The URI Student Senate’s Post

Learn more about Human Biology major Onyekachi Ezeokeke and his journey to graduation...

Introducing Dr. Jennifer Brooker, another of our esteemed VSA VET International Practitioners! Dr Jennifer Brooker’s Fellowship initiates an ongoing research project by commencing an international comparison (e.g., Austria, Canada, New Zealand, Tonga, UK, USA) that considers how Out-of-Home Care (OOHC) workers are prepared for their roles of working with traumatised children and young people living in statutory care. Identifying the initial training provided to this vital workforce includes the issues workers face and the similarities and differences experienced in OOHC settings worldwide. A topic yet to be researched in depth, it is anticipated the findings will inform future training approaches to create positive, sustainable outcomes for the sector’s many workers. An invaluable contribution to the sector Dr Jennifer Brooker. Join us in following her Fellowship journey. #fellowship #upskill #australianskills #felllowshipadventure #educationexploration #skillsgap #bestpractice #skills #highereducation #vocationaleducation #educationinnovation #skillsshortage

Renewing the Accord on Indigenous Education: Listen to the podcast interview In 2010, the Association of Canadian Deans of Education released its Accord on Indigenous Education, a document that responded to legislative and policy shifts supporting Indigenous control of Indigenous education. The Accord articulated a vision that “Indigenous identities, cultures, languages, values, ways of knowing, and knowledge systems will flourish in all Canadian learning setting” (Accord on Indigenous Education, page 9). While many aspects of the 2010 Accord still resonate, evolving policy directives and emerging sociopolitical movements point toward the need for a revised Accord that better responds to today’s contexts. ACDE is honoured to continue the work of the Accord through a revision of the 2010 document. The revision work, led by Dr. Jan Hare (UBC) and Dr. Jennifer Tupper (Alberta), aims to disrupt the colonial foundations of education and to create and sustain different ways of thinking about and doing education in Canada. ACDE’s goal is to ensure the integration of Indigenous knowledges into education in order to create more inclusive and equitable environments for all learners. During this Truth and Reconciliation week, learn more about the renewal of ACDE’s Accord on Indigenous Education by listening to Drs. Hare and Tupper In Conversation with Stephen Hurley: https://lnkd.in/gVkQrtaq Join the conversation on how Canadian education can be a path to truth and reconciliation. #TruthAndReconciliation #IndigenousEducation

We have been working hard with a group of critical scholars to review the last twenty years of JUTLP. As we find our way to a new home, we offer a new tradition, a review once every decade (or, in this case, a catch-up on the first two decades). These reviews offer incredible insights into our learning and teaching practice including: 1. Editorial by Editor-in-Chief, Joey Crawford 2. Belonging Systematic Review by Kelly-Ann Allen, Christopher Slaten, Soeun Hong, Ma Lan, Heather Craig, Fiona May, and Victor Counted,. 3. Disability Systematic Review by Brooke Szücs, Sandra Thom-Jones, and Paul Harpur 4. Social Media Systematic Review by Alison Purvis and Sue Beckingham 5. Academic Literacy Scoping Review by Kerry Dobbins 6. Educational Leadership Bibliometric Review by Greeni Maheshwari, Richard Ramsawak, and Samuel Buertey. 7. Leadership Bibliometric Review by Donnie Adams and Visal Moosa 8. Employability Narrative Structured Review by Derek Choi-Lundberg, Tracy Douglas, Marie-Louise Bird, Bianca Coleman, Melanie Greenwood, Romany Martin, Sarah Prior, Farida Saghafi, Erin Roehrer, Suzie Waddingham, Carolyn Wolsey, and Jo-Anne Kelder

New Publication Alert: I am happy to share our new publication 'Constructed world culture instruments for European Higher Education Area global diffusion', in Compare: A Journal of Comparative and International Education. Global educational reforms and policy trends suggest a growing convergence in educational systems worldwide, often attributed to the culturally embedded nature of nation-states and world-society models. However, in this article, we argue that these explanations are insufficient to fully account for the global diffusion of certain policies, as they often overlook the influential role of powerful actors in global policy dissemination. We analyse the European Bologna Process (BP) as a global case, highlighting instruments devised by the EHEA actors to actively promote BP reforms and philosophies worldwide. Drawing on World Culture Theory and analysing 25 BP documents, we argue that education policy diffusion occurs because of a well-coordinated structure and established instruments by policy actors for global policy dissemination. 50 free online copies of the article can be downloaded here. https://lnkd.in/dw6wp8fi #highereducationpolicy #globaleducation #publicpolicy #policyinternationalisation #BolognaProcess #EHEA

According to Scholar Media Africa, most PhDs graduating are in their 50s and 60s with a significant drop-out rate due to problems of supervision with professors and doctors giving feedback to students at their own discretion. It all comes down to one arguement; your Supervisor (PI) has a huge influence on how fast you advance. Hopefully, we'll get to change this narrative once we get there. Very soon. It doesn't have to be that hard! I am one of the individuals who believe that we have (potentially) some of the best intitutions globally. We should also be in a position to attract foreign researchers back home. We can be equally competitive. Article by: Prof. Maurice Amutabi Link: https://lnkd.in/dXs4r3zw

Hundreds of millions of children are in school but learning very little. 250 million children and youth aren't even in school. While thousands of pieces of research on education and child development are published each year, very little is accessible or usable by education system leaders. Education.org is developing actionable insights from the wealth of evidence that exists, so that leaders can improve the education outcomes of children. Our Chair of Education Science and Policy, Dr Suzanne Grant Lewis discusses the importance of bridging this gap between education research findings and practical implementation - whether through policy or in the classroom - in a conversation with Bob Wise. Sue stresses the importance of uncovering and amplifying the work of local researchers and practitioners, whose work is so often 'hidden' in academia, despite its relevance and applicability. #EducationForAll

As a professor who teaches general education at a biblical university, this question makes me want to pull my hair out, and not just because without it I'd be unemployed. My answer to the question "Why do we need general education?" is all about personal formation. It's GENERAL education. Undergraduate learners simply do not have the well-rounded educational experience to have a foundation for whichever field they wish to pursue long term. Moreover, general education is about worldview formation. Yes, it might seem like my Worship Ministry student might not need to know about how Christ and colonialism fit together during the 19th Century, but the general principles derived from understanding that process of events have real applications in the way that they're going to function as Christians in non-Christian and post-Christian contexts. In other words, general education isn't about the details. It's about the broad strokes that contribute to the formation of the student. Think about the sometimes dreaded and oft-boring ENG 110 class- College Composition. Are any of your twenty freshmen going to be professional writers? I doubt it. Nonetheless, they will use writing, including academic writing, throughout their educational careers and beyond. The same applies to Philosophy and Worldview, General Psychology, Sociology/Anthropology... the list goes on. These courses are designed to be foundational and to contribute to the success of the student in the field they ultimately choose to be their specialty. I cannot tell you how many times I utilized by Undergraduate experiences in the Humanities while pursuing graduate studies in Christian Leadership. I had to jump from Liberal Arts to Social Science, and my background in the former helped me tremendously in the latter.

The recent Interregional Webinar Series on the Engaged University underscored the growing global emphasis on the role of higher education institutions in societal engagement. As an interregional dialogue series, the webinars engaged with participants across Europe, Latin America and the #SADC to develop framework for the Engaged University. It highlighted the shift towards integrating engagement into core academic activities and fostering meaningful relationships with various societal sectors to advance knowledge. Historically, while universities participate in community engagement, these efforts often play a secondary role and are typically linked to traditional areas of educational focus such as community health and public policy. This approach usually offers practical experiences for students but does not reflect a comprehensive, institution-wide strategy – known as the ‘whole institution’ approach. The webinars explored how the Sustainable Development Goals can reshape this paradigm. By embedding the #SDGs into teaching, research and partnerships, #HEIs can drive a more holistic approach to community engagement, contributing to a sustainable and inclusive future while preparing students to tackle global challenges.