Digital Commons Network^™

Financial Knowledge Or Financial Situations? Toward Understanding Why Some College Students Use Credit Cards To Pay For College Tuition, Benjamin D. Andrews

Journal of Student Financial Aid

While the majority of college students use credit cards for educational expenses like textbooks, recent data reports that college students also use credit cards to directly fund their schooling by charging for at least some part of their tuition (Sallie Mae, 2009). Because credit cards carry a higher interest rate than student loans, and because they do not have a period of deferred payment while a student is enrolled in school, credit cards are a particularly risky method of payment that students resort to in order to attend college. Why do college students participate in such risky spending behavior to …

An Inquiry Into Higher Education’S Controversial ‘Countermovement’: Contemplative Pedagogy, Roberta Mary Pughe

Seton Hall University Dissertations and Theses (ETDs)

Academic interest in “mindfulness” has grown exponentially since the 1980s. Along with the dissemination of mindfulness came an appropriation of contemplative sacred texts and the somatic psychologies along with a misperception of its concepts and practices as inherently religious. Contemplative pedagogy, which addresses the application of contemplative studies to the classroom and its community, is therefore equally likely to be misunderstood. Despite recent studies claiming the benefits of contemplative pedagogy on students’ mental health, test results, and personal and interpersonal relationships, contemplative pedagogy is still widely underutilized; this suggests such a misunderstanding of the field and could explain the lack …

The Role Of Student Debt And Debt Anxiety In College Student Financial Well-Being, Jill M. Norvilitis, Braden K. Linn

Journal of Student Financial Aid

This study examined predictors of three measures of financial well-being in 354 college students. Results suggest that perceptions of debt are important in understanding financial well-being, but these perceptions need to be considered alongside of individual differences in anxiety, optimism, and parental teaching. Further, regression analyses highlighted differences between predictors of perceived financial well-being and more and less frequent money saving behaviors, which may indicate different paths for intervention. Specifically, students reporting engaging in less common financial strain behaviors appear to have more objective financial difficulties, whereas students reporting more common financial strain behaviors report more factors that suggest difficulty …

Hidden Inequality: Financial Aid Information Available To College Students With Disabilities Attending Public Four-Year Institutions, Emily L. Perlow, Ryan S. Wells, Mujtaba Hedayet, Jenny Xia, Heather Maclean, Emily Ding, Angela Mccall

Journal of Student Financial Aid

College students with disabilities often encounter systems and processes that do not serve them well. Financial aid, structured in ways that can be particularly burdensome to students with disabilities, is one such system. This study used web-based content analysis of the largest public four-year institution in each state to explore how institutions explain and provide information and resources related to financial aid and whether they are equitable, consistent, and useful for students with disabilities specifically. The findings suggest that available information most often does not assist students in understanding how their disability-related needs can be supported or hindered by financial …

The North Carolina Teaching Fellows Program: A Case Study Of The Use Of Forgivable Loans In Recruiting Future Stem Teachers, Katie N. Smith

Journal of Student Financial Aid

In 2018-2019, North Carolina implemented a loan forgiveness program to recruit talented postsecondary students into teaching majors in needed subject areas. This qualitative case study analyzes the influence of the North Carolina Teaching Fellows Program (NCTFP) on 10 student participants’ college, major, and career plans in STEM education to understand how loan incentives shaped student interest in teaching careers in STEM subjects. Findings reveal that forgivable loan funding influenced college choice among those choosing institutions at the time of NCTFP acceptance. While the NCTFP was most appealing to participants who already planned to become STEM educators, there is also evidence …

Building An Ecosystem Of Diversity Talent Development Through Experiential Learning, Marianna Savoca, Kimberly Dixon, Urszula Zalewski

Experiential Learning & Teaching in Higher Education

Access to professionals and insider knowledge of industry is often limited to students from privileged families, yet most academic support programs focus solely on persistence to graduation. Career readiness through experiential learning has not yet reached strategic importance for these programs. One public research university in the northeast which enrolls a highly diverse student body has created a portfolio of programs to connect underrepresented students with industry partners for career development, experiential learning, mentoring, and networking.

Applying Derailment Advice: How Educational Leaders Can Use Job Loss Lessons To Navigate The Covid-19 Crisis, Jeff Strietzel, Ryan W. Erck

Journal of Educational Leadership in Action

The COVID-19 pandemic has upended life and work for people around the globe. This upheaval has created new challenges for those serving in or studying at higher education. College administrators have been forced to adapt, and many have used wisdom gained from past crises as proxies for the current crisis. After many months in a pandemic, however, many leaders are still searching for effective frameworks and mental models to guide their efforts. In this article, we offer the concept of derailment as a proxy for leaders in challenging times. We examined interview data from a recent in-depth study of 25 …

Building Bridges Not Walls: An Exploratory Study Of Student Involvement And African American Student Retention At Community Colleges, Brittney Rasjan Hernandez-Stevenson

Dissertations

African American students are attending college and working toward earning credentials, yet this population is persisting at lower rates compared to their White counterparts. The purpose of this study is to explore the impact that student involvement has on African American student persistence and retention at community colleges. A Sequential Explanatory mixed methods design was conducted with quantitative data from 743 African American KCTCS community college students that completed the 2019 Community College Survey of Student Engagement (CCSSE) and qualitative data from 11 focus group interview participants. An ordinal logistic regression was used to analyze the data and the quantitative …

The Need For More Educational Leadership Pedagogical Knowledge In Early Elementary, Megan Hallissey

Journal of Educational Leadership in Action

This exploratory, qualitative multiple-site case study examined how principals’ knowledge of early childhood learning, pedagogy, and practices (or lack of) influences their leadership decisions and assessment of teachers. Data collection included four different elementary school configurations and consisted of multiple data sources including the use of a video simulation. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis. The results of this study show principals have a limited understanding of early childhood pedagogy which influences their hiring decisions when filling teacher vacancies. Additionally, results indicate principals’ assessments …

The Great Resignation In Teaching: Servant Leadership Impact On Teacher Retention, Job Satisfaction, And Principal Efficacy During The Covid-19 Pandemic, Shanna M. Johnston

PhD in Organizational Leadership

Teacher retention is a global crisis in need of attention specifically through a leadership focus. The crisis has been exacerbated by the COVID-19 pandemic encompassing the Great Resignation in the field of teaching and education. The purpose of the study was to explore the relationships between school principals with servant leader behaviors and the impact on teacher retention, teacher job satisfaction, and principal efficacy. The study sought to explicitly identify predictors and patterns between servant leadership dimensions primarily associated with teacher retention, job satisfaction, and principal efficacy. The study also provided insights to the specific dimensions of servant leadership that …

The Rising Tide Of Child Poverty, Jane Beese, Melissa Mlakar

Journal of Educational Leadership in Action

Poverty is not a new struggle for families and students. Urban school districts have been plagued with high poverty rates for years, but now poverty is growing at substantial rates in suburban schools. Chronic absenteeism is one recurring problem that high poverty schools, of every typology, face on a regular basis. The case study presented here highlights the work of one urban principal in combating chronic absenteeism in her school. The purpose of this paper is to explore attendance problems in a high-poverty school. While this case study depicts a principal in a high-poverty school in an urban area, the …

Leadership Performance Of Dale Carnegie, Nelson Mandela And Lee Kwan Yew: Applications For Educators, Jean-Pierre Bongila

Journal of Educational Leadership in Action

A biographical comparison or prosopography of three leaders Dale Carnegie (1888-1955) (Bacila, 2013), Nelson Mandela (1918-2013) (Kendall, 2014), and Lee Kwan Yew (1923-2015) (Kwang et al., 2015) might seem postmodern because of the divergence of times and cultures where they lived and the social statuses from which they performed their leadership. While Dale Carnegie was born to a poor farming family in Maryville, Missouri at the end of the 19th century America, Nelson Mandela’s family had aristocratic origins since his great-grand father was a tribal chief in South Africa (Lodge, 2006), and Lee Kwan Yew was a well to do …

Next-Level Leadership: Preparing Assistant Principals For Campus Leadership, Jerry R. Burkett

Journal of Educational Leadership in Action

The workload of campus leaders continues to increase with new expectations for evaluation and supervision, changing legislative mandates, and mounting pressures for improved school accountability. Educational Leadership preparation programs are built on national and state standards related to principal leadership and competency. However, while principal preparation programs have focused intently on instructional leadership development for future principals, most educational leadership candidates do not immediately enter the principalship but rather start their administrative careers as assistant principals. School districts can implement a comprehensive training protocol for their emerging principals using research-based practices to ensure assistant principals have the training, coaching, and …

Nebraska Transcript (University Of Nebraska College Of Law), Fall 2021

Nebraska Transcript

Dean's Message

Lovell making a difference through civil rights advocacy 12

Russell Lovell, ’69, executive summary of forthcoming article 16

Beard named editor-in-chief of Woomera Manual 4

Tech Refactored Podcast hits milestones 6

Shoemaker earns Carnegie Fellowship to explore rural futures 8

Immigration Clinic students hold second annual naturalization clinic 19

Nebraska Law joins national police practices effort 20

Professor Eric Berger: Examining lethal injection 22

Grant expands access to attorneys in rural areas 24

Clinical Legal Education Association recognizes Dugger, Lengeling, O’Neill and Sonnenfeld 26

Murga Rios awarded Immigrant Justice Corps fellowship 28

Faculty Notes 30

Professor Kyle Langvardt: …

Journal Of The National Collegiate Honors Council, Vol. 22, No. 2. Fall/Winter 2021

Journal of the National Collegiate Honors Council Online Archive

Contents: Call for Papers • Editorial Policy, Deadlines, and Submission Guidelines • Dedication to Andrew J. Cognard-Black • Editor’s Introduction, Ada Long

Forum Essays on “Honors After Covid”

Honors in the Post-Pandemic World: Situation Perilous • Francois G. Amar

Business as Unusual: Honors and Post-Pandemic Gen Z • Kristine A. Miller

Honors the Hard Way • Betsy Greenleaf Yarrison

Honors Alumni Re-Activation through Interpersonal Engagement: Lessons Learned during COVID • Kevin W. Dean and Michael B. Jendzurski

“Building Together”: City as Text™, Intersectionality, and Urban Farming during COVID-19 • Carla Janell Pattin

From “Filled” to “Fulfilled”: Tech-Minimal …

Jnchc 22-2: About The Authors

Journal of the National Collegiate Honors Council Online Archive

François G. Amar • Adam Blincoe • Sarai Blincoe • Tim Christensen • Lauren Collins • Teal Darkenwald • Bhibha M. Das • Wietske De Vries • Kevin W. Dean • W. Wayne Godwin • Nicole Gomez • Amelia Hawes • Jorgia Hawthorne • Elizabeth Hodge • Michael B. Jendzurski • Birte Klusmann • Annegien Langeloo • Kristine A. Miller • Carla Janell Pattin • Erin Saldin • Gerald Weckesser • Marca V. C. Wolfensberger • Betsy Greenleaf Yarrison

Honors In The Post-Pandemic World: Situation Perilous, François G. Amar

Journal of the National Collegiate Honors Council Online Archive

The COVID pandemic has exacerbated structural, demographic, and financial challenges faced by American higher education institutions and their honors programs and colleges. Likewise, the Black Lives Matter movement has made plain the inequities in the higher education sector. The new “normal” post-COVID will challenge honors practitioners to address these inequities in a landscape of even greater competition for even scarcer resources. Doubling down on the core values of honors, such as diversity, community, student agency, and inclusive excellence, will help programs define and articulate their worth in this new environment. This essay presents ways in which the communicative and collaborative …

Human-Centered Design As A Basis For A Transformative Curriculum, Bhibha M. Das, Tim Christensen, Elizabeth Hodge, Teal Darkenwald, W. Wayne Godwin, Gerald Weckesser

Journal of the National Collegiate Honors Council Online Archive

This pilot study describes a nascent first-year honors colloquia series using human-centered design (HCD). An interdisciplinary team of instructors redesigned the course with the intention of engaging the whole student in transformative learning and creating a curriculum that addresses problems and opportunities focused on the needs, contexts, emotions, and behaviors of all students, faculty, administrators, and community involved in the series. Authors describe the HCD process, observing the challenges faced by faculty in realizing its design principles, and student (n = 98) reflections on a two-part prototype involving innovation and entrepreneurship emphasizing “wicked” problems and resolutions. Students were asked to …

Building Community Online In Honors Education During The Covid-19 Pandemic, Annegien Langeloo, Wietske De Vries, Birte Klusmann, Marca Wolfensberger

Journal of the National Collegiate Honors Council Online Archive

Face-to-face contact in higher education was greatly reduced during the global health pandemic. This study examines how honors educators experienced community building with both students and colleagues during the period of emergency remote teaching. A questionnaire was developed to assess both the quality and importance of contact with students and colleagues as experienced by teachers, as well as changes therein due to the pandemic. Thirty-seven honors educators from various disciplines at a single institution participated in the study. Quantitative analysis indicates that teachers found the contact with both their students and colleagues to be of good quality overall and that …

What Really Matters For Instructors Implementing Equitable And Inclusive Teaching Approaches, Tracie Marcella Addy, Philip M. Reeves, Derek Dube, Khadijah A. Mitchell

To Improve the Academy: A Journal of Educational Development

Supporting instructor implementation of equitable and inclusive teaching approaches is a critical area of focus in educational development. However, there is limited empirical evidence on factors that either support or hinder instructors’ implementation of inclusive teaching. The results of this national survey study reveal several predictors of instructors’ utilization of inclusive teaching approaches and reported obstacles faced. For this sample, knowledge of inclusive teaching was a statistically significant predictor of implementation, as was being from a non-STEM discipline. Responses highlighted promising approaches, several of which can inform the efforts of educational developers.

Longitudinal Impact Of Faculty Participation In A Course Design Institute (Cdi): Faculty Motivation And Perception Of Expectancy, Value, And Cost, Cara Meixner, Melissa Altman, Megan Good, Elizabeth Ben Ward

To Improve the Academy: A Journal of Educational Development

Course design institutes (CDIs), which systematically guide faculty through the (re)design of courses, often transpire in an intensive residency or learning community format. Little is known, to date, of the long-term impact of such initiatives, particularly in the context of faculty motivation. This longitudinal study explores changes in faculty attitudes toward teaching, offering insight into the multifaceted gains and limiting factors influencing motivation as conceptualized by the expectancy-value-cost model (Barron and Hulleman, 2015). Findings reveal that CDI engagement bolsters the value placed on teaching, but arrives at a noteworthy cost to faculty. Implications for CTLs and instructional faculty are explored.

Place-Based Educational Development: What Center For Teaching And Learning Spaces Look Like (And Why That Matters), Laura Cruz, Karen Huxtable-Jester, Brian Smentkowski, Martin Springborg

To Improve the Academy: A Journal of Educational Development

This study seeks to explore the physical spaces centers for teaching and learning (CTLs) occupy; with an emphasis on gaining a better picture of what CTL spaces look like; where they are located; how they developed: and what these spaces represent. We gathered visual, empirical, and qualitative data to take the first steps towards developing a shared vision of not only of our physical spaces, but also as a jumping off point for further analysis of the CTL as a meaningful place.

Cultivating An Institutional Culture That Values Teaching: Developing A Repository Of Effective Practices, Lindsay Shaw, Jill Grose, Erika Kustra, Lori Goff, Donna Ellis, Paola Borin

To Improve the Academy: A Journal of Educational Development

Educational researchers developed an online repository of effective practices contributing to or enhancing the teaching culture at multiple higher education institutions as part of a larger project exploring institutional teaching culture. The repository was designed to be a companion document to the Institutional Teaching Culture Perception Surveys (ITCPS), a resource for administrators, educational developers, and Centers for Teaching and Learning (CTL) striving to cultivate institutional cultures that support the development of teaching and learning. This paper outlines the methods for developing this repository, summarizes findings, identifies some of the practices included and highlights areas for future development.

Preparing The Next Generation Of Institutional Leaders: Strategic Supports For Mid-Career Faculty, Vicki Baker, Caroline Manning

To Improve the Academy: A Journal of Educational Development

Calls for leadership development and associated supports for faculty members are growing in prominence in higher education. Yet, traditional leadership development efforts in higher education fail to account for both individual and institutional needs as critical to fostering a leadership pipeline with multiple entry points. This manuscript offers succession management and onboarding as important and necessary steps to facilitating a more deliberate, strategic approach to supporting the next generation of institutional leaders – mid-career faculty members.

Supporting Faculty As Writers And Teachers: An Integrative Approach To Educational Development, Jennifer Ahern-Dodson, Monique Dufour

To Improve the Academy: A Journal of Educational Development

In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate how understanding and improving their own writing experiences can spark insight into their students as writers. Furthermore, we suggest that helping faculty make this “turn to teaching” exemplifies the potential for an integrative model of educational development, one that leverages connections across faculty roles and responsibilities.

#Iteachmsu: Centering An Educator Learning Community (Elc), Erik Skogsberg, Makena Neal, Melissa Mcdaniels, Madeline Shellgren, Patricia Stewart

To Improve the Academy: A Journal of Educational Development

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12’s professional learning networks and “hashtag activism,” the authors’ university launched #iteachmsu. #iteachmsu combines practices of social networking with a digital and in-person teaching “commons.” Through #iteachmsu, the authors hope to further shift campus cultures in the age of COVID-19, centering teaching and learning as a valuable and ongoing focus for an educator learning community (ELC).

Where Are The Students In Efforts For Inclusive Excellence? Two Approaches To Positioning Students As Critical Partners For Inclusive Pedagogical Practices, Alison Cook-Sather, Tracie Marcella Addy, Anna Devault, Nicole Livitskiy

To Improve the Academy: A Journal of Educational Development

Most educational development for inclusive excellence does not draw directly on the experiences and perspectives of students. This article presents two different approaches to positioning undergraduate students as critical partners in developing inclusive pedagogical practices. Co-authored by the directors of and student partners who participated in each approach, the article defines inclusive excellence and inclusive teaching and provides selected examples of partnership work that strives for equity and inclusion. It then describes our different approaches, discusses potential benefits of launching student-faculty partnership work through these approaches, and offers recommendations for developing pedagogical partnership efforts for inclusive excellence at other institutions.

Swosu Fact Book Fall 2021, Joel Harrel Kendall, Diane Fitzsimmons, Kayleigh Brown

Fact Books

The 30th annual Southwestern Oklahoma State University Fact Book provides a ready source of information to answer frequently asked questions about the University and its operations. The Fact Book is compiled annually by the Office of Institutional Research to assist the university with strategic planning, academic program reviews, grant writing, accreditation, and institutional information to help guide decision-making. The report is designed to help faculty, staff, administrators, and external stakeholders better understand the student body and university trends. The data analyzed for this report was collected from 2012 to 2021.

Unless otherwise noted, the information in the Fact Book is …

Understanding First-Generation Hispanic Student Experiences With Community College Campus Resources, Monica Medina

All Theses And Dissertations

Community colleges serve as an essential gateway to higher education for Hispanics. Although first-generation Hispanic (FGHC) students continue to enroll in community colleges, there is limited research to explain their experiences using campus resources. This study’s purpose was to contribute to the existing literature on FGHC students and determine if their use of campus resources helped them succeed. This study used the conceptual framework of academic engagement (Tinto, 1996). Nora’s (2003) and Nora et al’s (2006) student engagement theory as lenses to explain how FGHC students can have pre-college characteristics that can affect their social, academic, and overall goals for …

External Funding Bulletin, July - December 2021, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

No abstract provided.