Due to the recent global pandemic, educators of science and technology have had to pivot and adapt their delivery to create alternative virtual means of delivery. The COVID-19 pandemic has influenced a rapid change in teaching and learning in higher education. It is reshaping curriculum demands, the 21st century digital competence challenges, and learning technologies. These changes in education are likely to endure well past the COVID-19 pandemic, making it crucial for educators to consider teaching and learning under the perspectives of digital education and innovation. Advancing STEM Education and Innovation in a Time of Distance Learning highlights the contemporary trends and challenges in science, technology, mathematics, and engineering education. The chapters present findings and discussions of relevant research studies and theoretical frameworks for the provision of science, technology, engineering, and technical subjects. It not only presents successful practice examples from before and during the COVID-19 pandemic, but also provides useful information to assist educators in understanding the demands and challenges of digital education. Covering topics such as ethnically diverse students, foreign language learning, and mobile gamification, this premier reference source is an essential resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, government officials, researchers, and academicians.

This book focuses on how teachers can transmit and practice values through classroom circles that attend to and empower all students' voices. A growing number of teachers are using relational pedagogy, drawing on Indigenous circle practice, as a pedagogical tool. Done well, circles can build and sustain dialogue and peaceful relations. Done poorly, circles reflect and reinforce relations of power, which, if disregarded, can be damaging for participants whose voices are silenced or not sufficiently heard. Parker-Shandal's consideration of teachers' professional learning and training in restorative justice in education focuses on ethnographic, classroom-based research in diverse urban elementary schools. Her data include observations of classrooms, teacher surveys, and interviews with students, teachers, and principals. The book provides a detailed account of the lived experience of students and teachers as they engage with and experience the transformative power of constructive dialogue about conflicts embedded in curriculum subject matter through restorative justice pedagogies.

Refugees and Higher Education provides a cross-disciplinary lens on one American university's approach to studying the policies, practices, and experiences associated with the higher education of refugee background students. The focus is not only on refugee education as an issue of access and equity, but also on this phenomenon as seen through the lens of internationalization. What competencies are called for among university faculty and staff welcoming refugee-background students to their institutional contexts? How might "distance learning" be considered anew? These challenges and opportunities for institutional growth will be closely considered by this group of authors from educational leadership, social work, curriculum development, and higher education itself. They address key world regions, and sub-topics ranging from online education in refugee camps to the Brazilian and Colombian responses to the emerging crisis in Venezuela. Scholars researching refugee education cross-nationally often find that refugee education literature is parsed by disciplinary field. This book, in contrast, offers a comprehensive, multi-disciplinary overview of refugee education issues around the world. These perspectives also provide key insights for faculty and staff at higher education institutions that currently enroll asylees or refugees, as well as those that may do so in the future.

As diversity continues to increase in classrooms, teachers need to be culturally aware and sensitive in order to ensure student success. It is important to understand what best practices are available to support this ever-increasing awareness of learning to respect those who are different and to understand how this is key to orchestrating a series of social interactions and social contexts. Culturally Responsive Teaching and Learning in Higher Education is an essential scholarly reference source that provides comprehensive research on culturally responsive teaching and the impact of culture on teaching and contextualizes issues related to cultural diversity and inequity in education. Featuring a broad range of topics such as gender bias, STEM, and social media, the goal of the book is to build transformative educators and administrators equipped to prepare 21st century global citizens. It is ideal for faculty, teachers, administrators, principals, curriculum developers, course designers, professionals, researchers, and students seeking to improve teaching methodologies and faculty development.

In 2015, Laura Rumbley put forward the notion that higher education-in a highly complex, globally interdependent world-would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.

Education is a field in which reflective practice is not only imperative for teacher and student success, but also for maintaining the desire to remain in the profession. During times of uncertainty, particularly as we faced the dual pandemics of social injustice and COVID-19 over the past year, we have felt demoralized and powerless. We know that we are not alone, as research indicates burnout, particularly among educators, is well-documented and increasing as a result of the continued heavy workload and added individual and societal stressors of the past year. During this turmoil, we have found solace, comfort, and connection in reflecting on our educational paths and sharing our stories with each other, friends, and colleagues. These reflective experiences, both individual and shared, have been powerful, rekindling our passion and desire to teach and thinking about ways we can support our students in and beyond the current climate of social unrest and a global pandemic. We believe that reading reflections of others' experiences will remind readers that they are not alone in their work, provide opportunities for them to find connections with fellow educators, and encourage them to engage in reflective practices of their own. The book is a timely collection of stories from various groups of people, such as those who identify as mothers, fathers, people of color, LGBTQIA scholars, first-generation college students, retired educators, those new to academia, and those with established academic careers, in an attempt to create a book where scholars can see themselves reflected in the stories of others, re-igniting the passion that led them to academia. This book is ideal for higher education faculty, those seeking to enter academia, educators who have left the classroom for administrative roles such as principals, assistant principals, instructional coaches, and district leaders, those considering a career in academia, and those in graduate degree programs.

With the rising occurrence of human caused, natural, and technological crises, Investigating the Design and Implementation of Operational Safety Plans for Crisis at Higher Education Institutions offers guiding principles, implementation factors, and best practices for creating more effective operational safety plans at higher education institutions. In many cases, limited resources prior to a crisis may lead to inadequate planning that hampers implementation. Additionally, operational safety plans typically are created or revised in a reactive manner after the fact. As the result of an exhaustive literature review, the author determined that, unlike other fields, effective best practices for operational safety planning are either unknown to the institutions that need them most or institutional factors and financial constraints prevent them from implementing them in full.