Higher Ed Matters
Asynchronous Session
Examination of the Profile of Visually Impaired English Language Learners in Higher Education in Oman View Digital Media
Paper Presentation in a Themed Session Jamila Al Siyabi
inclusion in higher education is one of emerging perspectives in English language teaching and research. Similar to other contexts around the world, inclusive education in the Omani higher education is receiving more attention from practitioners, researchers and institutions. Research in Oman suggests that addressing the learner’s skills, interests, strengths and potential difficulties as well as positioning the student's demand to match the 21st century skills are of vital significance to effective language education. It also proposes that initiating support service systems, procedures and innovations in technology and pedagogy can lead to more effective inclusive English language teaching. This paper looks into the concept of the learner profile of the visually impaired in higher education institutions. It explores how establishing a learner profile for this type of learners can promote more effective approaches to inclusive English language and enhance the successful integration of visually impaired students in mainstream English language classrooms. The study draws on findings of a qualitative approach that explored the perceptions and practices of teachers and visually impaired students in inclusive English language teaching setting in a university in Oman, and how aspects relevant to learner profile emerged from the study data analysis. Potential challenges and implications of inclusion in higher education are also discussed.
Service-Learning and the Development of Students’ Intercultural Sensitivity in Higher Education: Differences Based on Service-Learning and Non-Service-Learning Teaching View Digital Media
Paper Presentation in a Themed Session Rosa Maria Rodríguez Izquierdo
Many higher education institutions aim to promote intercultural sensibility in their students. However, most research has focused on the content of educational programs (what educators offer) rather than on pedagogical methodologies to assist students experience intercultural learning. This study fills this gap by examining the impact that Service Learning (SL) has on the development of students´ Intercultural Sensitivity (IS) in Higher Education. The Developmental Model of Intercultural Sensitivity (DMIS)) and a quasi-experimental design of repeated measures pretest and posttest, using a comparison group, was implemented to compare two groups of undergraduate students enrolled on the same course, and in two different formats: SL and non-SL. The sample consisted of 233 Higher Education students. Our hypothesis predicted that SL students would report higher levels of IS and the data confirmed this. The results indicate that the students of the two groups are in the minimizing phase and that the posttest scores are higher than the pretest for both groups, although the SL group reveals a significantly higher level in all subscales (reversal, acceptance/adaptation, and encapsulated marginality) with the SL course except in the denial/defence and the minimization stages. These results can guide teachers and administrators to foster SL to promote students’ IS.
Accessibility at the Core: Developing DEI-Checklists for Rutgers University View Digital Media
Paper Presentation in a Themed Session Eva Erber, Jessica Mingoia
This paper contributes to the current discourse on accessibility in higher education by discussing a comprehensive set of diversity, equity, and inclusion (DEI) checklists developed for Rutgers University. This project has its roots within an advisory committee for the School of Graduate Studies and aims to reach various instructors all over the University. The study specifically delves into the presenters' exploration of what the development of a set of checklists entails but also what limits there are when creating comprehensible material for a large, diverse institution. We discuss which broad questions and specific requirements need to be navigated when thinking about DEI within the institutional realm of a big, research-intensive institution. Our case study addresses checklists for inclusive instruction, inclusive syllabi design, and inclusive assignments. We share insights into the unique challenges and opportunities encountered whilst developing these checklists, designed to be usable by instructors at all the different schools at Rutgers. Fostering an inclusive learning environment comes with unique disciplinary challenges as well, hence we will discuss our approach to creating checklists that are adaptable to individual needs and disciplines. This paper offers a multifaceted perspective on educational practice by presenting a valuable case study that aligns with supporting instructors navigating diverse learning and teaching environments.
ICTs in the EFL Classroom: What Is (or Isn’t) Part of the Curriculum for Pre-service Primary Teachers at Spanish Universities? View Digital Media
Paper Presentation in a Themed Session Francisco Pradas Esteban
The digital age has revolutionized most of the aspects of citizens’ everyday lives and this directly affects educational systems because Information and Communication Technologies (ICT) have been integrated into the curriculum at all educational levels. Regarding foreign language learning, many studies support that ICTs contribute to positive development in terms of linguistic competence and foreign language acquisition. In relation to previous research considering the Spanish educational context, very few studies are published in this respect regarding English Foreign Language (EFL) and training for Primary pre-service teachers. This study analyzes the ICT and digital topics that are part of the curriculum for EFL in Primary Teaching Degrees across all Spanish Public Universities. This was done in order to evaluate if ICTs are given the necessary importance with regard to 21st century educational demands with the objective of facilitating foreign language learning. This research follows a descriptive - comparative method to detail what is or isn’t being done at higher education institutions as for EFL primary pre-service teachers training concerning meaningful second language acquisition with the support and benefits derived from the inclusion of new technologies in the curriculum. The main findings shed light on whether university curriculums are coherent with 21st-century educational demands, or if there is a need to redesign them to fill the gap among education, job market requirements and students’ needs.
