Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Year
Articles 1 - 12 of 12
Full-Text Articles in Higher Education
Projected Job Growth By 2031 In The Mountain West, Madison Dwyer, Annie Vong, Kristian Thymianos, Caitlin J. Saladino, William E. Brown Jr.
Projected Job Growth By 2031 In The Mountain West, Madison Dwyer, Annie Vong, Kristian Thymianos, Caitlin J. Saladino, William E. Brown Jr.
Economic Development & Workforce
This fact sheet examines job growth projections from 2021 to 2031 for the Mountain West states of Arizona, Colorado, Nevada, New Mexico, and Utah. This fact sheet also presents projected job growth data by educational level, and across selected occupational sectors. Data are sourced from the report, “After Everything: Projections of Jobs, Education, and Training Requirements through 2031,” published by the McCourt School of Public Policy’s Center on Education and the Workforce (CEW) at Georgetown University.
An Analysis Of Asexual Identity Clubs And Their Role On College Campuses, Ellen Yope
An Analysis Of Asexual Identity Clubs And Their Role On College Campuses, Ellen Yope
Honors Projects
Identifying the lack of college asexuality clubs and the positive influence they have on students. Advocating for the creation of asexuality clubs at colleges and universities and the benefits they provide for students, socially and academically.
Black Male Persistence In Spite Of Facing Stereotypes In College: A Phenomenological Exploration, Taylor Benjamin Hardy Boyd M.Ed., Donald Mitchell Jr., Ph.D.
Black Male Persistence In Spite Of Facing Stereotypes In College: A Phenomenological Exploration, Taylor Benjamin Hardy Boyd M.Ed., Donald Mitchell Jr., Ph.D.
Executives, Administrators, & Staff Publications
Stereotypes often create threatening environments for Black males on college campuses. This study sought to break the deficit narrative surrounding Black males in college by highlighting how they persisted despite facing stereotypes. Six participants were included in this study. Through interviews and naturalistic observations, we explored how participants articulated their experiences with stereotypes, how they dealt with those experiences, how the experiences shaped future endeavors, and how they used strategies to dispel stereotypes and persist through threatening experiences. Findings suggest (a) the participants dealt with internalized feelings due to stereotypes; (b) stereotypes were reinforced in various ways; and, (c) they …
Remaking Selves, Repositioning Selves, Or Remaking Space: An Examination Of Asian American College Students' Processes Of "Belonging", Michelle Samura
Remaking Selves, Repositioning Selves, Or Remaking Space: An Examination Of Asian American College Students' Processes Of "Belonging", Michelle Samura
Education Faculty Articles and Research
"Only a few studies have examined Asian American students’ sense of belonging (Hsia, 1988; Lee & Davis, 2000; Museus & Maramba, 2010). Scholars who study Asian American college students have suggested that Asian Americans are awkwardly positioned as separate from other students of color vis-à-vis the model minority stereotype (Hsia, 1988; Lee & Davis, 2000). Furthermore, Asian Americans often are viewed as overrepresented on college campuses, yet they remain under-served by campus support programs and resources and overlooked by researchers. Many Asian Americans have gained access to higher education, but the ways in which they belong on campuses is unclear. …
Young, Gifted, And Brown: Ricanstructing Through Autoethnopoetic Stories For Critical Diasporic Puerto Rican Pedagogy, Ángel Luis Martínez
Young, Gifted, And Brown: Ricanstructing Through Autoethnopoetic Stories For Critical Diasporic Puerto Rican Pedagogy, Ángel Luis Martínez
Antioch University Dissertations & Theses
Young, Gifted and Brown is a journey of two directions converging. It is a study of Puerto Rican Diaspora in higher education, specifically, students making sense and meaning of their everyday. It is also a study of how I have related to them as a professor. Together, this is a story: research done creatively, toward the development of Critical Pedagogy for Puerto Rican Diaspora. The research question is: what has made the Puerto Rican Diaspora in the United States flourish and their lived experience meaningful? How can a diasporic people connect with and affirm their roots in an educational system …
North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard
North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard
Scholarship and Professional Work - LAS
Instructors and students must overcome a course’s special pedagogical challenge in order for meaningful and important learning to occur. While some suggest that the special pedagogical problem varies by course, I contend that the special pedagogical problem is likely to be shared across a discipline’s curriculum, rather than being unique to each course. After reviewing a three-part typology of learning outcomes for sociology, I argue that the development of students’ sociological imaginations is sociology’s special pedagogical challenge; I then offer some general guidelines for teaching strategies to enhance the students’ success in developing a sociological imagination.
Man To Man: We Can Stop Sexual Violence, James H. Garrett
Man To Man: We Can Stop Sexual Violence, James H. Garrett
SURGE
I was lucky enough to grow up with a loving mother who taught me early on to respect every woman and, more so, to never overstep the boundaries between people unless I am invited to do so with full cognizance of the actions of both parties. To be less philosophical, she was always very clear with me that touching no-no parts with any person (in my case, a lady) without express consent is wrong every time and that I would never forgive myself if I forgot that maxim in a flight of “passion.” At no time in my life have …
And None For Gretchen Weiners, Center For Public Service
And None For Gretchen Weiners, Center For Public Service
SURGE
In the four years I’ve spent at Gettysburg College, it’s safe to say that my experience has been largely influenced by my membership in Greek Life. I’ve developed a personal leadership style and feel accomplished by the strong relationships I built with other women. But this year, I developed a stronger understanding of the inequities that exist within the Greek community. [excerpt]
President's Message On Diversity, Equity, And Inclusion, Janet M. Riggs
President's Message On Diversity, Equity, And Inclusion, Janet M. Riggs
Reports from the President’s Office
Last spring I announced that we would take time this year to focus some of our thinking and conversation on the topic of diversity, equity, and inclusion. There are many reasons for us to direct our efforts to this topic: the changing demographics in our society and the need to provide a welcoming environment to a diverse student body, faculty and staff; our responsibility to prepare students for living in diverse communities and working in diverse workplaces; and our desire to prepare citizens who will be sensitive to social injustices and motivated to right them. In addition, we cannot dismiss …
President's Message To The Campus Community, August 2010, Janet M. Riggs
President's Message To The Campus Community, August 2010, Janet M. Riggs
Reports from the President’s Office
Over the past year I have been giving a good deal of thought to diversity at Gettysburg College. I have talked with a number of you regarding the Diversity Commission's work and current structure, our institutional goals with regard to diversity, and potential strategies to meet those goals. With this letter I'd like to share a few thoughts with you, none of which are brand new, but which I hope give you a sense of how important I think this topic is for Gettysburg College. [excerpt]
January - April 1954 Transcription, Tesla Klinger, Raeann Jent
January - April 1954 Transcription, Tesla Klinger, Raeann Jent
Transcriptions
No abstract provided.
January - June 1934 Transcription, Raeann Jent, Tesla Klinger
January - June 1934 Transcription, Raeann Jent, Tesla Klinger
Transcriptions
No abstract provided.