Teaching across cultural strengths :: a guide to balancing integrated and individuated cultural frameworks in college teaching /
"Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framewor...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Sterling, Virginia :
Stylus Publishing, LLC,
[2016]
|
| Ausgabe: | First edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths. Recognizing that each student learns in culturally influenced ways, and that each instructor's teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning. The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and Learning that highlights eight continua towards achieving the transformation of teaching, and developing more culturally balanced and inclusive practices, over time. They present techniques -- illustrated by numerous examples and narratives -- for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates"--Provided by publisher |
| Beschreibung: | 1 online resource (241 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781620363256 1620363259 |
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| 100 | 1 | |a Chavez, Alicia Fedelina, |e author. | |
| 245 | 1 | 0 | |a Teaching across cultural strengths : |b a guide to balancing integrated and individuated cultural frameworks in college teaching / |c Alicia Fedelina Chávez and Susan Diana Longerbeam ; foreword by Joseph L. White. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Sterling, Virginia : |b Stylus Publishing, LLC, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource (241 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths. Recognizing that each student learns in culturally influenced ways, and that each instructor's teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning. The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and Learning that highlights eight continua towards achieving the transformation of teaching, and developing more culturally balanced and inclusive practices, over time. They present techniques -- illustrated by numerous examples and narratives -- for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates"--Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | 0 | |g Machine generated contents note: |g 1. |t Balancing Cultural Strengths in Teaching -- |t Reimagining Teaching Toward a Culturally Strengths-Based Approach -- |t Acknowledging a World With Many Oppressions -- |t Cultural Frameworks, Epistemologies, and Worldviews -- |t From Monocultural to Multicultural -- |t Model of Cultural Frameworks in College Teaching and Learning -- |t Integrated and Individuated Cultures in Teaching and Learning -- |t Both-And: A Cultural Key to Learning -- |t Note About Inequity in Learning -- |t Teaching Within an Epistemology of Cultural Both-And -- |t Applying a Model of Cultural Frameworks to Teaching Practice -- |t Taking It From Here to Enrich Learning Over Time -- |t Notes -- |g 2. |t Culture in College Teaching -- |t Theoretical Underpinnings of Our Work -- |t Note on Essentializing and Intersectionality -- |t Changing Student Body Alongside the Relatively Unchanging Faculty -- |t Student Completion Rates -- |t Faculty Matter -- |t Culture Matters -- |t Elements of Culture -- |t Ethnicity and Race -- |t U.S. Higher Education Heritage and the Invisibility of Monoculturalism -- |t Cultural Strengths -- |t Culture Matters to Learning -- |t Expanding Nature of Learning Environments -- |t Neuroscience Supports Balancing Cultural Frameworks -- |t Engaged Learning Leads to Boundary Crossing -- |t Note -- |g 3. |t Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks -- |t Core Principles -- |t Opportunities and Rewards of Culturally Engaged Teaching -- |t Vulnerability of Culturally Engaged Teaching -- |t Design Dilemmas -- |t Personal Challenges of Culturally Engaged Teaching -- |t Conclusion -- |g 4. |t Applying Cultural Introspection to Teaching and Learning -- |t Going Inward: Knowing Ourselves Culturally as Faculty -- |t Developing Our Teaching Through Cultural Introspection -- |t Looking Outward: Learning Culturally About Students -- |t Conclusion -- |g 5. |t Strengths-Based Teaching in Cultural Context -- |t Getting Started: Conceptualizing -- |t Reimagining Our Teaching: The Influence of Teaching Philosophy on Learning, Student Success, and Retention -- |t When Everyone's Learning Is the Objective: Pedagogy, Facilitation, and Interaction Across Cultural Frameworks -- |t Time, Timing, and Scheduling -- |t Climate, Facilitation, and Interaction -- |t Initiating and Sustaining Student Engagement Across Cultures -- |t Balancing Activities Across Cultural Norms, Learning Processes, and Personalities -- |t Additional Considerations -- |t Note -- |g 6. |t Top 10 Things Faculty Can Do to Teach Across Cultures -- |t Self-Reflect Culturally -- |t Modify One Cultural Continuum -- |t Talk With Three Students -- |t Explore One Negative Attribution -- |t Share With Students the Value of Balancing Cultural Frameworks -- |t Connect to Student Lives -- |t Partner With Students -- |t Make a Personal Connection -- |t Assess Creatively -- |t Consider the Rewards -- |g 7. |t Spreading the Cultural Word: Faculty Development on a Larger Scale -- |t On-Campus Culture and Teaching Seminars -- |t Multiple-Day Culture and Teaching Institutes -- |t Sustained Culture and Teaching Faculty Cohorts -- |t Websites -- |t Individual Self-Development -- |t Informal Sharing -- |t National and International Presentations and Institutes -- |t Resources -- |g 8. |t Story of Our Work With Faculty -- |t Realizing Our Hopes -- |t Beginnings -- |t Coming Together and Planning -- |t Philosophical and Organizational Underpinnings -- |t Faculty Development Project -- |t Program -- |t Final Assessment -- |t Research -- |t Faculty Group Dynamics -- |t Final Reflections: Toward Learning Equity: Cultivating a Culture of Belief in Students -- |g Appendix |t A Guide to Writing a Culture and Teaching Autobiography -- |t Steps of Analysis -- |g Appendix B |t Resources -- |t Theory and Research on Culture and Teaching in Higher Education -- |t Teaching Guides Related to Culture and Teaching: Collegiate, K -- 12, and Adult Learning Sources -- |t Faculty Teaching Introspection -- |t Learning Theory and Research. |
| 650 | 0 | |a College teaching |x Social aspects. | |
| 650 | 0 | |a Culturally relevant pedagogy. |0 http://id.loc.gov/authorities/subjects/sh2013001908 | |
| 650 | 6 | |a Pédagogie culturellement adaptée. | |
| 650 | 7 | |a EDUCATION |x Higher. |2 bisacsh | |
| 650 | 7 | |a College teaching |x Social aspects |2 fast | |
| 650 | 7 | |a Culturally relevant pedagogy |2 fast | |
| 700 | 1 | |a Longerbeam, Susan Diana, |e author. | |
| 700 | 1 | |a White, Joseph L., |d 1932-2017, |e writer of foreword. |1 https://id.oclc.org/worldcat/entity/E39PCjqJVgvB7DbkCCyddhxjvd |0 http://id.loc.gov/authorities/names/n83208084 | |
| 776 | 0 | 8 | |i Print version: |a Chavez, Alicia Fedelina. |t Teaching across cultural strengths. |b First edition. |d Sterling, Virginia : Stylus Publishing, LLC, [2016] |z 9781620363232 |w (DLC) 2015022283 |w (OCoLC)912045344 |
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Datensatz im Suchindex
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|---|---|
| _version_ | 1816882342788071424 |
| adam_text | |
| any_adam_object | |
| author | Chavez, Alicia Fedelina Longerbeam, Susan Diana |
| author_GND | http://id.loc.gov/authorities/names/n83208084 |
| author_facet | Chavez, Alicia Fedelina Longerbeam, Susan Diana |
| author_role | aut aut |
| author_sort | Chavez, Alicia Fedelina |
| author_variant | a f c af afc s d l sd sdl |
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| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB2331 |
| callnumber-raw | LB2331 .C513 2016 |
| callnumber-search | LB2331 .C513 2016 |
| callnumber-sort | LB 42331 C513 42016 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Balancing Cultural Strengths in Teaching -- Reimagining Teaching Toward a Culturally Strengths-Based Approach -- Acknowledging a World With Many Oppressions -- Cultural Frameworks, Epistemologies, and Worldviews -- From Monocultural to Multicultural -- Model of Cultural Frameworks in College Teaching and Learning -- Integrated and Individuated Cultures in Teaching and Learning -- Both-And: A Cultural Key to Learning -- Note About Inequity in Learning -- Teaching Within an Epistemology of Cultural Both-And -- Applying a Model of Cultural Frameworks to Teaching Practice -- Taking It From Here to Enrich Learning Over Time -- Notes -- Culture in College Teaching -- Theoretical Underpinnings of Our Work -- Note on Essentializing and Intersectionality -- Changing Student Body Alongside the Relatively Unchanging Faculty -- Student Completion Rates -- Faculty Matter -- Culture Matters -- Elements of Culture -- Ethnicity and Race -- U.S. Higher Education Heritage and the Invisibility of Monoculturalism -- Cultural Strengths -- Culture Matters to Learning -- Expanding Nature of Learning Environments -- Neuroscience Supports Balancing Cultural Frameworks -- Engaged Learning Leads to Boundary Crossing -- Note -- Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks -- Core Principles -- Opportunities and Rewards of Culturally Engaged Teaching -- Vulnerability of Culturally Engaged Teaching -- Design Dilemmas -- Personal Challenges of Culturally Engaged Teaching -- Conclusion -- Applying Cultural Introspection to Teaching and Learning -- Going Inward: Knowing Ourselves Culturally as Faculty -- Developing Our Teaching Through Cultural Introspection -- Looking Outward: Learning Culturally About Students -- Strengths-Based Teaching in Cultural Context -- Getting Started: Conceptualizing -- Reimagining Our Teaching: The Influence of Teaching Philosophy on Learning, Student Success, and Retention -- When Everyone's Learning Is the Objective: Pedagogy, Facilitation, and Interaction Across Cultural Frameworks -- Time, Timing, and Scheduling -- Climate, Facilitation, and Interaction -- Initiating and Sustaining Student Engagement Across Cultures -- Balancing Activities Across Cultural Norms, Learning Processes, and Personalities -- Additional Considerations -- Top 10 Things Faculty Can Do to Teach Across Cultures -- Self-Reflect Culturally -- Modify One Cultural Continuum -- Talk With Three Students -- Explore One Negative Attribution -- Share With Students the Value of Balancing Cultural Frameworks -- Connect to Student Lives -- Partner With Students -- Make a Personal Connection -- Assess Creatively -- Consider the Rewards -- Spreading the Cultural Word: Faculty Development on a Larger Scale -- On-Campus Culture and Teaching Seminars -- Multiple-Day Culture and Teaching Institutes -- Sustained Culture and Teaching Faculty Cohorts -- Websites -- Individual Self-Development -- Informal Sharing -- National and International Presentations and Institutes -- Resources -- Story of Our Work With Faculty -- Realizing Our Hopes -- Beginnings -- Coming Together and Planning -- Philosophical and Organizational Underpinnings -- Faculty Development Project -- Program -- Final Assessment -- Research -- Faculty Group Dynamics -- Final Reflections: Toward Learning Equity: Cultivating a Culture of Belief in Students -- A Guide to Writing a Culture and Teaching Autobiography -- Steps of Analysis -- Theory and Research on Culture and Teaching in Higher Education -- Teaching Guides Related to Culture and Teaching: Collegiate, K -- 12, and Adult Learning Sources -- Faculty Teaching Introspection -- Learning Theory and Research. |
| ctrlnum | (OCoLC)944934791 |
| dewey-full | 378.1/25 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.1/25 |
| dewey-search | 378.1/25 |
| dewey-sort | 3378.1 225 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | First edition. |
| format | Electronic eBook |
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code="t">Culture Matters --</subfield><subfield code="t">Elements of Culture --</subfield><subfield code="t">Ethnicity and Race --</subfield><subfield code="t">U.S. Higher Education Heritage and the Invisibility of Monoculturalism --</subfield><subfield code="t">Cultural Strengths --</subfield><subfield code="t">Culture Matters to Learning --</subfield><subfield code="t">Expanding Nature of Learning Environments --</subfield><subfield code="t">Neuroscience Supports Balancing Cultural Frameworks --</subfield><subfield code="t">Engaged Learning Leads to Boundary Crossing --</subfield><subfield code="t">Note --</subfield><subfield code="g">3.</subfield><subfield code="t">Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks --</subfield><subfield code="t">Core Principles --</subfield><subfield code="t">Opportunities and Rewards of Culturally Engaged Teaching --</subfield><subfield code="t">Vulnerability of Culturally Engaged Teaching --</subfield><subfield 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| id | ZDB-4-EBA-ocn944934791 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:27:06Z |
| institution | BVB |
| isbn | 9781620363256 1620363259 |
| language | English |
| oclc_num | 944934791 |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (241 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Stylus Publishing, LLC, |
| record_format | marc |
| spelling | Chavez, Alicia Fedelina, author. Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / Alicia Fedelina Chávez and Susan Diana Longerbeam ; foreword by Joseph L. White. First edition. Sterling, Virginia : Stylus Publishing, LLC, [2016] ©2016 1 online resource (241 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. "Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths. Recognizing that each student learns in culturally influenced ways, and that each instructor's teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning. The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and Learning that highlights eight continua towards achieving the transformation of teaching, and developing more culturally balanced and inclusive practices, over time. They present techniques -- illustrated by numerous examples and narratives -- for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates"--Provided by publisher Print version record. Machine generated contents note: 1. Balancing Cultural Strengths in Teaching -- Reimagining Teaching Toward a Culturally Strengths-Based Approach -- Acknowledging a World With Many Oppressions -- Cultural Frameworks, Epistemologies, and Worldviews -- From Monocultural to Multicultural -- Model of Cultural Frameworks in College Teaching and Learning -- Integrated and Individuated Cultures in Teaching and Learning -- Both-And: A Cultural Key to Learning -- Note About Inequity in Learning -- Teaching Within an Epistemology of Cultural Both-And -- Applying a Model of Cultural Frameworks to Teaching Practice -- Taking It From Here to Enrich Learning Over Time -- Notes -- 2. Culture in College Teaching -- Theoretical Underpinnings of Our Work -- Note on Essentializing and Intersectionality -- Changing Student Body Alongside the Relatively Unchanging Faculty -- Student Completion Rates -- Faculty Matter -- Culture Matters -- Elements of Culture -- Ethnicity and Race -- U.S. Higher Education Heritage and the Invisibility of Monoculturalism -- Cultural Strengths -- Culture Matters to Learning -- Expanding Nature of Learning Environments -- Neuroscience Supports Balancing Cultural Frameworks -- Engaged Learning Leads to Boundary Crossing -- Note -- 3. Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks -- Core Principles -- Opportunities and Rewards of Culturally Engaged Teaching -- Vulnerability of Culturally Engaged Teaching -- Design Dilemmas -- Personal Challenges of Culturally Engaged Teaching -- Conclusion -- 4. Applying Cultural Introspection to Teaching and Learning -- Going Inward: Knowing Ourselves Culturally as Faculty -- Developing Our Teaching Through Cultural Introspection -- Looking Outward: Learning Culturally About Students -- Conclusion -- 5. Strengths-Based Teaching in Cultural Context -- Getting Started: Conceptualizing -- Reimagining Our Teaching: The Influence of Teaching Philosophy on Learning, Student Success, and Retention -- When Everyone's Learning Is the Objective: Pedagogy, Facilitation, and Interaction Across Cultural Frameworks -- Time, Timing, and Scheduling -- Climate, Facilitation, and Interaction -- Initiating and Sustaining Student Engagement Across Cultures -- Balancing Activities Across Cultural Norms, Learning Processes, and Personalities -- Additional Considerations -- Note -- 6. Top 10 Things Faculty Can Do to Teach Across Cultures -- Self-Reflect Culturally -- Modify One Cultural Continuum -- Talk With Three Students -- Explore One Negative Attribution -- Share With Students the Value of Balancing Cultural Frameworks -- Connect to Student Lives -- Partner With Students -- Make a Personal Connection -- Assess Creatively -- Consider the Rewards -- 7. Spreading the Cultural Word: Faculty Development on a Larger Scale -- On-Campus Culture and Teaching Seminars -- Multiple-Day Culture and Teaching Institutes -- Sustained Culture and Teaching Faculty Cohorts -- Websites -- Individual Self-Development -- Informal Sharing -- National and International Presentations and Institutes -- Resources -- 8. Story of Our Work With Faculty -- Realizing Our Hopes -- Beginnings -- Coming Together and Planning -- Philosophical and Organizational Underpinnings -- Faculty Development Project -- Program -- Final Assessment -- Research -- Faculty Group Dynamics -- Final Reflections: Toward Learning Equity: Cultivating a Culture of Belief in Students -- Appendix A Guide to Writing a Culture and Teaching Autobiography -- Steps of Analysis -- Appendix B Resources -- Theory and Research on Culture and Teaching in Higher Education -- Teaching Guides Related to Culture and Teaching: Collegiate, K -- 12, and Adult Learning Sources -- Faculty Teaching Introspection -- Learning Theory and Research. College teaching Social aspects. Culturally relevant pedagogy. http://id.loc.gov/authorities/subjects/sh2013001908 Pédagogie culturellement adaptée. EDUCATION Higher. bisacsh College teaching Social aspects fast Culturally relevant pedagogy fast Longerbeam, Susan Diana, author. White, Joseph L., 1932-2017, writer of foreword. https://id.oclc.org/worldcat/entity/E39PCjqJVgvB7DbkCCyddhxjvd http://id.loc.gov/authorities/names/n83208084 Print version: Chavez, Alicia Fedelina. Teaching across cultural strengths. First edition. Sterling, Virginia : Stylus Publishing, LLC, [2016] 9781620363232 (DLC) 2015022283 (OCoLC)912045344 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1270432 Volltext |
| spellingShingle | Chavez, Alicia Fedelina Longerbeam, Susan Diana Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / Balancing Cultural Strengths in Teaching -- Reimagining Teaching Toward a Culturally Strengths-Based Approach -- Acknowledging a World With Many Oppressions -- Cultural Frameworks, Epistemologies, and Worldviews -- From Monocultural to Multicultural -- Model of Cultural Frameworks in College Teaching and Learning -- Integrated and Individuated Cultures in Teaching and Learning -- Both-And: A Cultural Key to Learning -- Note About Inequity in Learning -- Teaching Within an Epistemology of Cultural Both-And -- Applying a Model of Cultural Frameworks to Teaching Practice -- Taking It From Here to Enrich Learning Over Time -- Notes -- Culture in College Teaching -- Theoretical Underpinnings of Our Work -- Note on Essentializing and Intersectionality -- Changing Student Body Alongside the Relatively Unchanging Faculty -- Student Completion Rates -- Faculty Matter -- Culture Matters -- Elements of Culture -- Ethnicity and Race -- U.S. Higher Education Heritage and the Invisibility of Monoculturalism -- Cultural Strengths -- Culture Matters to Learning -- Expanding Nature of Learning Environments -- Neuroscience Supports Balancing Cultural Frameworks -- Engaged Learning Leads to Boundary Crossing -- Note -- Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks -- Core Principles -- Opportunities and Rewards of Culturally Engaged Teaching -- Vulnerability of Culturally Engaged Teaching -- Design Dilemmas -- Personal Challenges of Culturally Engaged Teaching -- Conclusion -- Applying Cultural Introspection to Teaching and Learning -- Going Inward: Knowing Ourselves Culturally as Faculty -- Developing Our Teaching Through Cultural Introspection -- Looking Outward: Learning Culturally About Students -- Strengths-Based Teaching in Cultural Context -- Getting Started: Conceptualizing -- Reimagining Our Teaching: The Influence of Teaching Philosophy on Learning, Student Success, and Retention -- When Everyone's Learning Is the Objective: Pedagogy, Facilitation, and Interaction Across Cultural Frameworks -- Time, Timing, and Scheduling -- Climate, Facilitation, and Interaction -- Initiating and Sustaining Student Engagement Across Cultures -- Balancing Activities Across Cultural Norms, Learning Processes, and Personalities -- Additional Considerations -- Top 10 Things Faculty Can Do to Teach Across Cultures -- Self-Reflect Culturally -- Modify One Cultural Continuum -- Talk With Three Students -- Explore One Negative Attribution -- Share With Students the Value of Balancing Cultural Frameworks -- Connect to Student Lives -- Partner With Students -- Make a Personal Connection -- Assess Creatively -- Consider the Rewards -- Spreading the Cultural Word: Faculty Development on a Larger Scale -- On-Campus Culture and Teaching Seminars -- Multiple-Day Culture and Teaching Institutes -- Sustained Culture and Teaching Faculty Cohorts -- Websites -- Individual Self-Development -- Informal Sharing -- National and International Presentations and Institutes -- Resources -- Story of Our Work With Faculty -- Realizing Our Hopes -- Beginnings -- Coming Together and Planning -- Philosophical and Organizational Underpinnings -- Faculty Development Project -- Program -- Final Assessment -- Research -- Faculty Group Dynamics -- Final Reflections: Toward Learning Equity: Cultivating a Culture of Belief in Students -- A Guide to Writing a Culture and Teaching Autobiography -- Steps of Analysis -- Theory and Research on Culture and Teaching in Higher Education -- Teaching Guides Related to Culture and Teaching: Collegiate, K -- 12, and Adult Learning Sources -- Faculty Teaching Introspection -- Learning Theory and Research. College teaching Social aspects. Culturally relevant pedagogy. http://id.loc.gov/authorities/subjects/sh2013001908 Pédagogie culturellement adaptée. EDUCATION Higher. bisacsh College teaching Social aspects fast Culturally relevant pedagogy fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2013001908 |
| title | Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / |
| title_alt | Balancing Cultural Strengths in Teaching -- Reimagining Teaching Toward a Culturally Strengths-Based Approach -- Acknowledging a World With Many Oppressions -- Cultural Frameworks, Epistemologies, and Worldviews -- From Monocultural to Multicultural -- Model of Cultural Frameworks in College Teaching and Learning -- Integrated and Individuated Cultures in Teaching and Learning -- Both-And: A Cultural Key to Learning -- Note About Inequity in Learning -- Teaching Within an Epistemology of Cultural Both-And -- Applying a Model of Cultural Frameworks to Teaching Practice -- Taking It From Here to Enrich Learning Over Time -- Notes -- Culture in College Teaching -- Theoretical Underpinnings of Our Work -- Note on Essentializing and Intersectionality -- Changing Student Body Alongside the Relatively Unchanging Faculty -- Student Completion Rates -- Faculty Matter -- Culture Matters -- Elements of Culture -- Ethnicity and Race -- U.S. Higher Education Heritage and the Invisibility of Monoculturalism -- Cultural Strengths -- Culture Matters to Learning -- Expanding Nature of Learning Environments -- Neuroscience Supports Balancing Cultural Frameworks -- Engaged Learning Leads to Boundary Crossing -- Note -- Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks -- Core Principles -- Opportunities and Rewards of Culturally Engaged Teaching -- Vulnerability of Culturally Engaged Teaching -- Design Dilemmas -- Personal Challenges of Culturally Engaged Teaching -- Conclusion -- Applying Cultural Introspection to Teaching and Learning -- Going Inward: Knowing Ourselves Culturally as Faculty -- Developing Our Teaching Through Cultural Introspection -- Looking Outward: Learning Culturally About Students -- Strengths-Based Teaching in Cultural Context -- Getting Started: Conceptualizing -- Reimagining Our Teaching: The Influence of Teaching Philosophy on Learning, Student Success, and Retention -- When Everyone's Learning Is the Objective: Pedagogy, Facilitation, and Interaction Across Cultural Frameworks -- Time, Timing, and Scheduling -- Climate, Facilitation, and Interaction -- Initiating and Sustaining Student Engagement Across Cultures -- Balancing Activities Across Cultural Norms, Learning Processes, and Personalities -- Additional Considerations -- Top 10 Things Faculty Can Do to Teach Across Cultures -- Self-Reflect Culturally -- Modify One Cultural Continuum -- Talk With Three Students -- Explore One Negative Attribution -- Share With Students the Value of Balancing Cultural Frameworks -- Connect to Student Lives -- Partner With Students -- Make a Personal Connection -- Assess Creatively -- Consider the Rewards -- Spreading the Cultural Word: Faculty Development on a Larger Scale -- On-Campus Culture and Teaching Seminars -- Multiple-Day Culture and Teaching Institutes -- Sustained Culture and Teaching Faculty Cohorts -- Websites -- Individual Self-Development -- Informal Sharing -- National and International Presentations and Institutes -- Resources -- Story of Our Work With Faculty -- Realizing Our Hopes -- Beginnings -- Coming Together and Planning -- Philosophical and Organizational Underpinnings -- Faculty Development Project -- Program -- Final Assessment -- Research -- Faculty Group Dynamics -- Final Reflections: Toward Learning Equity: Cultivating a Culture of Belief in Students -- A Guide to Writing a Culture and Teaching Autobiography -- Steps of Analysis -- Theory and Research on Culture and Teaching in Higher Education -- Teaching Guides Related to Culture and Teaching: Collegiate, K -- 12, and Adult Learning Sources -- Faculty Teaching Introspection -- Learning Theory and Research. |
| title_auth | Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / |
| title_exact_search | Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / |
| title_full | Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / Alicia Fedelina Chávez and Susan Diana Longerbeam ; foreword by Joseph L. White. |
| title_fullStr | Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / Alicia Fedelina Chávez and Susan Diana Longerbeam ; foreword by Joseph L. White. |
| title_full_unstemmed | Teaching across cultural strengths : a guide to balancing integrated and individuated cultural frameworks in college teaching / Alicia Fedelina Chávez and Susan Diana Longerbeam ; foreword by Joseph L. White. |
| title_short | Teaching across cultural strengths : |
| title_sort | teaching across cultural strengths a guide to balancing integrated and individuated cultural frameworks in college teaching |
| title_sub | a guide to balancing integrated and individuated cultural frameworks in college teaching / |
| topic | College teaching Social aspects. Culturally relevant pedagogy. http://id.loc.gov/authorities/subjects/sh2013001908 Pédagogie culturellement adaptée. EDUCATION Higher. bisacsh College teaching Social aspects fast Culturally relevant pedagogy fast |
| topic_facet | College teaching Social aspects. Culturally relevant pedagogy. Pédagogie culturellement adaptée. EDUCATION Higher. College teaching Social aspects Culturally relevant pedagogy |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1270432 |
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