Education Commons^™

Women In Leadership Positions In Higher Education: Challenges, Opportunities, And Strategies For Success, Maria Bowen

M.S. in Leadership

This research project is aimed to identify the challenges and barriers women face in higher education while striving to obtain leadership positions and provide possible solutions to resolve the gender gaps found in higher education’s leadership. A literature review was conducted, which informed questions that were asked in an interview setting. Interviews were conducted with leaders that identify as women in higher education and sought to provide personalized accounts of the researched trends. Ultimately, despite higher education being perceived as a progressive industry and having legislature in place to combat gender disparities, leadership positions are not reflective of gender distribution …

Youth Identity And Postsecondary Decision Making In A Rural State: Evidence Of A College For All Master Narrative, Jayson Seaman, Cindy L. Hartman, Andrew D. Coppens, Erin H. Sharp, Sarah Jusseaume, Molly Donovan

Faculty Publications

This study examined the normative messages that inform youth postsecondary decision making in a predominantly rural state in the northeastern U.S., focusing on the institutionalization and circulation of identity master narratives. Using a multilevel, ecological approach to sampling, the study interviewed 33 key informants in positions of influence in educational, workforce, and quality of life domains. Narrative analysis yielded evidence of a predominant master narrative – College for All – that participants described as a prescriptive expectation that youth and families orient their postsecondary planning toward four-year, residential baccalaureate degree programs. Both general and domain-specific aspects of this master narrative …

Where The Action Is: Positioning Matters In Interaction, Danielle M. Pillet-Shore

Faculty Publications

Position matters. As a conversation analyst examining any form of recorded synchronous human interaction – be it casual or institutional – I constantly monitor for, and organize my collections of target phenomena around structural position: Where on a transcript and when in an unfolding real-time encounter does a participant enact some form of conduct? Because conversation analysis (CA) is primarily focused upon action sequences, I use CA methods to examine the ways in which participants’ audible utterances and visible body-behaviors accomplish particular social actions due at least in part to their positioning within a sequence of interaction – …

Depersonalizing Troubles In Institutional Interaction: Routinizing In Parent-Teacher Conferences, Danielle M. Pillet-Shore

Faculty Publications

This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed-recipients as non-unique. Examining how teachers talk about children-as-students during parent-teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of “routinizing”—citing firsthand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to preempt parent/caregiver resistance to their student-assessments/evaluations. This research …

Genealogy Behind Bars: An Update, Kathrine C. Aydelott

Faculty Publications

This brief essay is an update to “Genealogy Behind Bars: Professional Development Through Prisoner Requests: A Case Study,” in Genealogy and the Librarian: Perspectives on Research, Instruction, Outreach and Management, Carol Smallwood and Vera Gubnitskaia, eds. Jefferson, NC: McFarland, 2018, which see for context.

Teaching With Quantitative Data In The Social Sciences At The University Of New Hampshire: An Ithaka S+R Local Report, Patricia Condon, Eleta Exline, Louise Buckley

Faculty Publications

This exploratory study investigated the teaching practices of social science instructors at the University of New Hampshire who engage with undergraduate students using quantitative data in the classroom. The participants interviewed teach both general and discipline-specific data concepts as academic, work, and life skills. Primary challenges discussed by the participants that students face in engaging with these topics are understanding math and statistical concepts, learning new software and computing skills, limited prior exposure to data, and lack of retention of content from earlier courses. Participants addressed challenges in several ways in order to lower barriers to learning, including finding, vetting, …

Research Mentor Program At Unh Manchester: Peer Learning Partnerships, Carolyn B. Gamtso, Annie Donahue, Kimberly Donovan

Faculty Publications

At the University of New Hampshire at Manchester (UNH Manchester), the librarians, the Center for Academic Enrichment (CAE) professional staff, and the First-Year Writing Program faculty established a rich collaboration for supporting undergraduate students throughout the research process. This effort was realized by adapting a highly effective peer-tutoring program, integrating basic information literacy instruction skills into the tutor training curriculum, and incorporating the peer tutors within library instruction classes and activities. This chapter focuses on the current iteration of the Research Mentor Program, describes recent changes to the mentors’ information literacy training, and examines valuable lessons learned throughout the program’s …

Arriving: Expanding The Personal State Sequence, Danielle M. Pillet-Shore

Communication

When arriving to a social encounter, how and when can a person show how s/he is doing/feeling? This article answers this question, examining personal state sequences in copresent openings of casual (residential) and institutional (parent-teacher) encounters. Describing a regular way participants constitute—and move to expand—these sequences, this research shows how arrivers display a nonneutral (e.g., negative, humorous, positive) personal state by both (1) deploying interactionally timed stance-marking embodiments that enact a nonneutral state, and (2) invoking a selected previous activity/experience positioned as precipitating that nonneutral state. Data demonstrate that arrivers time their nonneutral personal state displays calibrated to their understanding …

Summer Camp As A Force For 21st Century Learning: Exploring Divergent Thinking And Activity Selection In A Residential Camp Setting, Myles Lynch, Jonathan A. Plucker, C Boyd Hegarty, Nate Trauntvein

Education

This study investigated change in divergent thinking (DT), an indicator of creative potential, at two gender-specific residential summer camps. Additionally, this study examined whether the change in DT varied by gender and by the type of activities campers self-select. Quantitative methods, using a quasi-experimental design was used in order to understand differences in camper scores. A total of 189 youth, 100 girls, 89 boys, between the ages of 9 and 14 years participated in the current study. Participants were administered a modified version of Guilford's (1967) alternate uses task, a measure of DT, in which respondents were asked questions such …

After The Bell: Youth Activity Engagement In Relation To Income And Metropolitan Status, Sarah E. Leonard

The Carsey School of Public Policy at the Scholars' Repository

In this brief, author Sarah E. Leonard uses data from the 2012 National Survey of Children’s Health to examine involvement in activities among youth ages 12–18 across income categories and metropolitan status in the hopes of informing policy aimed at attenuating inequalities in participation. While not a complete profile of youth activities, determining participation rates helps us understand what youth are doing in their out-of-school hours and how these activities vary by income and metropolitan status. The relationship between extracurricular participation, academic success, and well-being is potentially linked in complex ways, yet access to extracurricular activities and employment is growing …

The University Of New Hampshire Open Educational Resources Survey, Tracy Keirns, Sean P. Mckinley

Open Educational Resources

The University of New Hampshire Survey Center conducted a survey of UNH faculty members about their usage, understanding, and needs from the University's Open Educational Resources (OER) program. An email invitation to complete the internet survey was sent to one thousand eight hundred and eighty-eight (1,888) UNH faculty members in March 2017. Overall, 437 faculty members responded to the survey, yielding a response rate of 23%. This report includes figures summarizing the survey results; detailed tabular results may be found in Appendix A, Appendix B contains the open-ended responses, and Appendix C contains the survey instrument.

Preference Organization, Danielle M. Pillet-Shore

Communication

Conversation analytic research on “preference organization” investigates recorded episodes of naturally occurring social interaction to elucidate how people systematically design their actions to either support or undermine social solidarity. This line of work examines public forms of conduct that are highly generalized and institutionalized, not the private desires, subjective feelings or psychological preferences of individuals. This article provides a detailed and accessible overview of classic and contemporary conversation analytic findings about preference, which collectively demonstrate that human interaction is organized to favor actions that promote social affiliation (through face-preservation) at the expense of conflict (resulting from face-threat). While other overviews …

Domicile, Student Voters And The Constitution, John M. Greabe

Law Faculty Scholarship

[Excerpt] "The wisdom of using the Electoral College to choose our president is a hot topic. For the second time in 16 years (and the fifth time in our history), the "winner" of the national popular vote lost the presidential election in the Electoral College. To many, this "undemocratic" outcome seems wrong."

Open Educational Resources (Oer) Pilot Program, Fall 2015 Final Report, Catherine Overson

Open Educational Resources

Assessments Conducted by Center for Excellence in Teaching and Learning (CETL)

Assessments Targeted Four Central Areas:

1. Textbook Cost Savings
2. Student Perceptions of the OER Materials
3. Student Learning Outcomes
4. Faculty Perceptions of the OER Pilot Program

Unh School Of Law Ip Library: 20th Anniversary Reflection On The Only Academic Ip Library In The United States, Jon R. Cavicchi

Law Faculty Scholarship

[Excerpt] The UNH School of Law Intellectual Property Library celebrates its twentieth anniversary this year. It is a fortuitous time for this look back and for strategic considerations for the future. This anniversary comes at a time in the history of legal education when conditions over the past few years have intensified the analysis of mission and resources for law school libraries. This article is a retrospective review of the history and dynamics surrounding the founding and first twenty years of growth. It is also an analysis of the future growth and mission of the IP Library during times that …

Podia And Pens: Dismantling The Two-Track System For Legal Research And Writing Faculty, Kristen K. Tiscione, Amy Vorenberg

Law Faculty Scholarship

At the 2015 AALS Annual Meeting, a panel was convened under this title to discuss whether separate tracks and lower status for legal research and writing (“LRW”) faculty make sense given the current demand for legal educators to better train students for practice. The participants included law professors, an associate dean, and a federal judge.2 Each panelist was asked to respond to questions about the “two-track” system—a shorthand phrase for the two tracks of employment at many law schools whereby full-time LRW faculty are treated differently than tenured and tenure-track faculty. The panelists represented differing views on the topic. This …

Limited Access To Ap Courses For Students In Smaller And More Isolated Rural School Districts, Douglas J. Gagnon, Marybeth J. Mattingly

The Carsey School of Public Policy at the Scholars' Repository

This brief assesses trends in access to, enrollment in, and success in Advanced Placement (AP) coursework in relation to school district poverty, racial composition, and urbanicity. It uses data merged from the 2011–2012 Civil Rights Data Collection (CRDC), the 2012 Small Area Income and Poverty Estimates (SAIPE), and the 2010 Decennial U.S. Census. Authors Douglas Gagnon and Marybeth Mattingly report that nearly one-half (47.2 percent) of rural districts have no secondary students enrolled in AP courses, compared with only 20.1 percent of town, 5.4 percent of suburban, and 2.6 percent of urban districts. Remote rural districts with small populations are …

Zen And A Pen: Adventures In Writing And Yoga, Hannah Drake

Inquiry Journal 2014

No abstract provided.

Brief Amicus Curiae Of The Honorable Margaret W. Hassan Governor Of The State Of New Hampshire In Support Of The Plaintiffs/Cross-Appellants, Lucy C. Hodder, John M. Greabe

Law Faculty Scholarship

SUMMARY OF ARGUMENT

The Governor confines her argument in this amicus brief to whether the superior court correctly concluded that the education tax credit program enacted under RSA § 77-G violates Article 83 insofar as it permits organizations authorized to receive donations subsidized by the credit to use those donations to fund student scholarships to religious, non-public schools. In the Governor’s view, the superior court’s finding of unconstitutionality was correct.

In its text, structure, and history (including its interpretive history), the New Hampshire Constitution significantly differs from the First Amendment’s Establishment Clause with respect to the question whether revenue generated …

University Of New Hampshire School Of Law Library, Susan Drisko Zago

Law Faculty Scholarship

Review of The University of New Hampshire School of Law Library, Concord, NH.

Reading Levels Of Rural And Urban Third Graders Lag Behind Their Suburban Peers, Suzanne E. Graham, Christine Teague

The Carsey School of Public Policy at the Scholars' Repository

This brief examines the complex interplay of family, school, and place factors in the reading achievement levels of third grade students. Third grade reading achievement is critical to later academic and occupational success. Using data from the Early Childhood Longitudinal Study, the authors report that suburban children realize greater gains in reading achievement from kindergarten to Grade 3 than their rural or urban counterparts. Rural students who were struggling readers at the beginning of kindergarten have lower average reading achievement in third grade than both urban and suburban students when children of the same socioeconomic status are compared. The differences …

Teachers Matter: Feelings Of School Connectedness And Positive Youth Development Among Coos County Youth, Nena F. Stracuzzi, Meghan L. Mills

The Carsey School of Public Policy at the Scholars' Repository

Students who feel positively about their education, have a sense of belonging in school, and maintain good relationships with students and staff generally feel connected to their schools. In fact, 63 percent of Coos youth report feeling this way. It is one of the most important factors in promoting socio-emotional well-being and positive youth development, according to authors Nena Stracuzzi and Meghan Mills. Their research, using surveys of Coos students, shows that students who feel more connected to their schools usually get better grades, have higher self-esteem, use fewer substances, and engage in aggressive behaviors less frequently. Their latest brief …

From Claiming Information To Deliberating About It, Sarah M. Stitzlein

The University Dialogue

No abstract provided.

Students In Rural Schools Have Limited Access To Advanced Mathematics Courses, Suzanne E. Graham

The Carsey School of Public Policy at the Scholars' Repository

This Carsey brief reveals that students in rural areas and small towns have less access to higher-level mathematics courses than students in urban settings, which results in serious educational consequences, including lower scores on assessment tests and fewer qualified students entering science, technology, engineering, and mathematics (STEM) job pipelines.

Student Discipline In New Hampshire Schools , Barbara Wauchope

The Carsey School of Public Policy at the Scholars' Repository

A new analysis of student discipline in New Hampshire schools in the 2007–2008 school year shows that out-of-school suspension rates are higher and statewide expulsion rates are lower than the average. Schools reporting the highest rates of suspensions and expulsions are the smallest in the state and have the highest percentage of students in poverty. This brief is the first in a collaborative series between the Children's Alliance of New Hampshire and the Carsey Institute.

Traversing Islands Of Experience: How Undergraduate Research Helped Me Navigate Through Graduate School And Beyond, Kelli Swazey

Inquiry Journal 2008

No abstract provided.

From Dover To Knysna: Educational Drama Transcends Cultural Boundaries, Anna Visciano

Inquiry Journal 2008

No abstract provided.

What Is Democratic Education?, David R. Hiley

The University Dialogue

No abstract provided.

Lexis V. Westlaw For Research - Better, Different, Or Same And The Qwerty Effect?, Jon R. Cavicchi

Law Faculty Scholarship

There are synchronistic moments when in the process of writing. While contemplating this article, an email message made its way to my desk, past Pierce Law Center's spam firewall with the following subject line: "Pepsi v. Coke-Tell Us--Get $10." Do IP researchers choose Lexis or Westlaw justified by taste? Surely you jest, some voice said to me. Repressing this message, I proceeded to compare platform content, perform literature searches, and poll students and IP professors.

Yet another synchronistic moment came as the email from those taking the poll steamed into my email. Many IP professors indicated that they made the …

Practicing Civility In The Legal Writing Course: Helping Law Students Learn Professionalism, Sophie M. Sparrow

Law Faculty Scholarship

This Article suggests some concrete ways to teach civility— one component of professionalism—to law students. Professionalism certainly includes much more than civility, incorporating the concepts of ethics, morals, public service, life-long learning, personal integrity, professional identity, and a commitment to selfdevelopment. This Article begins with a brief overview of civility in Part I. Part II provides a few of the many arguments for why we should teach law students to be civil. Part III explores some concrete ways in which we can teach civility within individual classes, using the dynamics of student engagement in the classroom as an opportunity to …