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Full-Text Articles in Education
Calling All Students? Enrollment In Community-Engaged Learning Courses At A Marianist University, Molly Malany Sayre, Castel V. Sweet, Kelly Bohrer
Calling All Students? Enrollment In Community-Engaged Learning Courses At A Marianist University, Molly Malany Sayre, Castel V. Sweet, Kelly Bohrer
Research and Reflection on Learning and Teaching in Higher Education
‘Community’ is a pervasive concept at the University of Dayton, a Catholic, Marianist institution in Dayton, Ohio. As such, it was unknown how students who enrolled in community engaged learning (CEL) courses were different from their peers in demographic characteristics, previous experiential learning, and views of community engagement. Findings can inform CEL recruitment as well as evaluation of CEL outcomes, especially at institutions with a similar values orientation. This mixed-methods study indicates that among four semesters of students in three selected CEL courses, few differences were found with students in non-CEL control groups. One significant difference found was in racial …
Trauma-Informed Pedagogy: Promoting Inclusivity In The Basic Course, Tim Mckenna-Buchanan, Kristen L. Farris
Trauma-Informed Pedagogy: Promoting Inclusivity In The Basic Course, Tim Mckenna-Buchanan, Kristen L. Farris
Basic Communication Course Annual
The goal of trauma-informed pedagogy is to understand how trauma impacts how our students learn. As such, basic communication course (BCC) instructors need to better understand trauma-informed pedagogy as a means of promoting diversity, equity, and inclusion. The BCC curriculum often requires a level of vulnerability among our student body, therefore instructors need to become aware of practices to build trust and create community. Three ideas are outlined to showcase trauma-informed pedagogy in the BCC; (1) promoting well-being, (2) developing transparency, (3) fostering growth.
An Analysis Of The Workforce Pipeline In School Psychology, Julie Q. Morrison, Susan C. Davies, Amity Noltemeyer
An Analysis Of The Workforce Pipeline In School Psychology, Julie Q. Morrison, Susan C. Davies, Amity Noltemeyer
Counselor Education and Human Services Faculty Publications
A shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation—to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, …
Kick Back And Relax: Creating A Radical Sense Of Belonging In Our Libraries, Ione T. Damasco
Kick Back And Relax: Creating A Radical Sense Of Belonging In Our Libraries, Ione T. Damasco
Roesch Library Faculty Presentations
Libraries are places that hold the ability to connect people from different backgrounds and life experiences. However, despite that being the goal, sometimes stories are left out, experiences aren’t told, and identities are not represented. In this keynote address, Ione Damasco shares how her library has been able to make connections across campus with partners to develop and implement programming that fosters a more inclusive campus environment and how other libraries might do the same.
The Campus Human Rights Index: Measuring University Commitment To Human Rights, Charles Crabtree, Volha Chykina, Kiyoteru Tsutsui, Michelle Bellino
The Campus Human Rights Index: Measuring University Commitment To Human Rights, Charles Crabtree, Volha Chykina, Kiyoteru Tsutsui, Michelle Bellino
Biennial Conference: The Social Practice of Human Rights
To what extent do universities respect human rights? Despite the prevailing view that universities are bastions of progressive ideas with a bias for rights protection, anecdotal evidence suggests that they diverge significantly in their commitment to promote and protect human rights, even within the U.S. To this point, though, there exists no systematic measure of university human rights commitments. In this manuscript, we introduce the first such indicator - the Campus Human Rights Index (CHRI). We describe the measure and introduce our initial ranking of universities. We then formally assess the construct validity of our measure by comparing it to …