Diversity and Inclusion in Global Higher Education Lessons from Across Asia Edited by Catherine Shea Sanger Nancy W

Diversity and Inclusion in Global Higher Education Lessons from Across Asia Edited by Catherine Shea Sanger Nancy W. Gleason Diversity and Inclusion in Global Higher Education Catherine Shea Sanger · Nancy W. Gleason Editors Diversity and Inclusion in Global Higher Education Lessons from Across Asia Editors Catherine Shea Sanger Nancy W. Gleason Yale-NUS College New York University Abu Dhabi Singapore, Singapore Abu Dhabi, United Arab Emirates ISBN 978-981-15-1627-6 ISBN 978-981-15-1628-3 (eBook) https://doi.org/10.1007/978-981-15-1628-3 © The Editor(s) (if applicable) and The Author(s) 2020, corrected publication 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. 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The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore FOREWORD For the last ffteen years, I have held administrative and academic leadership roles in liberal arts institutions across the United States, Australia, Asia, and the Middle East. But my journey in higher education began at age 18 when I attended a small, Christian, liberal arts college in the Midwestern United States. Moving away from home for the frst time; taking classes that challenged my world view about religion and culture; navigating relationships with peers from different backgrounds and family structures; and discovering my intellectual passion for philos- ophy after several failed attempts at other majors created a transformative educational experience that changed the course of my personal and pro- fessional trajectories. Yet my own experience with liberal arts education seems distinctively and, perhaps, conventionally American. I did not acquire a passport until nearly a decade after fnishing my bachelor’s degree; nearly zero of my classmates came from outside the United States; and most faculty mem- bers oriented their teaching exclusively on Western philosophies. Instead, what made this education enriching was that it stretched my intellectual and social capacities at the time, and challenged my preconceived ideas in ways that were both possible and contextual to a small-town, Midwestern, Christian school. The rise of liberal arts education across Asia and the Middle East is encouraging for its potential to promote critical discourse and an engaged citizenry, and so it is worth refecting on what the words “liberal arts” actually mean in these contexts. Notions of studying v vi FOREWORD “depth and breadth”, seeking one’s passion when selecting a course of study, or even whether or not to ask questions in a classroom environment are culturally and geographically constructed. And the underlying assumptions that faculty, administrators, government offcials, and indus- try stakeholders often make about liberal arts education require reimagi- nation and adaptation to truly be accessible for all students. At New York University, Abu Dhabi, I oversee our division of student affairs, which brings together several functional areas of the student experience including career development, health and wellness, spiritual life, intercultural education, residential life, student involvement, community outreach, athletics, and cultural engagement. With a population of 1500 undergraduates from 120+ countries, each of these administrative units require thoughtful leadership regarding diversity and inclusion in order to facilitate an environment that harnesses this rich array of cultures toward a greater sense of understanding and connection across difference. Shaping this environment that moves us from demographic diversity to intercultural pluralism is not solely the task of administrators, as students do not draw the same boundary lines between their experiences in the classroom, laboratory, studio, athletic feld, residential building, and dining hall. Faculty, alongside students themselves, are vital partners in creating the kind of community that can draw upon each students’ different identities and perspectives to foster a more complete, textured understanding of both the intellectual and social experiences that under- pin a liberal arts education. Further, to realize the full potential of diversity within higher education—whether that is at a small Midwestern US religious school or a cosmopolitan international campus of Abu Dhabi—is to appreciate and grapple with the fact that this is a messy project, rife with complexity and cultural “blind spots” that inhibit our efforts to create an educational experience that is inclusive and accessible. For example, in some Asian nations, promoting tolerance of minority groups is the preferred approach while in other locations, fostering harmony among cultures is paramount. And for others still, local legal and policy frameworks impact how diversity may be pursued in educational institutions. The context and distinctive characteristics of every institution and country matter, but this book offers a set of thoughtful refections that can enhance the teaching and learning environment across Asia and the world. FOREWORD vii Advancing an inclusive campus community is exceedingly diffcult and as leaders in higher education, we will not always get it right. Indeed, it will often be students who help us address gaps in our own perspective. In this edited volume, Dr. Sanger and Dr. Gleason have curated a group of experts on issues of inclusion that address multiple touch-points across the student experience. This holistic approach to delivering inclusive pedagogy acknowledges the full extent of student experiences beyond the boundaries of the classroom, and provides faculty and administrators alike with a valuable resource for advancing an inclusive campus community. This volume presents ideas and examples that offer a way forward for faculty, administrators, and students to work together to support not only diversity in concept, but the practice and implementation of strate- gies and approaches that can help us all appreciate the potential it offers higher education in Asia and around the world. August 2019 Kyle Farley, Ph.D. Associate Vice Chancellor for Student Affairs and Dean of Students New York University Abu Dhabi Abu Dhabi, United Arab Emirates CONTENTS 1 Diversity, Inclusion, and Context in Asian Higher Education 1 Catherine Shea Sanger Part I Pedagogy for Inclusion 2 Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments 31 Catherine Shea Sanger 3 Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education 73 Kiruthika Ragupathi and Adrian Lee 4 Educating Adult Learners: Bridging Learners’ Characteristics and the Learning Sciences 97 Yan Yin Ho and Wei Ying Rebekah Lim 5 Culture and Learning: Confucian Heritage Learners, Social-Oriented Achievement, and Innovative Pedagogies 117 Shelen Ho ix x CONTENTS Part II Liberal Arts Curricula in Asia Through the Diversity and Inclusion Lens 6 Diversifying the Liberal Arts Curriculum in an Asian Context 163 Charles Bailyn 7 Service-Learning as a Means to Understand Socio-Economic Privilege, Inequality, and Social Mobility 183 Mikiko Nishimura and Hitomi Yokote 8 Building a Center for Writing and Communication: Inclusion, Diversity and Writing in the Indian Context 209 Kanika Singh Part III Supporting Historically Marginalized Populations 9 Gender and Sexual Diversity in Asian Universities 231 Khoo Hoon Eng and Daryl W. J. Yang 10 Higher Education for Women in Asia 263 Solveig Olson-Strom and Nirmala Rao Part IV Leadership for Inclusion 11 Conclusion: Strategic Leadership for Diversity and Inclusion in Higher Education 285 Nancy W. Gleason Correction to: Educating Adult Learners: Bridging Learners’ Characteristics and the Learning Sciences C1 Yan Yin Ho and Wei Ying Rebekah Lim NOTES ON CONTRIBUTORS Charles Bailyn is the A. Bartlett Giamatti Professor of Astronomy and Physics at Yale University, and from 2011–2016 served as

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