Contents



**III**

**Section 4**

Writing *by Masumi Ono*

*by Elisa Chaleta*

*by Michael J. Fratantuono*

for the Future of Higher Education

New Approaches **245**

**Chapter 16 247**

**Chapter 17 267**

**Chapter 18 277**

**Chapter 19 297**

The Imperative—and the Challenges—of Introducing a Citizen-Leader Development Program in an Undergraduate Liberal Arts Setting

Influence of Initial Study Activities on Final Academic Performance – An Analysis of Higher Education Students *by Luis Fabián Moncada Mora, Pablo Ramiro Armijos Valdivieso, José Fernando Negrete Zambrano and Max Alejandro Arias Monteros*

Approach to Writing from Readers' Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic

University Teachers' Conceptions of What University Is: Implications


*by Elisa Chaleta*

Preface

The world of education is experiencing a time of unprecedented change. In our modern, Covid-racked world, educational institutions and their respective delivery methodologies have been forcibly and forever transformed. Most educators realize that these transformations are likely permanent and that procedures and systems of the past will no longer be relevant for the emerging post-Covid educational environment. The future provides countless challenges and great opportunities. Those embracing the transformation will be poised to usher in a new age of educational achievement. They will certainly unleash new educational methodologies, techniques, and strategies. These institutions and educators will chart tomorrow's

Today's countless challenges require in-depth strategic visioning that incorporates historical analysis blended with a clear understanding of the present situation and the needs of the emerging world of workplace readiness. While many visualize historical analysis founded only upon their respective culture, they must be much broader. The historical analysis must include comprehension of the accomplishments and trials of many cultures and societies. In our global world, an egocentric historical analysis is no longer viable. The historical analysis must consider the broader global world as what occurred in one culture has very likely affected that which impacted another. Forward visioning without a broad historical context is

The present situation is ever-changing as governmental regulations, delivery methodologies, and societal expectations rise and fall with each new wave of the Covid pandemic. All of these issues are further impacted by the associated international travel limitations and differences across international travel regulations. Institutions with numbers of international students often find these students unable to return to their studies. The financial situations of most students have suffered as families struggle to deal with economic shortfalls due to the Covid pandemic. These issues change from region to region. Yet, a holistic understanding

No one has a crystal ball capable of foretelling the future; however, the world has changed and will never return as it once was. Education has changed. Education of the future will not be as it was in the past. For example, faculty and students have entered the world of distance education with all its strengths and weaknesses. In this environment, some have excelled while others have struggled. Those who have excelled are now actively seeking to expand their distance education opportunities. Faculty have been forced to develop new skillsets that will certainly be utilized in the future to meet student expectations. Again, education has changed. While we do not know what the future will be, we do know that it will not be like the past and the present. Changes have come, some of which will remain even when Covid

Accreditation and governmental regulation have always been employed as a means of assuring educational quality. In fact, accreditation and governmental regulation

only partially prepared to embrace the future.

is needed to guide future visioning efforts.

restrictions are lifted.

pathway.
