A multifaceted approach will be needed to fix the often-unsustainable challenges faced in the 21st-century academic arena. The trends in public and private institutions of education are more cutbacks, downsizing, mergers, sequestrations, lean process implementations, and the increase in hiring part-time workers over full-time workers. At the same time, the COVID-19 pandemic has brought with it an array of schooling challenges around organizational change. Some challenges are structural, some are political, some are human resources related, and yet others are symbolic. To fix these problems, there is a need to address a core issue: increasing student engagement. This requires a wholesale rethinking of what schooling can be.

Multifaceted Analysis of Sustainable Strategies and Tactics in Education brings increased awareness to students seeking education and faculty navigating the politics regarding the challenges they face, awareness of the disempowered voices found in the halls of these institutions, and light to the challenges facing administration in education. Covering topics such as parental involvement, work-based learning, and academic success, this premier reference source is an essential resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, government officials, librarians, researchers, and academicians.

Coverage:

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

21st Century Skills
Academic Success
Children Living With Epilepsy
Counseling
E-Portfolio Strategy
Meaningful Learning
Mentoring
Parental Involvement
Student Satisfaction
Sustainable Advocacy
Work-Based Learning

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Editor/Author Biographies

Theresa D. Neimann holds a PhD in Higher Education Administration from Oregon State University; MA in Theology from Trinity Saint David’s University, Wales UK; BS in Political Science and History from Eastern Oregon University; and Certificate in Local Governance from Oregon Local Leadership Institute. She was Associate Editor for (IJAVET); she has many published chapters for (IJAVET). She has worked as a Freelance Writer; Editor at Zhejiang University Press, China; consultant and Instructor at Tongling No. 1 High School: International School Dept., Anhui, China; she has taught Early Childhood Education classes at Shanghai Normal University, China and College Writing at Xuchang Technical University, Xuchang, China. She has taught education courses at Oregon State University, and Tillamook Bay Community College, Oregon. She has published several books. She was ESL Coordinator/GED, at Tillamook Bay Community College; she was a private school executive administrator and instructor; she was a public school K-12 educator; Associate Editor at Apostolic Press; Editor-in-Chief for IGI, compendiums: . She currently teaches for Oregon Coast Community College in Newport, Oregon.

Lynne L. Hindman is a First-Generation, First-American student who beat the statistical odds and earned four degrees within the field of education (B.S., M.Ed., Ed. Specialist, & Ph.D.). She holds credentials as a secondary teacher and PK-12 school principal. As a certified Master Reviewer with Quality Matters, she assists faculty around the globe apply researched best practices for online/blended course design. Her research has helped to identify 11 Highly Effective Hybrid/Blended Teaching Practices and also helped to substantiate the OSU Degree Partnership Program (DPP) as a highly effective pathway program. Her research revealed that not only does the DPP help students gain confidence in their ability to thrive in college, but those who participate in it are also more than twice as likely to complete their bachelorette degree. She currently serves a Learning Experience Designer for OSU's College of Education and teaches a variety of professional development courses for their Instructional Design and Advanced Learning Experience Design (LXD) certificate programs.

Elena Shliakhovchuk is a scientific postdoctoral researcher in game studies. She holds a PhD in Communication and Cultural Industries from the Polytechnic University of Valencia. She investigates the acquisition of soft skills, the power to reinforce or weaken cultural, racial and gender stereotypes and the cultural, social and communicative benefits of video games. Elena is the author of books on game-based learning, co-editor of three books at the American scientific publisher “IGI Global” on global education challenges and opportunities, and author of several intercultural learning tools with gamification elements (diversophy®UA, Cultural Detective®UA, CultureConnector®UA). Elena has been teaching online and offline intercultural competencies to the Forbes 500 companies since 2010. She is part of the executive committee of the Spanish Society for Video Game Sciences (SECiVi) and a coordinator of the Special Interest Group (SIG) Gamification of the Society for Intercultural Education, Training and Research (SIETAR).

Marian Moore has a wealth of experience in Higher Education. Over her career, she has worked in a variety of roles, including instructional design, faculty development, career development, teaching, and workforce development. Her mission is to promote quality learning and instructional design practices. Currently, Marian is an Instructional Designer at Austin Community College. As an educator and a strong champion of lifelong learning, she strives to improve the quality of teaching and learning by creating an environment that strengthens the learning process and encourages it.

Jonathan J. Felix is a transdisciplinary academic at the intersection of Sociology, Design, Media, and Cultural Studies. His research interests include Higher Education, Alternative Media, and Digital Cultures. Jonathan is a Visiting Fellow with the International and Comparative Education Research Group with the Universiti Brunei Darussalam (ICE-UBD), and also holds an Associate Fellowship with the Higher Education Academy (AFHEA). He is also a member of Design Objective (DO), the International Communication Association (ICA), and the Media, Communications & Cultural Studies Association (MeCCSA). With over 17 years' collective experience in the creative industries and higher education, he has worked independently and collaboratively in a range of roles related to teaching, leadership, and research. Favouring textual research methods and publishing in traditional and alternative modes of scholarship, his work is influenced by post-structuralist and continental philosophical schools of thought.

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