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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
The Role Of Chief Diversity Officers In Institutionalizing Diversity And Inclusion: A Multiple Case Study Of Three Exemplar Universities, Cynthia D. Dávalos Phd
The Role Of Chief Diversity Officers In Institutionalizing Diversity And Inclusion: A Multiple Case Study Of Three Exemplar Universities, Cynthia D. Dávalos Phd
Dissertations
Due to demographic shifts and the changing political and economic landscape, universities are experiencing increased demands to produce a culturally competent and well-trained globally minded workforce. To address these demands in a systematic manner, several universities have created a new senior level administrative position to direct campus diversity and inclusion efforts. This position known universally in academia as the Chief Diversity Officer (CDO) is responsible for institutionalizing diversity and inclusion so that diversity moves from the margins of the university to the center and becomes a standard way of thinking and doing business. Given this high-level executive leadership design, the …
Convergence Or Divergence Of Values? A Comparison Case Study Of Teacher Credentialing Programs, Rachel Homel Rice Phd
Convergence Or Divergence Of Values? A Comparison Case Study Of Teacher Credentialing Programs, Rachel Homel Rice Phd
Dissertations
Educational commentators have long debated whether or not public school teaching is a profession. The definition of a profession is commonly anchored in Andrew Abbott's criteria, which include knowledge (specialized and academic), jurisdiction (diagnosis, treatment, professional inference), and control (ethics, professional organizations, licensure). Teachers in most states need to complete credentialing programs to be licensed. The purpose of this study was to explore what teacher credentialing programs at three diverse universities are doing to build teaching as a profession. The guiding research questions were: (1) What is the relationship between teacher credentialing programs and the professionalization of teaching? (2) What …
Study Abroad As A Multifaceted Approach To Supporting College Sophomores: Creating Optimal Environments To Promote Intercultural Maturity, Jessica Luchesi Phd
Study Abroad As A Multifaceted Approach To Supporting College Sophomores: Creating Optimal Environments To Promote Intercultural Maturity, Jessica Luchesi Phd
Dissertations
Leaders in higher education bear the responsibility of creating educational environments and programming that promote student development and help prepare graduates to work, live, and lead in today's interconnected and global society. Such institutional programming, which fosters intercultural maturity, defined as the cognitive, intrapersonal, and interpersonal developmental capacities that enable students to act in ways that are aware and appropriate, should be available to all students. Scholarly work, however, demonstrates that sophomore students receive the least amount of institutional attention and thus have fewer programs directed at fostering their development. As a result, sophomores can find themselves negotiating developmental challenges …
Comparing Factors Of Bachelor's Degree Attainment For First And Continuing Generation Students, Holly Gilbertson Hoffman Phd
Comparing Factors Of Bachelor's Degree Attainment For First And Continuing Generation Students, Holly Gilbertson Hoffman Phd
Dissertations
Colleges and universities have recently been under great pressure to increase institutional graduation rates, due to a surge in consumer demand for accountability and the use of graduation rates to deter nine effectiveness and funding. Many colleges may choose to achieve higher graduation rates by simply increasing selectivity. However, this strategy has the potential to exclude at-risk student populations, namely first generation students, who lack a family track record of college completion and have been shown to be less likely to graduate than continuing generation students. To allow for continued access for first generation students, institutions have the ability to …
Do New Buildings, Equipment, And Technology Improve Student Outcomes? A Look At One Community College's Experience, Danene Twyman-Brown Phd
Do New Buildings, Equipment, And Technology Improve Student Outcomes? A Look At One Community College's Experience, Danene Twyman-Brown Phd
Dissertations
During the last decade, community colleges have taken a close look at the way they educate and train students, and are using an assortment of student engagement indicators in an effort to assess and document learning outcomes of their students. While these indicators have proven helpful, the extent to which new buildings, equipment, and technology have been integrated into these metrics has been sorely lacking; instead, the assumption has been that more modem facilities, equipment, and technology will improve students' learning and better prepare them for the workforce. To test this assumption, this study examined the relationship between a new …
Student Conduct, Restorative Justice, And Student Development: Findings From The Starr Project (Student Accountability And Restorative Research Project), David R. Karp Phd, Casey Sacks
Student Conduct, Restorative Justice, And Student Development: Findings From The Starr Project (Student Accountability And Restorative Research Project), David R. Karp Phd, Casey Sacks
School of Leadership and Education Sciences: Faculty Scholarship
The STudent Accountability and Restorative Research (STARR) Project is a multi-campus study of college student disciplinary practices in the United States, comparing traditional conduct hearings that use restorative justice practices with traditional college student misconduct hearings. This study provides a coherent set of learning goals in college student conduct administration and a robust data set capable of measuring student learning across different types of disciplinary practice, in particular, comparing traditional “model code” practice with emerging restorative justice processes. Integrating several student development theories, we identify six student development goals: just community/self authorship, active accountability, interpersonal competence, social ties to institution, …