Meeting Minutes,
2022
Western Kentucky University
Conversations About Food Insecurity: Examining College Campus Climates,
2022
University of Nebraska-Lincoln
Conversations About Food Insecurity: Examining College Campus Climates, Crystal Eufemia Garcia
Department of Educational Administration: Faculty Publications
This qualitative critical narrative inquiry study explored the experiences of 19 students within four universities in a single Southern state that used campus food aid resources such as a food pantry. Using Hurtado et al.’s Multicontextual Model for Diverse Learning Environments (MMDLE), this paper sheds light on how participants discussed the campus climate for students experiencing food insecurity within their respective campuses. Findings unpack students’ reflections on a lack of awareness and discussion about food insecurity and food aid resources within the campus community, the role that stigmas played in participants’ perceptions and use of campus food aid resources, and …
Brandon Taylor’S Real Life: A Book Review,
2022
Clemson University
Brandon Taylor’S Real Life: A Book Review, Kayla Hood, Rashawn Mckenzie, Drew Johnson, Michelle Lea Boettcher
New York Journal of Student Affairs
This submission is a book review of Brandon Taylor's Real Life: A Novel (2020).
Conceptualizing The Campus Culture: The Significance Of Cultural Artifacts,
2022
Curry College
Conceptualizing The Campus Culture: The Significance Of Cultural Artifacts, Ryan Theroux, Derek Furukawa
New York Journal of Student Affairs
Cultural artifacts convey meanings and messages to members of a campus community that provide insights into the culture of a college. Artifacts may include physical, behavioral, or verbal phenomena that one identifies in the culture of an institution. While studies of culture on college campuses have been conducted through anthropological, organizational, and academic lenses, it is still unclear how cultural artifacts are categorized within higher education literature and why this may be important. Based on a review of literature from multiple disciplines and institutional examples, the authors present a categorization and conceptual framework of cultural artifacts found on college campuses. …
September 2022 Quarterly Budget And Expenditure Reporting For All Heerf I, Ii And Iii Grant Funds,
2022
East Tennessee State University
September 2022 Quarterly Budget And Expenditure Reporting For All Heerf I, Ii And Iii Grant Funds, East Tennessee State University
ETSU COVID-19 Information [2020-2023]
No abstract provided.
Uem Guiding Principle 6 (Highly Engaged Student Experience),
2022
Technological University Dublin
Uem Guiding Principle 6 (Highly Engaged Student Experience), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 6: "Highly Engaged Student Experience." Learner engagement is fundamental to meaningful learning, as it directly impacts both the quality and depth of a learner’s experience. Engagement occurs across cognitive, emotional, and behavioral dimensions, but it is also shaped by interactions with peers, staff, the university, and the broader community. The National Student Engagement Programme (NStEP) identified five core principles of student engagement: Dialogue, Trust, Equity and Inclusivity, Empowerment, and Students as Co-creators. These principles foster collaborative and valued relationships that lead to an enhanced student experience. TU Dublin aligns this engagement with its strategic …
Qa Manual 2022 - 23,
2022
CCT College Dublin
Qa Manual 2022 - 23, Cct College Dublin
Quality Assurance Manuals
The Quality Assurance Manual for CCT College Dublin, September 2022
Uem Guiding Principle 4 (Excellent, Flexible, Agile Teaching And Learning),
2022
Technological University Dublin
Uem Guiding Principle 4 (Excellent, Flexible, Agile Teaching And Learning), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 4: "Excellent, Flexible, Agile Teaching and Learning." The COVID-19 pandemic accelerated change across the world, including in education, where emergency remote teaching was swiftly implemented to ensure continuity for learners. As the crisis evolved, educators and students sought to integrate beneficial aspects of this remote learning phase into everyday practices. The result was a focus on increased agility and flexibility in teaching, learning, and assessment, driven by technology. This period of disruption presented an opportunity for innovation, allowing educators to explore new modalities for instruction, assessment, and feedback. By embracing these changes, TU Dublin …
Uem Guiding Principle 3 (Diversity Of Provision & Focus On Practice),
2022
Technological University Dublin
Uem Guiding Principle 3 (Diversity Of Provision & Focus On Practice), Shaun Ferns, Barry Ryan, Fionnuala Darby
Group Reports
This UEM Essential introduces Guiding Principle 3: "Distinguished by Diversity of Provision and Focus on Practice and Career Development." TU Dublin offers a broad spectrum of educational programmes, including apprenticeships, undergraduate, and postgraduate studies, across five faculties. The university is distinguished by its commitment to delivering an exceptional student experience, fostering strong industry partnerships, and excelling in research with a specific emphasis on practice and career development. Guided by its Strategic Intent (2020), TU Dublin’s practice-based learning approach, supported by research-informed teaching, sets it apart from more traditional universities. Aligned with the National Qualifications Framework, this model supports flexible learning …
Uem Guiding Principle 7 (Inclusive, Global And Multicultural),
2022
Technological University Dublin
Uem Guiding Principle 7 (Inclusive, Global And Multicultural), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 7: "Inclusive, Global, Multicultural." Immersing a diverse and motivated student population in a global educational community enables learners to become active global citizens. In an increasingly interconnected world, a global learning perspective is essential for understanding nations, cultures, and information in the 21st century and beyond. TU Dublin aims to cultivate graduates who are informed, adaptable, and capable of navigating complex, ever-changing circumstances. Engaging with individuals from diverse backgrounds and life experiences broadens perspectives, fostering a deeper appreciation of diversity and enhancing the ability to work and thrive in a multicultural environment.
Uem Guiding Principle 8 (Continuously Developing, Committed & Caring Staff),
2022
Technological University Dublin
Uem Guiding Principle 8 (Continuously Developing, Committed & Caring Staff), Eileen Quinn, Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 8: "Continuously Developing Committed and Caring Staff." High-quality staff development is essential to TU Dublin’s success and the success of its learners. Creating a culture of teaching and learning excellence requires staff who are open to growth and development. The UEM emphasises nurturing and supporting staff while adopting people practices that convey care, particularly from leadership. This culture of care has a ripple effect, fostering stronger connections between colleagues and enhancing the learner experience. This principle operates on three interdependent layers of commitment: (i) individual staff development, (ii) staff commitment to TU Dublin’s mission, …
Uem Guiding Principle 9 (Transitions),
2022
Technological University Dublin
Uem Guiding Principle 9 (Transitions), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 9: "Transitions." Educational transitions can be challenging and often require additional support to ensure a smooth progression for learners. Transitions occur not only when learners enter a new phase of their educational journey but also when they exit one. While traditional transitional support focuses on the move from one level of education to the next, transitions can also involve more subtle changes, such as learners taking ownership of their educational path and navigating new roles and responsibilities. One of the most studied transitions is the shift from second-level to third-level education, which has been …
Uem Guiding Principle 1 (Student Centred & Student Engaged),
2022
Technological University Dublin
Uem Guiding Principle 1 (Student Centred & Student Engaged), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 1: "Student-Centred and Student-Engaged for Student Success." The principle highlights the importance of student agency, placing the dynamism and diversity of learners at the core of the university’s educational experience. TU Dublin aims to attract a diverse learner demographic that reflects broader societal diversity. As the learner population evolves, so too does the concept of "student success," which varies according to individual student experiences. By actively engaging and empowering students throughout their educational journey, and supporting their personalised learning choices, TU Dublin cultivates an inclusive environment that allows each student to achieve their full …
Uem Guiding Principle 10 (Access And Equal Opportunity),
2022
Technological University Dublin
Uem Guiding Principle 10 (Access And Equal Opportunity), Shaun Ferns, Barry J. Ryan, Fionnuala Darby
Group Reports
This UEM Essential introduces Guiding Principle 10 "Access and Equal Opportunity." It emphasises the need to proactively facilitate equitable access to education for all learners, particularly those from underrepresented backgrounds. By fostering a culture of equality, inclusion, and respect, TU Dublin seeks to create an educational environment that mirrors the diversity of the wider community. This guiding principle aligns with national and international educational policies, such as the UN Sustainable Development Goals, and promotes initiatives like Universal Design for Learning to ensure all students are empowered to succeed. Through strategic support and inclusive practices, TU Dublin aims to enhance learner …
Uem Guiding Principle 2 (Connected, Engaged & Internationalised Curriculum),
2022
Technological University Dublin
Uem Guiding Principle 2 (Connected, Engaged & Internationalised Curriculum), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 2: "Connected, Engaged, and Internationalised Curriculum." In today’s highly connected and globalised world, enhanced by technology, the curriculum must be purposefully designed to reflect the environment in which we live, teach, and learn. The curriculum is a cornerstone of higher education, yet its role and implementation have evolved to meet the changing needs of society, learners, and partners. By carefully aligning TU Dublin’s values throughout the curriculum and fostering impactful, co-created learning experiences, the university ensures that its educational offerings are relevant, dynamic, and globally engaged. This approach defines the learning experience at TU …
Uem Guiding Principle 5 (Knowledge Creation To Application),
2022
Technological University Dublin
Uem Guiding Principle 5 (Knowledge Creation To Application), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 5: "Knowledge – Creation to Application." The establishment of Technological Universities, as outlined in the National Strategy for Higher Education 2030 (2011) and the Towards a Future Higher Education Landscape document (2012), was envisioned as critical to meeting the needs of a knowledge-based economy. A core mission of these universities is to enhance excellence in teaching, learning, and assessment, with a strong emphasis on preparing graduates for the world of work. The Department of Further and Higher Education, Research, Innovation and Science's Statement of Strategy 2021-2023 reaffirmed this goal, emphasising the role of higher …
Transforming Afterschool Programs Into "Engines Of Development": A Policy Analysis Of The Federal 21st Century Community Learning Centers,
2022
CUNY Graduate Center
Transforming Afterschool Programs Into "Engines Of Development": A Policy Analysis Of The Federal 21st Century Community Learning Centers, Jane Quinn
Dissertations, Theses, and Capstone Projects
Although schools receive most of the attention in discussions of and research about educational policy, an equally important—and under-investigated—arena is the non-school hours. American students spend more time outside of school than in school, and a host of studies have shown that the ways young people spend their discretionary time can greatly influence their short-term and long-term outcomes. Issues of educational equity are deeply embedded in the topic because opportunities to participate in high quality out-of-school learning experiences are not evenly distributed in American society. The single most important policy target in this aspect of student life is the federal …
Let ‘Em Talk: An Exploration Of And Challenge To The White Supremacy And Colonization Of Black And Brown Girls In United States Public Schools,
2022
CUNY Graduate Center
Let ‘Em Talk: An Exploration Of And Challenge To The White Supremacy And Colonization Of Black And Brown Girls In United States Public Schools, Keara Small
Dissertations, Theses, and Capstone Projects
The United States Department of Education’s mission statement is described as evolving to “Promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.” A key piece of this statement is educational excellence and equality. The pathway to educational excellence and preparation is founded on public school students growing aware of their culture, identity, and history. My objective in this research is to discuss educators’ perceptions and misconceptions about Black and Brown children — especially Brown and Black girls—who attend public schools across the United States. Present-day research regarding school discipline policies and the “policing” …
Comments From The Editor,
2022
Stony Brook University
Comments From The Editor, Robert M. Mangione, Susan V. Iverson
New York Journal of Student Affairs
Editor comments for Volume 22.
How Principal Characteristics Including Experience, Leadership Style, Philosophy, And Education Influence Science Achievement,
2022
National Louis University
How Principal Characteristics Including Experience, Leadership Style, Philosophy, And Education Influence Science Achievement, Patricia Lirio
Dissertations
The purpose of this evaluation was to analyze the leadership characteristics of principals and determine how the characteristics influenced science achievement. The context of this inquiry was a school system in the southern United States where 55% of elementary students scored below grade level on the end-of-grade science assessment compared to the state average of 36%. I conducted a mixed-method study using extant science achievement data, science teacher survey data, principal survey data, and principal interview data. The survey and interview data demonstrated a disconnect between teachers’ perceptions and principals’ perceptions of science leadership provided by principals. I recommended a …
