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Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 2 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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| 4 |
Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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| 5 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 6 |
Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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| 7 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 8 |
One World, One Purdue: Implementing Successful Intercultural Collaboration at Purdue University
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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Abstract:
Collaboration is vital to promote international understanding, raise cultural awareness and competency, and cultivate an environment of vibrant inclusion. A successful example of this intercultural collaboration is One World, One Purdue (OWOP), a series of events organized every November to support International Education Week (IEW). OWOP was conceptualized by the International Student Peer Coaching (ISPC) Program and the Global Engineering Programs and Partnerships (GEPP) of the College of Engineering in 2017, and expanded in 2019 with the participation of Cultural Catalysts, Purdue Fulbright Association (PFA), and the Environmental and Ecological Engineering Graduate Student Organization. Planning for OWOP 2019 began with the realization that many organizations, especially cultural organizations, work independently in silos creating, at times, repetitive or conflicting events. We made this observation by documenting all the cultural events at Purdue every week for posting in the Cultural Catalysts (now OWOP) Facebook page and attending most of them. OWOP’s first role was to bring all these organizations into one common classroom and enable them to believe in a common goal of cultural celebration. While OWOP is a vision shared by organizations whose missions are to celebrate culture, OWOP 2019 was a year-long effort to achieve that vision. Many initiatives were made possible through the team’s personal networks, resources, and collaboration. As a testament to its success, OWOP 2019 was named Co-Sponsorship/Collaboration of the Year, awarded to a collective effort for the betterment of campus, students and Purdue University by Purdue Student Life and the Student Activities and Organizations Office. One of the key reasons for the success of OWOP 2019 is its collaborative efforts. The OWOP 2019 organizing committee quickly realized that to provide undergrads with maximum cultural exposure during a short time, OWOP would need the help of cultural organizations and programs on campus. The OWOP organizing committee worked with over 50 student groups and programs on campus to help organize their own event during the OWOP timeline. OWOP 2019’s calendar featured close to 100 events throughout the weeks of November. Organizations reported that through collaboration with OWOP’s marketing team, events saw a diversification of the demographics of their audience. With limited funding, OWOP was able to bring in a large attendance throughout the events. At the same time, OWOP 2019 relied heavily on the core organizers and partners to spread the word and organize events. While this meant an over-stress especially on the core group, the enthusiasm of the group to push forward its objectives of increasing cultural competency and inclusion among students made the pilot university-wide celebration perform beyond what was expected. If we are to institutionalize OWOP, we must ensure that it is properly funded every year. We also noticed that most of the attendees of these cultural events are international students and the goal for the next OWOP is to increase the attendance of domestic students through stronger promotions and more collaborations.
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Keyword:
and Multicultural Education; Bilingual; collaboration; cultural competency; intercultural; International and Area Studies; Leadership Studies; Multilingual; Organization Development; student organizations
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URL: https://docs.lib.purdue.edu/pjsl/vol8/iss1/3
https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1297&context=pjsl
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| 9 |
Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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| 10 |
“You Shall Not Pass”: Predicting Attrition and Completion of an Iraqi Academic Preparatory Program
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In: Faculty Publications in Educational Administration (2021)
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| 11 |
The Voices and Lived Academic Experiences of International Doctoral Student Mothers
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In: Doctoral Dissertations (2021)
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| 12 |
¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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| 13 |
“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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| 14 |
Transgender Advocacy in K12 and Post-Secondary Environments
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In: National Cross-Cultural Counseling and Education Conference for Research, Action, and Change (2020)
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| 15 |
Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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| 16 |
International students and their academic experiences: Student satisfaction, student success challenges, and promising teaching practices.
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In: Education Publications (2020)
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| 17 |
Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 18 |
Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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| 19 |
Poverty, According to Gorski
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In: The Montana English Journal (2020)
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| 20 |
Enseignement Engagé: Engaging and Motivating French Language Learners
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In: All Graduate Plan B and other Reports (2020)
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