Education Commons^™

From The Dean, Edmund Beard

New England Journal of Public Policy

The dean's note speaks about the retirement of Padraig O'Malley from the University of Massachusetts. He also talks about the changes occuring at John W. McCormack Graduate School of Policy Studies at UMass Boston.

Hospitality Education: Prevalent Perceptions, Matt A. Casado

Hospitality Review

The composition of hospitality curricula has been debated by educators, alumni, and industry professionals for the last 30 years. Some higher education programs have emphasized the teaching of professional courses, while others have focused primarily on management. This study recalls highlights of curriculum research conducted since the late 1970s and provides current perceptions of alumni, lodging, and restaurant professionals on core, support, and advisor-approved electives.

Dismantling The Velvet-Lined Closet: The Generational Schism Within Lgbtqa Campus Communities, Dorothea V. Brauer

The Vermont Connection

LGBTQA undergraduate students need and lack faculty mentors and role models. Internalized homophobia and real dangers of discrimination and marginalization prevent experienced LGBT faculty from participating in LGBTQA leadership roles on campus. This article discusses this situation, and its implications in the context of higher education diversity initiatives.

Christian Liberal Arts: An Education That Goes Beyond, David M. Johnstone

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Faith Development And Student Affairs, Barry Loy

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

The Roles Of Women On Campus: Contributing To The Development Of Student Values, Alyssa M. Tongg Weiler

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Kohlberg And Fowler: Two Models For Considering The Moral Progress Of College Students, Tim Herrmann

Growth: The Journal of the Association for Christians in Student Development

Fostering moral development has been an important goal of American higher education throughout its history. This goal has become especially prominent in light of recent developments related to crime, ethical indifference and deteriorating social structures. This topic is of particular relevance to faith-based institutions as the fostering of moral development is vitally related to their collective mission and purposes.

The literature of moral development contains a number of prominent and plausible theoretical approaches. However, two of the most prominent and highly developed are, Lawrence Kohlberg’s theory of moral judgment development and James Fowler’s theory of faith development. Each of these …

Growth No. 3 (2003) - Full Issue

Growth: The Journal of the Association for Christians in Student Development

The full issue of the third edition of Growth: The Journal of the Association for Christians in Student Development.

With All Your Mind: A Christian Philosophy Of Education, Todd Ream, Amy Peeler

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Faith Development On Christian College Campuses: A Student Affairs Mandate, Stephen Beers

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Assessing Spiritual Development In Business Students: Lessons Learned And A Suggested Process, Monty Lynn, Tim C. Coburn, J. Vincent Swinney, Michael Winegeart

Growth: The Journal of the Association for Christians in Student Development

As Christian higher education institutions increasingly engage in continuous quality improvement and outcome measurement, research on spiritual development is filtering down to undergraduate business programs. This paper presents lessons learned from a pilot cross-sectional survey of Abilene Christian University undergraduate business students who completed the Faith Maturity Scale (Benson, Donahue & Erickson, 1993) and responded to other questions about faith development. Based on the results, a number of helpful observations were made for the ACU business program. A method and process for assessing spiritual development at multiple Christian colleges is proposed.

Through A Mirror Dimly: Social Constructionism Through The Lens Of Faith, Amy Quillin

Growth: The Journal of the Association for Christians in Student Development

Postmodernism has often been excoriated in Christian circles for its departure from commonly recognized principles of truth seeking. How can we, as educators, help students grapple wisely with this pervasive worldview in the context of encouraging a biblical and vibrant development of their faith? Are there components within postmodernism that might help inform students’ faith development? This article will examine social constructionism, a variant of postmodernism, from the lens of Christian faith and spirituality, and will attempt to answer some of those questions.

The Deafening Silence Of Whites, Marianne Dimascio

The Vermont Connection

White silence is experienced by members of the White culture who, during discussions of racial issues, experience negative emotions including guilt and anger. When these feelings are not addressed, Whites begin to resist certain content areas. This resistance takes on the form of White silence. Using interviews, the researcher explored the concept of White silence through the lived experiences of three African American students at a mid-size public institution.

The New Buzzword In Student Affairs, Wendy Williamson

The Vermont Connection

Internationalization: The New Buzzword in Student Affairs speaks to the importance of international education in an interdependent world. It covers preparation for scholars, including a variety of professional development opportunities. This article also addresses intercultural learning opportunities for students in the US and abroad.

Managing Culture Shock: Supporting First-Generation Transitions To Higher Education, Ashley Kish

The Vermont Connection

Diversity is one of the greatest challenges facing higher education. As educators, we explore services to support the variety of populations on campus, as well as the means to work through the difficulties that arise from bringing differences together. We focus on how we can improve our students education, to enhance their individual experiences and development. Each university addresses these challenges in unique and insightful ways. The following essay reflects my personal experience as a first-generation student at The University of Vermont, interning with Vermont Student Assistance Corporation (VSAC).

Planting The Seed Of Emotional Literacy: Engaging Men And Boys In Creating Change, Thomas O. Menchhofer

The Vermont Connection

Men are raised and groomed by a culture that rewards them for “acting like men.” Central to this notion is a lack of emotional literacy and expression. Gender stereotypes lead to a lack of safety and security as boys and men seek to question these unspoken expectations. This paper examines: (a) the gender-norm driven culture in which young boys and men are raised, (b) father-son and mother-son relationships, and (c) the social consequences for boys and the greater society. Finally, this account will provide some initial suggestions for creating a more emotionally inclusive educational experience for boys and men.

Educating The Island Community: A Realization, Benjamin Schultze

The Vermont Connection

Educating the Island Community: A Realization is a reflective memoir on the author’s experience as a Peace Corps Volunteer serving on Ulithi Atoll in the Federated States of Micronesia. The narrative will capture the education of the volunteer, the process of understanding the educational culture in Ulithi and the author’s personal reflection about the future of the island community. The author will tackle what he believes should be done to help ensure the future of Ulithian youth and the preservation of their culture combined with how higher education may have the ability to play an intricate role in this preservation …

Love And Hate: Exploring The Relationship Between College And Community, Shannon L. Carr

The Vermont Connection

The relationship between college and community, otherwise known as a town-gown relationship, can be met with mixed emotions. Colleges tend to be large employers and major economic contributors to the communities in which they are located. Yet, college students are met with resistance from community residents due to their sometimes disruptive behaviors. Factors such as traffic congestion, distribution of public safety resources, and economic concerns are all part of the ever-changing town-gown relationship. Through the exploration of this topic, the emerging conclusion is the need for university and community to find common ground through communication.

Shaping My Practice Through Jesuit Ideals, Jon B. Merchant

The Vermont Connection

No abstract provided.

Educating For Character: Teaching Values In The College Environment, Molly Macelroy

The Vermont Connection

Be it inside or outside of the classroom, there is a need to provide individuals with an ethical framework by which to live. Family, community members, and teachers all play a role in educating students for character while still in the shadow of their parents. What happens when they leave home for college and enter a world of new responsibility and freedom? In the absence of those who have given students a set of values for guidance, who helps them shape their sense of self? In this article, the author will discuss character education and how student affairs professionals can …

On The Out And Out, Timothy R. Shiner

The Vermont Connection

Several student development theories directly address the experiences of lesbian, gay, and bisexual students, the Cass model being the most well-known. However, most of these models assume that involvement and integration in the larger gay community is vital to the development of the gay individual. This article explores the flaws in such assumptions through the experiences of one gay man who has not found a home in the gay community and how we, as student affairs professionals, can be of support to similar students.

Ally Immersion: A New Look At Anti-Racist Work, Timothy R. Shiner, Sandra Spiegel

The Vermont Connection

Multicultural centers exist on most predominately white campuses in one form or another as a primary support system and safe space for Students of Color. With an explosion of literature in recent years centering on how white student affairs professionals can be allies in anti-racist work, the question arises, can white staff at such centers be successful in supporting students? The personal experiences of the Director of the African, Latino/a, Asian, Native American (ALANA) Student Center at The University of Vermont and a white graduate student working at the same center provide the backdrop for this discussion.

The Moral Conversation: Moving From Theory To Practice, Matthew R. Caires

The Vermont Connection

During his graduate school experience at The University of Vermont, the author was exposed to the ideal of fostering moral conversations in the college classroom. Arguably one of the most powerful theories he took away from Vermont, the author moved this ideal into practice this past academic year. The author enjoyed the opportunity to organize his course (Introduction to University Life) around the tenets of the moral conversation. This article summarizes the successes and challenges of integrating the moral conversation into a classroom with first-year students.

Final Word, Rosalind E. Andreas

The Vermont Connection

No abstract provided.

Revisiting The Moral Conversation, Robert J. Nash

The Vermont Connection

No abstract provided.

Collaborating With Campus Administrators And Faculty To Integrate Information Literacy And Assessment Into The Core Curriculum, Jim Jenkins, Marcia Boosinger

The Southeastern Librarian

This article describes the efforts of faculty at Auburn University Libraries in identifying opportunities for librarians, classroom faculty, campus administrators and those in charge of curriculum planning and change to collaborate on developing an institutional information literacy and assessment program.