By News and Communications Staff

July 01, 2024

 

Viola Ardeni (World Languages and Literatures) published the article "Scrivere per dialogare. Reflections on the pedagogy of reading and writing Italian fairy tales in the United States" in the peer-review journal "Favola & Fiaba," Italy's first academic journal of fairy tale studies. The article proposes a reflection on the pedagogy of reading and writing Italian fairy tales in a university course in the United States, stemming from the question of what it means for students to engage in critical dialogue with Italian culture by both receiving and responding to fairy tales and to Italian fairy tales, in particular. Overall, the article’s contribution is its considerations on the value that students’ creative efforts, critical responses, and written works take on. The journal's table of contents can be viewed here.

Abhijeet Shirsat and Jamie Hoffman (Recreation, Parks, and Tourism Administration) have a new publication titled "Why Workers Are Not Returning to the Hospitality and Tourism Industry: a Turning Point." This chapter examines why individuals are leaving or avoiding work in tourism and hospitality. Factors include inadequate compensation, poor working conditions, insufficient benefits, inflexible schedules, limited remote work options, and lack of childcare, mental health support, and transportation. COVID-19 concerns also play a role. The study analyzes these issues through Maslow's hierarchy of needs to propose strategic solutions. The chapter was published in the book "Tourism and COVID-19 Impacts, Responses, and Realignments" and can be viewed here.

Jian-Zhong "Joe" Zhou (University Library) is a co-author of a manuscript titled "Confucius Ideals, Western Concepts, or Both: Exploring Student Intentions for Philanthropic Giving." It was accepted and will be published by the flagship education journal Comparative Education Review in 2025.

Zhou also conducted research in China from July 9-Aug. 15 with two previous Sac State visiting scholars. Based on 212 completed surveys returned by the end of May 2024, we subsequently interviewed 30 teachers in six different Chinese cities, on the effectiveness of student peer evaluations of online writing intensive class assignments.

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