One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.
{"title":"Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students","authors":"L. Choi, Nadja Brochu","doi":"10.56395/recap.v1i2.6","DOIUrl":"https://doi.org/10.56395/recap.v1i2.6","url":null,"abstract":"One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To support the students of English as an additional language (EAL) at Mount Royal University, a novel program was established in 2009. Initially developed to meet the needs of students in the Bachelor of Nursing program, the support program has now been successfully expanded to the departments of Child Studies and Social Work of the same institution. This study investigates the teaching and learning components of the expanded support program. In this qualitative investigation informed by a hermeneutic approach to phenomenology, interviews with participants reveals five themes, including (a) the importance of understanding student learning needs, (b) educators’ previous knowledge and experience, (c) advocating for student learning needs, (d) professional learning and development, and (e) optimizing student experience. This study details the first successful expansion of the EAL Student Support Program to a new faculty or department outside of the original nursing program.
{"title":"Higher Education Student Support Program Expansion: Insights for Teaching and Learning for English-as-an-Additional Language (EAL) Students","authors":"L. Choi, Nadja Brochu","doi":"10.56395/recap.v1i1.4","DOIUrl":"https://doi.org/10.56395/recap.v1i1.4","url":null,"abstract":"To support the students of English as an additional language (EAL) at Mount Royal University, a novel program was established in 2009. Initially developed to meet the needs of students in the Bachelor of Nursing program, the support program has now been successfully expanded to the departments of Child Studies and Social Work of the same institution. This study investigates the teaching and learning components of the expanded support program. In this qualitative investigation informed by a hermeneutic approach to phenomenology, interviews with participants reveals five themes, including (a) the importance of understanding student learning needs, (b) educators’ previous knowledge and experience, (c) advocating for student learning needs, (d) professional learning and development, and (e) optimizing student experience. This study details the first successful expansion of the EAL Student Support Program to a new faculty or department outside of the original nursing program.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"63 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.
{"title":"Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution","authors":"Hilda Cecilia Contreras Aguirre","doi":"10.56395/recap.v1i1.3","DOIUrl":"https://doi.org/10.56395/recap.v1i1.3","url":null,"abstract":"Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides a systematic overview of constituting elements of the hidden curriculum in education: norms reproduced in the social context, group roles and behaviors, media for norm transmission; their effects on individuals and society, and various coping strategies. A scoping review was conducted, analyzing 23 articles based on defined categories. The literature reveals different reproduced norms (e.g., conformity, temporal rhythmizing), roles with specific attributes (e.g., teacher power, student recognition), and media for norm transmission (e.g., teaching materials, routines and rituals). Effects of the hidden curriculum occur on individual and societal levels, with various coping strategies identified.
{"title":"A Scoping Review on the Hidden Curriculum in Education","authors":"Tobias Kärner, Gabriele Schneider","doi":"10.56395/recap.v1i1.1","DOIUrl":"https://doi.org/10.56395/recap.v1i1.1","url":null,"abstract":"This article provides a systematic overview of constituting elements of the hidden curriculum in education: norms reproduced in the social context, group roles and behaviors, media for norm transmission; their effects on individuals and society, and various coping strategies. A scoping review was conducted, analyzing 23 articles based on defined categories. The literature reveals different reproduced norms (e.g., conformity, temporal rhythmizing), roles with specific attributes (e.g., teacher power, student recognition), and media for norm transmission (e.g., teaching materials, routines and rituals). Effects of the hidden curriculum occur on individual and societal levels, with various coping strategies identified.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.
{"title":"What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality","authors":"Jin Chi, Eduardo Velez Bustillo","doi":"10.56395/recap.v1i1.5","DOIUrl":"https://doi.org/10.56395/recap.v1i1.5","url":null,"abstract":"The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"114 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.
{"title":"What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality","authors":"Jin Chi, Eduardo Velez Bustillo","doi":"10.56395/recap.v1i1.5","DOIUrl":"https://doi.org/10.56395/recap.v1i1.5","url":null,"abstract":"The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"61 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The doctoral education in engineering has emerged to cultivate adept leaders in applied engineering technology, contributing to the establishment of an innovative nation. The engineering doctoral education in China has evolved over a decade. This study analyzes doctoral degrees in engineering at four Chinese universities, examining the current state of engineering doctoral education across various dimensions, including training objectives, admission criteria, curriculum design, pedagogical approaches, and graduation requirements. Overall, China's engineering doctoral training system exhibits a gradual improvement, concomitant with a progressive expansion in scale. Looking forward, it is imperative to broaden the spectrum of enrollment, enhance the theoretical foundation of engineering doctoral students, fortify quality control measures, and implement an elimination mechanism. This research contributes to a nuanced understanding of the developmental trajectory of engineering doctoral education in China.
{"title":"The Characteristics and Reflections of Engineering Doctorate Training System in China","authors":"Wang Wei jun, Zhou Ling","doi":"10.56395/recap.v1i1.2","DOIUrl":"https://doi.org/10.56395/recap.v1i1.2","url":null,"abstract":"The doctoral education in engineering has emerged to cultivate adept leaders in applied engineering technology, contributing to the establishment of an innovative nation. The engineering doctoral education in China has evolved over a decade. This study analyzes doctoral degrees in engineering at four Chinese universities, examining the current state of engineering doctoral education across various dimensions, including training objectives, admission criteria, curriculum design, pedagogical approaches, and graduation requirements. Overall, China's engineering doctoral training system exhibits a gradual improvement, concomitant with a progressive expansion in scale. Looking forward, it is imperative to broaden the spectrum of enrollment, enhance the theoretical foundation of engineering doctoral students, fortify quality control measures, and implement an elimination mechanism. This research contributes to a nuanced understanding of the developmental trajectory of engineering doctoral education in China.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139897122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a conceptual instructional design (ID) model for executive education derived from business school good practice and education theory. A review of executive education literature finds that today’s executive education offerings are required to be real-world oriented, closely aligned with the demands of the post-pandemic workplace, attuned to the changing needs and circumstances of adult learners and sufficiently able to deliver immersive learning. A reconnaissance investigation of 14 top-ranked business schools identifies the most frequently adopted teaching and learning approaches in executive education considered as good practice for the sector. These include experiential learning, collaborative learning, and technology-enabled learning. The proposed conceptual instructional design model is rooted in these approaches alongside three key principles that underpin experiential learning, namely authenticity, reflection and collaboration. Moreover the model proposes ADDIE supported teaching approaches to ensure the realisation of these principles within an appropriate constructive learning environment (CLE). Informed by activity theory, an ‘activity system’ is presented as the outer shell of the model to ensure that an executive education-oriented CLE is informed by learner needs and authentic context.
{"title":"A Conceptual Instructional Design Model for Executive Education","authors":"Giles Blackburne","doi":"10.56395/recap.v1i1.7","DOIUrl":"https://doi.org/10.56395/recap.v1i1.7","url":null,"abstract":"This paper presents a conceptual instructional design (ID) model for executive education derived from business school good practice and education theory. A review of executive education literature finds that today’s executive education offerings are required to be real-world oriented, closely aligned with the demands of the post-pandemic workplace, attuned to the changing needs and circumstances of adult learners and sufficiently able to deliver immersive learning. A reconnaissance investigation of 14 top-ranked business schools identifies the most frequently adopted teaching and learning approaches in executive education considered as good practice for the sector. These include experiential learning, collaborative learning, and technology-enabled learning. The proposed conceptual instructional design model is rooted in these approaches alongside three key principles that underpin experiential learning, namely authenticity, reflection and collaboration. Moreover the model proposes ADDIE supported teaching approaches to ensure the realisation of these principles within an appropriate constructive learning environment (CLE). Informed by activity theory, an ‘activity system’ is presented as the outer shell of the model to ensure that an executive education-oriented CLE is informed by learner needs and authentic context.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139897163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.
{"title":"Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution","authors":"Hilda Cecilia Contreras Aguirre","doi":"10.56395/recap.v1i1.3","DOIUrl":"https://doi.org/10.56395/recap.v1i1.3","url":null,"abstract":"Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.","PeriodicalId":517293,"journal":{"name":"Research in Education Curriculum and Pedagogy: Global Perspectives","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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