Contrast in US and China Higher Education
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Dr David Ming Liu presenting the higher education difference between UA and China by using George Fox University and Hengyang Normal University as cases comparison
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At the AIEA 2017 conference in Washington, DC, Di Hu, co-founder of interEDGE, chaired a session entitled “Intercultural Strategies for Enhancing Campus Inclusion and Student Success.” The session brought together Senior International Officers from Babson College, McDaniel College and Xavier University of Louisiana to share their leadership perspectives and experiences in developing and implementing applying cost-effective, high-impact intercultural strategies to enhance intercultural competence for all student groups including international students.
Learners first blog presentation
This document discusses differences in science teaching approaches between the US and other high-performing countries. It summarizes that the US focuses more on hands-on activities and independent learning while scoring lower on connecting lessons to real-life issues. High-scoring countries emphasize inquiry-based learning, conceptual understanding, and linking content to applications. Overall, an effective science education engages students through pertinent lessons connected to their lives and the real world.
Curriculum vitae
Hannah Harwood is pursuing an M.A. in International Studies at the University of Denver with a concentration in global health affairs and development. She holds a B.A. in International Affairs from Eastern Michigan University with concentrations in comparative politics and African area studies. Harwood has received several academic scholarships and is a member of organizations focused on education for Syrian refugees, democratic education reform, Model UN, and political science honors.
Portland breakout.2
This document discusses current hot topics related to Chinese higher education. It covers 4 things to know about Chinese higher education, including cultural values that emphasize education and differences from U.S. higher education. Current hot topics discussed include the use of paid agents, plagiarism, growing enrollment in community colleges, and best practices for international programs. It also addresses perceptions of "tiger moms" and their influence on views of Chinese international students.
John Dewey Presentation
John Dewey was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. He founded the Laboratory School at the University of Chicago to test his educational theories in practice. Dewey believed that education should be experiential and focus on hands-on, collaborative learning centered around students' interests to promote critical thinking. His theories emphasized learning through experience and problem-solving rather than rote memorization.
Institute for Women in Higher Education
The document summarizes participant Wilma L. Jones' report on her experience at the Summer Institute for Women in Higher Education. The Institute aims to improve representation of women in middle and executive levels of higher education administration. It provides 74 participants from the US and Canada with skills training focused on academic management, external trends, institutional management, and professional development. Jones gained a broader understanding of higher education leadership and administration. She recommends continuing professional development opportunities and promoting diversity at her institution.
Ali alsarrafvalleEng99 10212012Studying abroadInte.docx
Ali alsarraf
valle
Eng:99
10/21/2012
Studying abroad
International education is one of the top earning and popular 'global export industries' in the world (Campbell, 2012). Since the 1990s, internationalization of student education has become a priority for the higher education sectors of many countries, with some form of study-abroad program acknowledged as a key to success (Forsey et al., 2012). Technical advancement has brought the world closer. It is therefore imperative that our students be exposed to the international education system as it caters to their academic, personal, cultural and career growth. Education is the most important thing in life. Without education it is impossible to accomplish anything. Benefits of studying abroad are profound. It broadens ones' horizons, enhances global understanding, fosters inter-cultural harmony and increases global literacy.
One of primary incentives of studying abroad is personal development. Studying abroad ensures better educational opportunities compared to the home countries due to a wider gamut of study options to choose from. This will enable students to better specialize in their career of choice. International studies may also help students to get a better exposure to the different education systems in place. For example, Many of the Universities in Asian countries such as India give weight to theoretical knowledge more than the practical. The result of such a system is that while students are quite proficient in acquiring and retaining a vast amount of knowledge, they are clueless on how to apply them. The education system in the west on the other hand, focuses primarily on practical learning. While this may make the students versatile, their acquisitive ability is comparatively inferior. International learning allows for a balance and enables students to be familiar with both methods and hence obtain a well-rounded education. Apart from getting superior education, studying abroad enables students to be more independent. It makes come out of their comfort zones and confront life outright. It also exposes them to various domestic situations and crises that they may have to resolve on their own without parental support. They may be required to manage their own finances, their time, social activities etc. This will make them more mature, improve their sense of duty and will make them better citizens of their country.
International study programs bring people of different ethnicity under one roof. This will foster better inter-cultural appreciation, tolerance and harmony (Brux, 2012). Even though this may be a positive thing, there has however been many concerns over the ability of international students to survive in a foreign community. They argue that students can face a sense of disorientation, and an overwhelming feeling of alienation ( Campbell, 2012). I believe, that such arguments are pointless as this is not the situation in most of the cases. Most of the univer.
Mapping Indigenous Knowledge in the World Indigenous Nations Higher Education...
This document discusses the World Indigenous Nations Higher Education Consortium (WINHEC) and its accreditation framework. WINHEC aims to provide an international forum and support for indigenous peoples to pursue common goals through higher education. Its accreditation process focuses on fostering quality assurance through locally-defined criteria and encouraging institutional improvement, in contrast to non-indigenous accreditation models. The document also examines challenges for indigenous academia such as issues of power control, colonial legacies, and politics of knowledge.
Benefits Of International Student Recruitment
This document discusses benefits of international student recruitment for universities. It notes that international students who remain after graduation become members of the local community, promoting cultural awareness. Their presence also benefits universities through greater student retention and completion rates. Improving relationships between institutions and international students should be a major focus area for administrators. Determining what prevents international students from participating in surveys, such as lack of English skills or cultural differences, can help improve data collection.
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Corio and Huang - Diversifying U.S. Study Abroad to China
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Contrast in US and China Higher Education
- 1. Contrast in US and China Higher Education Presented to Chinese Delegation from Chengdu Sichuan China By Dr. David Ming Liu on 9.25.13 College of Education, George Fox University
- 2. Confucius said: “Isn't it also great when friends visit from distant places?
- 3. Overview I. Self Introduction II. Difference in Higher Education in using George Fox University (GFU) and Hengyang Normal University (HYNU) III. Q & A
- 4. Born in White Clouds Village, Hengyang County, Hunan, China in 1965. Obtained English teaching certificate in Hengyang Normal University in China in 1986, BBS in Western Oregon University in 1992, MBA from Willamette University in 1994, Doctor of Business Administration from City University of Hong Kong in 2010. Currently as Assistant Professor of Management at College of Business, teaching Strategic Management, Management Principle, Global Business, International Management.
- 5. II. Contrast in Three Major Areas Educational Ideals Teaching Methods Educational Outcomes
- 6. US Higher Education Overview Numbers of colleges and universities: 4495 (2-year 1721; 4-year 2774) Students: 20 million students in 2009 Chinese students in US: 723,000 as of 2012 Status and Trends in the Education of Racial and Ethnic Groups (Source: United States Department of Education – 2008) RACE 2-year 4-year Master Professional TOTAL Asians 6.9% 31.6% 14.0% 6.4% 58.9% Whites 9.3% 21.1% 8.4% 3.1% 41.9% Blacks 8.9% 13.6% 4.9% 1.3% 28.7% Am.Indians 8.4% 9.8% 3.6% 1.4% 23.2% Hispanics 6.1% 9.4% 2.9% 1.0% 19.4%
- 7. Difference in Educational Ideals USA: “convey knowledge to comprehend the world” GFU vision: To become the "Christian university of choice" for Christ followers and world changers. Mission: GFU, a Christ-centered community, prepares students spiritually, academically, and professionally to think with clarity, act with integrity, and serve with passion. Values: Students First; Christ in Everything; Innovation to Improve Outcomes China: “learning as means to develop inner virtue” Hengyang Normal University (HYNU): 厚德 博学 砺志 笃行 Loyalty to party, country, and nationality
- 8. Views on Education An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't. Anatole France If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people. Chinese Proverb
- 9. II. Teaching Methods Difference US Classroom: participation, discussion, freedom of expression, critical thinking, creativity, debates, projects, presentation, case study, speakers Chinese classroom: heavy concepts, rote learning, memorization…
- 10. Causes for the Different Method: USA and China Power Distance: Low vs. High Individualism vs. Collectivism Uncertainty Avoidance: Low vs. High Democracy vs. Chinese One Party Rule Freedom vs. Restraint Equality vs. Hierarchy Diversity vs. Unity:
- 11. III. Educational Outcomes USA: holistic approach. PEGSS at GFU College of Business: Professionally competence Ethically grounded Globally engaged Socially responsible Servant leaders HYNU China: 育人为本，德育为先 ; 把学生培养成为有 理想、有道德、有文化、有纪律的“四有”新人，培养成 为德智体美全面发展的社会主义事业合格建设者和可 靠接班人。
- 12. III. Questions?.