Comparative & International Education Series: Announcements
Comparative & International Education Series invites authors and editors to embark on a journey of scholarly exploration. Immerse yourself in the most pertinent and compelling topics within international/global education as we aspire to uncover novel perspectives, pioneering solutions, and enlightening insights. Format: Online ISSN: 3065-3533; Print ISSN: 3065-3517
Call for Series Editors: School Dropout and Completion Book Series
Call for Series Editors: School Dropout and Completion Book Series We are currently seeking editors to contribute to our upcoming book series, "School Dropout and Completion Series." This series aims to provide a comprehensive and global examination of the complex factors influencing high school graduation and dropout rates. Through rigorous scholarly research and analysis, the series will delve into the intricacies of how these rates are calculated, explore the social and economic implications of dropping out, and highlight the various pathways students may take toward graduation across different countries and educational systems. Editors are invited to propose books or chapters that align with the following suggested titles and themes: Global Perspective on High School Completion The Impact of Dropout Rates Worldwide Alternative Pathways in Education Navigating International School Transfers Socioeconomic Implications of Dropping Out Policies and Practices to Foster School Completion If you are interested in serving as an editor or contributing a book or chapter to this series, please send a brief proposal, including the title, description, and a tentative table of contents. The proposal should be sent to contact@starscholars.org
Comparative & International Education Series
Upcoming book--Navigating the “American Dream”: A Comprehensive Survival Guide for International Students
Navigating the “American Dream”: A Comprehensive Survival Guide for International Students Summary: The goal of this comprehensive guide is to facilitate the academic success of international students pursuing higher education in the United States by providing essential information and resources to navigate the complexities of both academic and social aspects of their lives. It covers crucial topics and facets at all academic levels and stages, from pre-arrival to post-graduation, offering practical guidance on issues such as race, culture, language learning, employment, health, and social life. Additionally, this guidebook promotes the successful adaptation of international students and their overall health by addressing their daily challenges and social-emotional needs. Each chapter is dedicated to one phase of academic life, ensuring that students have access to the information they need to thrive both on and off campus. This book is a comprehensive guide that not only provides essential information and resources for international students as they embark on their journey of pursuing higher education in the United States, but also offers guidance on selecting universities, finding resources and support on campus, communicating with faculty and staff, and succeeding academically and socially. This guidebook adds to the current literature by providing critical insights into preparing for and navigating a new environment, thereby disrupting negative narratives surrounding international students' success abroad. Moreover, it fosters a sense of belonging for international students, encouraging them to engage academically, socially, and culturally amidst the intricacies of academic and social life in the United States. AUTHORS Bo Zhang, Ed.D. University of Hartford, CT Ph: 573-837-5332 (cell); Email: bzhang@hartford.edu Emmah Muema, Ed.D. University of Nebraska-Lincoln, NE Email: mwema.emmah@gmail.com Shenhaye Ferguson, Ph.D. University of Denver, CO Email: shen.ferguson@gmail.com Rachel Kamnkhwani, University of Denver, CO Email: rkamnkhwani@gmail.com
Call for Chapters || Breaking Barriers, Building Bridges: International Experiences in Historically Black Colleges and Universities
Breaking Barriers, Building Bridges: International Experiences in Historically Black Colleges and Universities Historically Black Colleges and Universities (HBCUs) have long been pillars of educational excellence, contributing significantly to various sectors. However, their international engagements often remain underrepresented in academic discourses. This volume seeks to bridge this gap by exploring the international programs, initiatives, and experiences of HBCUs, emphasizing their global influence and integral role in shaping cross-cultural academic landscapes. Suggested Topics Include but are Not Limited to: Narratives of faculty and student international experiences at HBCUs. Case studies on transformative international programs/initiatives launched by HBCUs. Pedagogical impacts of international collaborations at HBCUs. Reflections on study abroad programs and their outcomes at HBCUs. Challenges and triumphs of student exchanges and global partnerships. The role of HBCUs in global academic dialogues and research collaborations. Personal, academic, and professional development outcomes of international engagements. Submission Guidelines: Chapters should be original, unpublished, and not under review elsewhere. Manuscripts should be between 1,500 to 4,000 words, inclusive of references, tables, and appendices. All submissions must adhere to the APA 7th Edition format. Please include a 50-word abstract along with 5 keywords. Submission Form: https://forms.gle/u1CbcGmF9EGsELZf6 Important Dates: Abstract Submission Deadline: November 1, 2023 Full Chapter Submission Deadline: March 1, 2024
Call for Book Chapters: "Teaching Mathematics in Primary Schools: African Context"
"Teaching Mathematics in Primary Schools: African Context" Editor: Dr Seyum Getenet, University of Southern Queensland, Australia Send chapters or questions to seyum.getenet@usq.edu.au by November 15, 2023 Book Description: This edited volume on "Teaching Mathematics in Primary Schools: African Context" is an enlightening guide that offers in-depth insights and strategies for educators navigating the challenges and opportunities of imparting mathematical knowledge in primary schools within the African setting. Delving into the cultural, pedagogical, and practical aspects of mathematics education, this book emphasizes locally-relevant teaching approaches, harnessing indigenous knowledge, and ensuring meaningful student engagement. Through comprehensive chapters, rich examples, and reflective case studies, educators are equipped with tools and methods to inspire the next generation of African mathematical thinkers. Tentative Topics: Understanding the African Context of Mathematics Education: Delving into the unique educational landscapes and traditions across Africa. The Importance of Mathematics Education in Africa: Understanding the pivotal role of mathematics in socio-economic and educational advancements. Culturally Relevant Mathematics Education: Adapting curriculums and teaching methods to resonate with the cultural norms and traditions of African learners. Effective Pedagogical Approaches and Strategies: Exploring the most effective teaching methods tailored for the African context. Leveraging Locally Available Resources: Practical strategies to maximize local and indigenous resources for a richer teaching experience. Assessment and Feedback Strategies: Ensuring that assessment methods are appropriate, fair, and constructive. Classroom Management in Mathematics Teaching: Creating an environment conducive to focused learning and active participation. Professional Development and Continuous Learning: Strategies for educators to further their skills and knowledge in the ever-evolving domain of mathematics education. Suggestive Topics: Role of Parents and Community in Mathematics Education: Engaging the broader community in the learning process. Mathematics beyond the Classroom: Linking mathematical concepts to real-world applications in the African setting. Collaborating with Other Disciplines: The interconnectedness of mathematics with other subjects and its application. Overcoming Resource Limitations: Strategies to address common challenges faced by educators in resource-limited settings. Digital Tools and Online Resources: Introducing technology into the African classroom and its potential benefits.
Call for Essays: Global Essay Project in Collaboration with the Association of American Colleges and Universities
Call for Narrative Essays: Global Essay Project A Joint Project with the American Association of Colleges and Universities Share Your Global Journey! Everyone has a memorable story of studying or working outside their country of birth. What is your story about studying or working overseas? What are your cross-cultural experiences from exchange programs or study abroad? Are you a current or former international student or scholar? Did you participate in Fulbright or any faculty exchange program? Tell your stories of exploring the words, the world, and the wonders. Essay Categories International Student & Scholar Experience Study Abroad Experience (short or long term) Faculty/Staff International Experience Join us in celebrating transnational narratives. Illuminate our “Global Essay Project” with your experiences. Contribute to this exceptional initiative by the Association of American Colleges and Universities and STAR Scholars Network. Languages Accepted You can write your story/essay in any of the following eight languages: English | Spanish | French | German | Hindi | Arabic | Chinese | Russia Essay Writing Suggestions Share a story: Focus on moments, encounters, and experiences that shaped your journey as an international student. Tell a story that no one else could tell. Your story can be about friendship, service, freedom, discrimination, injustice, activism, belonging, family, courage, resilience, citizenship, academics, spirituality, parenthood, discovery, inclusion, self-discovery, growth, etc. Be brief: Your statement should be between 1,000 and 1,500 words (use template). That’s about 5-10 minutes when read aloud at your natural pace. Write about real events: Write your true journey as an international student; exchange student; study abroad student; or scholar, current or former. Describe how you changed: Wrap-up the essay by sharing what you learned from the experience, how it has changed your beliefs, perspectives, or identity, or what the story means to you now as you look back on the events and how it has shaped you. Be personal: Tell a story from your own life, not an opinion piece or commentary about an issue. Write using words and phrases that are natural for you. Read your story aloud several times, and simplify it so it captures the story as you experienced it. Tell your challenges and lessons. Flavor your writing with idioms and figures of speech from your language. Paint the picture. Be concrete about what you have seen in your travels, academic encounters, woes, and wows! Format Requirements A story or essay of 1000-1,500 words; Typed in 12-pt size, Times Roman font; includes page numbers. We accept Microsoft Word files only. Please use this template to write your essay
NEW book Series -Children’s Picture Books Their Contribution to Political, Educational, and Cultural Attitudes
NEW book Series : "The Hand That Rocks the Cradle: Children’s Picture Books and Their Contribution to Political, Educational, and Cultural Attitudes" Description: This book series delves into the profound influence of children's picture books on shaping societal, educational, and political beliefs. It underscores that these books, predominantly selected by adults, mirror our perceptions of childhood and literature's role in a child's evolution. The series aims to explore how such books are not mere reflections of societal values but are instrumental in transmitting them. Led by a research group with members from Australia, Germany, and Switzerland, this series brings a broad international perspective to the discussion on children’s literature. Send your interest and one-page proposal to: A/Prof Martin Kerby, University of Southern Queensland, Australia, e-mail: Martin.Kerby@usq.edu.au Tentative Titles in the Series: Joseph Campbell’s ‘Hero’s Journey" and Modern Children’s Picture Books Trauma in Children’s Picture Books Visual Analysis of Illustrations in Children’s Picture Books Post-Colonialism and the Representation of European Explorers in the Pacific in Children’s Picture Books Flora and Fauna, Fantastic Worlds, and Children’s Picture Books Shadow and Substance: Afro-American Experience in Contemporary Children’s Fiction Representations of Genocide in Children’s Picture Books Animals in Children’s Picture Books About the First World War The Generic Figure of the ‘Refugee’ as a Heroic Victim in Children’s Picture Books Conflict and National Identity in Children’s Picture Books Representations of Gender in Children’s Picture Books Informational Picture Books in the Early Years’ Classroom Leadership Team Associate Professor Martin Kerby, University of Southern Queensland, Australia Martin Kerby is an associate lecturer (curriculum and pedagogy) at the University of Southern Queensland, Australia. His research focuses on historical and educational areas, with numerous publications that focus on children’s picture books, multiliteracies, biography, military history, and artistic and cultural responses to conflict. Dr Kerby is a research cluster leader in the School of Education focussing on student experience and learning. He has published extensively and received numerous awards and grants, including two competitive Queensland Anzac Centenary Grants (2014; 2017), a national Australian Government Anzac Centenary Arts and Culture Fund Public Grant (2015), a State Library of Queensland Q ANZAC 100: Memories for a New Generation Fellowship (2018) and a national Department of Veterans’ Affairs Saluting their Service grant in 2021. His interest in the arts, history and commemoration resulted in the co-edited The Palgrave Handbook of Artistic and Cultural Responses to War: Australasia, the British Isles, and the United States (2019). He is the co-curator of The Kangaroo and the Eagle: Allies in War and Peace exhibition currently showing at the Pentagon in Washington, D.C. He is the chief editor of the Australian Art Education journal which was ranked in Scopus under his editorial leadership. List of publications: https://scholar.google.com/citations?hl=en&user=cY7QJsEAAAAJ&view_op=list_works&sortby=pubdate Professor Marion Gymnich Professor, University of Bonn, Germany Marion Gymnich is Professor of English Literature and Culture at the University of Bonn. She studied English, German and Slavic Studies at the University of Cologne; she holds a PhD in English Literary Studies from the University of Cologne and did postdoctoral research at the University of Giessen, where she was coordinator of the International PhD Program 'Literary and Cultural Studies'. She was visiting lecturer at the University of Łodz and visiting professor at the University of Graz. She has published widely on children's and young adult literature, British literature from the nineteenth century to the present, postcolonial literature, genre theory, narrative theory, gender studies, audiovisual media and memory studies. List of publications: https://www.iaak.uni-bonn.de/de/people/gymnich/publications Professor Margaret Baguley, University of Southern Queensland, Australia Margaret Baguley is a professor in arts education, curriculum and pedagogy and the Associate Head Research for the School of Education at the University of Southern Queensland. Her contribution to quality learning, teaching and research has been recognised through a series of awards including the Vice-Chancellor's Teaching Excellence Award and the Australian Learning and Teaching Council's National Citation for Outstanding Contribution to Student Learning. She has published extensively, and her research encompasses the arts, creative collaboration, creative leadership, and historical commemoration. Dr Baguley received a joint 2019 Princeton University Library Research Grant to explore the collaborative relationship between the author and illustrator of the Mary Poppins’ series of books. This resulted in successful funding through the Foundation for Rural & Regional Renewal (FRRR) in 2023. She has an extensive teaching and research background across all facets of education, in addition to maintaining her arts practice. Her work is currently on exhibition at the Pentagon in Washington D.C. in The Kangaroo and the Eagle: Allies in War and Peace. Dr Baguley is currently a member of the Queensland selection committee for the prestigious Rhodes Scholarship and is also the Vice President of Art Education Australia. List of publications: https://scholar.google.com/citations?hl=en&user=89e1LmsAAAAJ&view_op=list_works&sortby=pubdate Dr Denise Burkhard University of Bonn, Germany Denise Burkhard holds a PhD in English Literature from the University of Bonn, where she teaches English Studies. Aside from neo-Victorian studies, her research interests include nineteenth-century British literature and culture, historical fiction, children’s and YA literature as well as adaptation studies. In addition to articles on fantasy fiction, contemporary (neo-) Gothic novels, and children’s literature, she has published the monograph Ancient Dwarf Kingdom or the Hoard of a Fiery Dragon?: J.R.R. Tolkien’s Erebor as a Transformed and Dynamic Place (Tectum, 2017) and the co-edited collection “Harry – yer a wizard”: Exploring J.K. Rowling’s Harry Potter Universe (Tectum, 2017). Her PhD thesis, entitled Exploited, Empowered, Ephemeral: (Re-)Constructions of Childhood in Neo-Victorian Fiction, will be published in August 2023 by V&R unipress / Bonn University Press. List of publications: https://www.iaak.uni-bonn.de/de/people/denise-burkhard-m.a Associate Professor Heather Sharp University of Newcastle Heather Sharp has a PhD in education, with a focus on curriculum. She has been an educator for 20 years in secondary schools and universities. She is currently Deputy Head of School Research at the University of Newcastle. Her work focuses on History curriculum within the School of Education, convenor of the History Network for Teachers and Researchers (HNTR); and a Special Issues Editor of Historical Encounters. Her current research investigates the teaching of difficult and controversial pasts, the influence of public history in teaching, historical representations in school curriculum, particularly textbooks and also examines the written and visual texts in picture books that deal with conflict. Sharp enjoys taking her students on experiential learning experiences to museums, memorials, and outbound study tours to the former western front sites of World War I. In 2016, Sharp was awarded a competitive residency Fellowship to the prestigious Georg Eckert Institute in Germany. During this Fellowship, she researched ways educational media is used in History classrooms, innovative ways to teach history using ICT, and engaged in an analyse of national identity representation in History textbooks. List of publications: https://scholar.google.com/citations?hl=en&user=gQ_yvGIAAAAJ&view_op=list_works&sortby=pubdate Hanne Birk University of St. Gallen, Switzerland Hanne Birk studied English and German Literatures and Cultures as well as Philosophy in Freiburg and at Brock University, Ontario, Canada. 2003-2005 research assistant in the Collaborative Research Centre ‘Memory Cultures’ (University of Giessen). 2008 PhD thesis (AlterNative Memories: Kulturspezifische Inszenierungen von Erinnerung in zeitgenössischen Romanen indigener Autor/inn/en Australiens, Kanadas und Aotearoas/Neuseelands). 2007-2009 research and work stay in London, UK and Heraklion, Crete. Since 2012 postdoc at the Department of English, American, and Celtic Studies, University of Bonn. Research and publications focus on Indigenous literatures and cultures, postcolonial theories, Pacific literatures, narratologies, children’s literature, and memory studies.
The Impact of COVID-19 on College Students: Implications for Equitable Education across College Life and Academic Success
Call for Contributions to an Edited Collection The Impact of COVID-19 on College Students: Implications for Equitable Education across College Life and Academic Success Edited by Samson Chama,Professor, Alabama A&M University We extend a formal call for contributions to an edited collection that I am currently developing. The volume, tentatively titled “The Impact of COVID-19 on College Students: Implications for Equitable Education across College Life and Academic Success.” The accelerating convergence of local and international social, economic and political problems, threatens to usher in a new age and culture that poses great challenges to education, democratization, participation, representation, connectedness and access. In addition, the emerging networks of disinformation, excessive surveillance, control and collusion, raise increasingly, troubling questions about threats to, or violations of, civil liberties, human rights, privacy, democratic processes and institutions, truth, basic freedoms, autonomy, and so on. The implications are very significant: for example, if social injustices are real, as indeed they are, and if social justice is a meaningful and laudable goal, globally, in the 21st century, and if it is bound to basic freedoms, liberties, autonomy, rights and entitlements, education, health and so on, then social justice may well be facing some serious, and in some cases, unprecedented, challenges in this current age. The phrase “social justice” has become more mainstream in recent times, but it’s existed for hundreds of years. As a concept, social justice gained more importance during the 19th century due to the Industrial Revolution and civil unrest in Europe. People started standing up to dangerous labor conditions, exploitation, and other unfair systems. At its core, social justice is about the fair distribution of opportunities and privileges as they apply to individuals within a society. While at first social justice centered mostly on wealth and property, it now encompasses more areas such as the environment, race, gender, and education. The second form of social justice in education is how social justice is taught within the school system. In a social justice framework, curriculum is specifically chosen to broaden students’ worldviews through incorporating different ideas and challenging opinions. Instead of ignoring very real-world issues such as sexism, racism, poverty, and more, a social justice education framework addresses it and encourages students to exercise analytical thinking. Schools committed to social justice in education pay close attention to their choice of curriculum and how it can be used to expand their students’ minds. For example, in the United States today, educational opportunities are not created equal. This problem, says Sara Ewell, teaching professor in Northeastern University’s Graduate School of Education, is a reflection of a greater societal issue. “We’re not providing equal education opportunities and we’re further stratifying in our society,” she says. “We need to level the playing field. This has been an issue throughout history, and we’re trying to find solutions so we can create opportunity for all students—not just for the workforce, but to create citizens who are more engaged and socially and emotionally prepared.” Achieving social justice and equal opportunity in education are lofty-but-essential goals for educators in America, experts agree. To effect change, educators must fully understand the key issues and barriers in play and position themselves with the right network, skills, and education. At another level, the COVID-19 pandemic created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. The global outbreak of the COVID-19 pandemic had spread worldwide, affecting almost all countries and territories. The outbreak was first identified in December 2019 in Wuhan, China. The countries around the world cautioned the public to take responsive care. The public care strategies had included handwashing, wearing face masks, physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home strategies had been put in place as the needed action to flatten the curve and control the transmission of the disease. Closures of schools, institutions and other learning spaces had impacted more than 94% of the world’s student population. This had brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction was another challenge with many new standard operating procedures put in place. Within a short span of the COVID-19 pandemic, many researchers, policy makers and practitioners have shared their works on teaching and learning in different ways. Several schools, colleges and universities even discontinued face-to-face teachings. In light of the COVID-19 pandemic there was, and there still is, a fear of losing academic years or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies to combat future pandemics. Further, the COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This edited volume will focus on the challenges discussed previously in order to see if the pursuit of equitable education is achievable and sustainable in the 21st century, given the accelerating convergence of the barriers pointed out previously. The volume will aim to provide a relevant and timely theoretical discussions and the latest, compelling findings in the area. It will be written for professionals and students who want to improve their understanding of recent challenges and barriers to education for college students. The book will discuss developments, transformations and convergences, in the COVID-19 age, which raise significant questions, and concerns, about the pursuit of college education in the 21st century. Each narrative chapter will provide in-depth discussions including illustrations of COVID-19, equity and college success. Potential chapters will highlight the salient areas, challenges, issues of equity as they relate to students, COVID-19, equity, and college success. The book will be divided into three parts and topics of interest include (but are not limited to): Part I: Impact of COVID-19 on Colleges Disparate Impacts on Students in Higher Education Barriers to Meaningful Students Access, Opportunities, and Outcomes Impact on Student Well-being and Mental Health School Campuses and Student Characteristics Financial Effects and Housing Stability Impact on international students, refugees and undocumented students Part 2: Building and Fostering Academic Achievement and Student Success Disrupted Learning during the Pandemic Opportunities, Challenges for Teaching and Learning School Closures Due to Inclement Weather and Natural Disasters Perceived Susceptibility and Concerns about the Future Public Health Practices and Impact on College Students Supportiveness of Campus and Impact on Students’ Financial Insecurity Ensuring students Access to Mental Health Services Intentional Outreach for Students with Special Circumstances Pedagogy for Continuing Education through Online Online learning and Student learning outcomes Increased Class Workload and Concerns about Academic Performance Similarities/Differences between Out-of-College Time Studies and COVID-19 School Closures Part 3: Closing Academic Gaps and Implications for the Future Pre-Pandemic Disparities, Academic integrity, Gender disparities and Racial Disparities Impact on HBCUs, TCUs, MSIs and Deepening Disparities for Students of Color Disparate Impact on Mental Health for Students of Color Student Enrolment: Widespread Effects and Disparate Impacts Effective Building Back for Equity in Educational Opportunity Inaccessibility to Mitigation Strategies United Nations Sustainable Development Goals Digital Divide, Accessibility and Student Success International Students and Mobility As a professional courtesy, we would appreciate if you email an expression of interest, indicating your intent to submit a proposal, along with a 200-word abstract for your chapter. We invite those who are interested in submitting a proposal to reach out to us with any questions you have as you develop ideas for submission. Proposals are due by 09-30-2023 in Word format to samson.chama@aamu.edu. We will send decisions about proposals by 10-31-2023. Accepted papers will be due 03-31-2023. All interested authors will be provided guidelines for manuscript submissions. Contributors may also be invited to serve as reviewers for this project.
International Faculty in East Asian Higher Education
Call for Chapter Proposals We are soliciting chapter proposals on faculty mobility in East Asian higher education that addresses the issues noted above. While the editors have designated some suggested topics (see below), we are open to considering proposals on other topics related to international faculty experiences in East Asia. 1. Destination choice in faculty work abroad 2. Managing expectations in a new academic and professional culture 3. Developing an intercultural pedagogy, curriculum, and teaching philosophy 4. Conducting research, collaborating with international colleagues, and building a research agenda 5. Opportunities for service to the profession while abroad 6. Experiences of higher education internationalization in East Asia 7. Negotiating boundaries and academic freedom 8. Identity issues: Psychological and Sociocultural Adjustments (professional v. personal identity) 10. Developing and maintaining relationships Contributing authors may be requested to provide blind review of other chapter submissions. More at https://sites.google.com/view/cfp-intfac-ea-highered?pli=1&authuser=1 Submission Guidelines Chapter proposals should be approximately 200 words APA 7th Edition style with 12 pt, Times New Roman font Titled “author last name-name of chapter” and saved as doc or docx. For example, Murphy-AcademicFreedom.docx Papers should be submitted by email with the name of the file (as above) in the subject heading Completed proposals should be emailed by June 4, 2023 to thomsojd@lemoyne.edu and pghazari@ashland.edu
Perspectives and Experience in International Education: Insights from Veteran Educators
Call for Submissions: We invite international educators who have served the field to contribute to a book that will feature a collection of anecdotes and thoughts about their experiences. As the world navigates a different landscape after the pandemic, we believe that it is crucial to hear from veteran leaders in international education who have seen the field grow, flourish, and overcome challenges. In this book, we aim to provide a resource for those unfamiliar with international education and a roadmap to move the profession forward. We plan to ask 15-20 individuals to be contributors to this project. The timeline for submissions and publication is as follows: July 14: Submission deadline August 21: Review of submissions September 15: Submit text to STAR Scholars Network for review/vetting For questions and submissions, please contact: Thomas V. Millington, Founder and Executive Director of Abroadia, at tom@abroadia.com.
ChatGPT and Global Higher Education: Using Artificial Intelligence in Teaching and Learning
ChatGPT and Global Higher Education: Using Artificial Intelligence in Teaching and Learning Overview The rise of artificial intelligence (AI) tools and advanced language models like ChatGPT are transforming industries and professions worldwide, and higher education is no exception. ChatGPT, an AI-powered chatbot from the startup OpenAI, has created a substantial amount of conversation and controversy across academia worldwide regarding what it means for education in the classroom today and tomorrow. There is plenty of speculation not only about how those innovations will affect the academic profession, but also what unique opportunities and challenges they present to global higher education. In this book, we delve into the impact of AI in general and chatbots in particular, ChatGPT, on global higher education, examining potential opportunities and challenges that this innovative technology presents to teaching, research, program, and policy. Topics in this volume will include: 1) how AI/ChatGPT is impacting campuses and classrooms globally, 2) the potential ramifications of this tool on the learning process for international students, and 3) an exploration of how AI tools such as ChatGPT can be seen as an ally instead of an adversary in teaching and learning. Purpose The primary purpose of this book is to provide a comprehensive, research-driven analysis of AI chatbots’ roles in changing higher education institutions. By exploring their transformative potential of ChatGPT in academic settings, this timely volume aims to bridge the gap between technological innovation and its practical application. The book offers guidance to teacher-scholars, university administrators, and policymakers on leveraging this cutting-edge technology effectively and responsibly in the United States and abroad. Target Audience The book is primarily aimed at: Educators and academic researchers in the fields of education, AI, and technology Higher education administrators, faculty members, and policymakers Tech enthusiasts interested in the future of education and AI in international higher education It is foreseeable that this book will become a much-referenced text for teacher-scholars and to practitioners who use ChatGPT in higher education. The editors will invite highly respected teacher-scholars and advanced graduate students from colleges and universities around the world, including highly regarded instructional designers and technologists who have published in this area to submit a chapter. Types of Contributions and Length The book welcomes both conceptual/theoretical and empirical papers. Examples include: Case studies: In-depth reports of faculty and staff members using ChatGPT in inside and outside the classroom (1500 words) Conceptual/Theoretical papers: Contributions synthesizing existing literature of AI and ChatGPT (1500 words) Full research papers: Both qualitative and quantitative studies that examine particular features or functions within the applications (2500 words) Individual chapters are to be written in the style of concise scholarly essays of up to 3,000 words in length. Chapters will follow STAR Scholars protocols and be original contributions that have not been published previously. All chapters will be peer-reviewed by experts in the international higher education field. Table of Contents Introduction The Emergence of Advanced Language Models: A Brief Educational History and Overview Unveiling the Potential of AI and ChatGPT in Higher Education Part I: Opportunities and Applications: Best Practices, Standards, and Procedures Personalized Learning: AI & ChatGPT-Driven Adaptive Education Democratizing Education: Expanding Access and Reducing Inequality Enhancing Pedagogy: ChatGPT-Assisted Teaching and Learning Assessment and Feedback: Rethinking Evaluation Methods ChatGPT in Research: Accelerating Knowledge Making and Dissemination Part II: Challenges and Ethical Considerations: Policies, Issues, and Debates Countering the Digital Divide: Ensuring Inclusive Education in the Age of AI Data Privacy and Security: Protecting Student Information ChatGPT and Research Ethics ChatGPT Bias, and Discrimination: Promoting Fairness and Equality Intellectual Property and Copyright: Navigating the Legal Landscape The Future of Employment: Preparing for a ChatGPT-Influenced Workforce Part III: Best Practices and Future Directions: Case Studies, Recommendations, and Further Studies Implementing ChatGPT in Higher Education: Strategies and Case Studies Policy Considerations: Guiding the Adoption of ChatGPT in Academia Preparing for the Future: Fostering ChatGPT-Literacy Educators and Students Conclusion Embracing the AI Revolution: The Transformative Potential of ChatGPT in Global Higher Education Key Selling Points: Comprehensive analysis: The book provides a thorough exploration of ChatGPT's implications for global higher education, covering various opportunities, challenges, and ethical considerations. Multidisciplinary approach: The STAR Scholars' expertise spans diverse fields, allowing for a well-rounded examination of the subject matter. Practical guidance: The book includes best practices, case studies, and policy recommendations for the effective integration of ChatGPT in academic settings. Timely and relevant: With ChatGPT rapidly advancing, this book addresses a critical subject that will continue to shape the future of higher education. Broad appeal: The book caters to a wide range of readers, from educators and researchers to policymakers and technology enthusiasts. Competing Works Presently, there are no edited books or volumes focused solely on ChatGPT in higher education. However, there are several books and journal articles that have examined the role of artificial intelligence in shaping higher education institutions. Churi, P., Joshi, S., Elhoseny, M., & Omrane, A. (2022). Artificial intelligence in higher education. Routledge. Popenici, S. (2022). Artificial Intelligence and Learning Futures Critical Narratives of Technology and Imagination in Higher Education. Routledge. Roommate, F. (2023). Artificial Intelligence in Higher Education and Scientific Research: Future Development. Springer. Skrabut, S. (2023). 80 Ways to Use ChatGPT in the Classroom: Using AI to Enhance Teaching and Learning. Independent. Submission Procedure: Click on “make a submission” tab, create an account or use existing UN and PW and submit your proposal online, 120-250 words. Researchers, practitioners and administrators are invited to submit a proposal. There will be a two-stage review process. First, potential authors will be invited to submit a chapter proposal of 120-250 words as soon as possible explaining the mission and scope of the proposed chapter. The editors will review the abstracts to evaluation if the proposed chapter 1) fits the theme of the book, 2) makes a substantial contribution and 3) is of interest to the target audience. Authors will be notified as soon as possible about the status of their proposals and sent chapter guidelines. Second, the selected authors will be invited to submit a full version of the proposed chapter. These chapters will be reviewed by a double-blind process. Based on the review process, the authors are asked to revise their chapters. Tentative Timeline Abstracts due: June 1, 2023 Full chapter due: August 1, 2023 Reviewers assigned: August 15, 2023 Reviews due: September 15, 2023 Response to review send out: October 1, 2023 Revised chapters back: November 1, 2023 Chapter due to publishers: December 1, 2023 For questions, contact: Dr Roy Chan rchan@leeuniversity.edu and Dr Shyam Sharma shyam.sharma@stonybrook.edu
International(-ised) Students in East and Southeast Asia: Critical Perspectives
In this volume, we focus on East and South East Asia as the regions with the greatest diversity of transnational and international educational partnerships (Universities UK, 2021), and consequently with the greatest diversity of narratives around the students that take part in them. Moreover, it is becoming more and more apparent that regions such as China, Hong Kong, Singapore, and South Korea are amongst the rising powers and are eager global players in education, and whilst still being major sending countries, they are now also increasingly important student destinations. Others in the region, like Brunei, may only begin to develop their transnational education, but have huge national investment behind it, so it will be very interesting to see what narratives around students emerge from these contexts. And now, the global Covid-19 pandemic, which bought the world to a stop in 2020-21and now specifically to the Eastern and Southeastern region where some regions have once again gone into full lock-down. The physical movements of students in these regions have been stopped and stalled, but that does not mean that new forms of movement – virtual/ideational - have not been facilitated through transnational educational partnerships, using the new infrastructures that keep students moving whilst suspended in place. All this makes East and South East Asia an ideal context for the aims of this book (more) which are: To explore student counterflows to what we are used to in terms of traditional international student mobility caused by the specific international/transnational context of East and South East Asia To synthesise and critically evaluate new narratives about international/ transnational students and how they are associated with these counterflows To conceptualise a definition of an international (-ised) student, to invite readers to think with a phrase ‘international(-ised), and to evaluate the use of this phrase against more traditional student narratives For questions, contact Dr Aneta Hayes: a.m.hayes@keele.ac.uk Dr Sihui Wang: s.wang@keele.ac.uk
Call for chapters- The International Handbook of French Education
This edited collection brings together the voices of French educators, supporters, students, educational leaders, and other stakeholders from around the globe to share their perspectives on the current value and future benefits of the teaching and learning of the French language and Francophone culture. French has been internationally prominent as a language of diplomacy, politics, cultural study, and education for centuries in many countries around the world. In contemporary times, millions if not billions of individuals speak French fluently as a first, second, third or other language. It also functions as a lingua franca for millions of individuals. Dually, there exists a plethora of K-12 French immersion schools and numerous colleges and universities that offer French courses at the undergraduate and graduate levels around the globe. Possible topics of interest include but are not limited to (full proposal here): Curriculum development and course design in French education Diversity, Equity, Inclusion, and/or Social Justice in leadership, teaching, and/or curriculum in French programs Innovation in the teaching of French Leadership approaches to French program design and development Nurturing and developing political and community relationships and support of the French language Professional Organizations, Community Groups, and Social Clubs that focus on French Educational language policy evaluation and ethics in relation to the teaching of French Recruitment and retention of French educators Study abroad & semesters abroad in French-speaking territories Teacher recruitment and retention in French French teacher preparation and training The historical development of the field of French education Unique issues and approaches to traditional and immersion k-12, undergraduate, or graduate French programs Technology in French education For questions: Dr. Amany Saleh <asaleh@astate.edu Dr. Jerry Parker at jerry.parker@selu.edu
Call for Chapters || International students and higher education providers at the crossroads: Australian perspectives on transnational mobility
Call for Chapters - Millennial faculty in global higher education: Exploring the professoriate in the era of COVID-19
Convocatoria - La internacionalización de la educación superior en países de habla hispana
Editores invitados: Dra. Elena de Prada Creo, Universidad de Vigo, España, E-mail: edeprada@uvigo.es ; Dr. Santiago Castiello-Gutiérrez Universidad de Arizona, Estados Unidos de América, E-mail: santiagocg@email.arizona.edu La revista científica Journal of International Students (JIS) es una publicación arbitrada trimestral sobre educación internacional (ISSN impreso 2162-3104 e ISSN en línea 2166-3750). Desde su fundación, en 2011, JIS ha buscado publicar artículos sobre estudiantes internacionales en instituciones de educación secundaria y terciaria, así como sobre poblaciones de estudiantes migrantes y desplazados incluyendo refugiados, estudiantes con estatus de protección temporal (e.g. DACA), y minorías indocumentadas. También publica investigaciones sobre profesores e investigadores internacionales. El JIS se distingue por ser una publicación plural, cuenta con un equipo editorial representado por investigadores, especialistas y profesionales en diversas partes del mundo. Contrario a otras revistas de alto impacto en el área de educación internacional, el JIS publica constantemente artículos que cubren regiones del mundo poco exploradas en la literatura; también publica trabajos que utilizan saberes y métodos emergentes y no tradicionales. Prueba de su misión incluyente, y a pesar de ser una revista con base en los Estados Unidos, el JIS ha publicado ya números especiales en otros idiomas diferentes al inglés como lo son el mandarían e indonesio. En esta ocasión, nos enorgullece presentar un nuevo número especial a publicarse en castellano o español. ¿Por qué publicar un número en español? Según datos del Instituto Cervantes, el español es la segunda lengua materna más hablada en el mundo (tan sólo después del mandarín) basado en el número de habitantes. El español es además el tercer idioma con el mayor número de hablantes totales (hablantes nativos + hablantes con competencia limitada + estudiantes de español) después del inglés y el mandarín. Sin embargo, cuando de divulgación científica se trata, el español está aún lejos de ser utilizado en la misma medida que el inglés o el mandarín. En la actualidad, los países de habla hispana experimentan un incremento exponencial del número de estudiantes internacionales procedentes de todo el mundo, no solo de contextos en los que el español es la lengua materna sino de países con diferentes lenguas de origen. Este alumnado ha de integrarse en diferentes sistemas educativos y entornos culturales y expresarse en una nueva lengua. Sin embargo, contrario a lo que sucede en países de habla inglesa con gran tradición para acoger estudiantes internacionales y un sólido bagaje de estudios sobre el tema, existen limitadas investigaciones que profundicen en las experiencias del alumnado internacional en los países de habla hispana y propongan acciones de mejora. Por ello, este número especial se centrará en los estudiantes internacionales en países de habla hispana, en las estrategias de internacionalización de las instituciones de educación superior en países de habla hispana, así como aquellos estudios sobre la experiencia de estudiantes y académicos hispanos en el resto del mundo. Invitamos a la comunidad investigadora a participar en este número especial del JIS y contribuir a intensificar y visibilizar los conocimientos sobre la internacionalización en el contexto hispano y llenar el vacío existente en la investigación. Temas Temas diversos sobre la atracción y atención de estudiantes internacionales, incluyendo: Integración y adaptación de estudiantes internacionales Bienestar emocional transcultural y resiliencia psicológica Empleo, movilidad social y carreras multinacionales Motivaciones para estudiar en países de habla hispana (perspectivas económicas, geográficas, históricas, académicas, culturales, lingüísticas, etc.) Otros temas relevantes a la internacionalización de la educación superior, incluyendo: Descolonización, indigenización y políticas de pertenencia Internacionalización ética para una mayor inclusión y éxito Política y derechos humanos en materia de inmigración Exploración intersectorial de la lengua, la cultura y la identidad Nuevas geografías de la movilidad estudiantil, académica y científica Educación STEAM, formación de profesores y pedagogías culturalmente relevantes Sostenibilidad, cambio climático y conciencia ecológica Reformas sistémicas para promover la justicia racial y la inclusión Identidades, redes y comunidades transnacionales Movilidad virtual, intercambio virtual y aprendizaje en línea o a distancia Tipos de trabajos Como en cualquier número del JIS, las personas interesadas en someter una propuesta podrán enviar su trabajo en alguno de estos formatos: Artículo empírico: Las presentaciones de artículos de investigación (6,000-7,500 palabras) utilizan la investigación mediante métodos cuantitativos, cualitativos o mixtos para lograr un avance nuevo y significativo en aspectos poco investigados del campo de internacionalización en relación a los temas anteriormente descritos. Reflexiones y narrativas transfronterizas (Cross-Border Narrative): Reflexiones breves (1,000-2,500 palabras) y analíticas sobre la cultura, el idioma, las personas y la sociedad. Pueden ser presentados por profesores, estudiantes y académicos. Los trabajos presentados deben utilizar la reflexión narrativa para explorar cómo la experiencia en el extranjero está alineada con, extiende, o problematiza la teoría e investigaciones existentes. Investigación en contexto (Research in Brief): Estos trabajos (2000 palabras como máximo) se enfocan en temas críticos y tendencias actuales de interés oportuno para el campo. Su objetivo es catalizar la discusión y el debate al problematizar discursos, prácticas o situaciones existentes con miras al cambio. Las presentaciones en esta categoría deben brindar a los lectores oportunidades para la reflexión crítica o consideraciones para reinventar las prácticas. Fechas importantes: Las personas interesadas deberán enviar antes del 28 de febrero de 2022 una propuesta breve de entre 500 y 600 palabras en donde se mencione de manera sucinta lo siguiente acerca de su trabajo: Contexto general y formulación del problema o tema a tratar. Propósito del estudio y/o preguntas de investigación. Metodología. Principales resultados. Implicaciones o importancia de su estudio para el campo de la educación superior internacional. Principal aportación y originalidad del trabajo. Añadir una breve biografía de cada autor (50 palabras, adicionales a las permitidas para la propuesta) Las propuestas sólo se recibirán de manera electrónica, en formato Microsoft Word siguiendo el formato APA séptima edición y deberán enviarse mediante el formulario electrónico disponible en: https://bit.ly/JIS_ESP Un comité académico realizará la evaluación por pares de doble ciego de las propuestas recibidas. Además de la calidad y rigor de los trabajos, el comité considerará otros factores en su proceso de revisión, tales como la diversidad de temas y regiones representadas, la pluralidad de voces, propuestas de temas poco explorados, el enfoque crítico de las propuestas y el apoyo a nuevas generaciones de investigadores. De aprobarse la propuesta, los autores se comprometen a enviar un artículo completo de entre 6,000 y 7,500 palabras (sin contar referencias) antes del 30 de julio de 2022. El artículo final deberá estar escrito en español y contar con un resumen o abstract tanto en español como en inglés (100- 150 palabras). A pesar de haber sido pre-aprobada la propuesta, el artículo final será sometido a dictaminación para asegurar que se haya cumplido con los requisitos y que el artículo pueda ser publicado. Los autores recibirán, a partir del 15 de septiembre, los comentarios de los revisores y contarán con 45 días para realizar las modificaciones pertinentes. Si tiene cualquier pregunta, por favor contacte a los coeditores de este número especial: Dra. Elena de Prada Creo Universidad de Vigo, España E-mail: edeprada@uvigo.es Dr. Santiago Castiello-Gutiérrez Universidad de Arizona, Estados Unidos de América E-mail: santiagocg@email.arizona.edu
Call for Chapter Proposals--Curriculum Theory and Pedagogy for Student Mobility: Research and Practice in International Higher Education
Call for chapters: Online Teaching and Learning in Asian
Call for Chapters: Asian international students in Canadian universities
Forthcoming book: Chinese STEM PhD Students Abroad: Negotiating across worlds
Call for Chapters: Home and Abroad: International Student Experiences and Graduate Employability
Call for Proposal/Advisory Board Members