Special Issue on Effective Teaching Practices for Addressing Diverse Students’ Needs for Academic Success in Universities

Submission Deadline: Jun. 25, 2020

Please click the link to know more about Manuscript Preparation: http://www.educationjournal.net/submission

This special issue currently is open for paper submission and guest editor application.

Please download to know all details of the Special Issue

Special Issue Flyer (PDF)
  • Lead Guest Editor
    • Department of Computer Information and Decision Management, West Texas A&M University, Canyon, Texas, USA
  • Guest Editor
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to complete the Guest Editor application.
    • 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
  • Introduction

    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 can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.educationjournal.net/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.