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University of Massachusetts Boston

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Full-Text Articles in Education

Reimagining First-Year Experience: Strategies For Supporting The Success Of The 21st Century Community College Student, Jennifer A. Puniello May 2019

Reimagining First-Year Experience: Strategies For Supporting The Success Of The 21st Century Community College Student, Jennifer A. Puniello

Instructional Design Capstones Collection

Across the nation, higher education institutions are assessing and redesigning their first-year experience as efforts to retain students. Community colleges, especially, are piloting and implementing evidence-based practices that have proven to be successful at four-year institutions. Bristol Community College, located in southeastern Massachusetts, is among one of these community colleges. While the research presented in this Capstone does not address non-cognitive issues, as critical as they are to understanding student attrition, this Capstone, backed by primary research and empirical data, focuses on curricular and co-curricular pedagogy imperative to the success of first-year community college students. Using Bristol as a subject ...


Analysis Of Instructional Design Job Announcements (2016), Marina Raynis Jul 2018

Analysis Of Instructional Design Job Announcements (2016), Marina Raynis

Current Issues in Emerging eLearning

This study reports on the results of a job announcement analysis of ninety-three (93) instructional design jobs. Job announcements were collected five (5) times: three times in September 2016, and twice in October 2016. The job analysis focused on identifying key responsibilities and qualifications for instructional designers across the following industries: Corporate, Government / Military, Health, Higher Education, and Non-Profit. The results are discussed, as well as supported and contrasted with a literature review that includes reports on surveyed instructional design professionals.


A Comparative Case Study Of A Student Involvement Co-Curricular Portfolio And Transcript, Bruce R. Perry May 2018

A Comparative Case Study Of A Student Involvement Co-Curricular Portfolio And Transcript, Bruce R. Perry

Graduate Doctoral Dissertations

This case study examined co-curricular portfolios and transcripts at two institutions to investigate the use of co-curricular portfolios, how they are developed, how institutions utilize them, and how they shape student learning. This research contributed to the literature by documenting evidence of student learning, describing how students and institutions utilize these programs, and providing in-depth comparative analyses of two cases. Five assessment frameworks and the conceptual framework of Preparation for Future Learning were used to analyze the data gathered.

Twenty-four students, four administrators, and one faculty member participated in interviews on two campuses where co-curricular involvement is documented by portfolios ...


Two Roads Diverged: Understanding The Decision-Making Process And Experiences Of First-Generation And Low-Income Students Who Chose Different Paths In Pursuit Of A Baccalaureate Degree, John A. Drew May 2018

Two Roads Diverged: Understanding The Decision-Making Process And Experiences Of First-Generation And Low-Income Students Who Chose Different Paths In Pursuit Of A Baccalaureate Degree, John A. Drew

Graduate Doctoral Dissertations

Despite gains in expanding the student pipeline to postsecondary education, first-generation and low-income (FGLI) students complete college at disproportionately lower rates and have limited access to the resources necessary to make informed decisions about higher education. Research has shown that FGLI students are less likely to apply to college after completing high school, and when they do, they often enroll in institutions that are less selective than they were academically qualified to attend. Moreover, although access to higher education has expanded, the increased concentration of students at community colleges has not led to increases in earned credentials.

This study used ...


Trusting Harvard: The Cost Of Unprincipled Investing (2014), Marcy Murninghan, Robert A.G. Monks Mar 2018

Trusting Harvard: The Cost Of Unprincipled Investing (2014), Marcy Murninghan, Robert A.G. Monks

New England Journal of Public Policy

This article provides a framework for answering two questions: How can Harvard fulfill its fiduciary obligation as an investor in ways that advance its beliefs, values, and commitments? How can Harvard take the lead in creating a curriculum for students, professionals, and the general public about the civic moral obligations of wealth? While aimed at Harvard, the issues covered are relevant to other universities and tax-exempt institutional investors, because they have a special duty to advance the public interest. Commissioned and co-authored by the noted corporate governance and responsible ownership guru Robert A. G. Monks, it calls on Harvard to ...


Influences On University Staff Members Responsible For Implementation Of Alcohol-Control Policies, Glenn A. Cochran May 2017

Influences On University Staff Members Responsible For Implementation Of Alcohol-Control Policies, Glenn A. Cochran

Graduate Doctoral Dissertations

Excessive college student drinking is a complex problem associated with a range of consequences including deaths, injuries, damage, health risks, legal difficulties, and academic problems. State governing boards, trustees and executives have enacted policies aimed at reducing the negative effects of excessive drinking. This study examined influences on university staff members responsible for implementation of alcohol-control policies. Deeper understanding of factors influencing alcohol-control policy implementation may help leaders improve policy making, implementation and attainment of policy objectives.

This mixed methods study utilized a sequential transformative mixed methods strategy with a quantitative survey, sequenced first, informing the prioritized qualitative multiple case ...


Boundary Spanning, Networking, And Sensemaking/Sensegiving: How Career Services Directors Enact Mid-Level Leadership, Linda Kent Davis Dec 2016

Boundary Spanning, Networking, And Sensemaking/Sensegiving: How Career Services Directors Enact Mid-Level Leadership, Linda Kent Davis

Graduate Doctoral Dissertations

This study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do ...


Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith May 2016

Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith

New England Resource Center for Higher Education Publications

In 2006, the Carnegie Foundation for the Advancement of Teaching developed an elective classification for community engagement for institutions of higher education. To receive the classification, campuses must complete an application and respond to questions by providing evidence that demonstrates a commitment to sustaining and increasing their community engagement efforts (Welch & Saltmarsh, 2013). Many of the application questions relate to policies and practices that affect faculty careers. For example, the 2015 Community Engagement Classification application asked institutions to describe relevant professional development opportunities and ways in which faculty community engagement is incentivized, recognized, and rewarded. These questions are important, as research has shown that faculty members are central to campus community engagement efforts (O’Meara, Sandmann, Saltmarsh, & Giles, 2011).

Yet, the 2015 Community Engagement Classification application failed to capture the contributions of and supports for non-tenure-track faculty (NTTF), an ever-growing segment of the faculty population (Burgan, 2006; Hoeller, 2014). This is not surprising, as few institutions collect data about their NTTF or have adequate structures to support their careers (Kezar, 2012; New Faculty Majority [NFM], 2014). However, until the classification application requests this information, it is impossible to know what role NTTF play in the larger ...


“Save Our History!” Collaborating To Preserve The Past At Umass Boston, Meghan Bailey, Patricia Bruttomesso, Andrew Elder, Carolyn M. Goldstein, Jessica R. Holden, Joanne Riley May 2015

“Save Our History!” Collaborating To Preserve The Past At Umass Boston, Meghan Bailey, Patricia Bruttomesso, Andrew Elder, Carolyn M. Goldstein, Jessica R. Holden, Joanne Riley

Joseph P. Healey Library Publications

Sparked by the 50th anniversary of the founding of the University of Massachusetts Boston in June 1964, University Archives and Special Collections (UASC) staff in the Joseph P. Healey Library collaborated with departments across campus to carry out a wide range of initiatives, all focused on locating, accessioning, preserving, and sharing the physical evidence of the university’s history. This poster outlines the various collecting activities, outreach methods, digitization projects, and dogged detective work that resulted in the addition of more than 2,500 linear feet of unique historic materials to the University Archives, as well as a number of ...


Teamwork: Crucible For Learning About Collaborative Leadership, Lisa Deangelis, Sherry H. Penney, Maureen A. Scully Nov 2014

Teamwork: Crucible For Learning About Collaborative Leadership, Lisa Deangelis, Sherry H. Penney, Maureen A. Scully

Center for Collaborative Leadership Publications

In teaching leadership development we have developed and revised a model of teamwork and collaboration, which has yielded innovative and positive results. Our study draws on insights from more than 90 project teams, gathered over twelve years of a mid-career executive education program designed specifically to teach collaborative leadership. The teams work on a strategic dilemma with a business association or community organization, highlighting the civic engagement aspect of collaborative leadership. Teams devise their own operating procedures, refine (not simply manage) the project, create working relationships with multiple stakeholders, and present a deliverable within the nine-month span of the program ...


Pa'lante! Toward The Presidency: Understanding Factors That Facilitate Latino Leadership In Higher Education, Gloria Lopez Jun 2014

Pa'lante! Toward The Presidency: Understanding Factors That Facilitate Latino Leadership In Higher Education, Gloria Lopez

Graduate Doctoral Dissertations

The purpose of my study was to explore the role of cultural values in the lived experiences of Latino college and university presidents at four-year higher education institutions and to determine how cultural values contributed to and reflected their professional strengths. Using the Community Cultural Wealth framework developed by Tara Yosso (2005) to capture the assets or forms of capital that people of color bring with them to all settings, this study utilized a strengths-based approach to examine the ways in which Latino higher education executives translated their cultural upbringing and values into skills and approaches that facilitated their ascension ...


Institutional Conditions To Improve The Educational Outcomes Of Part-Time Community College Students, Rhonda M. Gabovitch Jun 2014

Institutional Conditions To Improve The Educational Outcomes Of Part-Time Community College Students, Rhonda M. Gabovitch

Graduate Doctoral Dissertations

Community college graduation rates are low for the entering cohort of degree or certificate-seeking students who have always attended full-time. After six years, four out of 10 students fail to earn a credential or continue to be enrolled. Graduation rates are even lower for students who enroll consistently on a part-time basis. Approximately three out of four of these students fail to earn a credential within six years. Much of the blame for failure of part-time students is attributed to their demographic characteristics, their lack of motivation, and poor educational preparation for college. Some of these characteristics result in their ...


Office Of Career Services And Internships: Community Engaged Employer Partnership Model, Mark Kenyon, Matthew Power-Koch Apr 2014

Office Of Career Services And Internships: Community Engaged Employer Partnership Model, Mark Kenyon, Matthew Power-Koch

Office of Community Partnerships Posters

Students in all academic areas are prepared to achieve career success in a global society. The Office of Career Services and Internships is a strategic partner with community and employer constituents to enhance the UMass Boston experience.


U-Access & Phfeast – Food Security Partnership, Shirley Fan-Chan, Dan Napierski Apr 2014

U-Access & Phfeast – Food Security Partnership, Shirley Fan-Chan, Dan Napierski

Office of Community Partnerships Posters

The Office of Urban and Off-Campus Support Services, otherwise known as U-ACCESS, employs a multi-disciplinary approach to assist students who are dealing with a multitude of issues such as homelessness, emancipated from foster care, food insecurity and financial struggles. Phfeast, Inc. is a new start-up operating in the Venture Development Center and provides a restaurant loyalty program where customers earn dining gift cards for people in need.


Beacon Voyages For Service, The South: A Comparative Look At Hunger, Homelessness And Poverty In North Carolina, Tennessee, Alabama, And Louisiana, Beacon Voyages For Service, University Of Massachusetts Boston Apr 2014

Beacon Voyages For Service, The South: A Comparative Look At Hunger, Homelessness And Poverty In North Carolina, Tennessee, Alabama, And Louisiana, Beacon Voyages For Service, University Of Massachusetts Boston

Office of Community Partnerships Posters

Beacon Voyages for Service (BVS) is a student run program within the Office of Student Leadership and Community Engagement that coordinates Alternative Break Programs. In January , 2014, 11 students embarked on a two week road trip to take a comparative look at hunger and homelessness in the southern United States. Along the route they partnered with 8 different organizations to learn about the effects of hunger and homelessness in this region.


Upward Bound At Umass Boston, Upward Bound, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Excel High School Apr 2014

Upward Bound At Umass Boston, Upward Bound, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Excel High School

Office of Community Partnerships Posters

Every participant in Upward Bound, whether low-income, first-generation, or at high risk for academic failure, will develop the skills, knowledge, and motivation to enroll in and complete postsecondary education. We prepare participants for enrollment in and completion of postsecondary education. Through a year-round program, we address a wide range of learning needs and provide courses, tutoring, advising, workshops, and other services to students from disadvantaged backgrounds.


Csef: An Internship Program At Community Arts Organizations For Honors College Students, Megan Rokop, Michael Metzger, Rajini Srikanth Apr 2014

Csef: An Internship Program At Community Arts Organizations For Honors College Students, Megan Rokop, Michael Metzger, Rajini Srikanth

Office of Community Partnerships Posters

CSEF (the “Creative and Social Entrepreneurship Fellowship”) runs from August 2013 through May 2014 as part of the Creative Economy Initiative, funded by the UMass President’s Office. CSEF aims to provides students the opportunity to intern at a community arts organization, and provides local organizations the opportunity to work closely with UMass Boston students & faculty. Three intern teams immersed themselves in issues their sites were facing, proposed potential solutions, and are now using a $4000 mini-grant to implement those solutions at their partner sites.


Project Reach Talent Search At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston Apr 2014

Project Reach Talent Search At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

We identify disadvantaged middle and high school students in the Boston Public Schools (BPS) who have the potential for education at the post-secondary level, we support those students as they complete a rigorous high school program of study, and we encourage them to enroll in programs of post-secondary education.


Admission Guaranteed Program At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston Apr 2014

Admission Guaranteed Program At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

Every student, whether low-income, first-generation, with a disability, or at high risk for academic failure, will develop the skills, knowledge, and motivation to successfully enroll in and complete postsecondary education.


Success Boston: College Completion Initiative, University Of Massachusetts Boston Apr 2014

Success Boston: College Completion Initiative, University Of Massachusetts Boston

Office of Community Partnerships Posters

Vision: All graduates of the Boston Public Schools will complete college. Mission: We provide intensive coaching support and wraparound services to incoming Boston Public Schools (BPS) graduates through their critical first year and until their graduation from UMass Boston. Our coaches (from both UMass Boston and our nonprofit partners) work closely with students, offering activities that increase academic success and build community and engagement.


Campus Climate Assessment Report Results, Georgianna Melendez, Office Of Diversity And Inclusion, University Of Massachusetts Boston Oct 2013

Campus Climate Assessment Report Results, Georgianna Melendez, Office Of Diversity And Inclusion, University Of Massachusetts Boston

Office of Diversity and Inclusion Publications

In 2012, Chancellor J. Keith Motley, through the Office of Diversity and Inclusion, commissioned a campus climate assessment study of the University of Massachusetts Boston. To minimize internal bias, the University contracted with Rankin & Associates (R&A) to facilitate the project. The full report is available here.

This is a presentation by the Office of Diversity and Inclusion reviewing the results of that assessment.


University Of Massachusetts Boston: Campus Climate Project Final Report, September 2013, Rankin & Associates, Consulting Sep 2013

University Of Massachusetts Boston: Campus Climate Project Final Report, September 2013, Rankin & Associates, Consulting

Office of Diversity and Inclusion Publications

The University of Massachusetts Boston is dedicated to fostering a caring university community that provides leadership for constructive participation in a diverse, multicultural world. The University has a long history of supporting initiatives that foster an inclusive living, learning, and working environment. The University’s mission statement offers the commitment of the institution to supporting an inclusive environment. The University also includes diversity and inclusion among its seven core values indicating its importance.

UMass Boston’s long term commitment to diversity and inclusion is evident in the curriculum, in research, and in the commitment to community engagement and participation. As ...


Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy Apr 2013

Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy

Office of Community Partnerships Posters

Initiated in 1989, the Admission Guaranteed Program at the University of Massachusetts Boston guarantees admission to the university for students enrolled at partner high schools. Through AGP, students who take courses in the required subject areas and meet specific program criteria are assured admission to the university in the College of Liberal Arts or the College of Science and Mathematics.


Project Reach Talent Search At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School Apr 2013

Project Reach Talent Search At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school. Project REACH was first funded by the U.S. Department of Education in September 1985 and at the time became the first Educational Talent Search Program in the nation to serve low-income, first generation college bound, urban youth with disabilities. Today, REACH remains a national model for successful inclusion of youth with ...


John W. Mccormack Graduate School Of Policy And Global Studies Food Pantry Service Project, John W. Mccormack Graduate School Of Policy And Global Studies, University Of Massachusetts Boston Apr 2013

John W. Mccormack Graduate School Of Policy And Global Studies Food Pantry Service Project, John W. Mccormack Graduate School Of Policy And Global Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

The faculty, staff, and students of the John W. McCormack Graduate School of Policy and Global Studies are very pleased and excited to partner with UMass Boston’s Office of Urban and Off-Campus Support Services U-ACCESS initiative to empower and support all UMass Boston students who are experiencing complex personal and social issues that might prevent their academic success. Members of the McCormack Graduate School community are “walking the talk” to serve underserved populations and to help remedy economic and social inequities “in our own backyard.” Through this service project, we hope to make a positive contribution to help alleviate ...


Connecting University Teaching, Research, And Expertise To Communities In Massachusetts And Beyond, Luciano Ramos, Lauren Anderson, Kathleen Banfield, Sandhya Kshirsagar Apr 2013

Connecting University Teaching, Research, And Expertise To Communities In Massachusetts And Beyond, Luciano Ramos, Lauren Anderson, Kathleen Banfield, Sandhya Kshirsagar

Office of Community Partnerships Posters

The Office of Community Partnerships (OCP) was created in 2011 to promote collaborative campus-community partnerships that advance UMass Boston’s mission as a student-centered research university while addressing critical challenges in society. This effort is aligned with the vision of the university to advance engaged teaching, research, and service through mutually beneficial and equitable campus-community collaborations.


Umass Boston Project Reach Talent Search, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School Apr 2013

Umass Boston Project Reach Talent Search, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school.


Umass Boston & Boston Scholar Athletes: Supporting Academic Achievement Through Athletics, Laura Hayden, Amy Cook, Robert Gracia, Allie Scherer, Megan Morin Apr 2013

Umass Boston & Boston Scholar Athletes: Supporting Academic Achievement Through Athletics, Laura Hayden, Amy Cook, Robert Gracia, Allie Scherer, Megan Morin

Office of Community Partnerships Posters

Collaborative initiatives between UMass Boston and Boston Scholar Athletes (BSA) provide learning opportunities for BPS high school student athletes and opportunities for clinical experiences among UMass Boston school counseling graduate students. Incorporating service learning into course curricula prepares school counseling graduate students to promote academic excellence among BPS scholar athletes.


The Future Of Learning, Robert B. Reich Mar 2013

The Future Of Learning, Robert B. Reich

New England Journal of Public Policy

As part of UMass Boston’s recent celebration to mark the inauguration of Chancellor Michael F. Collins, M.D., the Division of Corporate, Continuing and Distance Education (CCDE) hosted a “virtual symposium” featuring Robert B. Reich. Between April 24 and May 8, CCDE posted a streaming video and a downloadable audio file of a presentation that Professor Reich had delivered on April 11, 2006 at the national conference of the University Continuing Education Association. This talk was supplemented, on May 3, by a live teleconferencing Q&A session with Professor Reich and about fifty UMass Boston graduate students.

This article ...


Being A (Good) Student: Conceptions Of Identity Of Adult Basic Education Participants Transitioning To College, Mina Reddy Dec 2012

Being A (Good) Student: Conceptions Of Identity Of Adult Basic Education Participants Transitioning To College, Mina Reddy

Graduate Doctoral Dissertations

This study examines the perceptions of identity of a category of students that has rarely been studied in the context of higher education. These are adults who have participated in GED preparation or English for Speakers of Other Languages (ESOL) courses in Adult Basic Education (ABE) programs. A college education is increasingly necessary for individual economic success and a higher quality of life, and a college-educated workforce is a major element in national economic competitiveness. Rates of college enrollment and persistence of ABE students, however, are low. The study seeks to determine how ABE students and graduates conceive of their ...