Orientation in an IEP as Alignment With Core Value Systems: Creating a Convivial Climate on a Multicultural Campus

Orientation in an IEP as Alignment With Core Value Systems: Creating a Convivial Climate on a Multicultural Campus

Jessica Jones Ashe (Miami University, USA)
DOI: 10.4018/978-1-5225-4097-7.ch005

Abstract

In this chapter, a comprehensive orientation system for international tertiary students in a new country is presented. Student-run activities (facilitated by expert institutional staff) align teenagers with societal norms, institutional expectations, and personal value systems. This orientation prevents learning inhibitors, leaving students' minds unburdened with navigation of structures new to them (i.e., finance, health, immigration, and administration). Nondomestic students enacting conflict resolution, plagiarism prevention, proper police interaction, and etiquette (among others) is requisite for institutions of higher education in any country.
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Literature Review

Concerning student values in a general sense, a recent study (Khinkanina & Serova, 2016) noted the most important value of this millennial generation at a technical university in Russia was happiness in private life, as opposed to other values such as wisdom, productive life or interesting work, etc. The authors noted a low value in students towards occupation. Of import to this chapter is that these authors and others on different continents (Ramnarain & Ramaila, 2014) remark that a student’s personality and moral system are developed through consistent interaction and awareness-making. Ramnarain and Ramaila point to inquiry-based learning as a particularly helpful method in this regard.

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