Note: page numbers in italics and bold refers to figures and tables, and page numbers followed by ‘n’ refers to end notes.
academically underprepared students
, 130, 133, 143
academic discourse practices
, 134, 141
academic integrity (AI)
, 20–23, 28–30
communicating significance of
, 29–30
dishonesty and
, 22, 23
educating students
, 30–31
ethical underpinnings of
, 25
teaching students
, 28–29
academic literacy
, 130, 132–134, 136, 138, 140, 143
academic writing
, 132, 135, 137, 138, 142, 143
access
, 68, 70, 74, 78, 85–88, 90–94
accommodation
, 86, 91, 93
action research
, 20, 21, 27–31
additional staff feedback
, 92–93
African-Ecuadorian groups
, 161
Africa, widening participation strategy in HE
, 101–103
AI. see academic integrity (AI)
Altered Appearance icon
, 173, 174
American Educational Research Association
, 188
Anglophone community
, 50–54, 57–58, 60–62
anti-colonial schooling
, 184, 187, 191
assistive technology
, 99, 101, 102
Association of Canadian Community Colleges
, 117
asynchronous collaboration
, 217–218
Attracting International Students
, 235
Australian higher education
, 68–69, 71
authorial identity
, 25–27, 30, 31
Canada
, 20, 24, 27, 50, 53, 84
Centennial College
, 112–117, 119, 126, 126n1
Charter of Rights and Freedoms
, 50
Charter of the French Language (Law 101)
, 50
citizens of the world
, 260, 261
civic attitudes
, 154, 157, 158
Civic Attitudes and Skills Questionnaire (CASQ)
, 157–158
classroom interaction and voice
, 223–225, 224–226
clinical education
, 168–170, 176, 178–181
clinical reasoning
, 169, 176
Coady International Institute (the Coady)
, 84
co-design/collaboration
, 37–42
co-inquiring process
, 254, 256–261
college
, 112–119, 121, 125, 126, 198, 206
Colleges and Institutes Canada
, 117
college students
, 154, 158, 203, 206
Common European Framework of Reference for Languages (CEFRL)
, 51
community
, 155, 156, 158–165, 185, 190, 191, 194
community-based instruction
, 62
community based learning
, 185, 190, 191
comprehensive internationalisation
, 113–114
confidence in writing factor
, 26
CONSORT (Consolidated Standards of Reporting Trials) Statement
, 176
Convention on the Rights of People with Disabilities (CRPD)
, 91
Conversation Navigator™
, 169–175
course learning objectives
, 163
course objectives
, 162–163
critical global citizenship
, 113, 119
Critical Global Citizenship Education (CGCE)
, 119
critical pedagogy
, 184, 187–188, 190, 199–209, 204
critical race theory
, 184, 187, 191
cultural capital
, 70, 71, 73, 74, 78
culturally relevant pedagogy
, 187, 194
cultural mediation
, 50–63
cultural values
, 20, 21, 23–24
curricular innovation
, 114–115
curriculum
, 70–72, 75–76, 112–115, 117, 119, 121, 126
data analysis
, 27, 218–219, 256
data collection
, 55, 218, 256
decolonizing pedagogy
, 85–89, 91, 93
deep approach to learning factor
, 26
Degree Quality Assessment Board
, 31
democratising research and learning
, 254, 255, 257, 262
de-mystifying the university
, 41
Department of English
, 69–70
dialogue
, 199–201, 203, 204, 207–209
differentiated learning
, 140, 142–143
disabled students allowances (DSA)
, 253
discipline-centered outreach
, 71, 78
dishonesty, academic integrity and
, 22, 23
diverse strategies
, 154–155
diversity
, 69, 78, 84, 113, 114, 119, 120, 124, 198, 200, 201, 207, 208, 234, 238, 239, 241, 242, 246, 247, 252, 253, 259–262
double vision icon
, 172, 172
ecological model
, 202, 203, 203, 204
Ecuador
, 154–159, 161–163, 165
Ecuadorian liberal arts institution
, 159
Ecuadorian National Secretary of Higher Education
, 155
educating students
, 30–31
education
, 154–164, 198–201, 204–208
educational inequality
, 132
educational technology
, 168–169
VOC
, 169–181
educational testimonio
, 207
Education as the Practice of Freedom (EPF) Project
, 185, 187–194
evaluation
, 191–193, 192, 193
implications
, 194
education for sustainable development (ESD)
, 84
embodied experiential engagement
, 41
employability skills
, 112, 118, 121, 121, 122, 124
English
, 130–138, 142–143
English as a Second Language education
, 53
English First Additional Language students
, 133–134
English Home Language
, 133–134
English Placement test scores
, 31
environmental responsibility
, 244
epistemic confidence
, 36, 39, 42–45
epistemic justice
, 36, 38–46
equality
, 130, 132, 140, 143
Equality Act (2010)
, 252–253
Equality Challenge Unit
, 252
equitable conceptions
, 39–40
equity
, 68, 71, 72, 78, 130, 132, 140, 143, 154–155, 159–162, 165, 235, 239
education
, 126
and global citizenship
, 113
policy
, 78n1
ergonomics
, 237–238, 240, 247
ethical underpinnings
, 25
Ethnic Diversity Program
, 159
evidence-based education
, 169, 181
experiential/embodied/affective knowledge
, 41, 45
experiential learning
, 156
imagined realities
, 260–261
inclusion
, 120, 154–156, 159–162, 164, 165, 254
inclusion through collaboration
, 257–258
inclusive education
, 100–101, 104
inclusive learning
, 254, 256–262
inclusivity
, 198, 200, 204, 206
inclusivity and meeting
, 198
Index of Community Socio-Educational Advantage (ICSEA)
, 79n5
individual differences
, 239
indulgence vs. restraint
, 24
inequality
, 154, 156, 161, 162, 164, 198, 207, 208
inequitable educational outcomes
, 141
inequitable learning
, 134
innovations
, 84, 85, 90, 91
inquiry-based inclusive learning
, 256–261
institutional commitment
, 241
institutional support
, 165
instruction
, 201, 204–205, 208
instruction interventions
, 188
integrative motivation
, 53
interest in second languages
, 53
internationalisation
, 234
challenges of
, 237–238
ISO 27500
, 238–239
internationalised curriculum
, 114
internationalization
, 112–115, 117, 119, 124–126
internationalization of the curriculum (IoC)
, 114, 117, 125, 126
International Labour Organization
, 238
international recruitment
, 235
international standards
, 238
international students
, 20–23, 25–29, 31, 255
intersecting identities
, 89–90
intersectional approach
, 86, 89
intersectionality
, 256, 262
I Remember (Brainard)
, 73–75
language of learning and teaching (LOLT)
, 131, 133, 135, 138, 143
Latin America
, 154–155, 157, 159
learning
, 154–165, 198–201, 204–208
learning environments
, 215
linguistic marginalisation
, 132, 138
linguistic self-confidence
, 53
LINK Project
, 69–73, 79n5
literature review
, 215–217
lived experience
, 85, 86, 90, 91, 93, 94n1
L2 Learning Experience
, 53
L2 Motivational Self System
, 53
low socioeconomic status (low SES) students
, 68–73, 78, 130, 131, 138, 143
participants and data collection
, 218
participatory approach
, 255–256
participatory research
, 255, 261
Past medical history icon
, 171, 171
Patricia Hill-Collins perspective
, 190
pedagogical partnership
, 36–44
pedagogy
, 85–91, 93, 199–209, 204
people with disabilities (PWDs)
, 84–91, 93
perceptions
, 50, 52–57, 62
perception scales
, 56, 56–57
physically disabled students
, 253
plagiarism
, 22, 25–31
detecting and punishing
, 28
policy
, 99–101
imperative
, 99, 100–101, 106
widening participation as
, 100–101
post-secondary institutions
, 20
poverty
, 155, 156, 158, 159, 161–164
power relations
, 50, 53, 62
pragmatic approach
, 26, 28
Principles of Responsible Management Education (PRME)
, 20
sampling and methodology
, 135–136
scaffolded learning
, 135, 140
Scholarship of Teaching and Learning (SoTL)
, 37, 241
School of Pharmacy and Life Sciences
, 245
School of Rural Health
, 168
school-to-university transition
, 130, 133, 143
secondary school education
, 130, 132, 133, 135, 136, 138–143
secondary school study
, 147
Second Language Acquisition (SLA)
, 51
self-reflection assignment
, 190, 191
service-learning
, 154, 156–162, 164, 165, 184, 191
sharing reflective stories
, 258–259
Signature Learning Experience (SLE)
, 112–113
Single Equality Scheme
, 252
Skype interviews
, 260, 261
social change
, 200, 202–203
social history icon
, 171, 171
social injustice
, 99, 106
social justice
, 84–90, 93, 98–100, 104–106, 113, 116, 118, 119, 120, 198–201, 204, 206, 208, 209
social justice as widening participation strategy
, 100, 105–106
social justice education
, 88
social-psychological curriculum
, 188
social-psychological interventions
, 184, 185, 187–189
social reproduction
, 203, 208
society
, 198–200, 208, 209
sociocultural incongruence
, 71, 72, 78
socioeconomic status (SES) students
, 130, 131, 134, 138, 141–143
sociotechnical system
, 236
South Africa
, 130–135, 137, 138, 140, 143
differentiated processes and practices
, 142–143
educational inequality
, 132
higher education and literacy
, 132–134
reading to learn
, 134–135, 137–140
sampling and methodology
, 135–136
support and scaffolding
, 140–141
text modelling
, 141–142
staff and students
, 241, 242
staff cultural competency
, 243
staff development
, 243, 244
statistical methods and data analysis
, 178
stereotype-threat
, 187–190
stereotype-threat intervention
, 189–190
structural disadvantage
, 68
structural/systemic barriers
, 69
student development theory
, 199, 202–203, 203, 204
student partnership
, 38–41, 240, 243, 245
Student Partners Program (SPP)
, 37, 39
Students as Learners and Teachers (SaLT) program
, 37, 39
students with language backgrounds other than English
, 79n5
students with visual impairments (SWVI)
, 98–106
student well-being
, 235, 237, 238, 241, 244, 245, 246
Study Skills Inventory for Students
, 26
subtractive bilingualism
, 131
support programmes
, 98–99, 103–106
surface approach to learning
, 26
Sydney Medical School
, 176
systemic functional grammar
, 137
Systemic Viewer
, 173, 175
systems
, 235–237, 239–242, 245, 245, 246
systems approach
, 239–241
systems engineering initiative for patients safety (SEIPS) 2.0
, 240, 240, 245
targeted and fit-for-purpose interventions
, 104
teaching
, 184–191, 193, 194, 200–202, 204, 205
team-based learning
, 242, 246
technology
, 79n7, 222, 222–223, 223, 262
widening participation strategy
, 101–103
as widening participation strategy
, 106
technology-driven support programmes
, 98, 106
technology-mediated co-inquiry
, 262
technology-mediated conversation
, 260–261
technology-mediated data collection
, 257
Tell Me More icon
, 171, 171
testimonial injustice
, 38
theory to practice
, 200–202
To Kill a Mockingbird
, 75–76
traditional academic cycle
, 131
traditional classroom
, 215
transformation
, 184, 185, 187–191, 194
growth mindset intervention
, 188–189
relevance and cognitive dissonance intervention
, 190–191
stereotype-threat intervention
, 189–190
transformational learning
, 156–158, 165
transformative learning
, 115–116, 118, 119
transitional academic support
, 187–188
UK higher education
, 252–254
UK’s Equity Challenge Unit
, 235
UK’s National Student Survey
, 236
UN Convention on the Rights of Persons with Disabilities
, 85
underprepared students
, 184–188, 194
underserved students
, 184–187
unintended consequences
, 236
United Nations Economic Commission for Latin America
, 155
universal design for learning
, 238, 241
universal design for learning (UDL) principles
, 90, 92
universal teaching
, 72, 76–78
Universal Teaching
, 76–78
universities and programmes
, 217–218
University of Sydney Human Research Ethics Committee
, 176
University of Sydney Medical Program
, 168
university-school partnerships
, 68–72, 78
UN Sustainable Development goals
, 19–20
utility value
, 187, 188, 190