Inclusive university for all people and ages: Higher education and older persons

Complimentary Contributor Copy UNIVERSITY TEACHING AND FACULTY DEVELOPMENT RESEARCH ON UNIVERSITY TEACHING AND FACULTY DEVELOPMENT INTERNATIONAL PERSPECTIVES OLGA M. ALEGRE DE LA ROSA EDITOR Complimentary Contributor Copy Copyright © 2017 by Nova Science Publishers, Inc. All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means: electronic, electrostatic, magnetic, tape, mechanical photocopying, recording or otherwise without the written permission of the Publisher. We have partnered with Copyright Clearance Center to make it easy for you to obtain permissions to reuse content from this publication. Simply navigate to this publication’s page on Nova’s website and locate the “Get Permission” button below the title description. This button is linked directly to the title’s permission page on copyright.com. Alternatively, you can visit copyright.com and search by title, ISBN, or ISSN. 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In addition, no responsibility is assumed by the publisher for any injury and/or damage to persons or property arising from any methods, products, instructions, ideas or otherwise contained in this publication. This publication is designed to provide accurate and authoritative information with regard to the subject matter covered herein. It is sold with the clear understanding that the Publisher is not engaged in rendering legal or any other professional services. If legal or any other expert assistance is required, the services of a competent person should be sought. FROM A DECLARATION OF PARTICIPANTS JOINTLY ADOPTED BY A COMMITTEE OF THE AMERICAN BAR ASSOCIATION AND A COMMITTEE OF PUBLISHERS. Additional color graphics may be available in the e-book version of this book. Library of Congress Cataloging-in-Publication Data ISBN: 978-1-53610-901-6 (eBook) Published by Nova Science Publishers, Inc. † New York Complimentary Contributor Copy CONTENTS Foreword ix Luis M. Villar Angulo Preface xiii Section A: Research on University Teaching and Teacher Induction 1 Chapter 1 Empowering Preservice Urban Teachers through Action Research 3 Sarah Huisman and Susan Catapano Chapter 2 Investigating EFL Preservice Teachers’ Cognition through Metaphor Analysis 15 Aly Anwar Amer Chapter 3 The Utilization of Syllabus Review in Higher Education in Taiwan 29 Chi Yuan Chen Chapter 4 Surviving and Thriving as a Social Justice Educator: A Developmental Perspective 49 Modesto Jesus Hevia Chapter 5 Educational Coordination in Teaching Experimental and Social Sciences: An Experience in an Undergraduate Pre-Primary Teacher Education Course 67 María Puig-Gutiérrez and Fátima Rodríguez-Marín Chapter 6 A Summative Evaluation of One Undergraduate Course in the University of Maryland’s General Education I-Series Initiative: The Case of EDCI 288W: Forbidden Books 85 Wayne H. Slater and James A. Groff Chapter 7 Developing Teaching Innovation as a Core Element in Initial University Teacher Training 101 María José Pérez and Sonia Oliver Complimentary Contributor Copy Contents vi Chapter 8 College Readiness Implications and Trend Analyses of Advancement via Individual Determination (AVID) Participation Based on Student Demographics and Texas Success Initiative (TSI) Scores 121 Jonelle J. Bailey Section B: Faculty Development and School/University Collaborative Research 137 Chapter 9 The Professional Characteristics and Nature of Professional Development of Experts 139 Leah Shagrir Chapter 10 Service Learning as a Collaborative Pedagogy for Faculty Development Through Action Research: Reimagining Teaching in Higher Education 155 Rosa M. Rodríguez-Izquierdo Chapter 11 A Partnership between the University and Schools Forming “A Learning Community” as a Professional Teacher Development Experience 169 Teresa Gómez-del-Castillo and Antonio Aguilera-Jiménez Chapter 12 Perspectives of Women Faculty in Counseling Psychology on Work and Family 183 Changming Duan, Chris Brown, Erika Blue, Leslie Jones, Keisha Love, Bobby Kizer and Alyssa L. Tedder King Chapter 13 Trends in the Training of University Professors: An Ethnographic Study in Six Portuguese Higher Education Institutions 199 Bernarda E. Pupiales Rueda Section C: Research on University Change and Communities of Practice 215 Chapter 14 Student Success, Self-Efficacy, Degree Completion, Dropout, Attainment, and SWOT Analysis for the University of La Laguna Quality System 217 Olga M. Alegre de la Rosa and Luis M. Villar Angulo Chapter 15 The Scholarship of Educational Leadership in a South African Research-Intensive University Context: Strategic Engagement for Undergraduate and Graduate Degree Programme Renewal 237 Antoinette van der Merwe, Arnold Schoonwinkel and Harry T. Hubball Chapter 16 Strategic Approaches for Entrenching a Culture of Innovation in Teaching and Learning in a Research-Intensive University Context: Impact of the Scholarship of Educational Leadership 259 Hassan M. Selim and Harry T. Hubball Complimentary Contributor Copy Contents vii Chapter 17 Inclusive University for All People and Ages: Higher Education and Older Persons 281 Susana Agudo Prado, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui, M. Dolores Díaz Noguera and Pedro Román Graván Chapter 18 Towards an Inclusive Culture of Family Diversity 291 Emilia Moreno-Sánchez, Asunción Moya and José A. Rodríguez-Mena Chapter 19 The Application of the EBI Project in the University Context: A Case Study 307 Rosa M. Esteban Moreno and Isabel Solana Domínguez Section D: Technology as an Agent of University Change 327 Chapter 20 Enhancing Preservice Teachers’ Digital Literacy Skills through the Making of Digital Documentaries 329 Erica C. Boling, Kenchetta Dudley and Kanika Sachdeva Chapter 21 Virtual Learning Community for Professional Development in Higher Education: An International, Interdisciplinary and Intercultural Perspective 345 M. Dolores Díaz-Noguera, Pedro Román-Graván, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui, Susana Agudo-Prado, Adria María Figuereo-Matos and Alicia I. Zanfrillo Chapter 22 You Hold the World: Harnessing the Power of Mobile Personal Learning Environments (mPLEs) in Next-Generation Teacher Education 357 Prudencia Gutiérrez-Esteban and Mar Camacho Chapter 23 The Video Workshop as a Strategy for Development of Inclusive Competences 373 José M. del Castillo-Olivares Barberán, Olga M. Alegre de la Rosa and Eduardo Negrín Torres Chapter 24 Technopedagogical Models for Teacher Training in Higher Education 389 María Luz Cacheiro González Chapter 25 Considerations for Implementing Computer-Supported Collaborative Learning in the University 409 Vania C. Álvarez Olivas and Ana García-Valcárcel Muñoz-Repiso Editor's Contact Information 425 Index 427 Complimentary Contributor Copy In: Research on University Teaching and Faculty Development ISBN: 978-1-53610-884-2 Editor: Olga M. Alegre de la Rosa © 2017 Nova Science Publishers, Inc. Chapter 17 INCLUSIVE UNIVERSITY FOR ALL PEOPLE AND AGES: HIGHER EDUCATION AND OLDER PERSONS Susana Agudo Prado1,2,*, Ph.D., Alejandro Rodríguez-Martín1,2, Ph.D., Emilio Álvarez-Arregui1,2, Ph.D., M. Dolores Díaz Noguera1,2, Ph.D. and Pedro Román Graván1,2, Ph.D. 1Department of Education Sciences, University of Oviedo, Oviedo, Spain 2Department of Didactics and School Organization, University of Seville, Seville, Spain ABSTRACT After the international recognition of older persons (1999 was declared the international year of older persons, under the motto: “a society for all ages”), the concern of current society about them, as an emerging social strength, has been reflected in the development of numerous initiatives. Nowadays, the services and programs offered should no longer be related only to protection and assistance, since it has been demonstrated that most older persons are still in an optimal stage of development, which comes with risks and losses, but also with rewards and opportunities. As a consequence of this situation, new initiatives and programs are being designed (e.g., senior universities) with the aim of providing the maximum number of opportunities of educational, social and cultural development for older persons. These initiatives favor the mental and physical health of the elderly while they increase their cultural baggage, which helps them to further develop their personality and show their creativity. All of the above mentioned justifies the purpose of the present study, which is focused on knowing the willingness of older persons to keep learning at that stage of life, * E-mail: [email protected]. Complimentary Contributor Copy Susana Agudo Prado, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui et al. 282 the information they have about university educational programs designed for the elderly and their initiative to participate in some higher education program for senior citizens. Keywords: inclusive, university, older persons, higher education INTRODUCTION It is a demonstrated fact that the number of older persons is increasing every day among the European population, due to the considerable increase in life expectancy in the last few years and the progressive decrease of birth rates. The proportion of people over 65 years of age is increasing faster than any other age group, and Spain is one of the most aged countries of Europe (with 18% of older persons in the total population). Thereby, the largest generations are the oldest and not the youngest. This prolonged and silent phenomenon has been called “Demographic Revolution”, “Demographic Earthquake” and “New International Order of the Population”, and, due to its consequences, it poses a social transformation that brings important challenges. From an educational perspective, old age is another stage in the development of life; therefore, it is susceptible of socialization, just like any other life phase. Socialization may be considered, according to Vega (1996), as a process of social learning by which individuals acquire the knowledge, skills, attitudes, values, needs, motivations and the cognitive and affective patterns that allow them to participate as a member of a team or society in a more or less effective manner. Obviously, this is a type of participatory socialization versus the opposite, repressive socialization, in which the autonomy of the individuals is more important than their obedience, favoring the freedom to initiate activities and explore the world on their own initiative. In fact, since we live in a constantly changing reality, older persons must be trained to adapt to it. Education is regarded as the key to understand the nature of change, recognize how it can be directed and control its effects. Fernández Lópiz (2002:8) states that access to education and culture is essential for older persons to reengage with their identity and also to be able to bring their capacities and needs to a real case scenario. Depending on attitude (positive or negative) education may be perceived as a challenge or a problem, but it is always and advance, a step towards the future. Therefore, it is necessary to foster educational initiatives directed to older persons. And this can be seen already within the European context, where there is an important emergence of cultural and educational projects, exclusively for older persons. In most international forums, education has been embraced as a fundamental resource for older persons, with the aim of favoring personal change, adaptation to new phases of life and social change. This new perspective has been considered since the Conference on Aging at the White House in 1971 up to the present day. After the international recognition of older persons in 1999 (International Year of Older Persons, under the motto “A Society for All Ages”), numerous initiatives started to emerge, which reflected the concern for this age group in current society, as a new emerging social strength. As stated by Cambero (2005:110), according to the demographic surveys towards the next years to come in the 21st century, there could be a more informed and trained older Complimentary Contributor Copy Inclusive University for All People and Ages 283 population with greater knowledge, access to more economic resources, a different view on how to spend their leisure time, other demands and needs regarding quality of life…, etc.; to sum up, an older person who may want to participate more actively in his/her surrounding reality, communities and groups of fellows that share similar interests and perspectives of the future. Some older persons are already changing their profile; they have other needs and expectations. Triadó and Villar (2008:145) observed that [...] the profile of a typical participant is a relatively young person –approximately two out of three participants are over 65 years of age–, with a high level of education with respect to the standards of the entire older population –two thirds of the participants have obtained secondary education or higher, and approximately 30% have previous university studies– and mostly female (70% women). Nowadays, the services and programs offered should no longer be related only to protection and assistance, since it has been demonstrated that most older persons are still in an optimal stage of development, which comes with risks and losses, but also with rewards and opportunities. As a consequence of this situation, new initiatives and programs emerge (senior universities) with the aim of providing the maximum number of opportunities of educational, social and cultural development for older persons. Higher education confidently opens its doors to the older population. Universities not only respond to the academic and professional demand; they also have a social responsibility. It can be asserted that practically all the Spanish universities have an educational program for older persons as a response to the social demands and needs. According to the data from the Asociación Estatal de Programas Universitarios para Mayores (AEPUM) in Spain (“National Association of University Programs for Older Persons), which covers the entire Spanish territory, including a total of 44 universities, public and private, during the academic year 2015-16, the number of students that undertook the university programs for people over 50 years of age increased up to 48,234. These initiatives favor older persons to enjoy a better mental and physical health while they enhance their cultural baggage, which will allow them to keep developing their personality and show their creativity. With these data, it is demonstrated that there is no age limit for the will of human improvement and development. Times change, and the university must respond to new situations and new social challenges. Senior universities constitute one of the healthiest initiatives that foster an active aging and, in turn, their lecture rooms gather a creditable human potential that society cannot afford to ignore. Their continuous ambition to be up to date, to acquire the knowledge that allows them to understand the current world and to get closer to the emerging technologies are characteristics that define them: will and intentionality, as well as commitment. Many older people did not have the cultural and educational opportunities that younger generations have nowadays. Providing these opportunities to them will help them adapt to the new social situations they must face; for instance, the massive incorporation of emerging technologies. Education is a new dimension to be valued; the United Nations asserted that, regarding aging, education is fundamental. Complimentary Contributor Copy Susana Agudo Prado, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui et al. 290 Lorenzo, J. A. (2003). El marco educativo de la formación universitaria de las personas mayores: la necesidad de una política educativa, En VV.AA, Políticas sociales, educativas y financiación de la formación universitaria de las personas mayores y su proyección social (pp. 125-138) Madrid: IMSERSO. OECD (1996). Lifelong learning for all. Paris: OECD. Schneider, K. (2003).The significance of learning for aging. Educational Gerontology, 29, 809-823. Triadó, C. y Villar, F. (2008). Envejecer en positivo. Girona: Aresta. Vega, M. T. (1996). Socialización en el Cuerpo Nacional de Policía. Formación y estabilidad del compromiso con la institución policial. Salamanca: Universidad de Salamanca. United Nations (2012). Advancing Sustainable Development Through Information and Communication Technologies: WSIS Action Lines Enabling SDGs. (https://goo.gl/ HzaS0R) (20-05-2016). Velázquez, M. y Fernández, C. (1998). Las Universidades de Mayores. Una Aventura hecha realidad. Estimulación y desarrollo en el último tramo del ciclo vital. Sevilla: Servicio de Publicaciones de la Universidad de Sevilla. Complimentary Contributor Copy