Meet Them Where They Are: An Outreach Model to Address University Counseling Center Disparities

ABSTRACT

Although University Counseling Centers continue to report increased rates of served students, those who hold marginalized identities continue to be underrepresented. Many factors may contribute to such discrepancies, including stigma, access, and trust in providers. College students across the nation have recently called for an increase in the number of professionals who identify as racially/ethnically diverse. The current article reviews one university’s response to their own students’ call for action, and particularly explores how the program was implemented and its associated costs and benefits. Considerations for other university administrators seeking to employ similar methods are discussed.     

The Journey Toward Transformational Learning in a Statewide Doctoral Program

This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others who are interested in fostering higher levels of transformational learning outcomes within their programs. Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D. Cohort Program in educational leadership at the University of Missouri—Columbia.     

构建质量多元化的高等教育体系

在构建社会主义和谐社会的过程中,现代中国高等教育的主要使命或者说根本任务就是为社会经济发展培养数以百万、千万计的各种层次、各种类型的高素质劳动者,使我国劳动力的整体素质达到国际水平,承担起富民强国的任务。这个使命的完成,仅靠创建几所世界一流大学是远远不够的,我们需要的是一个体系完整、结构合理的能达到国际水平的高等教育体系。这个体系中的各级各类大学在各自的领域内都应该努力成为与世界相应教育层次接轨的、有竞争力的办学机构。一国高等教育体系和结构是否合理,体现着该国高等教育发展的水平。因此,要根据多元化质量观的要求,从时代与国情出发,构建结构合理的中国高等教育体系。     

和而不同：全球化下高等教育之文化取向

“西方中心主义”和“本土主义”是在全球化背景下发展高等教育的两种对立的取向。这两种取向都是“中心主义”,属于中西对立、体用二元的僵固思维模式。全球化背景下高等教育发展的文化逻辑应当是“和而不同”。“和而不同”的高等教育理念追求的不是中西对立,也不是中体西用或西体中用,而是吸取世界上的一切优秀文明成果,构建独具民族特色而又有时代精神的高等教育。     

论图式理论对翻译的影响

本文简要探讨了图式理论对英汉翻译的影响,并从内容图式和结构图式两个角度分析了图式差异给翻译带来的问题,阐述了在翻译实践活动中,增强目标语文化背景知识的必要性及图式理论对翻译实践所具有的重要指导作用。     

Preservice Teachers' Perspectives on Their Preparation for Social Justice Teaching

This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching.     

员工多样性、知识共享与个体创新绩效——一个有调节的中介模型

关于员工多样性与绩效的关系,已有的研究并无定论。将研究层次限定在个体层面,以信息决策理论、社会分类理论、断层线理论等为基础,选取个体感知差异来刻画组织的多样性情况,深入研究其对个体创新绩效的具体作用机理。面向全国多家企事业单位展开调研,回收有效问卷306份,对数据进行分层回归分析的结果表明:员工多样性与个体创新绩效正相关;知识共享部分中介了这一正向关系;员工对待多样性的态度对此中介过程发挥调节作用。随着个体对多样性的态度越来越积极、正面,多样性对知识共享的促进作用越来越显著。     

“文化转向”中译者角色的再思考

翻译研究中的"文化转向"体现了对翻译更深层次的理解,同时也促进了研究领域对跨文化翻译中译者角色的再思考。忠实与叛逆、归化与异化、缺省与补偿是跨文化翻译研究中的重要组成部分,也是译者在处理原文化与异文化中应考量的三个主要关系。促进各文化之间平等交流、和谐共生是新时期译者应承担的重要使命。     

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.