Subject Index
Integrating Community Service into Curriculum: International Perspectives on Humanizing Education
ISBN: 978-1-83909-435-4, eISBN: 978-1-83909-434-7
ISSN: 2055-3641
Publication date: 19 August 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blessinger, P. and Makhanya, M. (Ed.) Integrating Community Service into Curriculum: International Perspectives on Humanizing Education (Innovations in Higher Education Teaching and Learning, Vol. 25), Emerald Publishing Limited, Leeds, pp. 179-182. https://doi.org/10.1108/S2055-364120200000025016
Publisher
:Emerald Publishing Limited
Copyright © 2020 by Emerald Publishing Limited
INDEX
A Class Apart
, 112
Action
, 16–17, 29, 93–94
of civic engagement
, 150
community
, 160
digital literacy plan of
, 81
individualized plans
, 96
reflection
, 44
research process
, 98
responsibility and
, 46
Activism
digital
, 9–10, 75, 79
for minority rights
, 112
research
, 93, 95
research design
, 95
Adjunct faculty
, 160
Agency
, 29, 41–42, 46
Approach
capability
, 8, 41–47
case study
, 75
humanistic
, 4, 92
humanizing theoretical
, 19–25
person-centered approach
, 92
problem-posing
, 17
social entrepreneur’s approach
, 106
sociocultural
, 18–19
Assessment
, 155–157
ELT contextualized
, 21
Assumptions
contemporary evaluation practice
, 138
historical–cultural assumptions
, 152
status
, 140
Awareness
civic
, 42
community
, 95
self
, 11, 43, 96, 149
of social processes and conscious
, 4
Bildung
, 8
undergraduate students
, 8, 27–37
Case study
, 9, 40
college success
, 98–99
digital activism
, 73–86
higher education, capability approach and service-learning
, 43
Citizenship
, 40, 42–43, 149, 155, 159, 161
digital
, 76–79, 84
Civic engagement
, 45, 97, 150–151
Co-curricular programs
, 9, 73–86
Co-determination
, 8, 31–32, 34–35, 37
Collaborative learning
, 98, 121, 157
Common course
, 148, 150
Community
, 11, 18, 30, 33, 36, 43–47, 92, 155
community-engaged experiential learning
, 148, 154
educative
, 17
engagement
, 9, 11, 99, 101, 105, 149, 151, 154–156, 158–161
impact
, 43
indicators
, 29–30
LNPO
, 98–99
partners
, 130–132, 137–142
service
, 3–7, 42, 93, 152
service leadership
, 93
Trust Act
, 42
Configurations
, 16, 19–23
Content Analysis
, 45
Contextualized assessment
, 8, 16, 21
Continuing professional development
, 9, 56
Course design
, 137, 139, 155, 157, 159
CPD
, 56, 64, 67–68
Creative Commons
, 9, 53–54
Creativity
, 6, 9, 75, 94
Critical Consciousness
, 43
Critical Thinking
, 8–9, 16, 18, 40, 44–45, 47, 75
Cultural competence
, 140, 149
Cultural responsiveness
, 95–96
Curriculum
, 19, 76, 139
conceptual integration of evaluation into higher education
, 142
course
, 158
design
, 80
general education
, 148–151
integrating community service into
, 3–7
options for integrating evaluation into
, 143
Degree attainment
, 10, 92, 94, 98, 101, 103
Del Rio ISD v. Salvatierra
, 112
Delgado v. Bastrop ISD
, 112
Democratic education
, 75–76, 79
Diaspora
, 113
Didaktik
, 27–37
Digital activism
, 9, 75, 79, 85
Digital badges
, 54, 59, 63, 69
Digital citizenship
, 76–79, 84
Digital literacy
, 9, 74–75, 78–86
Dimensions
, 8, 16, 21–24
Distributed curriculum
, 148
Diversity
, 11, 98, 147–161
Educational
contingencies
, 34
cultural base in research
, 20
disparities
, 10, 94–95
ELT educational research
, 19–25
equity
, 93, 105
leaders
, 5–6
policies
, 5
research
, 15–25
resources to support underserved groups
, 51–69
theory
, 28
Educators
, 6, 28, 44, 52, 56, 60–61, 68–69
humanist
, 73–86, 131–132
Empathy
, 41, 44–46, 79
English
, 10, 15–25, 56, 62–63, 80, 110, 115, 120, 122
English as a Second Language (ELL)
, 10
Epistemological relations of ELT educational research
, 23–24
Equity
, 93–94, 96, 104–106, 134, 153
Ethical reasoning
, 148–149, 152–153, 157
Ethics
, 11, 78, 147–161
Evaluation
course
, 160
education
, 22
ELT research
, 22
LCSF’s programs
, 98
program
, 129–143
proposal
, 138
quality of life
, 41
student
, 158–159
Evaluator education
, 136–137
Experience
, 4–8
community engagement
, 156
service-learning
, 40, 44–47, 148–149, 156
Experiential learning
, 11, 40, 81, 130, 147–161
Faculty development
, 81, 156–158
Felix Longoria
, 112
General education
, 148–151, 155, 157, 161
Global writing
, 9, 75, 82
Globalization
, 7, 52
Guiding principles
, 134, 137
Hernandez v. Texas (1954)
, 112
High-impact educational practices
, 150
Higher education
, 40, 74, 77, 149, 151
and capability approach
, 41–42
case study
, 43–47
curriculum
, 142
humanizing
, 3–7, 27–29, 130, 138
and service-learning
, 42–43
social entrepreneur’s approach for humanizing
, 91–106
Tinto’s model
, 118
Hispanic Serving Institution (HSI)
, 111, 113–114, 119–122
Historically Black Colleges and Universities (HBCU)
, 111, 114
Holistic
, 16, 76–77, 81
Humanism
, 4, 16
Humanist education
, 11, 75–76, 92, 148
Humanist tradition
, 9, 74–75
Humanistic education
, 11, 92, 148
Humanization
, 4–6, 17, 132, 136, 140
Humanizing
through course readings
, 139–140
education
, 5, 7, 61, 69, 131–132
educators
, 131–132
higher education
, 3–7, 27–29
pedagogy
, 7
theoretical approach
, 15–25
Impact on learners and educators
, 60–61
Imposter syndrome
, 122
Inclusion
, 16, 25, 42, 96, 149, 152, 155
Indicators
, 29–30, 35, 105
Informal learning
, 52, 69
Innovative
ELT innovative intervention
, 21–22
teaching and learning
, 74, 76
thinking
, 79, 81
Instructional design
, 78, 84
Interdisciplinary
, 30, 43, 151
International development
, 62–63, 136–137
Intervention
, 8, 16–17, 21, 132, 133
ELT innovative
, 21–22
materials
, 21–22
strategic/methodological
, 21
Klafki
, 31–34
Knowledge
, 5–6, 17–18, 23, 28–29, 32, 42, 44, 47–50, 52, 55–56, 66, 74–76, 78, 86, 95, 105, 114, 121, 130–132, 134, 138, 150–151, 154–155, 157, 159–161
Kolb cycle
, 156, 160–161
Latino college success
, 10, 93
Learning
, 21
activities
, 7
embedding experiential
, 147–161
outcomes
, 29, 106, 137–138, 150–151, 154–157
service-learning
, 42–50, 131
Little School(s) of 400
, 112
Mexican American
, 10, 109–122
Mobile technology
, 52
MOOC
, 53, 55, 63–64
Moodle
, 54, 63, 69
Narrative Inquiry
, 45, 47
Narratives
, 32, 35–36, 46, 97, 101
Natural mentoring relationships
, 10, 96
Non-accredited learning
, 69
Non-formal learning
, 69
Northern English
, 110
OER
, 9, 52–53–55, 57, 59–60, 68–69
Online course
, 9, 52, 64, 66, 68–69, 150
Online learning
, 52
Open educational resources
, 9, 51–69
Open Learn
, 61
Open Learn Create
, 61
Open learning
, 54, 60
Outreach
, 9, 97
Panethnicity
, 113, 116, 119
Pedagogy
, 5–7, 16–19, 75, 137
Praxis
, 16–17
Process
, 154–158
Professional development
, 9, 59, 158, 160
Program evaluation
, 11, 130–143
standards
, 132, 134
Psychosocial wellbeing
, 74, 78–79, 81
Public service
, 9, 33, 75
Qualitative
analysis
, 44
approaches
, 142
inquiry
, 139
investigation
, 8
research methods
, 29–30
Qualities
, 16, 20–24, 29
Quality-of-life
, 29–31
Reflection(s)
, 10–11, 16–17, 32, 40, 44, 47–50, 79, 85, 93, 104–105, 138, 149, 154–156
Reflective learning
, 47, 66, 70
Reflective practice
, 31, 43–44, 47–50
Research
, 9, 47, 55, 135–136, 159
Responsibility
, 8–9, 40, 45–46, 75, 131, 136, 148
for learning
, 92
personal, social and civic
, 43, 155
Sabrio/Burchfield Model of Departure
, 114, 116, 119–121
Scaffolded learning
, 142
Schools
, 7, 16, 18, 24–25, 43, 63, 67, 76, 92, 110, 112, 120, 122, 155
Science education
, 80, 82–85
Science writing
, 82–83
Self-determination
, 5, 8, 31–34, 36–37, 47, 97, 105
Self-reflection
, 47, 78
Service
, 4–7, 43, 81, 130, 134, 155
Service-learning
, 8, 11, 27–29, 32, 37, 40–47, 130–131, 136, 138–139, 154–155, 157, 159, 161
Social development
, 5
Social entrepreneur
, 92–106
Social issues
, 36, 40, 42, 47–50, 150, 157
Social justice
, 5, 41, 43, 79, 95, 138, 141, 152
Sociocultural
alignment
, 118
approach to language teaching
, 18–19
reality
, 6
Solidarity
, 8, 31–32, 35–37
Southern English
, 110, 128
Student(s)
, 6, 10, 17, 30, 33–35, 37, 42–47, 74, 79, 99–100, 105, 137–138, 150, 155–157
engagement
, 30, 153, 160
success
, 10, 93, 98, 104–106
Syncretic process
, 113, 115, 119
Teaching
, 4, 74
center for
, 157
classroom
, 63
empirical study of relationships within
, 31
of evaluation
, 144
of Freire encourage educators
, 6
pre-teaching experiences
, 24
radical reconstruction
, 5
sociocultural approach to language
, 18–19
teaching–learning process
, 17, 20–24
Technology
, 7, 74–75, 86
digital
, 9, 75–79
literacy
, 74
mobile
, 52
The Capability Approach
, 8, 40–47
The Open University UK
, 53
Theory
of humanizing pedagogy
, 16
of identity
, 78
quality-of-life
, 30
sociocultural
, 18
Tinto’s theory on student retention
, 116
von Humboldt’s Theory of Bildung
, 28–29
Vygotskian
, 19
Tinto Model of Departure
, 116
Treaty of Guadalupe Hidalgo
, 112
Undergraduate
, 80, 141
education
, 80–81, 141
Underserved groups
, 9, 51–69
Veenhoven
, 29–30
Volunteerism
, 153
Von Humboldt
, 28
Well-being
, 29–37, 53, 74, 77–78, 81, 134
Wicked problems
, 150, 154
Widening participation
, 53, 58, 69
Writing studies
, 76
Zone of proximal development (ZPD)
, 18–19
- Prelims
- Part I: Humanizing Pedagogy
- Chapter 1: Introduction to Integrating Community Service Into the Curriculum: International Perspectives on Humanizing Education
- Chapter 2: A Humanistic Theoretical Approach to Educational Research on English Language Teaching
- Chapter 3: Situating Critical-Constructive Didaktik to Analyze Undergraduate Students’ Humanization
- Chapter 4: Higher Education and the Relationship between the Capability Approach and Service-Learning
- Chapter 5: Using an Open Educational Resources Platform to Support Underserved Groups
- Chapter 6: Co-Curricular Programs: A Digital Activism Case Study for Humanist Educators
- Part II: Community and Curriculum
- Chapter 7: A Social Entrepreneur’s Approach for Humanizing Higher Education: Reflections from a College Success Case Study
- Chapter 8: Evaluating the Specific Needs of Mexican American Students within Postsecondary Institutions
- Chapter 9: Using a Program Evaluation Course to Foster Service and Humanize Students, Faculty, and Community Partners
- Chapter 10: Slowly Changing the World”: Embedding Experiential Learning to Enhance Ethics and Diversity
- About the Contributors
- Name Index
- Subject Index