Education Commons^™

20261019: Adult And Technical Education Program Student Papers, 1997-2012, College Of Education

Guides to University Archives

These items include materials from the Adult and Technical Education Program at Marshall University in the COEPD. Items were received in 2026 and include a sampling of student works whose names were redacted from the inventories and JMELI (John Marshall Emerging Leadership Institute) materials.

Sjsu Erfa Annual Meeting Minutes, May 8, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Annual Meeting Minutes

May 8, 2026

Sjsu Erfa Board Minutes, September 14, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

September 14, 2026

Sjsu Erfa Board Minutes, May 4, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

May 4, 2026

Correspondence On '''Daddies At Graduation'' And "A Nurse In Uniform" To Dean Of Nursing Frenesi Wilson, 4.25.1979, William Lindsey Mcdonald

Correspondence

Correspondence from William Lindsey McDonald to Dr. Frenesi Wilson, Dean of the School of Nursing at the University of North Alabama. Within the correspondence, McDonald addresses two compositions, "Daddies at Graduation" and "A Nurse in Uniform," that he wrote regarding his daughter, Nancy Buttram's graduation from UNA's nursing program. The articles can be accessed in the digital collection of the Anderson College of Nursing and Health Professions here.

Harassment Risks, Reporting Decisions And Institutional Responses During Hospitality Internships In Ghana, Ebenezer Junior Afful, Yaa Akubia

ICHRIE Research Reports

Hospitality internships can expose students to sexual harassment while leaving them uncertain whether reporting will bring protection or further risk. This study examined exposure, reporting decisions and perceived institutional response among hospitality students in Ghana. It combined a survey of 277 students from three technical universities with follow-up interviews involving 13 participants. Among valid responses, 27.0% reported personally experiencing harassment, while 30.4% reported witnessing it during placement. Only 43.2% of personal incidents and 38.3% of witnessed incidents were reported. Interviews showed that silence was shaped by normalised conduct, customer-service expectations, supervisory power, fear of consequences, unclear reporting routes, and distrust …

Occupational Therapy Student Perceptions Of Sexuality And Intimacy Education: A Cross-Sectional Study, Jennifer H. Barnett, Amanda K. Giles

The Open Journal of Occupational Therapy

Sexuality and intimacy are meaningful activities within the scope of occupational therapy (OT), encompassing valued roles and occupations that contribute significantly to a person’s health, well-being, and identity. Despite acknowledgement of their importance, many occupational therapists overlook these areas during routine assessment and intervention because of feelings of insufficient knowledge, comfort, and confidence. This study used a cross-sectional design to electronically survey 149 occupational therapy doctoral (OTD) students across their first, second, or third year of education to determine their perceptions of sexuality and intimacy education. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed via codebook …

2026 October 15 - From My Notepads Newsletter, Office Of The President, East Tennessee State University, Brian Noland

From My Notepads: A Newsletter from President Brian Noland

No abstract provided.

Community Engagement And A Preservice Teachers Mathematics Course, Jean M. Mistele

eJournal of Public Affairs

This article focuses on a civic engagement experience, as defined by Ehrlich (2000), between preservice teachers enrolled in a math class and a local community-based partner located in a mid-Atlantic state in rural Appalachia. The mathematics course is one of three required for graduation and it is taught in the Mathematics and Statistics department. The content includes algebra, probability, and statistics for grades K-8. Some of the mathematics lessons include social issues such as water quality and endangered species using real world data, which is the foundation for the two semester project options: 1) research or 2) community engagement. The …

Civic Engagement And Community-Based Learning: Testing A Pedagogical Pathway To Transformative Learning, Joellen Pederson, Phillip Poplin, Alix Dowling Fink

eJournal of Public Affairs

Harry Boyte (2008) contends that civic agency requires an “enabling environment” and a “broader set of capacities and skills required to take confident, skillful, imaginative, collective action in fluid and open environments where there is no script” (p. 10, 11). The Field Immersion Framework (FIF), an adaptable four-stage pedagogical scaffold, engages students in place-based learning and civic engagement by immersing them in contentious civic issues in the communities in which the issues are contested. In several iterations of an FIF-structured course focused on the stewardship of public lands, we implemented a reflection activity that drew on elements of Hoggan’s (2016) …

The Use Of Case-Based Experiential Learning With First-Year Occupational Therapy Students: A Two-Year Pilot Study, Michelle Jackson

Journal of Applied Disciplines

Background: Understanding and applying biomechanical principles to participation in functional activities is vital to occupational therapy (OT) education. Exposure to such principles underlying prosthetic use and occupational engagement related to lower extremity (LE) limb loss provides opportunities to better understand these concepts as well as the role of OT with this population.

Method: An experiential learning framework was used to develop a three-phase, case-study-based pilot project, completed with first-year graduate-level OT students from two cohorts (n = 26, n = 31).  At the conclusion of the project, an anonymous Likert-style survey and a reflection assignment were completed by all students. …

19830803: Academic Affairs, 1971-1985, Academic Affairs

Guides to University Archives

These items include materials from the office of Academic Affairs at Marshall University from 1971-1985. Items were received in 1983 and was added to through 1985. Materials include content from the WV BOR and the State Dept of Education. This is not an exhaustive list. Please download the finding aid for a full list of contents.

Permission Granted? Navigating Ai Use In Graduate Speech-Language Pathology Education, Megann Mcgill, Ana Rivera Rodriguez, Alayna Townsend, Kelly Roy, Christine Fiestas

Teaching and Learning in Communication Sciences & Disorders

The rapid expansion of artificial intelligence (AI), particularly generative AI (GenAI), is transforming higher education and raising important questions about its role in graduate professional training. Speech-language pathology (SLP) programs face the dual challenge of preparing students to engage with AI technologies that are increasingly present in clinical and academic environments while also safeguarding academic integrity, ethical practice, and skill development. This tutorial paper describes the development and delivery of a one-hour, synchronous virtual AI training created for graduate students in a hybrid online Master of Science in SLP program at the University of St. Augustine for Health Sciences. The …

Outcomes Of An Interprofessional Education Event On Aac And Co-Teaching, Annelise Yost, John W. Mccarthy

Teaching and Learning in Communication Sciences & Disorders

This study explored the outcomes of an Interprofessional Education (IPE) event between preprofessional speech-language pathologists (SLPs) and special educators aimed at identifying the outcomes of IPE on preprofessional teachers’ and SLPs’ knowledge of co-teaching and classroom-based models to support students who use AAC. Students at a midwestern university completed an IPE session as part of their coursework. A pre-post assessment exploring knowledge of co-teaching and classroom-based services was utilized. A focus group with preprofessional SLPs and special educators was run to identify perceptions and practicality of classroom-based models to support AAC users. Results demonstrated the ability for a short, focused …

Examining The Predictive Relationship Between Overparenting And Student Basic Psychological Need Satisfaction, Benjamin C. Carlisle

Doctoral Dissertations and Projects

The purpose of this quantitative, correlational study is to determine the relationship between overparenting (helicopter parenting) and basic psychological need satisfaction informed by self-determination theory among emerging adult college students. This study fills a gap in the literature and expands upon existing research by examining this relationship. The target population was residential emerging adult students ages 18–25 at a southern, private university. Using convenience sampling, the researcher distributed surveys within courses and through flyers, resulting in 176 responses. Out of the 176 respondents who began the survey, there was a completion rate of 84.7% giving the sample size of N …

Called Beyond Aspirations: Undergraduate Vocation In Teacher Education, Rebecca Pruitt

Education Department Faculty Articles

Sharing the results of a multi-year journey of embedding vocational exploration into a major course in education, this article presents the progression of students’ thinking in relation to their calling. Student responses from the beginning to the end of the semester reveal expanding views of calling related to their chosen profession. Arriving at the middle of junior year with budding confidence regarding career goals, students are presented with vocation literature that provides language to describe these aspirations. Utilizing reflection prompts to process course assignments leads to further engagement with vocation concepts, extending student views to include progressively outwardly oriented ambitions. …

A Causal-Comparative Study Of Career Maturity In Young Adults And Early College Students In Career And Technical Education Programs, Meghan P. Paquette

Doctoral Dissertations and Projects

The purpose of this quantitative, causal-comparative study was to examine differences in career maturity between young adult and high school students enrolled in Career and Technical Education District programs at a rural community college in Arizona. Grounded in Social Learning Theory and Career Construction Theory, the study explored how early exposure to Career and Technical Education influences career maturity. The sample included 196 students, half high school Career and Technical Education District students and half young adults aged 18 to 24 participating in Career and Technical Education. Career maturity was measured using the Career Maturity Inventory Form C, which assessed …

A Causal-Comparative Study Of Self-Efficacy In Certificate And Degree Programs At The Community College Level Upon Graduation, Stephen Wakefield Phelps

Doctoral Dissertations and Projects

This quantitative causal-comparative study investigated whether student-perceived occupational self-efficacy differs between graduates of community college certificate programs and those completing Associate of Applied Science (AAS) degrees. The research also addresses a gap in the literature regarding how award type influences occupational self-efficacy among students in automotive, diesel, manufacturing, and welding programs. The study employed a causal-comparative research design, examining the relationship between the categorical independent variable of award type (certificate or AAS degree) and the quantitative dependent variable of occupational self-efficacy. Participants (N=209) were students in their graduating term from community colleges in a Northwestern state who were completing one …

Strengthening Communities With Extension's People Empowering People Program, Stacey F. Stearns, Faye Griffiths-Smith

Journal of Extension

Programs that encourage personal growth, community connections, and civic engagement are even more essential as digital technology and virtual platforms disconnect residents from communities. The University of Connecticut People Empowering People (UConn PEP) program is one option. It strengthens individuals and communities through a 10-week facilitated program, hosted by the community, and taught by UConn-trained facilitators. UConn PEP has expanded to other states, was translated to Spanish, Arabic, and Portuguese, and three other countries expressed interest in offering the PEP curriculum. Programs such as this are an area for continuous expansion as Extension adapts to the changing needs of audiences.

Higher Education Pathways For Native American Students In Nevada, David Damore, Caitlin J. Saladino, William E. Brown Jr.

Policy Briefs and Reports

This policy brief examines educational performance and outcomes for Native American learners in Nevada using data from the Nevada P-20 to Workforce Research Data System provided by the Nevada Department of Education and the Nevada System of Higher Education. Based upon analysis of these data and information collected from state and national sources, we propose public policy interventions to support Native American students in Nevada. The brief also evaluates the significant measurement and data challenges that limit researchers’ ability to evaluate Native American educational pathways and the implications this has for policy decisions.

Afterword: Reimagining Higher Education Internationalization As A Practice Of Racial Justice, Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This afterword reflects on the two-part special issue, “Examining Race, Racism, and Racialization in the Internationalization of Higher Education from Global Perspectives,” published in the Summer 2026 edition of the Journal of Comparative and International Higher Education. Bringing together twenty-nine contributions, the issue centers race as foundational to how higher education internationalization is imagined, organized, practiced, and contested across global contexts. The afterword synthesizes key insights across both volumes, showing how internationalization is shaped by colonial histories, geopolitical inequalities, market logics, legal regimes, linguistic hierarchies, and racialized structures of belonging. Contributors challenge celebratory and neutral accounts of global engagement …

Selected Others In A Non-Western Host: Racialized Governance Of Southeast Asian Students In Taiwan’S Technical And Vocational Higher Education Under The New Southbound Policy, Chia-Ming Hsueh

Journal of Comparative & International Higher Education

This article examines how Taiwan’s New Southbound Policy constructs and governs Southeast Asian students within higher education internationalization. Drawing on critical discourse and policy analysis of public policy documents, institutional materials, recruitment discourse, and related media sources from 2016 to 2024, the study argues that Southeast Asian students are positioned as “selected others”: welcomed as regional partners and future talent while also subject to differentiated forms of linguistic, administrative, and labor-oriented governance. Focusing particularly on Taiwan’s technical and vocational higher education sector, the analysis identifies three interrelated dynamics: selective inclusion by nationality and educational track, Mandarin as a technology of …

Advancing Equity Through Mentorship: Supporting Racialized Immigrant And International Students In Canadian Higher Education, Cecilia Bukutu Phd, Viola Manokore Dr, Michael Safo Ofori

Journal of Comparative & International Higher Education

Mentorship initiatives have increasingly supported racialized students in Canada, yet gaps remain in addressing their intersectional needs. This study examines the experiences of Black postsecondary immigrant, refugee, and international students in the Mentorship and Resilience Project (MRP), a racially concordant mentorship initiative. Using a convergent mixed-methods design, data were drawn from interviews, focus groups, and post-workshop surveys. Guided by Anti-Black Racism and Intersectionality frameworks, the study explores how institutional diversity discourses may operate as non-performative practices that obscure structural inequities. Findings show students faced intersecting challenges related to migration status, race, and gender, marked by tensions between invisibility and hypervisibility. …

‘Out Of Sight, Out Of Mind’: Refugee Students And Internationalization Practices In Canadian Higher Education Institutions, Zuhra Abawi, Nidhi Menon

Journal of Comparative & International Higher Education

As of 2024, over 123 million people have been forcibly displaced due to war, persecution, climate catastrophe, and geopolitical instability. Among them, young people constitute a significant portion, many of whom aspire to rebuild their lives through higher education. Canada, a top destination for refugee resettlement, remains deeply inequitable for refugee access to postsecondary education. Although lauded for its commitments to diversity and inclusion, Canadian settler-colonial hierarchies and racialized politics of belonging continue to shape which displaced bodies are seen as deserving of education, opportunity, and protection. These dynamics underscore how forced migration, race, and higher education intersect within the …

Lost In Translation: How Higher Education Studies Conflates Latinx And International Latin American Experiences Through Misplaced Racialization, Eduardo Santander

Journal of Comparative & International Higher Education

This autoethnographic study examines how higher education studies conflates international Latin American and domestic Latinx student experiences through what I term “misplaced racialization”, namely, the imposition of domestic racial categories onto international students that fundamentally misrecognizes their distinct positioning as temporary residents, adult-onset racialization subjects, and transnational knowledge holders. Colonial logics are not merely structural; they breathe through the field’s racial grammars. Drawing on Fricker’s (2007) hermeneutical injustice, I argue that higher education’s epistemological boundedness, its lack of native theory and reliance on borrowed American frameworks, does not merely contain colonial logics but is constituted by them, rendering those logics …

Seeing Through Indigenous Eyes: Language, Humility, And The Possibilities Of International Research, Janine E. Metallic

Journal of Comparative & International Higher Education

This essay critically examines the internationalization of higher education through Indigenous epistemologies, asking: What might international research look like if guided by Indigenous values such as language, humility, and relationality? Drawing on Indigenous research methodologies and autoethnographic reflection, the essay explores how global academic norms, rooted in colonial legacies, often marginalize Indigenous ways of knowing. Theoretical constructs from Wilson (2008), Kovach (2021), and Smith (2021) inform the analysis, emphasizing relational accountability and ethical engagement. The discussion highlights that Indigenous language situates knowledge in place, humility resists prestige-driven scholarship, and relationality redefines research as reciprocal and community-centered. These insights challenge dominant …

Centering Positionality In Pursuit Of Combating Anti-Blackness In Study Abroad Via Intentional Pedagogical Design, Reka C. Barton, Taylor Woodman

Journal of Comparative & International Higher Education

In an attempt to address historical legacies entrenched in global learning, this case study (Yin, 2009) disrupts the white-centered norm of study abroad through intentional design and diversity of student participation. This study explores the question, In what ways did these design elements interrogate and/or disrupt occurrences of anti-Blackness? To answer this question, our case study site utilizes a long-standing graduate student study abroad fieldwork program in Cuba that explicitly discusses elements of race, identity, and nationality, with an emphasis on the unique and complex histories of manifestations of race in Cuba and the United States. This project interrogated how …

Mashin’ Up Stratified Blackness: Unpacking The Communal Responsibility Of Black International/Immigrant Academics To Black American Academics, Candice Peters, Abigail Smith

Journal of Comparative & International Higher Education

Our duoethnographic inquiry, grounded in Intersectionality, addresses the following questions: How do intersectionality and internationalization complicate Black diasporic dynamics within the United States? What communal responsibilities do Black international/immigrant people hold toward Black American people within the U.S. academy? Through critical engagement with three previously published poems, we foreground the communal responsibility that arises at the hands of internationalization and unpack the intertwined realities of anti-Blackness, racialized hierarchies, and diasporic dynamics. Our findings unmask three themes: (1) evolving understandings of race across transnational contexts, (2) Black intraracial stratification, and (3) taking up responsibility. We conclude by urging a (re)commitment to …

The Myth Of Familiarity: Racialization & Intra-Faith Marginalization In Malaysian Islamic Higher Education, Rangga T. Nugraha

Journal of Comparative & International Higher Education

This article examines how intra-faith marginalization operates within South–South international student mobility, challenging the assumption that shared religion and linguistic proximity facilitate belonging. Drawing on an autoethnographic study of an Indonesian Muslim scholarship student in Malaysian Islamic higher education, the analysis introduces the myth of familiarity as a critical conceptual framing, describing how shared religious or cultural identity may produce more granular hierarchies of legitimacy, thereby contradicting the belief that similarity guarantees inclusion. Using neo-racism and symbolic violence, three narrative vignettes illustrate how hierarchies of piety, nationality, and class are enacted and normalized within a shared Islamic context. The findings …

Settler-Colonial Entanglements: Using Par/Des(I) To Understand Black And Racialized International Student Experiences In Canada, Abu Arif

Journal of Comparative & International Higher Education

This scholarly paper discusses the complex positioning of Black and Racialized international students (BRIS) in Canada, both as marginalized bodies and complicit in perpetuating settler colonialism. It delves into the paradoxical role these students play within the framework of Canadian higher education, which is deeply entwined with the country's colonial history and contemporary policy shifts aimed at managing the influx of international students. The Par/Des(i) decolonial research framework offers a pathway for understanding how BRIS are entangled within settler colonial structures, free from the limitations of the western gaze. The framework guides scholars toward recognizing hybridized ways of being and …