Virtual Displays: International Education Week

From the renowned futurist, a look at how current trends will transform American higher education over the next twenty years. 2020 Most Significant Futures Work Award Winner, Association of Professional Futurists The outlook for the future of colleges and universities is uncertain. Financial stresses, changing student populations, and rapidly developing technologies all pose significant challenges to the nation's colleges and universities. In Academia Next, futurist and higher education expert Bryan Alexander addresses these evolving trends to better understand higher education's next generation.

Learn how to incorporate accessible learning materials and technologies into your instructional design to ensure choice for learners and help them develop into independent, motivated expert learners. Universal Design for Learning (UDL) is a framework for designing instruction that meets the needs of every learner. This book provides an overview of UDL, showing how to offer flexibility in methods of presentation, student participation and expression to support high achievement for all students, including those with disabilities or limited English proficiency. The book: Offers three modes of entry to allow educators to "start where they are" in their understanding of UDL and how it applies to their areas of instruction.

"What can one person do?" At a time of upheaval and division, Samantha Power offers an urgent response to this question - and a call for a clearer eye, a kinder heart, and a more open and civil hand in our politics and daily lives. The Education of an Idealist brings an unique blend of suspenseful storytelling, vivid character portraits, and shrewd political insight. It traces Power's distinctly American journey from immigrant to war correspondent to presidential Cabinet official. In 2005, her critiques of US foreign policy caught the eye of newly elected senator Barack Obama, who invited her to work with him on Capital Hill and then on his presidential campaign. After Obama was elected president, Power went from being an activist outsider to a government insider, navigating the halls of power while trying to put her ideals into practice. She served for four years as Obama's human rights adviser, and in 2013, he named her US Ambassador to the United Nations, the youngest American to assume the role. A Pulitzer Prize-winning writer, Power transports us from her chlidhood in Dublin to the streets of war-torn Bosnia to the White House Situation Room and the world of high-stakes diplomacy.

Gerald J. Beyer's Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices that hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of Catholic Social Teaching such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely affected efforts at Catholic schools to promote worker justice on campus; equitable admissions; financial aid; retention policies; diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members; just investment; and stewardship of resources and the environment.

Get the practical insights and classroom examples you need to incorporate immersive technology into curriculum and create engaging, effective learning experiences for students. Teachers nationwide are adopting immersive technology - devices and software that provide augmented, virtual and mixed reality experiences - to enable students to go on virtual field trips, manipulate 3D objects and augment the world around them. Immersive technology resources can be far less costly than many believe, but there are issues school districts should resolve before making purchases and implementing this technology. Learning Transported helps educators plan and establish goals so that their investment in immersive technology benefits the greatest number of students.

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks. This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework.

"By a brilliant young constitutional scholar at the University of Chicago--who clerked on the U.S. Court of Appeals for the District of Columbia for Judge Merrick B. Garland and on the Supreme Court of the United States for Justices Sandra Day O'Connor and Stephen Breyer, and who also happens to be an elegant stylist--a powerfully alarming book aiming to vindicate the constitutional rights of public school students, so often trampled upon by the Supreme Court. In recent decades Supreme Court decisions involving the constitutional rights of students in the nation's public schools have consistently been most controversial. From racial segregation to unauthorized immigration, from economic inequality to public prayer and homeschooling: these are but a few of the many divisive issues that the Supreme Court has addressed vis-a-vis elementary and secondary education. The Schoolhouse Gate gives a fresh, lucid, and provocative account of the historic legal battles waged over education.

This interdisciplinary collection explores the nexus of social justice and sport to consider how sport and physical education can serve as a unique point of commonality in an era of religious, political, economic, and cultural polarity. Originally published as a special issue of Quest, Sport, Physical Education, and Social Justice offers timely theoretical perspectives from the fields of theology, philosophy, psychology, and sociology. The volume demonstrates the multiple ways in which sport can be used to overcome inequalities and marginalization relating to gender, race, disability, religion, and sexuality, and posits sports education as a powerful mechanism for addressing school-based issues including bullying, racism, and citizenship education.

In combating pandemics, more can be gained by changing citizens' behaviours than by relying solely on the medical route. In the current COVID-19 pandemic, the struggle to contain the outbreak and push back new infection figures will ultimately be won by training citizens how to avoid creating secondary transmission chains. The COVID-19 pandemic highlights the relationship between individual behaviour and group risk. Mass training of all social strata of a country's entire population is therefore critical in mitigating the pandemic. The authors of this article argue that adult learning and education (ALE) can play a pivotal role particularly in countries where average literacy levels are low, as these are usually the same countries in which healthcare systems are more fragile. This article explains why ALE, especially the promotion of "health literacy" as part of ALE (which is itself part of lifelong learning), is necessary to enable individuals to make informed health-related decisions.

The article presents the discussion on Covid-19 pandemic rethinking of international education within the Commonwealth. Topics include national associations of universities and colleges placing the coordinate efforts for global education, distance learning, and shared research; and taking advantage of significant investments in information technologies, learning management systems, and online educational resources.

For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international students often activate their agency to recognise the nature of normative behaviours and classroom practices, align themselves to these, and when necessary resist or use affordances to empower themselves and become legitimate members of their classroom communities. International education, thus, shapes international students’ identities through not just their conformity to institutional expectations, but crucially to their responses to the practices, challenges, and opportunities for empowerment, and continuous self-realisation of their current view of their selves and the desired outcome of their selves.

This paper explores the professional development needs of leaders in response to emergent demands for leadership and competing pressures within the changing landscape of Australian international education. Framed within Bourdieu’s concepts of field and habitus, this study addresses five dimensions of professional development needs reported by leaders in international education: understanding of and skills to work across cultural differences, knowledge of and expertise to respond to policy changes and emergent trends, leadership and management skills targeted for internationalisation, networking and relationship management skills to work with increasingly diverse and ‘non-traditional’ stakeholders and research skills. However, the social field in which these leaders are functioning is causing tensions for their continuing professional development, including existing institutional governance and structures, financial constraints and the institutional culture that has not put internationalisation on the top of institutional development agenda. The study indicates a critical need for tackling obstacles and supporting sustainable situated professional learning for these leaders so as to enhance their capacities and impact as key players in international education.

The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency.

As institutions closed down in mid-March 2020, international students struggled with the decision of whether to stay or go back to their home countries, facing unpredictability in both scenarios. Department of Education guidance excluded international students from Coronavirus Aid, Relief, and Economic Security Act relief, and federal guidelines pressured universities to return to in-person learning in fall 2020, threatening to send students home who could not take face-to-face classes. Effective support and future advocacy require carefully analyzing how institutional and federal policies differentially impacted the lives of international students in the United States during the COVID-19 pandemic. To thrive in the postpandemic period, we will have to make the case that international education is critical to the mission of higher education in creating global thinkers ready to participate in a global workforce.