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On A Mission: Examination Of Graduate Resources For Multicultural Women At The University Of Massachusetts Boston, Annmarie Mccluskey
On A Mission: Examination Of Graduate Resources For Multicultural Women At The University Of Massachusetts Boston, Annmarie Mccluskey
Critical and Creative Thinking Capstones Collection
This paper discusses significant issues affecting Multicultural Women Graduate Students at the University of Massachusetts Boston, a Predominately White Institution, for creating a centralized graduate resources weblink on the Office of Graduate Studies website. The intervention seeks to address navigating gender and race inequalities that create a double bind experience of stress within a dominant academic culture that reinforces isolation, intersectional barriers, microaggressions, and pressure to assimilate to the dominant culture. Facilitation of this proposal will impact Multicultural Women Graduate Students, the Office of Graduate Studies, the Provost’s Office which oversees the OGS, and the entirety of the University of …
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
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, …
Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston
Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Veterans Upward Bound Program at the University of Massachusetts Boston provides a unique opportunity for men and women veterans of all ages to acquire the academic skills required for entry into higher education and/or to acquire the equivalent of a high school diploma.
Admission Guaranteed Program At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston
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.
Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston
Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Veterans Upward Bound Program at the University of Massachusetts Boston provides a unique opportunity for men and women veterans of all ages to acquire the academic skills required for entry into higher education and/or to acquire the equivalent of a high school diploma.
The Umass Boston Bachelors Of Science In Information Technology, Deborah Boisvert, Ricardo Checchi, William Campbell, Jean-Pierre Kuilboer, Roger Blake, Robert Cohen, Oscar Gutierrez
The Umass Boston Bachelors Of Science In Information Technology, Deborah Boisvert, Ricardo Checchi, William Campbell, Jean-Pierre Kuilboer, Roger Blake, Robert Cohen, Oscar Gutierrez
Office of Community Partnerships Posters
The BSIT is a 21st Century degree that supports and extends the BATEC vision of curriculum – advanced in content and pedagogy, regionally-coordinated, and industry-linked. Every exercise assigned throughout the BSIT emphasizes collaboration, competence, and outcomes assessment. Faculty and business partners regularly participate in professional and curriculum development to ensure the program’s continued industry relevance.
Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy
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.
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
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.
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
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 disabilities …
Project Reach Talent Search At Umass Boston, Andrea Dawes
Project Reach Talent Search At Umass Boston, Andrea Dawes
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.
Veterans Upward Bound: A Federally Funded Trio Program, "Preparing Veterans For College At Umass, Boston Since 1973", Linda Mitchell
Veterans Upward Bound: A Federally Funded Trio Program, "Preparing Veterans For College At Umass, Boston Since 1973", Linda Mitchell
Office of Community Partnerships Posters
The Veterans Upward Bound Program at the University of Massachusetts Boston provides a unique opportunity for men and women veterans of all ages to acquire the academic skills required for entry into higher education and/or to acquire the equivalent of a high school diploma. This is federally funded TRIO program.
Health Careers Opportunity Program, Kunthary Thai-Johnson
Health Careers Opportunity Program, Kunthary Thai-Johnson
Office of Community Partnerships Posters
Located on the University of Massachusetts Boston campus, the Health Careers Opportunity Program (HCOP) is an educational program funded through the federal Health Resources and Services Administration (HRSA). The mission of the program is to create a “pipeline” that starts at the middle and high schools in Boston, continues through the undergraduate programs at Tufts University and UMass Boston, and culminates in the graduate-level public health and/or medical programs at Tufts University School of Medicine or other medical schools.
Brief 20: Graduate Education And Civic Engagement, Kerryann O’Meara
Brief 20: Graduate Education And Civic Engagement, Kerryann O’Meara
New England Resource Center for Higher Education Publications
Across the country, new attention is being paid to graduate education and civic engagement (Applegate, 2002; Bloomfield, 2006). For decades college campuses have worked diligently to connect undergraduate academic study with public service in order to enhance learning and meet community needs, a connection often referred to as service-learning or civic engagement. Given that over 1,000 institutions have joined Campus Compact, a national organization of college presidents and institutions committed to this work (www.campuscompact.org), the widespread success of the service-learning movement is undeniable. As a further testament, the Carnegie Foundation for the Advancement of Teaching now has a classification focused …
Brief 10: Lessons On Supporting Change Through Multi-Institutional Projects, New England Resource Center For Higher Education, University Of Massachusetts Boston
Brief 10: Lessons On Supporting Change Through Multi-Institutional Projects, New England Resource Center For Higher Education, University Of Massachusetts Boston
New England Resource Center for Higher Education Publications
The New England Resource Center for Higher Education’s (NERCHE) Civic Engagement Cluster1 is a multi-institutional model for strengthening civic engagement in higher education across ten institutions simultaneously. Reflecting NERCHE’s mission to promote community, collaboration, and change in higher education, the Cluster is based on the premise that significant change can be accomplished most effectively through collaboration and communication across institutions. The purpose of this Brief is to pass on some key lessons learned in the pilot year of this project about laying the groundwork for collaboration and improving institutional practice.
Brief 7: Preparing For The Next Wave Of Faculty, New England Resource Center For Higher Education, University Of Massachusetts Boston
Brief 7: Preparing For The Next Wave Of Faculty, New England Resource Center For Higher Education, University Of Massachusetts Boston
New England Resource Center for Higher Education Publications
Ten years ago higher education scholars predicted a major faculty turnover in the late 1990s and into the twenty-first centurya prediction based on demographic data on an aging faculty. The turnover is under way, accelerated by early retirement policies. Currently blocks of faculty positions are opening up at regional colleges and universities, and new faculty are being hired in groups, rather than a few at a time. In larger universities, the impact of this kind of hiring is felt most acutely at the department level. At small institutions, the effects can be institution wide. Throughout this academic year, NERCHE’s Department …
Brief 5: For Funders Of Multi-Institutional Collaborations In Higher Education: Support Partnership Building, New England Resource Center For Higher Education, University Of Massachusetts Boston
Brief 5: For Funders Of Multi-Institutional Collaborations In Higher Education: Support Partnership Building, New England Resource Center For Higher Education, University Of Massachusetts Boston
New England Resource Center for Higher Education Publications
This brief was derived from the discussions of NERCHE’s think tank for coordinators of GEAR UP school-college partnerships. The insights of these coordinators point to the principle that it is the quality of the relationships among the partners that determines the effectiveness of multi-institutional collaborations. This means then that those who support and invest in multi-institutional collaborations should also focus on supporting the process of partnership building. But what does this mean in practical terms? It means being strategic right from the beginning in the design of grant structures, and throughout the relationship with the grantees. This brief provides examples …
Scholarship Unbound: Assessing Service As Scholarship In Promotion And Tenure Decisions, Kerryann O’Meara
Scholarship Unbound: Assessing Service As Scholarship In Promotion And Tenure Decisions, Kerryann O’Meara
New England Resource Center for Higher Education Publications
Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution’s service mission, faculty workload, and reward system; expand faculty’s views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution’s service culture.
The Institution As A Citizen: How Colleges And Universities Enhance Their Civic Roles, Nancy L. Thomas
The Institution As A Citizen: How Colleges And Universities Enhance Their Civic Roles, Nancy L. Thomas
New England Resource Center for Higher Education Publications
This paper is premised on the assumption that civic responsibility is the contemporary version of higher education's historical outreach mission. With that as an understanding, it considers how best colleges and universities can fulfill this commitment of service to external communities, broadly defined to include local, national, and international concerns. The paper offers typologies of ways that institutions structure academic outreach, responsive curricula, land-grant and extension school programs, faculty professional service, coordinating student volunteerism and encouraging public access to campus for athletic or cultural events. Institutions interested in enhancing their civic role can take from this paper strategies for enhancing …
The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch
The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch
New England Resource Center for Higher Education Publications
In 1994 the New England Resource Center for Higher Education surveyed New England colleges and universities about the professional service faculty are engaging in, and the policies and structures that support such activities. Information was obtained from 120 institutions. As seen through a wide lens, there is considerable institutional commitment to faculty professional service. A majority of respondents reported that service is both a stated part of their institutional mission and that faculty, administrators and staff supported that commitment. However, a sharper focus reveals a gap between statements and practice: only a third of the respondents were able to demonstrate …
Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack
Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack
New England Resource Center for Higher Education Publications
In a time of public scrutiny of higher education, there is good reason - both for the survival of the campus and the survival of the community around it -- for institutions to promote outreach. Yet even within those institutions with formal structures -- mission statements, faculty handbooks, and presidential leadership that support community service -- the practical considerations -- work assignments, evaluation mechanisms and institutional rewards -- present real challenges. Service-enclaves are structures that exist or are developed within institutions that allow faculty and staff to work collectively as they serve their communities. While individual service work is no …
Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton
Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton
New England Resource Center for Higher Education Publications
Authors of this essay, also published in the NSEE Quarterly, argue that proponents of service-learning and faculty professional service should join forces to pursue a common agenda of community outreach. At a time when colleges and universities are being urged to help solve society's problems, the faculty represents a virtually untapped resource. Certainly, there are presently - and always have been - individual faculty working in the community as consultants or as supervisors and guides for students. If the campus is to make a significant impact, however, the institution must be able to deploy departments, divisions, interdisciplinary centers and …