Education Commons^™

Unlv Financial Aid Forecasting, Austin-Ryan Abendanio, Cheyenne D'Cruz, Julie Jeon, Michelle Trinchera

Math 365 Class Projects

With an increasing population of students enrolling into UNLV each year, it is important to be able to predict the financial aid funding for future years. We were able to predict how many students would apply for aid and whether or not they would receive any, or enough need-based financial aid, from the years 2019-2023.

Ua37/42 Faculty Personal Papers Nina Hammer, Wku Archives

WKU Archives Collection Inventories

Personal papers of Nina Hammer, Bowling Green Business University Registrar 1938-1963; WKU Registrar 1963-1969.

Annual Report Of The Registrar 2017/2018, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

Contents:
--Definitions
--Some Comparisons
--Annual Report Data
--Summary of Attendance
--Attendance by Session
--Degrees Granted 2017/18
--Degree Summary 2017/18
--Program Certificates 2017/18
--Miscellaneous Enrollment Information
--Degrees Granted by College, Degree and Racial/Ethnic Classification

2017-18 Strategic Plan Progress Report, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

A report detailing the progress on the strategic goals within the University of Northern Iowa's strategic plan.

Organizational Learning For Libraries At For-Profit Colleges And Universities: A Manual, Julie Evener

Walden Faculty and Staff Publications

The purpose of this manual is an introduction to the concept of organizational learning for librarians working in for-profit colleges and universities, though the suggestions and ideas herein are applicable to librarians working in a variety of institutions. Information in this manual was collected through a literature review, as well as the author’s original research focusing on organizational learning in libraries of for-profit colleges and universities in the United States. The content of the manual includes why organizational learning is important for libraries, factors that contribute to organizational learning, challenges to organizational learning and strategies to overcome the challenges, and …

Ua1c6/5 Conferences / Workshops Photos, Wku Archives

WKU Archives Collection Inventories

Images of conferences and workshops.

Ua3/10/1 President's Office-Caboni Installation, Wku Archives

WKU Archives Collection Inventories

Records created and received by the President's Office in preparton of Timothy Caboni's installation as president of WKU.

Realizing The Potential Of International Education In Leadership Learning, Elizabeth K. Niehaus

Department of Educational Administration: Faculty Publications

This chapter explores how study abroad and the presence of international students contributes to students’ leadership development, key challenges preventing that potential from being realized, and offers suggestions for improving access to and implementing leadership-focused study abroad and international student programs.

International student mobility offers great potential to provide the cross-cultural engagement opportunities necessary to develop the skills and dispositions to effectively engage in international leadership. However, when it comes to student mobility in and out of the United States (i.e., study abroad and international students), this potential is often unrealized due to issues of access and implementation. This chapter …

Women School Leaders: Entrepreneurs In Low-Fee Private Schools In Three West African Nations, Paula A. Cordeiro, Corinne Brion

Educational Leadership Faculty Publications

This study explores the opportunities and challenges of women who own low-fee private schools in three West African nations. With the implementation of the Millennium Development Goals (MDGs) in 2000 and the Sustainable Development Goals in 2016, it has become obvious to policymakers that school leadership needs to be a policy priority around the world. Increased school autonomy and a greater focus on schooling and school results have made it essential to understand and support the role of school leaders. Few countries however have strong and systematic initiatives to professionalize school leadership and to nurture and support current school leaders. …

Ua19/16/2 Athletic Media Relations Press Releases, Wku Athletic Media Relations

WKU Archives Records

General WKU athletics press releases for 2018.

Breaking Barriers In Teaching And Learning, James Ford, John Zubizarreta

National Collegiate Honors Council Monographs

Foreword — Richard Badenhausen

Introduction

Breaking Barriers with Significant Student Learning

Chapter One: Using Student-Generated Questions to Promote Learning — Barbara J. Millis

Chapter Two: Innovative Discussion-Based Pedagogy — Leslie G. Kaplan

Chapter Three: The Importance of the First-Semester Experience: Learning Communities and Clustered Classes — Susan E. Dinan

Chapter Four: Linking Honors Courses: A New Approach to Defining Honors Pedagogy —Dahliani Reynolds, Meg Case, and Becky L. Spritz

Breaking Barriers with Faculty Development and Teaching Excellence

Chapter Five: Honors Components in Honors Faculty Development — Hanne ten Berge and Rob van der Vaart

Chapter Six: Building and Enhancing …

Honors In Practice, Volume 14 (2018) [Complete], Ada Long , Editor

Honors in Practice Online Archive

In This Issue

Dedication to Katherine E. Bruce

Editor’s Introduction, Ada Long

HIP Now

Including Families in the Honors Experience, Melissa L. Johnson

Hearing the Marginalized Voice in the Great Books Curriculum, Jennie Woodard

Student Preferences for Faculty-Led Honors Study Abroad Experiences, Nicholas R. Arens, Hanna Holmquist, and Rebecca C. Bott-Knutson

A Structured Course for Personal and Professional Development, Deirdre D. Ragan

HIP Then: The First Ten Years

Tenure and Promotion in Honors (Vol. 1, 2005), Rosalie Otero

Honors in Chile: New Engagements in the Higher Education System (Vol. 2, 2006), Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick …

Ua1b Climbing To Greater Heights, The Wku Strategic Plan 2018-2028, Wku Strategic Planning Committee

WKU Archives Records

WKU strategic plan for 2018 through 2028.

Ua25/3 Newsletter: The Fraud Issue, Issue 8, Wku Internal Auditor

WKU Archives Records

Newsletter created by and about the WKU Internal Auditor.

Keeping The Learning Going: Using Mobile Technology To Enhance Learning Transfer, Corinne Brion

Educational Leadership Faculty Publications

Every year billions of dollars are spent on development aid and training around the world. Little attention is paid, however, to the sustainability of the various interventions. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. Currently, there is a limited body of research examining how best to follow up after an educational professional development program in Africa. This qualitative exploratory study sought to address the gap in education development policy by examining three schools in Ghana, West Africa. This study helps increase our understanding of how technology can promote …

To Study Abroad Or Not To Study Abroad: That Is The Stem Question, Matthew A. Witenstein, Janel Henriksen Hastings

Educational Leadership Faculty Publications

As more science, technology, engineering and math (STEM) students consider studying abroad, it is critical for researchers and student affairs educators to know more about how students engage with the study abroad process and make decisions about whether to participate or not. This qualitative study examined the decision-making process in which STEM students engaged regarding study abroad at a STEM liberal arts college. An organizational culture lens was utilized to make meaning of the formal study abroad decision-making process within a deeply entrenched institutional bubble that permeates all college facets and stakeholders. Focus groups engaged both participants who studied abroad …

"Breaking Barriers In Teaching And Learning" - Linking Honors Courses: A New Approach To Defining Honors Pedagogy

National Collegiate Honors Council Monographs: Chapters

The shift in higher education toward outcome-based learning represents a significant opportunity for honors. By removing disciplinary boundaries related to teaching content knowledge, outcome-based learning increases opportunities for connecting student learning across courses within well-defined honors curricula. It also empowers honors students, many of whom are eager to take leadership of their educational experiences, to extend their learning in new ways. This essay presents an example of how drawing connections across honors courses within a curriculum creates unique opportunities for engaged, transformative learning and, unexpectedly, for the development of an honors program identity.

"Breaking Barriers In Teaching And Learning"- About The Authors, Richard Badenhausen, Hanne Ten Berge, Meg Case, Milton D. Cox, Susan E. Dinan, James Ford, Annmarie Guzy, Matthew Carey Jordan, Leslie G. Kaplan, Barbara J. Millis, Ken R. Mulliken, Dahliani Reynold, Becky L. Spritz, Janina Tosic, Rob Van Der Vaart, Todd Zakrajsek, John Zubizarreta, Jeffrey A. Portnoy

National Collegiate Honors Council Monographs: Chapters

No abstract provided.

Seven Voices, Seven Developers, Seven One Things That Guide Our Practice, Frances Kalu, Patti Dyjur, Carol Berenson, Kimberley A. Grant, Cheryl Jeffs, Natasha Kenny, Robin Mueller

To Improve the Academy: A Journal of Educational Development

Educational development philosophy statements provide a framework to communicate the values and beliefs that guide the practices and approaches of individual educational developers across various career stages. This paper presents narratives to illustrate how seven educational developers conceptualize the one thing that guides our work through the process of reflecting on the beliefs that we articulate through our educational development philosophy statements. Although each narrative illustrates our diverse backgrounds and philosophies, common themes are revealed relating to reflective practice, scholarly approaches, and facilitating change, which lead to improvements in student learning. This exploration suggests further opportunity to conduct research on …

The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

As my interests and job duties have shifted toward holistic educational development beyond teaching support, I have sought a conceptual framework to organize my efforts. Joining my identities of educational developer and yogi, I have adapted the chakra system from yoga philosophy. The One Thing in my personal life has become The One Thing in my professional life too, informing programming and pointing out voids to fill. This essay reviews the classic articulation of the chakra system in the seven major chakras and offers examples of how the chakras can illuminate our institutional work, both individually and as an integrated …

Seeking And Doing Justice Through Educational Development, Wayne Jacobson

To Improve the Academy: A Journal of Educational Development

One thing that has shaped my understanding of educational development more than anything else is a commitment to seeking and doing justice. I see this commitment as the animating force that breathes life into the best of what educational developers do and the core value that continually challenges us to do better. In the many contexts in which we work, the one thing that defines the role of educational development is the recognition that we need to continually examine and improve how well our institutional systems are doing justice to the communities that we are trusting them to serve.

From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski

To Improve the Academy: A Journal of Educational Development

From the editors of volume 37, issue 1 of To Improve the Academy: A Journal of Educational Development (2018), Gary Hawkins of Hampshire College and Brian Smentkowski of the University of Idaho.

“Once A Scientist…”: Disciplinary Approaches And Intellectual Dexterity In Educational Development, Katherine Kearns, Molly Hatcher, Mara Bollard, Michele Dipietro, Devon Donohue-Bergeler, Leslie E. Drane, Elizabeth Luoma, Andrew E. Phuong, Laura Thain, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part- or full-time work in a teaching center. The authors hope that this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational …

One Thing For All Learners, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

This essay showcases cognitive psychology and neuroscience research as the “one thing” that guides my work. This research shows how to learn on one’s own, paves the way for student success, and fosters inclusive teaching. These principles have implications for concrete classroom and online instructional practices that are easy for both faculty and students to implement. Because students have to attend to and process their learning experiences, faculty must motivate them to do so. Psychology offers us some useful, albeit limited, tools, and more research on ways we can help students set goals can reduce the limits.

Invitations And Expeditions, But Hardly Ever Destinations, Tracy W. Smith

To Improve the Academy: A Journal of Educational Development

This essay characterizes educational development as an invitation. The author provides a rationale for using Invitational Theory (IT) to guide educational development programming and practice. The five assumptions of IT are included and linked to scholarly literature that grounds educational development. Examples of invitational educational development initiatives or programs are provided for each assumption.

Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart

To Improve the Academy: A Journal of Educational Development

In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications …

Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury

To Improve the Academy: A Journal of Educational Development

Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …

Publish & Flourish: Helping Scholars Become Better, More Prolific Writers, Tara Gray, Laura Madson, Michelle Jackson

To Improve the Academy: A Journal of Educational Development

Some scholars want help from educational developers to become better, more prolific writers. This study examines one such program, Publish & Flourish, that holds participants accountable for writing daily and for receiving weekly feedback from peers on drafts of writing. In this mixed methods study, 95% of participants (N = 93) reported that they improved their writing by making it more organized and reader centered. Participants also reported that they increased their extrapolated average of submissions of scholarly manuscripts per year from about two to almost six. We then compared Publish & Flourish to several other studies of scholarly writing …

Toward Learning And Justice, Through Love, Isis Artze-Vega

To Improve the Academy: A Journal of Educational Development

This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.

Equity-Minded Faculty Development, Aeron Haynie

To Improve the Academy: A Journal of Educational Development

A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.