bi/multilingualism in the context of EFL (English as a Foreign Language) from domestic stakeholders' perspectives. The researcher conducted a series of semi-structured interviews with Chinese medical content teachers and students throughout an academic term. Supplementary research materials include texts, such as lecturers' PowerPoint slides and institutional documents. The preliminary findings suggest that the teachers and students present diverse ideological stances towards bilingualism and that they perform an ambivalent identity: privileged, yet unable to fulfil the expected bilingual identity by self and others, due to ideological and practical constraints. The discussion and potential implications are given in the summary
Pandemic Presentations: The Impact of Masks on Speech Students during the COVID-19 Pandemic and Suggested Best Practices for the Communication Center
Author: Foltz, Kristen
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Hygiene,Disease Control,Clothing,Student Attitudes,Student Satisfaction,Self Esteem,Undergraduate Students,Public Speaking,Verbal Communication,Speech Language Pathology,Allied Health Personnel,Health Behavior

As a result of the COVID-19 pandemic, many states and cities enacted mask mandates requiring masks be worn indoors. As a result, those universities opting to open their doors to in person learning in the 2020-2021 academic year possibly required students to wear masks in the classroom. This study explores the impact of mask wearing on undergraduate speech students who gave presentations or speeches during the pandemic and the implications for communication centers serving those students. Specifically, participants were asked about their self-perceived confidence and satisfaction with the masked presentation as well as whether they changed the content or delivery due to the mask. Most students indicated little to no impact on their confidence or satisfaction as a result of wearing a mask. However, some participants still modified the content of their presentations and a majority indicated they made modifications to their delivery. These results suggests communication centers should focus on providing students with strategies to help them with their delivery while giving an in person presentation while masked.
The Science behind Learning: Practical Applications of Curiosity, Sociality, and Emotion in Communication Center Consultations
Author: Ellis, Jennifer Butler
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning,Personality Traits,Psychological Patterns,Social Influences,Learning Strategies,Academic Support Services,Communication (Thought Transfer),Interpersonal Communication,Communication Skills

How humans learn is a topic explored by many disciplines. Eyler (2018) synthesized research from diverse fields such as developmental psychology, anthropology, and cognitive neuroscience to identify themes important for understanding the science behind learning. Three of these principles have important relevance for center work: curiosity, sociality, and emotion. This paper explores practical strategies, based on these three principles, that consultants in communication centers can use to enhance learning and better assist students.
Building a Successful Communication Center at a STEM Institution through Multidisciplinary Leadership, Programming, and Strategic Partnerships
Author: Velez, Meghan
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Support Services,Communication (Thought Transfer),Interpersonal Communication,Communication Skills,Interdisciplinary Approach,Cooperation,Leadership Styles,Program Design,Partnerships in Education,Tutor Training,Tutoring

Beyond the introductory public speaking course, communication centers can play a significant role in higher education through creating an institutional culture of communication that spans disciplines and through contributing to their institutional mission, strategic plan, and student success initiatives. To do this work, this article argues for the adoption of a multidisciplinary approach to communication centers, achieved through three key strategies: collaborative, multidisciplinary leadership; diverse communication center programming; and strategic partnerships. Implementing a Co-Director leadership model allows representation from multiple disciplines, resulting in a stronger communication center better able to innovate, refine, achieve goals, and respond to institutional needs. Using a three pillar center structure that incorporates multiple external perspectives and leverages outside knowledge can increase center reach, improve tutor training and tutee experience, grow faculty participation and buy-in, and raise the overall center profile. By prioritizing strategic, multidisciplinary partnerships, this article offers recommendations for new and established centers that can lead to expanded services and stronger support from campus stakeholders to meet changing institutional needs and to cement the center's status as vital to that institution.
Communication Centers as Uniquely Positioned Sites to Strategize &quot;Belonging&quot;
Author: Gann, Jacques
Date: 2021-00-00
Type: Journal Articles
Subjects: Sense of Community,Academic Support Services,Communication Skills,Higher Education,Identification (Psychology),Learner Engagement,Helping Relationship,Group Unity,Self Concept

Merriam-Webster states that belongingness entails &quot;close or intimate relationships, and a sense of belonging.&quot; Humans have a basic and universal emotional need to be an accepted member of a group. In terms of a university setting, Gleiman (2015), states &quot;Ultimately, engagement through the sense of belonging can be one of the most powerful tools institutions of higher education can employ to ensure student success.&quot; Likewise, communication centers are one of the few spaces on a university campus wherein people and relationships are valued over all else (Cuny, 2018). In this article, Jacques Gann argues belonging is an active practice that communication centers need to embrace in order to utilize their unique character within the university to encourage student success. Herein, he focuses on how communication center consultants can foster belongingness with one another inside and outside of the center, thus strengthening the efficacy of the center as a whole. Gann details the elements of Johnathan Haidt's &quot;vital engagement&quot; (acceptance, assistance, and encouragement), ways to achieve active group cohesion, and the importance of forming strong social identities among consultants.
Medical Improvisation Improves Communication Skills among Healthcare Professionals
Author: Preis, Heidi
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Skills,Health Personnel,Medical Education,Creative Activities,Evidence,Physicians,Nurses,Learner Engagement,Training

While medical improvisation is emerging as a promising strategy for communication training, little is known about its effects on interdisciplinary healthcare teams and there is a need to advance knowledge about the impact of engagement during the training on communication skill improvement. We evaluated changes in communication skills among 132 healthcare professionals from one department at a large U.S. medical center who participated in medical improvisation (improv) communication training developed by a multidisciplinary team at a provost-level university-based center dedicated to communicating science. Participants took part in one of 15 single session in-person workshops delivered in October 2020 and co-facilitated by an improv expert and a seasoned clinician-scientist leader. Participants completed questionnaires regarding their communication skills before and after taking part in the training. Most of the self-reported communication skills that were assessed showed improvement following the workshop. Improvements were reported in 7 out of 8 communication skills that were assessed. Moreover, engagement moderated the effects of the training -- among those with lowest pre-training communication skills, higher levels of engagement predicted greater improvement in communication skills, whereas low engagement predicted little change following the training. Medical improvisation is a promising approach to improve communication in healthcare. Further research is needed to estimate long-term effects of medical improvisation training and investigate ways to increase participant engagement.
Ethics, Technology, and Standard Practice in Communication Centers: Proposing a Continuing Education Credit Program Based on Lessons Learned from Law, Business, and Healthcare
Author: Clements, Meredith L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Interpersonal Communication,Communication Skills,Continuing Education,College Credits,Interdisciplinary Approach,Legal Education (Professions),Ethics,Lawyers,Business,Health Services,Participative Decision Making,Educational Practices,Technology,Power Structure

Communication centers on university campuses can benefit from the experience of other disciplines with established norms and educational practices. This article examines the legal profession, the business profession, and healthcare with the intent to locate meaningful overlap that can be practically applied to communication centers. While different, each of the three fields promotes shared decision-making, ongoing training specific to ethical practice, and promotes technical adaptation. Examining service and training in these three professional fields led the authors to identify a framework for communication centers that focuses on the following areas: standard practice and education, ethics, and technology.
Self-Advocacy in Communication Centers
Author: Garfunkel, Steven
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Advocacy,Communication (Thought Transfer),Academic Support Services,College Students,Students with Disabilities,Inclusion

The mission of university communication centers is to help all students succeed, and part of this mission is helping students with disabilities. The first component of helping students with disabilities within communication centers is to check that communication centers comply with the Americans with Disabilities Act (ADA). However, compliance with the ADA alone will not give communication centers the resources and guidelines they need to fully empower students with disabilities. Communication centers must be proactive in helping students with disabilities take full advantage of their college education. This paper will explain why communication centers are uniquely positioned to help students with disabilities by teaching them to self-advocate. Given that self-advocacy is a form of communication, communication center staff are well-qualified to help students with disabilities learn self-advocacy, thus helping them receive the accommodations they are entitled to.
Speak Up: Teaching Self-Advocacy Skills at the Communication Center to Students with Disabilities
Author: Holzberg, Debra G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Advocacy,Students with Disabilities,Communication (Thought Transfer),Transitional Programs,College Students,Academic Accommodations (Disabilities),Peer Relationship,Mentors,Intervention,Student Attitudes

According to the National Council on Disability (2015), an estimated 2 million undergraduates have an identified disability and are, by law (i.e., the Americans with Disabilities Act [1990]), entitled to accommodations. The use of academic accommodations is positively correlated with increased grade point average (GPA), higher persistence rates, and shorter time to degree completion. However, a plethora of data indicate students underutilize their accommodations for a multiplicity of reasons. One reason cited by students is a lack of confidence related to their inexperience with requesting accommodations. Therefore, it is imperative to facilitate access to communication skills related to self-advocacy. Communication centers (CC), and the consultants working there, are equipped with the expertise to instruct students to effectively advocate for accommodations. Additionally, an abundance of research indicates the efficacy of peer supports in teaching new skills making the CC an ideal venue for teaching self-advocacy skills. The current study utilized a multiple probe across participants design to evaluate the effect of self-advocacy instruction and visual prompts conducted at a university CC on the ability of three college students with hidden disabilities to request academic accommodations from their instructors. Results indicated a functional relation between the use of the self-advocacy skills and students' ability to request accommodations from their instructors. Social validity data indicated students felt the instruction was helpful and gave them the language and confidence to speak up and request their accommodations from instructors.
Transforming Communication Centers to IDEAL Spaces
Author: Prentiss, Suzy
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Communication Skills,Equal Education,Inclusion,Diversity,Access to Education,Students with Disabilities,Anxiety,Interpersonal Communication,College Students

Communication Centers have traditionally been supportive campus places where students receive training and assistance with their communication skills. They are also often places where Inclusion, Diversity, Equity and Access (IDEA) principles are transformed into practice. This manuscript issues an invitation: that we intentionally expand those efforts further and transform our Communication Centers from IDEA places into IDEAL spaces by Leveraging the power of our students, our stories, and our collective good work. We can further advocate for and support campus and community diversity, equity, access, and inclusion efforts by crafting spaces that intentionally celebrate belonging and embrace hidden disabilities, such as speech anxiety and neurodiversity. This manuscript examines the literature, encourages reflection, and offers tips to enhance our good work. These efforts will strengthen our impact, outreach, and advocacy efforts while empowering students to leverage their authentic experiences and stories.
Legacy-Innovation Challenges in Post-Soviet Higher Education: Scholars&apos; Academic Transformation in Cambodia and Kazakhstan
Author: Ros, Vutha
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Change,Social Systems,Higher Education,Educational Change,College Faculty,Cross Cultural Studies,Teacher Attitudes,Barriers,Career Development,Foreign Countries,Work Experience

The collapse of the Soviet Union has dramatically impacted the work of scholars across the post-Soviet space. As their higher education systems have been transforming from the Soviet model of higher education, they have had to adapt themselves to maintain their academic work and career. This doctoral project compares the lives of scholars in Cambodia and Kazakhstan who lived as students and scholars under the influence of Soviet imperialism. As guided by the framework of legacy-innovation tensions and theory of accumulative advantage, interviews with nine Cambodian and eight Kazakh scholars were conducted to shed light on how they strategically dealt with transformational challenges to create opportunities for their academic work and career. This study shows that their strategies for pursuing academic careers rely on their achievement during the Soviet time to grab opportunities. Meanwhile, these strategies were also influenced by local contexts.
Motivational Factors of Communication Center Tutors
Author: Ellis-Harrison, Erin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Communication (Thought Transfer),Tutors,Academic Support Services,College Students

Student motivation has been researched from a variety of viewpoints such as that of student motivation and in the classroom, student motivation and learning, and student motivation and teacher immediacy. This study looks at the motivational factors of communication center tutors (n = 165) across the United States to determine what motivates them to continue to work at their center and how those in supervisory positions can also motivate. Tutors represented a variety of colleges and universities from midsize, and minority-serving institutions to small, private colleges. The study found that the top three motivational factors for communication center tutors are: (1) helping others; (2) resume opportunities; and (3) community. The study also found that supervisors can motivate student tutors by: (1) giving verbal praise: (2) offering food; and (3) writing notes. The data reveals that communication center tutors are motivated by a variety of factors and those in supervisorial roles can incorporate different strategies to further motivate their staff to create an advantageous work environment for all.
Introducing BIM in Curricular Programs of Civil Engineering
Author: Sampaio, Alcínia Zita
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Software,Civil Engineering,Engineering Education,College Students,Curriculum Development,Foreign Countries,Curriculum Evaluation

Building Information Modelling (BIM) enables the Civil engineers professional to accomplish the digital requirements and also the integration and collaboration on the elaboration of projects and maintenance of buildings. BIM methodology is currently the main subject of investigation and application in the construction industry and the education have been exploring the introduction of this issue in curricular programs. The students of civil engineering and architecture, as future professionals, must updated their skills with the most recent innovative technology and knowledge. Several academies better classified within the architecture and engineer sector, were selected and its curricular programs were analyzed: the didactic strategies of inserting BIM teachings are similar in the main concept and practice, but depending of the expertize of the school, the aspects related to architecture, structures, construction or planning are deeper taught; the level cycles of introduction BIM (bachelor, master or postgraduate), the professional courses offered to architects and engineers and the main subjects were discussed. The principal aim of the curricular research is the characterization of BIM education in distinct academies. A resume of actions and organization of topics that promotes an adequate updating of the students skills was achieved, helping BIM educators in their activity.
Mapping Institutional Changes in Higher Education: The Comparative Analysis of the Effects of Democratic Backsliding
Author: Jafarova, Zahra
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Change,Higher Education,Comparative Analysis,Democratic Values,Nationalism,Political Attitudes,Institutional Autonomy,Foreign Countries,Resistance to Change

The world has witnessed a democratic decline in 29 countries worldwide during the last decade in the context of rising nationalism and right-wing populism. Political transformations of this scale can reshape the higher education field because governments have legislative power, financial tools, and control over political and economic environments. My research investigates the effect of democratic backsliding on the university autonomy in countries with worsening democratic conditions. This study employs the comparative case study method of Turkey, Hungary, and Poland. The friction between external political pressure and university autonomy offers a unique opportunity to observe how the universities change owing to slow and steady political transformations and represents an essential field for current and future research. This study contributes to the emerging literature of crisis and precarity in higher education by offering interdisciplinary analysis of institutional change and resistance.