Subject Index
ISBN: 978-1-83909-473-6, eISBN: 978-1-83909-472-9
ISSN: 2055-3641
Publication date: 28 August 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blessinger, P. and Makhanya, M. (Ed.) Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 27), Emerald Publishing Limited, Leeds, pp. 239-243. https://doi.org/10.1108/S2055-364120200000027021
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Academic care
, 60–62, 64, 65–66
Academic caregiving
, 9, 62–63, 70
Academic literacies
, 80
Active and collaborative learning
, 161
Administration
, 60, 62
Advisement
, 62–63, 66, 68–70, 72
Agency
, 9, 13, 55, 76, 80, 82, 132, 135, 162, 200, 208, 216
Anxiety
, 24, 46, 52, 176, 208
Artificial intelligence
, 56
Asking Questions
, 42
Assessment
, 55, 79, 81, 86–87, 96, 98, 101, 105–106, 118, 174, 177–179, 192–193
Asynchronous learning
, 86, 161, 166
Authentic Dialogue
, 8
Authentic Experiences
, 175
Authentic Learning
, 65, 207
Authentic research activities
, 16
Authenticity
, 72
Banking Pedagogy
, 36
Barriers and obstacles
, 96
Benefits of undergraduate research
, 16
Care
, 8–9, 41, 49, 53, 60–62, 65–66, 70, 79, 103, 153–154, 206
Care-for
, 41, 60–61, 72
Carescape
, 61–62
Caring
, 9, 60–62, 66, 148, 214
Caring-about
, 60, 72
Caringscape
, 61
Case study
, 8–10, 20, 34, 83–87, 95, 98–100, 127–129, 206–207, 216
Challenges in assessment
, 118, 179–183
Chemistry
, 9–10, 93–106
Classroom engagement
, 3–13, 189–200, 206–207, 209
Collaboration
, 6–7, 10–11, 107, 114, 120, 162–164, 174, 176–177, 179, 185, 192, 197
Collaborative learning community
, 113–115, 117
Collaborative Projects
, 11, 173–185
College
, 8–9, 45–55, 107, 112, 116, 119–120, 161, 169, 181, 193
Communal classroom
, 114–116
Community of learners
, 162
Community
, 4, 6, 10, 12, 16, 22, 25–26, 37, 44, 52–55, 80, 82–83, 113–115, 117–120, 124–125, 127–135, 142, 144–145, 147, 150, 152–155, 162–163, 165, 191, 193, 197, 207, 209, 216
Community-based service
, 142
Competence development
, 178
Complimenting
, 42
Comprehensive human development
, 200
Confidence
, 13, 20, 26, 50, 60, 97, 127, 135, 174, 195, 207–209, 212
Connectedness
, 70, 127
Connection
, 10, 46, 49, 51–52, 54, 62, 118, 124, 130, 133, 144, 146, 150, 153, 166, 175, 179, 184, 191–192
Constructing complex solutions
, 192
Content analysis
, 21–22
Content knowledge
, 37, 94, 97, 102
Cosmopolitan citizenship
, 144, 147
Courage
, 40–42, 112, 118, 120
Creative
, 4, 12, 75–87, 190, 192–193, 196, 200
Creative problem solving
, 192
Creativity
, 40, 76, 79, 88, 115, 192–193, 213
Critical reflection
, 5, 144–146, 149–152, 155
Critical Thinking (CT)
, 9–10, 35, 93–108, 112–113, 175–176, 192–195, 198, 213, 216
Cross cultural communication
, 178, 183
Cross-cultural exchange
, 143
Cultural differences
, 5, 11–12, 143–144, 175–177, 179–180, 184–185
Cultural diversity
, 174
Cultural humility
, 11, 143, 146, 152–154
Cultural identity
, 143, 145
Culture-centered education
, 197
Curriculum
, 4, 6, 12, 62, 76, 82, 94–95, 98–99, 104, 107–108, 119–120, 148–149, 161, 178, 190, 193, 195, 199–201, 207–209
Deep Field School
, 10, 123–135
Definition of student engagement
, 161–162
Dehumanization
, 46–50
Democratic
, 4–6, 37, 44, 82–83, 193
Developmental Model of Intercultural Sensitivity
, 11, 143
Dewey, John
, 34–39, 43, 207
Dialogic
, 7–9, 16, 28–29, 34, 36, 43, 76, 81, 83–84, 86
Dialogue
, 5, 8–10, 35, 40–41, 44, 76, 82, 85–86, 119, 129, 147, 150, 197
Discussion board
, 163–166, 168–169
Disposition
, 97–98, 102, 193
Distance Learning
, 160
Doctorate
, 18
Early career researchers
, 17
Effective teaching
, 95, 97, 107, 114, 178
Efficiency
, 48–50
Emancipatory
, 76, 79, 82–83, 85–86, 88
Embedded
, 18, 43, 79, 95, 98, 154, 166
Emotions
, 4, 7–8, 15–29, 53, 150, 216
Empowering
, 5, 10, 12, 77, 81, 85, 88, 111–120, 192, 194–197, 200
Encouraging
, 41, 43, 98, 101, 147, 163, 215
Engaged pedagogy
, 113–115
Engagement strategies
, 11, 160–162, 165, 169
Engaging learners
, 184
English as a Foreign Language (EFL)
, 12–13, 206
English as a Second Language (ESL)
, 217
Environment
, 5, 7, 10–12, 17, 29, 34–35, 37, 40–42, 52, 54, 60, 62, 65, 76, 86, 114, 124, 128, 130–132, 134, 142, 144, 150, 160–161, 165, 167, 169, 176, 179, 194, 196, 198, 200, 206
Ethical community engagement
, 46, 131, 144, 146
Ethnocentrism
, 146, 148–149, 153, 176
Ethnorelativism
, 148–149
Experiential Learning
, 174–177, 179, 184–185, 191–192
Exploratory factor analysis
, 9, 64
Facilitation of learning
, 196–197
Fact based approach
, 9
Factor score correlation
, 9, 68–70
Faculty
, 4–6, 10, 34–35, 41–42, 49–50, 55, 60, 62–63, 72, 97, 107, 111–120, 124–126, 128, 131–135, 163, 176–177
Faculty development
, 10, 116–117
Family
, 50–53, 133, 161, 169
Fear and learning
, 112–113, 119–120
Feedback
, 9, 68, 78, 84–86, 95, 99, 101, 135, 152, 165–168, 174, 178–179
Framework
, 8–9, 11, 17–20, 35, 51, 60–63, 143, 145–146, 148, 155, 160, 185, 193, 197–198
Freire, Paulo
, 8, 34–36
Futuristic learning
, 12, 189–200
Generation
, 47, 55, 119, 190, 198
Global citizenship
, 127–128, 142–143
Global social justice
, 11, 145, 153
Greeting
, 42, 144
Heads up
, 11, 143, 145–146
Hegemony
, 146
Higher Education Institution
, 47, 77, 174–176, 189–200
Higher education
, 5, 16, 46–50, 56, 60, 66, 77–79, 107, 111–120, 129, 142, 161, 173–185, 206–210
Historically Black College and University (HBCU)
, 60, 62
Holistic
, 19–20, 27, 52–54, 76, 98, 107, 113, 175, 200
Hope
, 37, 39, 43, 47, 49, 54, 66, 79–81, 119, 147
Hospitality
, 10, 111–120
Humane
, 75–87
Humanism
, 28
Humanizing Higher Education
, 15–29, 206, 209–210
Humanizing International Learning
, 124
Humanizing Students’ Experiences
, 208–209
Humanizing
, 3–13, 43, 48, 50, 77, 83, 124–125, 205–216
Identity and learning
, 112–113
Identity Construction and Negotiation
, 208
Innovative
, 6, 11, 84, 148, 160, 192, 195–196
Institutional Education
, 34
Integrated
, 12, 19, 25, 194
Integrative online learning
, 62, 198
Intensive English
, 12, 208–211
Interaction
, 5, 11, 25–26, 43, 51, 86, 161–164, 169, 178, 182–184, 191, 194, 197–198, 208
Interactive learning
, 11, 84, 86, 162, 194–195, 197
Intercultural competence
, 130, 142–143, 154
Intercultural learning
, 143, 145, 155
Intercultural sensitivity
, 149
Intercultural teams
, 175
Interdisciplinary learning experience
, 192
International business culture
, 12, 174
International Business
, 11–12, 174–177, 184–185
International higher education
, 11, 173–185
International partnerships
, 173–185
International service-learning
, 10, 129, 142
Internationalization
, 125, 176
Interviews
, 21–22, 95, 98–99, 210
Isolation
, 46, 161
Knowledge application
, 197
Knowledge-based learning
, 192
Language capabilities
, 212, 216
Lazy approach
, 125, 131–133, 135
Learner alienation
, 160, 162, 167
Learner engagement
, 166–167, 174
Learning by doing
, 175, 179, 184, 207
Learning community
, 113–115, 117, 150, 163
Learning management system (LMS)
, 11, 161
Learning
, 76–87, 116, 118, 145–146, 175
Lecturer
, 95–98, 107
Liberatory pedagogy
, 34, 36, 38–39
Listening
, 34–35, 43, 100, 112, 117, 119, 167, 192
Love
, 4, 49–51
Managing emotions
, 27
Marketisation
, 78
Marketized meritocracy
, 77–79, 87
Martin Buber
, 34–35, 43
Mental health
, 4, 8–9, 46–50, 52, 55, 148
Mentoring
, 29, 52–56, 61, 83, 180
Metrics
, 49, 77
Mindset
, 11, 27, 47, 113, 117, 145, 147, 195
Mirivel, Julien
, 8, 34–35, 42–43
Mirivel model
, 42–43
Mount Royal University
, 125, 131, 133, 135
Multicultural learning
, 175–177, 185
Multicultural teams
, 175, 177, 183, 185
Multi-dimensional methods
, 16, 88, 162, 169
Narratives
, 78
Need-based skills
, 192
Negative emotions
, 23–27
Neoliberal
, 48–51, 54
Networking
, 198
New Zealand
, 95, 98–99
Online education
, 160–161
Online writing instruction (OWL)
, 160
Other-mothering
, 60–62
Outside the classroom
, 5–6, 8, 16, 19–20, 22, 192
Ownership
, 13, 81, 85, 206–209, 214, 216
Palmer, Parker
, 35, 41–43, 96, 112, 116
Parents
, 46–47, 50–52, 54, 78, 193
Pedagogic device
, 216
Pedagogy
, 5, 8–10, 12, 34–39, 76, 79, 82, 85, 97, 108, 113–115, 190, 193
Peer review
, 86, 166–169
Perception
, 7, 9, 66, 80, 83, 85, 94–98, 100–104, 106–108, 129, 134, 210–214, 216
Peru
, 10, 125, 132–135
Positive communication
, 35, 42–43
Positive emotions
, 24–26
Post-secondary budget reductions
, 124–125
Problem-solution essay
, 207–209, 214–216
Problem-solving education
, 175, 190, 193–194, 207
Professional learning
, 10, 96–97, 107–108
Project-Based Learning (PBL)
, 12, 206
Real-Life Problems
, 207–209, 214–216
Reflection
, 5, 18–19, 22, 29, 118, 144–146, 151–153, 155, 166, 177, 179, 182, 184, 192, 207
Relatable
, 5
Relational teaching
, 51
Research experience
, 27
Research process
, 18–19, 22, 25–26, 28–29
Research supervision
, 17–18
Research supervisors
, 18
Research-based contexts
, 19
Responsible decision-making
, 192
Risk taking
, 79, 111–120
Scaffolded experiences
, 18, 81, 86, 148
Scholarship
, 10, 34, 123–135
Schools
, 4, 6, 9, 12, 62, 70, 78, 85, 98, 124, 214
Self-awareness
, 11, 27, 145, 154–155
Self-management
, 192
Service Learning
, 10–11, 53–55, 123–135, 142, 144, 150, 152–153
Shared text
, 119
Skills
, 7, 12, 26–27, 46, 50, 79–81, 83–84, 93–94, 112, 142, 175, 178, 190–196, 208, 213, 216
Staff/academic staff
, 76, 81–82, 87–88
Student Empowerment
, 191, 194–195
Student engagement
, 4–5, 11–12, 160–165
Student individuality
, 5, 197
Student interaction
, 5, 162
Student motivation
, 62, 118
Student satisfaction
, 161
Student’s experience
, 8, 18, 25, 28, 84, 98, 179, 209
Student-Centered
, 4, 6–7, 10–12, 54, 161, 165, 197–198, 207, 213, 216
course design
, 10–12
Students’ Concerns
, 131, 182, 194–195
Students’ Interests
, 118
Student-student engagement
, 165
Student-student interaction
, 162
Study Abroad
, 10, 126–131
Study skills
, 50, 79–80
Suicide
, 45–48
Supportive learning
, 70
Taylorism
, 48
Teaching activities
, 99–100, 105–106
Teaching and learning
, 12, 76, 81–82, 85–86, 94, 98, 101, 125, 159–169, 176, 178, 194, 198–200, 215
Teaching strategies
, 5, 94, 96, 97, 99–100, 105, 117–120, 194
Technology
, 38, 48, 54–56, 86, 104, 181–182, 195–197, 199–201
Transactional distance
, 160–161, 165, 167, 197
Transformation
, 11, 16, 18, 22, 27, 96, 114, 130, 149–152, 160, 195–196
Transformative learning
, 11, 27, 126, 129–130, 134, 143, 146, 149–152
Undergraduate level
, 18, 20
Undergraduate research
, 8, 16–29
Undergraduate students
, 16, 19–20, 22, 25–27, 65, 76, 133, 161
United Kingdom
, 9, 21, 76
University
Abilene Christian University
, 10, 116, 118, 120
American university
, 36
of Arkansas
, 8, 36, 38
Arkansas Little Rock
, 34
of Aveiro (Portugal)
, 20–21
London Metropolitan University
, 9, 76–77, 83
Mount Royal University
, 125, 131, 133, 135
New Zealand
, 95, 99
Phoenicia University
, 206–207, 211
Queen Mary University of London
, 20
UVI
, 9
West
, 95, 99
Virtual teams
, 175, 179, 181–183
Vulnerability
, 10, 62, 112, 115, 118–119
Vygotsky, Lev
, 35, 37
Widening participation
, 76–77, 79, 81, 82
Work ready students
, 175
Zo-ped
, 37
- Prelims
- Part I: Bridging the Emotional Connect
- Chapter 1: Introduction to Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
- Chapter 2: Reflecting on Students’ Emotions in Undergraduate Research: Humanizing Higher Education Experiences
- Chapter 3: Adapting Paulo Freire in an Institutional Context: Developing Positive Relationships
- Chapter 4: Enlightened in Loco Parentis: A Model for Addressing the College Student Mental Health Crisis
- Chapter 5: Investigating Authentic University Academic Care at a US Non-Mainland HBCU
- Chapter 6: Global University, Local Issues: Taking a Creative and Humane Approach to Learning and Teaching
- Chapter 7: The Chemistry of Critical Thinking: The Pursuit to do Both Better
- Chapter 8: Empowering Faculty to Use Practices of Hospitality and Vulnerability to Encourage Risk Taking in the Higher Education Classroom
- Chapter 9: The Deep Field School: A Model to Support Sustained International Service Learning and Scholarship
- Part II: Engaging Students
- Chapter 10: Learn First, Then Serve: Re-focusing the International Service-learning Model to Develop Cultural Humility
- Chapter 11: Re-envisioning Virtual Spaces for Teaching and Learning: Strategies for Fostering Online Learner Engagement
- Chapter 12: Engaging Students through Collaborative Projects and International Higher Education Partnerships
- Chapter 13: Futuristic Learning: Improving Classroom Engagement and Learning in a Distance Higher Education Institution
- Chapter 14: The PBL approach in an EFL Setting: Maximizing Students’ Engagement and Humanizing their Experiences
- About the Authors
- Name Index
- Subject Index