Digital Commons Network^™

The Global Geek: Language Training For It Students’ Study Abroad In Austria And Germany, Gwyneth E. Cliver, Deepak Khazanchi

Information Systems and Quantitative Analysis Faculty Publications

The Modern Language Association’s (MLA) urgent appeal for the restructuring of the undergraduate language curriculum, “Foreign Languages and Higher Education: New Structures for a Changed World,” emphasizes a need for language departments to enrich their upper-division course offerings beyond the traditional literary studies model in order to attract and retain broader interest in language learning among students with diverse academic interests and needs. Citing the National Science Foundation’s 2003 Survey of College Graduates, it stresses that only 6.1% of undergraduates whose primary major is a foreign language later achieve doctorate degrees and concludes that departments should provide upper-division language courses …

Creating An International Joint Certificate In It Administration, Peter Wolcott

Information Systems and Quantitative Analysis Faculty Proceedings & Presentations

The University of Nebraska at Omaha (UNO) and the University of Agder (UiA), Norway, are collaborating on the creation of an undergraduate certificate in Information Technology Administration. The certificate is designed for students who are interested in managing the complex technical infrastructure of today's organizations. The certificate will consist of approximately 15 credit hours of hands-on courses, covering such areas as systems administration, network administration, database administration, security administration, and distributed systems. All courses will be offered online, using a variety of collaboration tools and teaching techniques that reflect the best of current practice. Students will take courses taught by …

Deepening The Roots Of Civic Engagement: 2011 Annual Membership Survey - Executive Summary, Campus Compact

Higher Education

Campus Compact has supported the efforts of campuses to develop an engaged academy and promote the public purposes of higher education for more than 25 years. As demonstrated by the annual survey of Campus Compact’s nearly 1,200 member colleges and universities, this effort continues to pay off: Each year more students on more campuses are engaging with their communities in ways that create strong partnerships and encourage growth and development. These experiences reinforce academic learning and encourage lifelong civic habits.

Faculty And Student Expectations And Perceptions Of E-Mail Communication In A Campus And Distance Doctor Of Pharmacy Program, Pamela A. Foral, Paul D. Turner, Michael S. Monaghan, Ryan W. Walters, Jennifer J. Merkel, Jeremy Harris Lipschultz, Thomas J. Lenz

Communication Faculty Publications

Objective. To examine faculty members’ and students’ expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Methods. Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Results. Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. Conclusion. E-mail is an effective means of computer-mediated communication between faculty members and students and can be …

Educationg Citizens, Building Communities: Annual Membership Survey Results - Executive Summary, Campus Compact

Higher Education

Campus Compact’s annual survey of its 1,100+ member colleges and universities gauges a host of measures of campus commitment to and support for service, service-learning, and civic engagement. Results over the past decade reflect a deepening awareness of the importance of such activities in enhancing teaching and learning, building strong community/campus partnerships, and educating the next generation of responsible leaders.

Gen Ed Steering Committee 2009-2010, Uno Office Of Academic And Student Affairs

Student Learning

Welcome to the UNO General Education website. Currently, General Education is one of three UNO AQIP (Academic Quality Improvement Project) Action Projects. UNO follows the AQIP http://www.aqip.org/ process or path for its institutional accreditation from the Higher Learning Commission/North Central Association.

Strategic Planning Event Activity Joint Task Force Interactive Exercise, Uno Office Of Institutional Effectiveness

Strategic Planning Forums

Strategic Planning Event Activity, Joint Task Force Interactive Exercise

20 Exemplary Service-Learning Projects, Chicago Public Schools Service-Learning Initiative

Project Summaries

In 1998, Chicago Public Schools became the largest school district in the country to require that students do service to their community as a graduation requirement. Since that time, hundreds of thousands of students have provided millions of hours of service to Chicago's neighborhoods and communities.

Educating Citizens Building Communities: Annual Membership Survey Results - Executive Summary, Campus Compact

Higher Education

Campus Compact conducts an annual survey of its member colleges and universities to—among other things—gauge student and faculty involvement in service and service-learning, assess institutional support and culture for service and service-learning, identify the types of courses and programs offered as well as the issues being addressed through service, and identify the nature of campus-community partnerships. This publication provides an executive summary of our major findings in 2009.

Community-Engaged Scholarship In Ffigher Education: An Expanding Experience, Judith A. Ramaley

Higher Education

Higher education in this country has always been expected to serve the public good. Sometimes, the emphasis is on preparing educated citizens or practitioners in especially critical fields and how public service can deepen and enrich learning and prepare students to lead purposeful, responsible, and creative lives. Sometimes the focus is upon institutions themselves as major intellectual and cultural resources for a community. In this paper, based on the keynote presentation at the Community Engaged Scholarship for Health Collaborative's invitational symposium, the author explores four levels of engagement: the individual, the academic community and its concepts of scholarship, the institution …

Pushing Past The Walls: Media Literacy, The “Emancipated” Classroom, And A Really Severe Learning Curve, Adam W. Tyma

Communication Faculty Publications

This essay's purpose is primarily to document the creation process of the Bethesda Program After-School Media Literacy program via a curriculum inspired by critical pedagogy (e.g., Freire, Giroux, Warren). Second, it will conduct a theoretical critique of the project, utilizing the experiences of the project advisor (me). Finally, given the first two sections, this essay will offer a discussion of how this project and the pedagogical process could work in the future.

A Tobacco-Free Service-Learning Pilot Project, Sherry Bassi, Janet Cray, Lois Caldrello

Higher Education

This pilot project was a collaboration between a public university school of nursing in New England and an elementary school in southeastern Connecticut, with 450 student participants. The school was selected because of the presence of poverty, health disparities, and single-parent homes in the population. Eighteen nursing students participated as part of a service-learning project. The nursing students provided tobacco-use education. Fourth and fifth grade students were taught components of the pro-health tobacco education program, the Tar Wars curriculum. Other age-appropriate strategies targeted grades pre-kindergarten through 3. One hundred percent of fourth and fifth grade students achieved the learning objectives; …

Connected To The Community, Linda Mannering

Strategic Planning Forums

This presentation discusses community engagement at UNO.

Service Statistics 2008: Highlights And Trends From Campus Compact’S Annual Membership Survey, Campus Compact

Higher Education

The following pages summarize the findings of Campus Compact’s survey of member colleges and universities. This survey is conducted each year to gauge various measures of campus-community engagement and to assess current trends. Of the 1,190 Campus Compact members in 2008, 627 responded to the survey, a response rate of 53%.

Factors Influencing Faculty Members' Motivation In Integrating Service-Learning Into Their Syllabi, Bonnie Finsley Satterfield

Higher Education

The purpose of this presentation is to share the results of a study which was conducted in 2006-2007 for a dissertation titled "Factors Influencing Faculty Members' Motivation in Integrating Service-Learning into Their Syllabi." Four research questions were addressed in this study: 1.) What are the factors which motivate faculty to integrate service-learning into their courses? 2.) Are student learning outcomes a significant motivator to faculty for including service-learning their courses? 3.) Can prior knowledge and research in service-learning be communicated to the studied faculty in such a way to engage their participation? 4.) What characterizes faculty who have incorporated service-learning …

Community Voices: A California Campus Compact Study On Partnerships (Executive Summary), Marie Sandy

Higher Education

This study grew out of a conversation among service-learning practitioners at a retreat hosted by California Campus Compact. “What do our community partners think about service-learning? We think they are benefiting, but how do we know? Why do they choose to partner with us in the first place?” While reciprocity of benefits for the community has long been an intended hallmark of service-learning practice (e.g., Ferrari & Chapman, 1999; Honnet & Poulsen, 1989, Sigmon, 1979, Waterman, 1997), service-learning practitioners often do not know if, when and how this is achieved.

Community Voices: A California Campus Compact Study On Partnerships (Final Report), Marie Sandy

Higher Education

This study grew out of a conversation among service-learning practitioners at a retreat hosted by California Campus Compact. “What do our community partners think about service-learning? We think they are benefiting, but how do we know? Why do they choose to partner with us in the first place?” While reciprocity of benefits for the community has long been an intended hallmark of service-learning practice (Ferrari & Chapman, 1999; Honnet & Poulsen, 1989; Keith, 1998; Sigmon, 1979, Waterman, 1997), service-learning practitioners often do not know if, when and how this is achieved. To help its member campuses begin to answer these …

Linking Community Service, Learning, And Enviromental Analytical Chemistry, Joesph A. Gardella Jr., Tammy M. Milillo, Gaurav Sinha, Gunwah Oh, David C. Manns, Eleanor Coffey

Higher Education

In 1994, during a tour of the then-new natural sciences building- a $43 million teaching and research complex fully equipped with the latest in technology and instrumentation for chemistry and geology courses-a member of the Buffalo Public Schools Board of Education asked, "How can the community [that paid for it] have access to this teaching and research equipment?" That question triggered the effort reported here - a program to better link teaching and research to community service.

2007 Service Statistics: Highlights And Trends Of Campus Compact’S Annual Membership Survey, Campus Compact

Higher Education

Campus Compact’s latest annual member survey reveals strong campus commitment to service and civic engagement. Nearly one-third of students on member campuses participated in campus-organized service and service-learning projects during the 2006–2007 academic year, contributing $7 billion in services to their communities. At an average of 5 hours per week, students are increasingly committed to community work.

Developmental Outcomes Of Service Learning Pedagogics, Josh P. Armstrong

Higher Education

This study explored the psychosocial development outcomes of service learning from three distinct models: ongoing continuous service throughout a semester in co-curricular service learning; one time, intensive week-long spring break service learning trips; and ongoing service through a semester of academically-based service learning. A control group of students who had no involvement in service learning was used for comparative purposes. The Student Developmental Task and Lifestyle Assessment (SDTLA; Winston, Miller, & Cooper, 1999b) was administered to college students involved in each of the three types of service learning and the control group. This instrument was administered as a pre-test at …

The Limits Of Service-Learning In Higher Education, Dan W. Butin

Higher Education

The service-learning movement has become a major presence within higher education. More than 950 colleges and universities are Campus Compact members, committed to the civic purposes of higher education. Tens of thousands of faculty engage millions of college students in some form of service-learning practice each and every year. Major federal and private funding sustains and expands an increasingly diverse K -16 service-learning movement.

Public Scholarship: Making Sense Of An Emerging Synthesis, Judith A. Ramaley

Higher Education

This concluding chapter, written by a national leader in higher education, reflects on public scholarship from a perspective beyond Penn State and argues that public scholarship promises to strengthen “that special form of public decision making that we call democracy.”

Embedding Engagement Into The University: Lessons Learned From A Case Study Of One Public Research University, Jodi Anderson

Higher Education

In recent years, practitioners, faculty, administrators and students have called for institutions of higher education to undergo change in order to more fully embrace their civic roles. However, little research on this topic has examined how universities might undertake institutional change efforts for these purposes. In particular, scant attention has been given to understanding the rationale for developing university centers for community partnerships and how they might begin to stimulate public research universities to embed engagement into the institution. Therefore, the focus of this paper is the presentation of findings from a case study at one public research university. In …

Higher Education: Civic Mission & Civic Effects, Carnegie Foundation

Higher Education

A Report by The Carnegie Foundation for the Advancement of Teaching and CIRCLE (The Center for Information and Research on Civic Learning and Engagement)

2006 Service Statistics: Highlights And Trends Of Campus Compact’S Annual Membership Survey, Campus Compact

Higher Education

Campus Compact’s 2006 member survey once again reveals a strong commitment to service and civic engagement among college and university presidents, faculty, students, and service staff. Results confirm a long-term trend toward increasing support for higher education’s role in educating citizens and building strong communities.

How Service-Learning Can Enhance The Pedagogy And Culture Ofengineering Programs At Institutions Of Higher Education: A Review Of The Literature, Jessica L. Paquin

Thesis, Dissertations, Student Creative Activity, and Scholarship

Many colleges and universities are actively renewing their commitment to service and to the transmission of knowledge for the public good. Students, faculty and administrators alike recognize the need to synthesize academic proficiency with responsible citizenry, in order to effectively participate in a diverse democracy.

As societal needs change, disciplines change as well. The field of engineering is no exception. A competitive, diverse, global market has forced vast changes in accreditation standards, which heavily impact the university and college engineering programs that tailor instruction to meet accreditor's requirements. In response to the evolving demands of industry, the field of engineering …

Learning To Give: Final Evaluation Report Overview & Recommendations (2004-2005), Michigan State University

Higher Education

The Learning to Give project has evolved considerably from its inception nearly a decade ago. From an almost exclusive concern with helping children understand philanthropy and their potential role in it, the project has broadened its focus to include helping children learn how to contribute positively across all aspects of civil society. The earlier years were necessarily focused on creating and testing curricular lessons; more recently the emphasis has fallen on disseminating those tested materials and encouraging their adoption in more schools. In the last two years the project has begun to expand beyond Michigan and currently is establishing itself …

Whose World Is This?, Jayne R. Beilke

Higher Education

As. defined by critical theorists, critical multicultural education requires the development of a critical consciousness (conscientization). The elements of critical consciousness include dialogue, problem-posing, and the exploration of generative themes such as race, class, and gender. The formation of a partnership between university students and a community nonprofit, youth-serving agency, can be a powerful catalyst in the development of critical multicultural consciousness.

This article describes an on-going partnership between university secondary education majors in a multicultural education class and the local Boys and Girls Club. It draws upon student reflective journals to illustrate the process of developing critical multicultural consciousness …

2005 Service Statistics: Highlights And Trends Of Campus Compact’S Annual Membership Survey, Campus Compact

Higher Education

Campus Compact’s 2005 member survey reveals a strong commitment to service and civic engagement among college and university presidents, faculty, students, and service staff. Results confirm a long-term trend toward increasing support for higher education’s role in educating citizens and building strong communities.

Learning To Give: Addendum (2005-2006), Michigan State University

Higher Education

This report is best understood as an addendum to the final report that the Michigan State University evaluation team submitted to the Learning to Give project staff in September 2005. This overview summarizes the three evaluation tasks that were yet to be completed at the end of the 2004-2005 school year and ends with a few reflections on the evaluation process and the overall findings.