Education Commons^™

Family Impact Seminar 2018: The Kids Are Not All Right: Policy Options To Address Youth Trauma In Massachusetts, Denise Hines, Laurie Ross Ph.D, Marianne Sarkis Ph.D

Mosakowski Institute for Public Enterprise

Family Impact Seminars are a series of annual seminars, briefing reports, and discussion sessions that provide up-to-date, solution-oriented research on current issues for state legislators and their aides. The seminars provide objective, nonpartisan research on current issues and do not lobby for particular policies. Seminar participants discuss policy options and identify common ground where it exists.

The Kids are NOT All Right: Policy Options to Address Youth Trauma in Massachusetts is the ninth Massachusetts Family Impact Seminar. Today’s seminar is designed to emphasize a family perspective in policymaking on issues related to early intervention in childhood trauma, sex trafficking and …

2015 Massachusetts Family Impact Seminar, Emily M. Douglas Ph.D., Melinda Gushwa Ph.D., Licsw, Martha J. Henry Ph.D.

Mosakowski Institute for Public Enterprise

Mission Critical: Reforming Foster Care and Child Protective Services is the sixth Massachusetts Family Impact Seminar. It is designed to emphasize a family perspective in policymaking on issues related to reforming foster care and child protective services in the Commonwealth. In general, Family Impact Seminars analyze the consequences an issue, policy, or program may have for families.

The Mosakowski Institute For Public Enterprise Five Year Report, Mosakowski Institute

Mosakowski Institute for Public Enterprise

This report contains the highlights of the first five years of Clark University’s Mosakowski Institute for Public Enterprise. It includes a description of the Institute’s founding, its commitment to use-inspired research, transformational educational experiences, and community connectedness, the Institute’s leadership and finances, and a listing of projects undertaken and faculty partners.

Data Dashboards For The Massachusetts Working Cities, Mosakowski Institute, James R. Gomes, Laura Faulkner, Joseph Krahe

Mosakowski Institute for Public Enterprise

The Mosakowski Institute is the Federal Reserve Bank of Boston’s Research Partner for the bank’s “Working Cities Challenge” program for mid-sized cities in Massachusetts. The Institute recently prepared “data dashboards” for twenty Massachusetts cities, compiling information about such subjects as demographics, income, employment, educational attainment, and health.

2013 Massachusetts Family Impact Seminar: Youth At Risk, Part 2, Denise A. Hines, Fern L. Johnson, Donna Haig Friedman, Deborah A. Frank

Mosakowski Institute for Public Enterprise

The youth of Massachusetts are of primary concern to legislators and citizens. This briefing report features three essays by experts — Fern Johnson, Deborah Frank, and Donna Haig Friedman — who focus on three aspects of children in need: children in foster care who need adoption, children who are hungry, and children who are homeless. Each report has further and more detailed suggestions for helping these children in need; below is a summary of the problems we face.

Investing In Community Colleges Of The Commonwealth: A Review Of Funding Streams, Michelle Lapointe, Ph.D., Elizabeth Chmielewski

Mosakowski Institute for Public Enterprise

Community colleges play a pivotal role in Massachusetts’ higher education system. They award associate’s degrees, offer an affordable pathway to a bachelor's degree, and provide access to higher education for underserved populations. Community colleges also offer workforce development and industry certification for those entering the world of work, those who are currently employed but need more training or retraining, and those who have been dislocated from their careers by the global economic crisis. To increase access to both college credits and improved work skills, community colleges provide remedial or developmental education to ensure all students can pursue a program of …

Worcester Public School Funding, Jim Gomes, S. Kofi Ampaabeng

Mosakowski Institute for Public Enterprise

No abstract provided.

Effective Practice And Experiential Education, Janet Eyler

Mosakowski Institute for Public Enterprise

The central challenge to educators in the liberal arts as in all areas of study is transfer of learning i.e. how can we design learning environments and instruction to that students will be able to use what they learn in appropriate new contexts? Alfred North Whitehead described this as the problem of ‘inert knowledge’ nearly a century ago and Dewey noted that instruction which helps students reproduce what is studied on exams might not produce the depth of understanding that allows for recognizing the relevance of what is known to a particular situation and the ability to apply it. Knowledge …

Engaged Learning: Enabling Self-Authorship And Effective Practice, David C. Hodge, Marcia B. Baxter Magolda, Carolyn A. Haynes

Mosakowski Institute for Public Enterprise

There is now broad consensus that higher education must extend beyond content-based knowledge to encompass intellectual and practical skills, personal and social responsibility, and integrative learning. The college learning outcomes needed for success in 21st century life include critical thinking, a coherent sense of self, intercultural maturity, civic engagement, and the capacity for mutual relationships. Yet, research suggests that college students are struggling to achieve these outcomes in part because skills needed to succeed in college are not those needed to succeed upon graduation. One reason for this gap is that these college learning outcomes require complex developmental capacities or …

Liberal Education, Effective Practice, And Diversity, Armando Bengochea, George Kuh, Steve Stemler

Mosakowski Institute for Public Enterprise

This session will be based on three presentations that focus on the relationship between liberal education, effective practice and diversity from different perspectives. George Kuh will present data indicating that the educational benefits of "high impact" learning experiences (such as experiential education and undergraduate research), which are significant for all students, are often greater for students from underserved and minority backgrounds than for their majority counterparts. Armando Bengochea will discuss the ways in which an emphasis on effective practice can enhance the educational experiences of students of color within a liberal arts curriculum. Steve Stemler will report on research showing …

Toward The Equitable Distribution Of Enriching Educational Experiences: Faculty Engagement With Racial Minority Students, Shaun R. Harper

Mosakowski Institute for Public Enterprise

Peña, Bensimon, and Colyar (2006) noted: “Not only do African Americans, Hispanics, and Native Americans have lower graduation rates than [do] Whites and Asian Americans, they also experience inequalities in just about every indicator of academic success – from earned grade point average to placement on the dean’s list to graduation rates in competitive majors” (p. 48). While these and other racialized outcomes disparities cannot be attributed to a narrow set of explanatory factors, one thing is known for sure: College students who are actively engaged inside and outside the classroom are considerably more likely than are their disengaged peers …

Academic Intelligence Is Not Enough! Wics: An Expanded Model For Effective Practice In School And In Later Life, Robert J. Sternberg

Mosakowski Institute for Public Enterprise

Is there a psychological basis for teaching and learning in the context of a liberal education, and if so, what might such a psychological basis look like? Traditional teaching and assessment often emphasize remembering facts and, to some extent, analyzing ideas. Such skills are important, but they leave out of the aspects of thinking that are most important not only in liberal education, but in life, in general. In this article, I propose a theory called WICS, which is an acronym for wisdom, intelligence, and creativity, synthesized. The basic idea underlying this theory is that, through liberal education, students need …

Designing A Liberal Arts Curriculum That Develops The Capacity For Effective Practice, Diana Chapman Walsh, Lee Cuba

Mosakowski Institute for Public Enterprise

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent …