Educational Leadership Commons^™

Deliberate Indifference: An Exploration Of The Student Survivor Activism Group Movement, Shyla Kallhoff

Department of Educational Administration: Dissertations, Theses, and Student Research

#MeToo. It’s On Us. End Rape on Campus. #BeTheSwede. Dear UNL. These phrases have united people all over the world to use their voices and speak out about sexual violence. In higher education, these statements empower students to make their voices heard, and simultaneously invoke fear in campus administrators who do not want to be held accountable for the mishandling/lack of Title IX cases. Student survivor activism groups, the subject of this study, have formed at universities around the country and often use similar statements to advocate for changes they feel need to happen. Finding no previous research, it is …

You’Re Happy And You Know It: Social-Cognitive And Environmental Factors’ Impact On Iraqi Student Satisfaction, Rachel Laribee Gresk

Department of Educational Administration: Dissertations, Theses, and Student Research

Understanding and identifying factors that contribute to student satisfaction is becoming more important in Iraq as competition for student enrollment among universities increases. It also can be extremely useful for educational institutions since it will help them pinpoint their strengths, assess areas for improvement, and ensure they maintain and attract students to their campus. Thus, to understand how to achieve positive student satisfaction, this study sought to identify the social-cognitive factors and institutional environmental influences that relate to student satisfaction in a private institution in Iraq, using social cognitive career theory (SCCT) as a framework.

The study found that the …

University Of Nebraska Board Of Regents Policies, Contains Amendments Through April 10, 2015, University Of Nebraska Board Of Regents

Policies, Acts, and Materials: University of Nebraska Board of Regents

First section:

RP-1.1.1 Direct Responsibilities of the Board Under the constitution and statutes of the State of Nebraska, the Board of Regents has the authority and the responsibility for the general government of the University of Nebraska. It must exercise general supervision over all elements of the University and control and direction of all expenditures and establish the general operating policies of the institution. To assist it in the discharge of its responsibilities, the Board of Regents employs a staff and faculty who have the professional competence to develop and operate the University's programs. The Board delegates, through its Bylaws …

Standing Rules Of The Board Of Regents Of The University Of Nebraska, As Adopted July 18, 2014, University Of Nebraska Board Of Regents

Policies, Acts, and Materials: University of Nebraska Board of Regents

SECTION 1. Structure of the Board

SECTION 2. Meetings of the Board

SECTION 3. Agenda for Board Meetings

SECTION 4. Conduct of Board Meetings

SECTION 5. Appearances Before the Board

SECTION 6. Records of the Board

SECTION 7. Waiver of and Amendments to Standing Rules of the Board

SECTION 8. Reference Guide for Board Meetings

SECTION 9. Expenses

SECTION 10. Board Member Requests for Reports

Bylaws Of The Board Of Regents Of The University Of Nebraska, Contains Amendments Through May 30, 2014, University Of Nebraska Board Of Regents

Policies, Acts, and Materials: University of Nebraska Board of Regents

Excerpt from 1.2 of the University of Nebraska Board of Regents Bylaws (with amendments through May 30, 2014):

1.2 The Board of Regents of the University of Nebraska. The Board of Regents of the University of Nebraska, a body corporate created by the people of Nebraska through the Constitution, has constitutional and statutory power for general supervision over all elements of the University, control and direction of all expenditures, and for general operating policies of the University. The Board of Regents consists of eight elected members, who are elected for six-year terms, and four nonvoting Student Regents, as provided in …

Systemic High School Reform In Two States: The Serendipity Of State-Level Action, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Maine and Vermont have been national leaders in state-level coordination of high school reform. Both recently developed almost interchangeable, new, voluntary, statewide frameworks that describe multiple ways high schools should change. Both frameworks—Promising Futures (Maine Commission on Secondary Education 1998) and High Schools on the Move (Vermont High School Task Force 2001)—were published in book form and include extensive bibliographies grounding their claims that they are research based. Both frameworks recommend principles and practices for improving high schools for all students. Both frameworks were drafted primarily by leading local educators with only modest support from experts based beyond the …