Digital Commons Network^™

Ua45/6 Commencement Program, Wku Registrar

WKU Archives Records

Commencement program for fall 2021.

Honors The Hard Way, Betsy Greenleaf Yarrison

Journal of the National Collegiate Honors Council Online Archive

The conventional structure of most honors colleges made it difficult to deliver curricula and programming during the global health pandemic. Traditional modalities for content delivery and community building did not always adapt well to online environments. By requiring that honors students come to campus, programs have been offering a brick-and-mortar education to prepare their students for a virtual workplace. Instead of clinging to what has now become obsolete or cost prohibitive, honors practitioners must think creatively about what honors education in virtual reality might look like. The author suggests a reallocation of resources from physical to virtual spaces and argues …

Human-Centered Design As A Basis For A Transformative Curriculum, Bhibha M. Das, Tim Christensen, Elizabeth Hodge, Teal Darkenwald, W. Wayne Godwin, Gerald Weckesser

Journal of the National Collegiate Honors Council Online Archive

This pilot study describes a nascent first-year honors colloquia series using human-centered design (HCD). An interdisciplinary team of instructors redesigned the course with the intention of engaging the whole student in transformative learning and creating a curriculum that addresses problems and opportunities focused on the needs, contexts, emotions, and behaviors of all students, faculty, administrators, and community involved in the series. Authors describe the HCD process, observing the challenges faced by faculty in realizing its design principles, and student (n = 98) reflections on a two-part prototype involving innovation and entrepreneurship emphasizing “wicked” problems and resolutions. Students were asked to …

#Iteachmsu: Centering An Educator Learning Community (Elc), Erik Skogsberg, Makena Neal, Melissa Mcdaniels, Madeline Shellgren, Patricia Stewart

To Improve the Academy: A Journal of Educational Development

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12’s professional learning networks and “hashtag activism,” the authors’ university launched #iteachmsu. #iteachmsu combines practices of social networking with a digital and in-person teaching “commons.” Through #iteachmsu, the authors hope to further shift campus cultures in the age of COVID-19, centering teaching and learning as a valuable and ongoing focus for an educator learning community (ELC).

Ua45/6 Commencement Program, Wku Registrar

WKU Archives Records

Commencement program for both Fall 2020 and Spring 2021 graduation. The Fall 2020 ceremony was postponed due to COVID-19 gathering restrictions.

2021-2022 Graduate Catalog, Wku Graduate School

Graduate School

Graduate School catalog regarding admissions, curriculum and policies.

Ua42/1 Delo Academic Outreach, Wku Archives

WKU Archives Collection Inventories

Records created by and about Academic Outreach.

• Subseries 1 Summer Sessions & Winter Term
• Subseries 2 Independent Learning
• Subseries 3 Scholastic Development
• Subseries 4 Community College
• Subseries 5 WKU Online / Online Program Services
• Subseries 6 Distance Learning
• Subseries 7 Cohort Programs
• Subseries 8 Study Away

Dual Credit & Online Program Development / Compliance are part of this unit.

Culturally Responsive School Leadership Agility: A Journey Through Critical Self-Reflection, Deborah Mckelvey Brown

Electronic Theses and Dissertations

This study examined how school leaders can differentiate their approach using a self-reporting psychometric instrument called the Emergenetics® Profile when engaged in critical self-reflection. Using a multiple case study approach, three urban school leaders engaged in the deconstructing and reconstructing of knowledge frameworks specific to deficit thinking. The Emergenetics Profile served as a lens to critically self-reflect in order to differentiate their approach to the disrupt deficit thinking practices in their schools (Browning 2007; Khalifa, 2018; Shields, 2018). This study integrated these insights from critical self-reflection and the awareness gained by school leaders through their Emergenetics preferences to change their …