Catalog

Entry Points to US Education: Accessing the Next Wave of Growth  focuses on the imperative need to modernize international education as a result of the changes in international student mobility.  Centered around the ten entry points, the book looks into the distinct preferences and approaches of Generation Z (Gen Z) students, offering data-driven strategies to navigate the ten entry points to U.S. undergraduate degrees. This book also provides actionable strategies and model practices and encourages a national dialogue around student engagement to enhance (in the context of) global mobility. Editors Jing Luan is Provost Emeritus of San Mateo Colleges of Silicon Valley (San Mateo County Community College District) and former President of the Association of International Enrollment Management. Leilt Habte is the Associate Director of the Transfer Center at the University of California Berkeley Center for Educational Partnership. David L. Di Maria is a Senior International Officer and Associate Vice Provost for international education at the University of Maryland, Baltimore County. Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Baltimore, Maryland. For print bulk orders, please send your request to contact@starscholars.org  Download ebook here  | Order Paperback ($19.99) and Hardcover ($46.50) 

Current Perspectives on Intercultural and Global Competence offers a compelling exploration of the evolving landscape of intercultural and global competence through a variety of lenses.  This insightful book delves into the complexities of navigating the practical implications of getting along together across difference and similarity.   With collective contributions from scholars and practitioners worldwide, this book presents a diverse array of perspectives from different disciplines, contexts, languages, and cultures.  Through rich discussion and insights, contributors to this book  invite readers to engage in delving further into the complexities of the crucial understanding needed to thrive in today’s interconnected and yet often polarized world.  Editors Dr. Darla K. Deardorff is Founding President of the World Council on Intercultural and Global Competence. She is also the UNESCO Chair on Intercultural Competence at Stellenbosch University (South Africa) as well as appointed faculty at other universities in Japan, China, the US and Canada.  She has worked in the international education field for thirty years and  is the author/editor of 14 books and over 60 other publications including the seminal work on intercultural competence, Sage Handbook of Intercultural Competence as well as the open access UNESCO Manual on Developing Intercultural Competence: Story Circles. Regularly invited to speak around the world, she is working on the intersections of intercultural competence with peacebuilding, gender equality and climate action.  Mizuho Tatebayashi, a Japanese scholar-practitioner, who is enthusiastic about intercultural communication and international education. Her roots lie in Japan, yet she had the privilege to explore outside the country during her undergraduate years, where she discovered the transformative power of cross-cultural experiences. As a doctoral student in North Carolina State University's Educational Psychology program, her focus centers on the development of intercultural competence and fostering enriching learning environments. She currently serves as an Executive Fellow at the World Council on Intercultural and Global Competence. _________________________________________________ Download the complimentary eBook here _________________________________________________ Order print copies here

The International Handbook of French Education is a comprehensive and diverse collection that gathers the insights of educators, students, and leaders from across the globe to explore the enduring value and future prospects of teaching French language and Francophone culture. This handbook features 13 chapters that showcase perspectives from researchers, practitioners, and stakeholders, shedding light on the continued significance of French education in an increasingly interconnected world. As French remains a language of diplomacy, culture, and education with a vast global presence, this volume underscores why its teaching and learning are of enduring importance. Editors Jerry L. Parker, Ed.D. is an instructor in French, Spanish, and World Language Education in the Department of World Languages and Cultures at Southeastern Louisiana University, USA. Amany Saleh, Ph.D., is a Professor of Curriculum and Instruction and Comparative Education at the Center of Excellence in Education at Arkansas State University, USA.  _____________________________ Print and digital copies are available _____________________________

The rise of artificial intelligence (AI) tools based on advanced language models, such as ChatGPT and Bard, is transforming industries and professions worldwide, and higher education is no exception. ChatGPT, an AI-powered chatbot developed by OpenAI, has created a substantial amount of conversation and controversy across academia regarding what generative AI means for teaching and learning in the classroom. There is plenty of speculation not only about how those innovations will affect the academic profession but also what unique opportunities and challenges they present to global higher education. In this book, authors delve into the impact of AI and ChatGPT on higher education leadership and management, examining potential opportunities and challenges that this innovative technology presents to teaching, research, program, and policy. The primary purpose of this volume is to provide a comprehensive, research-driven analysis of AI chatbots’ roles in shaping institutions of higher education around the world. By exploring the transformative potential of ChatGPT in academic settings, this timely book aims to bridge the gap between technological innovation and its practical applications. In the long run, we anticipate that this volume will provide valuable insights and guidance for teacher-scholars, university administrators, and policymakers on leveraging this cutting-edge technology effectively and responsibly. Edited By Xi Lin, Roy. Y Chan, Shyam Sharma, Krishna Bista Order hard copies here Download ebooks here

This book presents a wide range of themes of perseverance, cultural exploration, transformative journeys, and reflections on life’s lessons. Each chapter offers unique perspectives on overcoming challenges, embracing cultural diversity, and finding profound meaning in life’s experiences. From tales of enduring determination to reflections on identity and global citizenship, the book invites readers to explore the complexities of the human spirit and find inspiration in the shared stories of resilience and growth. Editors Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University (USA).  Uttam Gaulee is a Professor of Higher Education in the Advanced Studies, Leadership, and Policy Department at Morgan State University (USA).  Dawn Michele Whitehead  is Vice President of the Office of Global Citizenship for Campus, Community, and Careers at the Association of American Colleges and Universities (USA). Bo Zhang is a TESOL Instructor and District Administrator at Providence Public Schools in Rhode Island (USA).   Order your copies: eBook | Paperback 

This book strives to unravel the intricacies of contemporary challenges in the knowledge-based economy, higher education, and sustainable development. It navigates through diverse perspectives, from prioritizing mental health among university students in India to exploring the impact of green intellectual capital in Mauritius. The collection delves into social entrepreneurship, digitalized teaching, and resilient student activism during the COVID-19 pandemic. Each chapter underscores the pivotal role of higher education in shaping sustainable socio-economic development, providing invaluable insights into a rapidly evolving global landscape. Download ebook Order print copies Publisher ‏ : ‎  STAR SCHOLARS PRESS (March 15, 2024) Language ‏ : ‎  English Paperback ‏ : ‎  273 pages ISBN-10 ‏ : ‎  1957480319 ISBN-13 ‏ : ‎  978-1957480312 Item Weight ‏ : ‎  1.05 pounds Dimensions ‏ : ‎  6 x 9 inches

This book offers profound insights into the dynamic landscape of international education, drawing on the perspectives of veteran educators and thought leaders. Through engaging chapters, it explores the transformative potential of global learning, examining current challenges, reflecting on historical trajectories, and envisioning the future of education abroad. Each chapter seamlessly integrates personal experiences, theoretical frameworks, and historical perspectives, emphasizing the vital role of Senior International Officers and advocating for a quantum approach to education abroad. The book aims to deliver a comprehensive and authentic exploration of international education by covering the evolution of study abroad, evolving narratives, and the impacts of political shifts and technology. Beyond celebrating achievements, it addresses critical areas requiring attention, inviting readers on a reflective journey to appreciate the intricate threads forming the tapestry of global education. Editors Thomas V. Millington is the Founder and Executive Director of Abroadia, New York, USA. Krishna Bista is a Professor of Higher Education at Morgan State University, Maryland, USA. Roy Y. Chan is an Assistant Professor of Education and Ed.D. Program Director at Lee University, Tennessee, USA. Bo Zhang is a TESOL instructor and district administrator at Providence Public Schools in Rhode Island who recently earned a doctoral degree from the University of Hartford, Connecticut, USA.  Both print and digital editions are available.   For bulk orders (15 or more copies), please reach out to the editorial office at contact@starscholars.org  ------ Book Launch "Veteran Educators, International Education, and Study Abroad: Perspectives, Insights, and Practices"  Date: April 3, 2024 Wednesday Time: 10:00 AM Eastern Standard Time (EST) Zoom: Please register in advance

Few enjoy the privilege of creating their own identities. Jews, Blacks, Roma, Hillbillies, Witches,  and a myriad of others, demonized, erased or eradicated, demonstrate that identities are not necessarily a matter of individual choice. These ostensibly diverse figures do not control their own narratives and are subject to various forms of dehumanization and marginalization. They are defined by stereotypes that generate hate, fear, ridicule or romantic mythologies, sometimes, paradoxically, simultaneously. The author’s research integrates perspectives drawn from myth, literature, religious belief, histories, political ideologies, popular culture, and other sources, from the distant past to the disturbing present, to reveal the pervasive power of bigotry. This book exposes those dynamics that have created a spectrum of hate from prejudice, through discrimination, towards persecution, exclusion and, in its darkest manifestations, ethnic cleansing, erasure, genocide. These figures, and the spaces they inhabit, are profoundly connected.  Their identities are formed by the interaction, or collision, between who they believe they are and how they are imagined to be through the hostility of others. They are invented as pariahs, outsiders who threaten or subvert the imagined cohesion of dominant communities. New imperatives emerge for international higher education. Conventional, simplistic concepts of identity or “culture” distort the unfamiliar environments students will encounter throughout their lives. The insights offered here indicate that a key task is to help students unlearn assumptions, to discard the baggage with which they travel across borders, real and metaphorical. The author deconstructs orthodoxies and demands that attention be paid to those silenced, ignored, dehumanized, victims of cruel myopia and immoral deafness. Author: Michael Woolf’s  career has been spent substantially in international contexts. Prior to working in education abroad, he completed a PhD in American Studies, taught literature at universities in the UK and Italy, and worked for BBC radio. He has held leadership roles in international education for many years and has published and edited extensively. He received the Peter A. Wollitzer Award (2020) from the Forum on Education Abroad.  Pariahs  draws directly upon his identity as a Jew born in London in 1947. The Holocaust was rarely discussed but fear of the hostility of others was palpable in landscapes of anxiety. How to cite this book: Woolf, M. (2024). PARIAHS: Marginalized voices in education abroad . STAR SCHOLARS PRESS.  ______________________________________ PRAISE for this book "In this time of extraordinary ethnic and racial hatred across the globe, PARIAHS: Marginalized Voices in Education Abroad provides readers with a truly global context for recognizing the potential and the power of intercultural understanding, respect, and compassion. In this increasingly globalizing century, one must first recognize and then overcome the biases that are as second-nature to us as the air we breathe.  PARIAHS helps us take this first step; the next step is up to the reader." — Benjamin Rifkin, Provost and Senior Vice President for Academic Affairs, Fairleigh Dickinson University, USA " In PARIAHS , Woolf presents a profound study of identity and cultural exchange that resonates with challenges we see in Nepal’s evolving international education. His insights on marginalized communities speak to the global need for equity, offering valuable perspectives that can inspire Nepalese educators and policymakers to foster greater inclusivity and empathy in both local and international educational contexts." —  Tirth Raj Khaniya, Professor and  Former Vice-Chancellor, Tribhuvan University, Nepal "PARIAHS: Marginalized Voices in Education Abroad is a transformative exploration of the layered experiences of marginalized identities within global education. Woolf’s insightful analysis challenges educators to foster empathy and inclusivity, making this essential reading for those committed to a more equitable landscape in international education." —  Meghna Mehndroo, Principal, University Institute of Teachers Training and Research, Chandigarh University, India "PARIAHS is a must-read that illuminates the lived experiences of marginalized communities in international education, urging readers to challenge and expand their understanding of identity and cultural exchange. Woolf’s work is both timely and transformative, offering a critical lens that encourages educators and students alike to engage with the complexities of diversity in global learning environments." — Dr. ‘Dimeji R. Togunde, Vice Provost for Global Education & Professor of International Studies, Spelman College, USA “ PARIAHS  is first and foremost a book about identities and how these are constructed. It focuses on those identities that are imposed on a group of individuals and lead to their marginalization. It is a wonderful book which reminds us of the complexity of the world and warns all of us working in international education to avoid falling into the trap of oversimplification and generalization about the concepts of culture and intercultural learning in study abroad” —  Giorgio Marinoni, Manager, HE and Internationalization, International Association of Universities, France "Michael Woolf in Pariahs challenges us to question the conventional notions of identity and culture in international higher education which are often simplistic and fail to reflect the diverse and complex realities that students encounter. The book aims to deconstruct these orthodoxies, encouraging readers to unlearn assumptions and challenge stereotypes." —  Amany Saleh, Ph. D., Professor of Curriculum and Instruction, Arkansas State University, USA "Woolf's PARIAHS is a thought-provoking exploration of marginalized voices in international education. By examining complex identities and the impact of cultural exchange, the book challenges us to reimagine the role of education in fostering empathy and inclusivity. Through insightful analysis and compelling case studies, Woolf sheds light on the often-overlooked experiences of those who navigate the intersections of race, ethnicity, and class in global learning environments." — Marina Falasca, Professor, I.E.S. en Lenguas Vivas "Juan Ramón Fernández", Buenos Aires, Argentina "PARIAHS: Marginalized Voices in Education Abroad  is a compelling exploration of identity, marginalization, and cultural awareness. It examines the harmful impact of stereotypes while challenging readers to question and unlearn deeply ingrained biases." — Andrea Lee, Ed.D., Assistant Professor, Austin Peay State University, USA "A wonderful book about identity from one of the most important voices in education abroad. Compassionate, wise, insightful and a must-read." — Michael Punter, Global Director of Theatre Education, CEA CAPA London, UK In  Pariahs,  Michael Woolf offers a wide-ranging, nuanced, and timely discussion of how stereotypes have been created and used, historically as well as recently, to represent various marginalized groups globally.   — Ted Olson, Professor, Department of Appalachian Studies, East Tennessee State University, USA "Pariahs" is a much-needed multidimensional road map showing scholars and students a new path towards self-discovery and identity, one that requires leaving our luggage behind and exploring the roads with an empathic and inclusive mindset." — Elena de Prada Creo, Vice Dean for International Affairs, University of Vigo, Spain "A rich, in-depth review of many key cultural stereotypes we hold that often prevent us from truly listening and learning while on study-abroad programs." — Gene Hammond, Professor Emeritus of Rhetoric, Stony Brook University, USA This book profusely and insightfully interrogates the assumptions we hold about others and the ones they hold about us, especially when viewed from the reality of education abroad and international education and cultural exchange. Written in fine flowing prose, well-researched, and garnished with rich knowledge of history, politics, race, Christian mythologies, and critical events that shaped the interactions between “The West and the Rest of Us,” Michael Woolf paints a portrait of what it means to live in a divided world as the “other,” existing at the mercy of the mainstream, and its deeper implications to study abroad and cultural exchanges. — Emmanuel E. Akanwa, Frederick Douglass High School, Upper Marlboro, Maryland, USA "PARIAHS is an essential contribution to international education, providing readers with a nuanced understanding of the societal forces that shape marginalized voices. His work is both enlightening and necessary for anyone committed to diversity in global academia." — Uttam Gaulee, President, STAR Scholars Network, USA "As an international graduate student, I resonate with the insights and stories thoughtfully told by Michael Woolf. PARIAHS provides readers with diverse viewpoints on the transformational experience of being in a foreign land." — John Jefferson Besa, MD, Harvard University, USA _________________________________________ Hardcopies and ebooks are available in the following countries through Amazon, Barnes & Noble , and other vendors.  US | UK | DE | FR | ES | IT | NL | PL | SE | JP | CA | AU  

Current Trends in Global Education: Bridging K-12 and Higher Education for an Interconnected World explores the evolving landscape of global education through insights from esteemed educators and researchers. It defines global education and presents multiple rationales for developing global competence along with a literature review of significant challenges over the past two decades. The anthology showcases innovative  K-12 practices, emerging trends,  and the transformative role of transnational telecollaboration and artificial intelligence (AI) in fostering global citizenship and cross-cultural communication. It also examines higher education focusing on  novel pedagogical tools, hybrid learning communities, and virtual exchange initiatives  in ESP/EAP courses, as well as key factors affecting AI adoption in this context. Editors Marina Falasca, M.Ed., M.A. , is an Associate Professor with a focus on pedagogy, didactics, and curriculum at IES en Lenguas Vivas Juan Ramón Fernández in Buenos Aires, Argentina. She also serves as the STAR Country Director for Argentina and is the recipient of the 2024 Klett Award for Sustainable Development Education in the World Language Classroom. Karina J. Baum, Ph.D.,  is the Director of Global Education at Buckingham Browne & Nichols, a K-12 independent school in Cambridge, Massachusetts. She serves on the Board of Directors of the Global Education Benchmark Group and the Kathleen Stone Island Outward Bound. Download ebook (complimentary) or order print copies from Amazon  and  Barnes & Noble  | Related  books here

This book examines the international student question by utilizing a holistic and multi-faceted approach to understanding not only the influence of socialization on the international student experience but also presents a historical background to international student contact; the influence of globalization and student mobility; U.S. international student enrollment trends; exploration of research on socialization; socialization theory/theoretical framework; an annotated bibliography of research on socialization/acculturation. This book contributes to the discourse on international student socialization. It is geared toward enriching international student socialization experiences and informing higher education policies and practices to serve better and service international students. Author Emmanuel E. Akanwa teaches Reading, English, and Language Arts at Frederick Douglass High School, Upper Marlboro, Maryland, U.S.A. Dr. Akanwa was formerly a fixed-term faculty at Central Michigan University and an adjunct professor of English at Mid-Michigan Community College.  Download ebook (complimentary) or order print copies on Amazon  and  Barnes & Noble  | Related  books here How to cite this book: Akanwa, E. E. (2024). International student socialization . Star Scholars Press. https://doi.org/10.32674/1kqb8x16

Based on their personal experiences spanning various facets of the international student life cycle in the U.S., the authors of the book “ Navigating the ‘American Dream’ ” recognized the pressing need for a resource that goes beyond and above, offering comprehensive information, resources, and practical tips. Unlike existing publications, this book is a trailblazer, covering the entire spectrum of international students’ educational journey in the U.S., providing essential insights, resources, and strategies to address students’ diverse needs. Authors Bo Zhang University of Hartford, USA Emmah Muema University of Nebraska-Lincoln, USA Shenhaye Ferguson University of Denver, USA Rachel Kamnkhwani University of Denver, USA Luke Parker University of Kansas, USA Candice Peters Appalachian State University, USA Order digital copies | Kindle eBook | Print Copies

This book explores diverse experiences and insights, revealing a tapestry of intercultural and inclusive learning, professional development, innovative educational strategies, and machine learning. From reflections on intercultural experiences and self-discovery through cinema research to analyzing gender differences among expatriate teachers in the Middle East, education takes many forms. Embedding Sustainable Development Goals into business education emphasizes sustainability in curricula, while multivariate analyses of university management practices highlight institutional responsibilities. Addressing hate speech in education and designing maternal health literacy programs for at-risk mothers demonstrate the impact of targeted educational interventions. It also looks into culturally responsive experiences in career counseling, internationalization of higher education systems, and innovative teaching methods, which offer fresh perspectives on global education. It examines the ethical dimensions of scientific progress, machine learning, creativity, and the influence of university architectural spaces on active learning. These diverse studies invite us to reimagine education as a dynamic, inclusive, and transformative force, fostering peaceful coexistence, entrepreneurial spirit, and a deeper understanding of our shared cultural heritage. Download eBook Here How to cite this book: De Pradra-Creo, E., Quintairos-Solino, A., Gamaledin, S. S., Gaulee, U., Bista, K., & Zhang, B. (Eds) (2024). Innovative approaches to learning: Global advances in sustainable, inclusive, and creative education . Sta r Scholars Press.

This book of abstracts based on the 2023 STAR Global Conference on the theme of "Transformative Education for an Interconnected and Equitable World" is a seminal volume featuring an array of scholarly presentations that dissect the evolving landscape of global education. The collection traverses a multitude of perspectives, from the intricacies of fostering digital competencies and tackling the ethics of scientific research to implementing internationalization with a spirit of reciprocity and cultivating transformational creativity in educational practices. It spotlights technological advancements through systematic reviews of gamified learning, virtual intercultural dialogues, and the arts' role in nurturing critical citizenship. It also offers a forward-looking approach to online learning and linguistically-driven AI innovations in India. 

This book is a testimony of Spelman College’s commitment to global citizenship, documenting cross-cultural and international experiences and reflections of domestic students who studied abroad, international students’ experiences, Alumnae who studied abroad or have lived abroad and faculty and staff who have lived abroad or led students abroad. This book distinctively reveals life stories of global engagements that no one else could tell but the contributors who bring life experiences through their international visits. Through a well-curated and engaging collection of narrative stories, this book captures the richness that comes from crossing boundaries, understanding cultural differences, and embracing the knowledge that comes from encounters with disparate perspectives. Editors ‘Dimeji R. Togunde, Ph.D. Vice Provost for Global Education & Professor of International Studies, Spelman College, Atlanta, Georgia, USA Krishna Bista, Ed.D. Professor of Higher Education, Morgan State University, Maryland, USA Print  and  digital  copies are available. 

This book is a valuable resource for educators seeking to shift toward a more student-centered, student-engaged education. Drawing on the author's own experiences and research, the book provides practical strategies ranging from making class meetings more student-focused to engaging diverse stakeholders. The book translates teaching methods and strategies into concrete, actionable forms that are also meant to help students not only succeed but also prepare for successful careers. While recognizing the challenges faced in different educational contexts, the handbook encourages teachers to start small and help to shift their educational institutions and culture. With its practical approach and adaptable strategies, this is a must-use book for educators worldwide. Shyam Sharma  is Associate Professor and Graduate Program Director in the Program in Writing and Rhetoric at Stony Brook University, State University of New York. Order Hardcopies  ||  Download E-books |

This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider. By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being. Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education. Order your copy

This book takes a critical and historical perspective in parsing the current state of play for refugee and immigrant students in Germany, addressing federal, state, and institutional innovations as well as gaps in service. Drawing from de/post/anticolonial theory, it considers the levels of support for diverse groups including migrants, refugees, and racialized Germans, investigating why a comparatively well-resourced higher education system has, to date, selectively invested in the support of some marginalized groups. It calls for the reconsideration of policy and programmatic support, drawing from emerging best practice across states and HEIs. Using historical analysis, federal and state level policy documents, institutional equal opportunity plans and student-facing websites, reporting, and first-person-accounts of marginalized students both prospective and enrolled, this critically-oriented work interrogates how and why the world’s fourth largest economy – and its primarily public higher education system – have failed to engage systemic change with an eye towards addressing mechanisms of exclusion including racialization and xenophobia. It concludes with a consideration of possible policy interventions supporting these minoritized student groups who are essential not only to German learning and economy, but also to the rebuilding of conflict states. This volume will appeal to researchers, scholars and practitioners working across comparative and international higher education, crisis education, and education in emergencies, as well as diversity specialists. Order your copy: 

Leaders Who Inspire: Stories of Foreign-Born University Presidents  is a captivating book that introduces young readers to the remarkable stories of foreign-born college and university presidents. Through engaging narratives, readers will discover the inspiring journeys of leaders like Shirley M. Tilghman, Ángel Cabrera, A. Gabriel Esteban, and Renu Khator, who have made a significant impact on education in the United States.The book highlights the importance of diversity and inclusivity in educational institutions, showing how these leaders have transformed their campuses into welcoming spaces for students from all backgrounds. Readers will learn about the challenges these leaders faced, their unwavering determination, and their passion for empowering students to succeed. Leaders Who Inspire  celebrates the power of education and the strength that comes from embracing diversity. It encourages readers to believe in themselves, pursue their dreams, and make a positive impact in their own lives and communities. Order hardcopies here  

In a world where online education has become paramount,  this book is a comprehensive guide to navigating the challenges and innovations encountered in Asian higher education during the COVID-19 pandemic. It delves into various aspects of online teaching and learning, including curriculum design, student engagement, assessment strategies, and the use of technology in the classroom.   Editors: Misty So-Sum Wai-Cook, Amany Saleh, Krishna Bista Table of contents About this book Keywords Reviews Editors and Affiliations About the editors

This book includes a unique module-based, self-driven professional development program that empowers scholars to deepen their understanding of the Society of Transnational Academic Researchers (STAR) vision while enhancing their research agenda and leadership skills. Through a blended learning approach, participants engage in immersive learning experiences, including self-paced online modules, workshops, mentoring sessions, and support hours, to acquire the knowledge, skills, and mindset necessary for their professional success. This program goes beyond traditional professional development by emphasizing the social impact and justice aspects of research and scholarship. Scholars examine systemic inequalities, challenge dominant narratives, and advocate for structural change in their communities. With a focus on equity, diversity, and inclusion, the program addresses the needs of marginalized communities, fostering a culture of learning and growth. Order print copies  here   || Download digital copies  here

This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies. Download this book (free)

Transforming Lives at the Institutional Level   explores innovative higher education initiatives from around the world aimed at enhancing access and success for underrepresented and marginalized groups. Through 31 case studies spanning seven global regions, this volume offers invaluable insights and lessons learned to inform equity promotion policies and practices. Order Hardcopies  ||  Download E-books | Praise for this book Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World, edited by Jamil Salmi is a timely and important resource providing insights into innovative policies and practices as well as barriers inhibiting access to and equity in higher education.  Professor Ly Tran, Deakin University, Australia *** What a fantastic collection of case studies from around the world! The book is so timely, given the increased focus on the transformative role of higher education, in the light of current geo-political events and increasing precarity of higher education’s mission, influenced too narrowly by the economic benefit perspective. The book is a must read.  Aneta Hayes, Keele University, UK **** At a time when too many countries are backsliding from the principles of democracy, including human rights protections for ordinary citizens–which at their very core demand access to educational opportunity–this book could not be more timely. But how do we correct course? This book provides some answers.  Bernhard Streitwieser, George Washington University, USA

This book tells the stories of young people who have made a significant impact on the world. They have made real changes in their communities and beyond through their actions and ideas. Each story is unique and showcases the courage, determination, and creativity of these young people. Order your copy 

Curriculum Theory and Pedagogy for Student Mobility  – an edited collection of international research – seeks to examine how curriculum theory within different social, political, and cultural contexts can be actuated to advance equity and diversity, plus supportive and inclusive outcomes in international student education. A comprehensive volume, it contours a holistic interdisciplinary landscape of the field. The book draws upon both a broad range of curriculum-related theoretical frameworks and multiple perspectives to offer a diverse spectrum of examples about the many challenges and complexities involved in not only theorizing about, but doing the work of, educating international students in institutions of higher education. Additionally, the book provides a strong pedagogical framework for enhanced teaching practices, as well as new avenues for research in international student education. Drawing upon the expertise of contributors from varied backgrounds, identities, fields, and positionalities, the assembled chapters elucidate contemporary curriculum theory and its foundations and uses and analyzes its potential in international education. Equally, theoreticians and practitioners, both, offer valuable insights into conceptualizing, strategizing, and applying curriculum theory-driven research and proven practices for the advancement of the field of international student education. Order Hardcopies  ||  Download E-books