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Articles 31 - 43 of 43
Full-Text Articles in Education
Theories And Models Of Student Development, Dallas Long
Theories And Models Of Student Development, Dallas Long
Dallas Long
Long’s chapter provides an overview of the theoretical models of student development that are most often used by student affairs professionals in their work. These theories guide student affairs professionals in developing programs and services, setting strategic goals, and interacting with students. Understanding these theories provides librarians with insight into the aims and values of the student affairs profession, a shared vocabulary for discussing student support efforts with colleagues, and frameworks for creating programs that encourage holistic student development.
Adverse Selection And Incentives In An Early Retirement Program, Kenneth T. Whelan, Ronald G. Ehrenberg, Kevin F. Hallock, Ronald L. Seeber
Adverse Selection And Incentives In An Early Retirement Program, Kenneth T. Whelan, Ronald G. Ehrenberg, Kevin F. Hallock, Ronald L. Seeber
Ronald G. Ehrenberg
We evaluate potential determinants of enrollment in an early retirement incentive program for non-tenure-track employees of a large university. Using administrative record on the eligible population of employees not covered by collective bargaining agreements, historical employee count and layoff data by budget units, and public information on unit budgets, we find dips in per-employee finance in a budget unit during the application year and higher recent per employee layoffs were associated with increased probabilities of eligible employee program enrollment. Our results also suggest, on average, that employees whose salaries are lower than we would predict given their personal characteristics and …
Five Things Student Affairs Administrators Can Do To Improve Success Among College Men Of Color, Shaun R. Harper, Ph.D.
Five Things Student Affairs Administrators Can Do To Improve Success Among College Men Of Color, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
They are outnumbered at most colleges and universities, their grade point averages are among the lowest of all undergraduate students, their engagement in classrooms and enriching out-of-class experiences is alarmingly low, and their attrition rates are comparatively higher than those of White students in U.S. higher education. Their same-race female peers earn larger shares of degrees at all levels, from associate's through doctoral. Encounters with racism, racial stereotypes, microaggressions, and low expectations from professors and others undermine their academic outcomes, sense of belonging, and willingness to seek help and utilize campus resources. At predominantly White institutions, they are often in …
Assessing For The Future, Gordon R. Russell, Joshua J. Pluta
Assessing For The Future, Gordon R. Russell, Joshua J. Pluta
Joshua J Pluta
No abstract provided.
Policies That Enhance Learning And Teaching, Shannon M. Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey
Policies That Enhance Learning And Teaching, Shannon M. Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey
Shannon M. Chance
Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated …
“Pleasantly Unexpected”: The Nature And Impact Of Resident Advisors’ Functional Relationships With Faculty, Mimi Benjamin, Kimberly A. Griffin
“Pleasantly Unexpected”: The Nature And Impact Of Resident Advisors’ Functional Relationships With Faculty, Mimi Benjamin, Kimberly A. Griffin
Kimberly A. Griffin
No abstract provided.
Risk Analysis & Management In Student-Centered Spacecraft Development Projects, Jeremy Straub, Ronald Fevig, James Casler, Om Yadav
Risk Analysis & Management In Student-Centered Spacecraft Development Projects, Jeremy Straub, Ronald Fevig, James Casler, Om Yadav
Jeremy Straub
Student involvement in any engineering project introduces an element of risk. This risk is particularly pronounced with small spacecraft projects, as a failure of the spacecraft on-orbit can result in a complete failure of the mission. However, student involvement in these projects is critical to allow research aims to be accomplished, in a university setting, and to train the next generation of spacecraft engineering professionals. The nature of risks posed by student involvement is discussed and a framework for assessing and mitigating these risks presented.
Frantz Fanon Ambivalence Revisited In America’S Faculty: Narratives Of Black And White Faculty Struggles With Cross Cultural Mentoring, Dave A. Louis, Scott D. Michel
Frantz Fanon Ambivalence Revisited In America’S Faculty: Narratives Of Black And White Faculty Struggles With Cross Cultural Mentoring, Dave A. Louis, Scott D. Michel
Dave A Louis
No abstract provided.
Community Engagement, Organization, And Development For Public Health Practice-Instructor’S Manual, Frederick Murphy, Sydney Freeman Jr.
Community Engagement, Organization, And Development For Public Health Practice-Instructor’S Manual, Frederick Murphy, Sydney Freeman Jr.
Sydney Freeman Jr., PhD, CFD, COI
It is the intent of the CEOD for Public Health Practice textbook and Instructors manuel to spin off its instructional approach from that of the 5-E Learning Cycle model, which promotes student/learner inquiry and exploration as a process for learning science. The Learning Cycle, originally credited to Karplus and Thier and later modified by Roger Bybee for the Biological Science Curriculum Study (BSCS) project, proposes that learning something new, or understanding something familiar in greater depth, involves making sense of both our prior experience and our first-hand knowledge gained from new explorations. As mentioned, the traditional 5-E model divides learning …
University Presidents’ Perspectives Of The Knowledge And Competencies Needed In 21st Century Higher Education Leadership, Sydney Freeman Jr., Frances K. Kochan
University Presidents’ Perspectives Of The Knowledge And Competencies Needed In 21st Century Higher Education Leadership, Sydney Freeman Jr., Frances K. Kochan
Sydney Freeman Jr., PhD, CFD, COI
The purpose of this study was to identify the core knowledge and competencies needed for executive leadership in higher education administration as perceived by university presidents. Thirteen presidents shared the knowledge and competencies they perceived as being essential for an effective presidency. The respondents identified the important knowledge areas as: foundational; acquisition of cultural knowledge; and complex cognitive. They viewed personal attributes, management, and communications as the essential competency areas. The study found that presidents viewed themselves both as leaders and as managers. Results of this study should be helpful to organizations seeking to develop and/or implement degree programs to …
Sorority Women’S And Fraternity Men’S Rape Myth Acceptance And Bystander Intervention Attitudes, R Sean Bannon, Matt W. Brosi, John D. Foubert
Sorority Women’S And Fraternity Men’S Rape Myth Acceptance And Bystander Intervention Attitudes, R Sean Bannon, Matt W. Brosi, John D. Foubert
John D. Foubert
Sorority women and fraternity men are more likely than other students to be survivors and perpetrators of sexual assault, respectively. The present study examined sorority and fraternity members’ rape myth acceptance, bystander efficacy, and bystander willingness to help in potential sexual assault situations. Sorority women were more rejecting of rape myths and were more willing to intervene than fraternity men. However, no difference in bystander efficacy was found. Implications of this contrast are discussed.
Policies That Enhance Learning And Teaching, Shannon M. Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey
Policies That Enhance Learning And Teaching, Shannon M. Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, Jen Harvey
Pamela L. Eddy
Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated …
Influences Of Theory And Practice In The Development Of Servant Leadership In Students, Jennifer Massey, Tracey Sulak, Rishi Sriram
Influences Of Theory And Practice In The Development Of Servant Leadership In Students, Jennifer Massey, Tracey Sulak, Rishi Sriram
Rishi Sriram, Ph.D.
This paper explores the extent to which the leadership knowledge, skills, and abilities of upper-year student leaders on one private, United States college campus developed as a consequence of their education and experience as an extended orientation leader. Findings reveal that compared to leadership education in the classroom, leadership development is limited by experiences that do not include intentional reflection. We identify key elements in pedagogical frameworks that support and impede the leadership development of students and propose strategies to enhance the learning outcomes established for leadership development.