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Effective Teaching Practices for Addressing Diverse Students’ Needs for Academic Success in Universities
Submission DeadlineJun. 25, 2020

Submission Guidelines: http://www.sciencepublishinggroup.com/home/submission

Lead Guest Editor
Department of Computer Information and Decision Management, West Texas A&M University, Canyon, Texas, USA
Guest Editors
  • Elsa Diego-Medrano
    Department of Education, West Texas A&M University, Canyon, Texas, USA
  • Adam Weiss
    Department of Education, West Texas A&M University, Canyon, Texas, USA
  • Priyanka Khandelwal
    Engler College of Business, West Texas A&M University, Canyon, Texas, USA
  • Gladys Muasya
    St. Paul’s University, Kenya/Arizona State University, Nairobi, Kenya
  • Nancy García
    Communication Department, College of Fine Arts and Humanities, West Texas A&M University, Canyon, Texas, USA
  • Yvette Castillo
    Department of Education, Counselor Education Program, West Texas A&M University, Canyon, Texas, USA
  • Mary E. Brooks
    Department of Communication, West Texas A&M University, Canyon, Texas, USA
  • Nayyer Chandella
    LCWU, Lahore, Punjab, Pakistan
  • Jorge Martínez Cortés
    School of Languages, University of Veracruz, Xalapa, Mexico
  • Aracelys Piñate
    Coordinadora Doctorado de Ciencias Gerenciales, Universidad Latinoamericana y del Caribe, Caracas, Venezuela
  • Abel Mayaka
    Department of Mechnaical and Mechatronics Engineering, Faculty of Engineering and Technology, Multimedia University of Kenya, Nairobi, Kenya
  • Paul Hayes
    School of COmputing, National College of Ireland, Dublin, Ireland
  • Snejana Dineva
    Trakia University, Yambol, Bulgaria
Students from diverse racial, ethnic, language, socioeconomic, and cultural backgrounds face multiple challenges upon matriculation at institutions of higher education. One challenge is a lack of limited economic resources, forcing students to balance school with work obligations and time-management. Additionally, because of systematic inequalities in public education, diverse students are likely to attend underperforming schools and may be relatively unprepared academically for the rigors of college/university coursework. As a result, students who struggle in their educational experience may lack the confidence to seek help or guidance in this new culture of academia. Apart from having reduced academic skills, diverse students often deal with the cultural struggles of underrepresentation on college/university campuses or as a first generation student unfamiliar with the culture of higher education. These students may also struggle with essential academic skills such as problem-solving, self-advocacy and critical thinking skills across courses within the curriculum. Due to these aforementioned factors, students may suffer from lower grade point averages, lower levels of academic motivation, and a lack of self-confidence, resulting in lower retention rates. Increasingly, faculty are not prepared to meet the new challenges of teaching and retaining diverse students’ to ensure their academic success. According to Yuan (2017) there is a current “teaching gap” between diverse students’ learning needs and how educators respond to those needs, and this gap can be addressed through effective teaching and mentorship practices. Given the prevalent barriers faced by diverse students or first generation students, this special issue will enable educators to contribute effective teaching practices, teaching experiences, or interventions that address diverse student issues in education. We invite papers that contribute to building diverse students’ problem solving, self-advocacy, self-efficacy, critical thinking, and academic abilities to support students as they navigate institutions of higher education.
Aims and Scope:
  1. Interventions of inclusionary practices that promote cultural diversity
  2. Teaching practices to support students’ academic success
  3. Cross-cultural teaching practices and experiences and how they affect education
  4. Ongoing mentorship strategies for diverse students
  5. Approaches to enhancing students’ academic, problem-solving, self-advocacy, self-efficacy, and critical thinking skills
  6. Programs that offer leadership, mentorship, and/or a sense of how to navigate the culture of higher education
Guidelines for Submission
Manuscripts should be formatted according to the guidelines for authors
(see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=196).

Please download the template to format your manuscript.

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