| Beyond Access Retent Learn Min Contributor(s): CC (Author), Aragon (Author) |
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ISBN: 0787954292 ISBN-13: 9780787954291 Publisher: John Wiley & Sons OUR PRICE: $27.55 Product Type: Paperback Published: January 2001 * Not available - Not in print at this time *Annotation: This issue of New Directions for Community Colleges presents practical models, alternative approaches and new strategies for creating effective cross-cultural courses that foster higher retention and learning success for minority students. Arguing that minority students represent various cultures and socioeconomic backgrounds, the authors discuss a wide range of issues for educators in this field, including culturally specific learning styles, work-based mentoring programs, and the role of the non-minority instructor in a minority environment. Articles critically examine traditional methods in admissions assessments, placement measures, and learning evaluation that are failing to address cultural diversity, and offer alternatives, such as a theoretical model for measuring student learning style incorporating components of motivation and engagement for inclusion with the traditional cognitive perspective. They also present a case study of one campus's efforts to create a more inclusive climate. With demographic projections indicating dramatic increases in minority student population in the following decades, the authors assert that educational programs must now develop a broader curricula that includes multicultural and multi-linguistic information. In this issue, they have provided a valuable resource for institutions meeting that challenge. |
| Additional Information |
| BISAC Categories: - Education | Administration - General |
| Dewey: 378.198 |
| Series: New Directions for Community Colleges |
| Physical Information: 0.31" H x 5.82" W x 9.06" (0.41 lbs) 120 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This issue presents practical models, alternative approaches and new strategies for creating effective cross-cultural courses that foster higher retention and learning success for minority students. Arguing that minority students represent various cultures and socioeconomic backgrounds, the authors discuss a wide range of issues for educators in this field, including culturally specific learning styles, work-based mentoring programs, and the role of the non-minority instructor in a minority environment. Articles critically examine traditional methods in admissions assessments, placement measures, and learning evaluation that are failing to address cultural diversity, and offer alternatives, such as a theoretical model for measuring student learning style incorporating components of motivation and engagement for inclusion with the traditional cognitive perspective. They also present a case study of one campus's efforts to create a more inclusive climate. With demographic projections indicating dramatic increases in minority student population in the following decades, the authors assert that educational programs must now develop a broader curricula that includes multicultural and multi-linguistic information. In this issue, they have provided a valuable resource for institutions meeting that challenge. This is the 112th issue of the Jossey-Bass series "New Directions for Community Colleges," |