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Belonging in Space: Informal Learning Spaces and the Student Experience
Get PDFIn the face of diverse challenges to traditional higher education (HE) models, creating and defining the value of an on-campus student experience has become a key concern for HE institutions. Originating in response to these challenges, The Belonging Project seeks to improve the student experience in the School of Media and Communication at RMIT University in Melbourne, Australia. As part of its pilot initiatives, we worked to refurbish an existing but underused space in the School, the Atelier. This paper documents the refurbishment and its outcomes, while situating the process within a broader literature on student engagement and transition
Experiential Learning in Campus Evaluation: Integrated Design Research Methodologies
Get PDFHow can we utilize the campus as an active and engaging laboratory for design students? How can we create an inclusive design research model in higher education? By utilizing a post-occupancy evaluation process, students completed a nine-month study to investigate and assess the investment in student living and learning spaces. The process utilizes design research as a community engaged model, with collaboration among a diverse group of administration, partners, staff, faculty, and most importantly, students. By combining the need for design research on campus and a framework for participatory research models, this case study reveals the importance of assessing campus buildings to support learning and engagement.
The Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field
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Promoting Community Engagement: A Campus-Wide Approach to Applied Learning
Get PDFApplied learning pedagogy has gained momentum in recent decades. Simultaneously, a call for universities to respond to the needs of local and global communities has prompted a focus on community engagement in higher education. The purpose of this paper is to describe the development of the Applied Learning and Teaching Community (ALTC), an initiative designed to further integrate applied learning—including community engagement— into the identity, practice, and teaching ethos of the university. With a focus on sustainability, the ALTC has evolved into an expansive model that involves faculty, staff, students, and other supporters across campus. A discussion of the ALTC’s relevance in the context of current trends in higher education is included
Maria Avila, PH.D (2018) Transformative Civic Engagement Through Community Organizing. Stylus Publishing LLC
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REFUGEE RESETTLEMENT UNDER THE OBAMA ADMINISTRATION: UNTANGLING THE U.S. REFUGEE ASSISTANCE PROGRAM AT THE FEDERAL LEVEL
Get PDF The United States Refugee Resettlement Program has seen many changes over the last twenty years. However, the election of President Trump and the subsequent policy distortions to the program have caused the most dramatic changes. The almost weekly pronouncements coming out of the White House related to immigration, refugees, and international politics have left the program in disarray. Refugee arrivals to the United States have almost come to a standstill and the entire program has begun to unravel (Amos, 2018). The State Department’s bureau responsible for the US refugee resettlement program, Population, Refugees and Migration (PRM), released its annual report to Congress on October 4, 2017, announcing the Presidential Determination of 45,000 total refugee arrivals for federal fiscal year (FY) 2018. This is the lowest number of arrivals coming to the U.S. since 2001, and less than half of the two previous fiscal years: 110,000 in 2017, and 85,000 in 2016.[1] The following paper focuses on this earlier time period under the Obama Administration, and specifically the summer of 2016 when I spent ten weeks completing a graduate student internship with the U.S. Refugee Admissions Program (USRAP) in PRM. This experience combined with my eight plus years working directly with refugees in Greensboro, NC, has helped me bring a variety of perspectives to the topic of refugee resettlement. A lot can and should be written on the Trump administration’s response to the global refugee crisis and his policies toward resettlement. However, refugee resettlement advocates need to look at both the strengths and weaknesses of the program at its height of arrivals, FY 2016, in order to push for a stronger program when the opportunity comes.[2][1] The federal fiscal year runs October 1, to September 30 of the following calendar year.[2] Unless otherwise noted, the numbers and information are reflective of the USRAP during the months of June, July, August, and September 2016
A Case Study of Outside Events Verses the Thriving Speaking Center
Get PDFThe author puts herself in the cetner of the narrative inviting others to critically evaluate how national events of 2016 were processed at one communication center
Editorial Introduction: Communication Centers in Collaboration
No full textThe Editor-in-Chief provides an introduction to the 2018 issue of CCJ
Education City: The Global Education Market, Criticality, and the University Curriculum in the Overseas Campuses of Qatar and the United Arab Emirates
No full textThe paper examines how critical thinking is faring within the university curriculum in the cross-border education market that has developed since the 1995 General Agreement on Trade in Services (GATS). The overseas campuses of western universities fill the education hubs that have emerged in the Middle and Far East over the last two decades. In Qatar and the United Arab Emirates (UAE) western universities must negotiate the establishment of overseas campuses in dialogue with autocratic regimes that do not uphold rights to free speech. The paper questions the claim, made by some UK and US universities, that overseas campuses necessarily enlighten the political and cultural life of the states in which they do business and so offset contradictions between the liberal university and autocratic rule. However, an analysis of UK and US campuses in Qatar and the UAE suggests the global education business impedes political reform. The critical pedagogy necessary to build indigenous subjectivities in the Gulf states is marginalized by the global education market’s emphasis upon westernized curricula. Indeed, far from liberalizing social and political life, western campuses curtail the development of indigenous consciousness necessary for democratization. The liberalizing influence of overseas campuses in the Gulf states remains predominantly economic. In short, the global education market is building new hierarchies of knowledge production that reverse prior decolonization, re-westernize Gulf higher education, and stifle the criticality essential for political and social reform