Academic Language and Learning Support Services in Higher Education

Academic Language and Learning Support Services in Higher Education

Indexed In: SCOPUS
Release Date: December, 2019|Copyright: © 2020 |Pages: 243
DOI: 10.4018/978-1-7998-2878-5
ISBN13: 9781799828785|ISBN10: 1799828786|ISBN13 Softcover: 9781799828792|EISBN13: 9781799828808
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Description & Coverage
Description:

Registering for courses, securing financial aid, developing strong study skills, and mastering difficult course material are just a few of the wide variety of obstacles that college students must overcome on their path to graduation. Beyond inadequate academic preparation, first-generation college students may not be able to rely on family or friends for advice about higher education and thus face the additional burden of constructing a support network of mentors and advisors. Without suitable advice and counseling, these students may make decisions that adversely affect their circumstances—and thus, their education.

Academic Language and Learning Support Services in Higher Education is an essential scholarly resource that examines the quality, organization, and administration of academic advisement and academic support systems for college and university students that connect them to the academic community and foster an appreciation of lifelong learning. Featuring a wide range of topics such as enrollment services, professional developments, and service learning, this text is ideal for academicians, academic advisers, mentors, curriculum designers, counsellors, administrators, higher education faculty, policymakers, researchers, and graduate students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Academic Advising
  • Academic Technology Services
  • Career Preparation
  • Enrollment Services
  • Higher Education
  • Library Resources
  • Mentor Programs
  • Orientation
  • Pedagogy
  • Professional Development
  • Service Learning
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Editor/Author Biographies

Donna M. Velliaris holds two Graduate Certificates: (1) Australian Studies; and (2) Religious Education, two Graduate Diplomas: (1) Secondary Education; and (2) Language and Literacy Education, as well as three Master’s degrees: (1) Educational Sociology; (2) Studies of Asia; and (3) Special Education. In 2010, Dr Velliaris graduated with a PhD in Education focused on the social/educational ecological development of school-aged transnational students in Tokyo, Japan. Her primary research interests include human ecology, schools as cultural systems, study abroad, and Third Culture Kids (TCKs). With publication of over 30 book chapters, titles comprise Academic reflections: Disciplinary acculturation and the first-year pathway experience in Australia [Garnet]; Conceptualizing four ecological influences on contemporary ‘Third Culture Kids’ [Palgrave Macmillan]; Culturally responsive pathway pedagogues: Respecting the intricacies of student diversity in the classroom [IGI Global]; Metaphors for transnational students: A moving experience [Cambridge Scholars]; and The other side of the student story: Listening to the voice of the parent [Sense]. This is Dr Velliaris’ sixth edited book with IGI Global, following the titles: (1) Handbook of research on study abroad programs and outbound mobility (2016); (2) Handbook of research on academic misconduct in higher education (2016); (3) Study abroad contexts for enhanced foreign language learning (2017); (4) Prevention and detection of academic misconduct in higher education (2019); and (5) Academic mobility programs and engagement: Emerging research and opportunities (2019).

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