Higher Education Commons^™

Sociology 101 Introduction To Sociology Syllabus Spring 2019, Cristina Prestin-Latham

Cristina Prestin-Latham

This is a sample syllabus for Sociology 101 submitted as part of the Global Studies Initiatives in Social Sciences Grant at Parkland College for the 2018-2019 academic year. Highlights indicate changes and additions made that incorporate global studies into the curriculum.

Global Studies Initiative Final Report: Sociology 101: Introduction To Sociology Spring 2019, Dorie Geissler

Dorie Geissler

In this project report for the Global Studies Initiative at Parkland College, the instructor of Sociology 101 describes the inclusion of a module that focuses on comparing education systems in Finland and the United States and reflects on whether it enhanced the class and improved students global awareness.

Feasibility Study Of Uvu Community Research Center 2016, Ron J. Hammond, Traci Wennerholm

Ron J. Hammond

School Shootings: Is My School Safe?, Tony Durr

Tony Durr

In the part of rural Midwestern America there was recently a shooting at a school that ended in the death of an assistant principal and the suicide of a student. In short, a student who had recently transferred to Millard South High School in the State of Nebraska had troubles adjusting to his new school. The article reports, the student was suspended after he was caught driving his car on the school’s football field. Later in the day after his suspension, the student returned to the school and fatally shot an assistant principal and also wounded the principal. The student …

Distributive Justice And Equity In Grading: A New Instructor’S Reflections, Molly Malany Sayre

Molly Sayre

The author reflects upon early teaching experiences to identify a conflict between minimal distributive justice, or the distribution of goods that ensures all individuals have an acceptable level of that good (Deutsch, 1985), and grading of students’ assignments. Instead of addressing the unequal distribution of college preparedness among her students, the author’s grading reflected and potentially reinforced educational, racial, and economic inequalities. In agreement with Anastas (2010), an ethic of social justice is recommended for use in social work education. Social work educators can provide greater access to resources (e.g., the instructor’s time) for students experiencing disadvantages that affect their …

The Sacred And The Secular: Aligning A Marianist Mission With Professional Standards Of Practice In An Educational Leadership Doctorial Program, Darla J. Twale, Carolyn Ridenour

Carolyn S. Ridenour

This inquiry was conducted to explore how the characteristics of our university’s religious mission are interwoven into our educational leadership doctoral program and are manifest in the structure and learning experiences that our students encounter. We examined how these characteristics might correspond to or relate to the Interstate School Leaders Licensure Consortium (ISLLC) standards that resulted from national reform initiatives in educational leadership in the mid 1990s. We concluded that the foundations of the PhD program are built solidly on the distinctive characteristics and identity of our founders and are aligned with these professional standards as well. Implications for universities …

Served Through Service: Undergraduate Students’ Experiences In Community Engaged Learning At A Catholic And Marianist University, Elizabeth M. Fogle, Savio D. Franco, Edel M. Jesse, Brent Kondritz, Lindsay Maxam, Heidi Much-Mcgrew, Cody Mcmillen, Carolyn Ridenour, Daniel J. Trunk

Carolyn S. Ridenour

Students participating in sustained community service at an urban Catholic and Marianist university were volunteer informants in this qualitative exploration of the meaning they make of their service experiences. A PhD student research team (nine members) interviewed fourteen undergraduate students (eleven of whom were seniors). Findings were organized as themes constructed within three domains: background, experience, and meaning. Within “background,” students who had prior work in faith-based service before college deepened their meaning of service. Within “experience,” there were social and cultural dynamics of navigating on and off campus life, including the roles students played as well as the challenge …

Issues Of Racial, Ethnic, And Gender Diversity In Preparing School Administrators, Carolyn Ridenour, Patricia F. First, Angela Lydon, Michelle C. Partlow

Carolyn S. Ridenour

The four authors teach in the Department of Educational Leadership at the University of Dayton. Each taught a new course that addressed issues of diversity in schools, focusing on race, ethnicity, and gender. Each developed the course in a unique way and in distinct settings, though each involved: 1. Reflecting holistically on the experience of teaching the course in order to generate common themes explaining what the experience meant to the faculty as individuals and as women (Blackmore & Kenway, 1993). 2. Examining students' work, behaviors, communication, and attitudes in order to infer level of, as well as changes in, …

Mental Makeup: Why College Students Choose Their Major, Genesis M. Lenis, Gilarys Garcia

Genesis M. Lenis

No abstract provided.

Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni

Sharon E. Moore

This essay examines the Inclusive Teaching Circle (ITC) as a mechanism for faculty development in creating instructional tools that embrace an inclusive pedagogy reflecting diversity, cultural competence and social justice. We describe one group’s year-long participation in an ITC at a large, metropolitan research university in the south. Next, we share several members’ strategies for promoting more inclusive and equitable learning for students in our classrooms. Finally, we consider the implications of ITCs for its group participants and the professorate at large.

Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni

Sherri L. Wallace

This essay examines the Inclusive Teaching Circle (ITC) as a mechanism for faculty development in creating instructional tools that embrace an inclusive pedagogy reflecting diversity, cultural competence and social justice. We describe one group’s year-long participation in an ITC at a large, metropolitan research university in the south. Next, we share several members’ strategies for promoting more inclusive and equitable learning for students in our classrooms. Finally, we consider the implications of ITCs for its group participants and the professorate at large.

Workplace Incivility And Bullying In The Library: Perception Or Reality?, Shin Freedman, Dawn L. Vreven

Shin Freedman

Articulation Of Identity In Black Undergraduate Women: Influences, Interactions, And Intersections, Christa J. Porter

Dr. Christa J Porter

No abstract provided.

When Will My Cover Be Blown? The Experience Of Imposter Syndrome In Emerging And Early Career Academics/Educators, Amy Bannatyne

Amy Bannatyne

What is imposter syndrome?

Fraud, luck, deceit, and incompetent – these terms describe the thoughts and feelings frequently endured during an internal process known as “imposter syndrome”. The syndrome was first described in 1978, after two female psychologists observed a consistent constellation of symptoms and concerns in 150 highly successful women (Clance & Imes, 1978). Despite successful completion of advanced degrees, obtaining high scores on standardised aptitude tests, and holding various leadership positions, many of the women appeared unable to internalise their success and expressed strong feelings of inadequacy and incompetency (Hoang, 2015).

Rape Myth Acceptance: A Comparison Of Military Service Academy And Civilian Fraternity And Sorority Students, Marjorie H. Carroll, Judith Rosenstein, John D. Foubert, M. Diane Clark, Lisa Korenman

John D. Foubert

Rape Myth Acceptance: A Comparison Of Military Service Academy And Civilian Fraternity And Sorority Students, Marjorie H. Carroll, Judith Rosenstein, John D. Foubert, M. Diane Clark, Lisa Korenman

Lisa Korenman

Advancing Community Engaged Scholarship And Community Engagement At The University Of Massachusetts Boston: A Report Of The Working Group For An Urban Research-Based Action Initiative, Mark Warren, John Saltmarsh, Patricia Krueger-Henney, Lorna Rivera, Miren Uriarte, Donna Friedman, Richard Fleming, Diana Yadira-Salas, Luciano Ramos

Lorna Rivera

The University of Massachusetts Boston has a rich history of mission-driven commitments that engage the campus with local, state, regional, national, and global communities. In the context of a public urban research university, a mission of community engagement is most clearly expressed through community-engaged scholarship. The University is positioned to build upon its strengths in community engagement and strengthen its community-engaged scholarship to become an international model for community engagement.

Surprise, Sensemaking, And Success In The First College Year: Black Undergraduate Men’S Academic Adjustment Experiences, Shaun R. Harper, Ph.D., Christopher B. Newman

Shaun R. Harper, Ph.D.

Black Male College Achievers And Resistant Responses To Racist Stereotypes At Predominantly White Colleges And Universities, Shaun R. Harper, Ph.D.

Shaun R. Harper, Ph.D.

In this article, Shaun R. Harper investigates how Black undergraduate men respond to and resist the internalization of racist stereotypes at predominantly White colleges and universities. Prior studies consistently show that racial stereotypes are commonplace on many campuses, that their effects are usually psychologically and academically hazardous, and that Black undergraduate men are often among the most stereotyped populations in higher education and society. The threat of confirming stereotypes has been shown to undermine academic performance and persistence for Blacks and other minoritized students. To learn more about those who succeed in postsecondary contexts where they are routinely stereotyped, Harper …

"Writing Our Own Rule Book": Exploring The Intersectionality Of Gay College Men, Daniel Tillapaugh

Daniel Tillapaugh

No abstract provided.

The Effectiveness Of Diversity Initiatives At Suny Brockport Including Student Perceptions And Campus Climate, Kara Hiltz, Amanda Crowley, Marquia Westbrook

Kara M. Hiltz

This presentation preliminarily examines the effectiveness of campus-wide diversity initiatives through the Office of the Assistant Provost for Diversity at the College at Brockport, State University of New York. Effectiveness will be measured by survey item responses and institutional data. Student perception data was obtained through item responses on the 2008 and 2011 National Survey of Student Engagement (NSSE) survey and SUNY Student Opinion Survey (SOS). The College's institutional research department collected the institutional data that is examined (e.g., enrollment diversity). Strengths, areas for improvement, and suggestions for future diversity initiatives will be presented. Keywords: diversity, initiatives, student enrollment, improvement, …

"It's Kind Of Apples And Oranges": Gay College Males' Conceptions Of Gender Transgression As Poverty, Daniel Tillapaugh, Z Nicolazzo

Daniel Tillapaugh

This paper explores the ways in which gay males in college make meaning of gender variance and transgressions from the gender binary as a form of poverty. Using epistemological bricolage, the researchers analyzed data from 17 self-identified gay cisgender males attending three colleges in Southern California. Participants represented an array of racial backgrounds and were between 20 and 23 years old. The researchers posit that three key elements influence these gay males’ meaning making: (1) gender coding and policing, (2) hyperawareness of gender transgressions, and (3) reifying hegemonic masculinity.

Critical Influences On Sexual Minority College Males' Meaning-Making Of Their Multiple Identities, Daniel Tillapaugh

Daniel Tillapaugh

This grounded theory study explored the critical influences on college sexual minority males’ meaning-making of their multiple identities. Twenty-six cisgender males attending colleges and universities within the United States and Canada were interviewed and provided journal responses to specific prompts. Four themes emerged, including: involvement in LGBT-affirming spaces, intimate relationships with other males, involvement in student leadership positions, and ongoing exposure to heterosexism and homophobia.

Matriculating Masculinity: Understanding Undergraduate Men’S Precollege Gender Socialization, Frank Harris Iii, Ed.D., Shaun R. Harper, Ph.D.

Shaun R. Harper, Ph.D.

Social scientists, educational researchers, postsecondary educators (including student affairs professionals), and others have attempted to understand problematic behavioral trends and developmental outcomes among undergraduate men. Little attention has been devoted to examining the masculine identities and ideals about manhood that these students bring to college contexts, hence the purpose of this study. The sample comprised 68 undergraduate men representing a range of backgrounds and subgroups. Findings indicate that parental influences, interactions with same-sex peers, and involvement in youth sports were socializing factors informing ideas about masculinity that students brought with them to college. Recommendations for supporting the college transitions and …

Racial Profiling As Institutional Practice: Theorizing The Experiences Of Black Male Undergraduates, Susan V. Iverson

Susan V. Iverson

In this paper we draw upon racial profiling literature as an analytic lens with data collected in a qualitative study of Black males at one university. We argue that racial profiling provides a system of assumptions and rules that inform decisions made and attach to interactions between Black males and their faculty, staff, and peers. We conclude with implications for practice and future research.

Wake Up Or Perish: Neo-Liberalism, The Social Sciences, And Salvaging The Public University, Dariusz Jemielniak

Dariusz Jemielniak

Higher education around the world is currently undergoing a neo-liberal administrative takeover. The drive to reduce costs and increased bureaucratization do not serve any other purpose than increasing the power of the universities’ administration. The reasons for allowing this situation to happen are related to scholars’ inertia and subscribing to a belief that academia can and should be impractical. As a result, the emerging corporate university, McDonaldized model relies increasingly on contingent and deskilled faculty, effectively eliminating the traditional academic freedoms. We conclude with suggestions for possible courses of action to make a constructive counter-movement to the radical changes taking …

Human Utility Business Model: Maximizing Human Energy, Robin A. Roberts

Robin A. Roberts

“The NCAA Inclusion Forum brings together intercollegiate athletics leaders passionate about improving the educational and professional environment for student-athletes, coaches and staff. Sessions engage on a broad range of topics related to policy, research and best practices for racial and ethnic minorities, women, international student-athletes, LGBTQ and disability-access to sport.”—National Collegiate Athletic Association website.

Backward Thinking: Exploring The Relationship Among Intersectionality, Epistemology, And Research Design, Daniel Tillapaugh, Z Nicolazzo

Daniel Tillapaugh

No abstract provided.

Masculinities In Higher Education [Book Review Of Masculinities In Higher Education], Daniel Tillapaugh

Daniel Tillapaugh

Book review of Jason Laker & Tracy Davis' (Eds.) Masculinities in Higher Education: Theoretical and Practical Considerations in the Journal of College Student Development.

Beyond Bad Behaving Brothers: Productive Performances Of Masculinities Among College Fraternity Men, Frank Harris Iii, Ed.D., Shaun R. Harper, Ph.D.

Shaun R. Harper, Ph.D.

Research on fraternity men focuses almost exclusively on problematic behaviors such as homophobia and sexism, alcohol abuse, violence against women, sexual promiscuity, and the overrepresentation of members among campus judicial offenders. Consequently, little is known about those who perform masculinities in healthy and productive ways. Presented in this article are findings from a qualitative study of productive masculinities and behaviors among 50 undergraduate fraternity men from 44 chapters across the U.S. and Canada. Findings offer insights into participants’ steadfast commitments to the fraternity’s espoused values; their acceptance and appreciation of members from a range of diverse backgrounds; strategies they employed …