Education Commons^™

Service Point Staff Become Content Creators: Now, That’S A Pivot!, M. Teresa Doherty

VCU Libraries Faculty and Staff Presentations

When the COVID pandemic closed our busy academic, front line service staff were challenged to find work to replace the in-person support and assistance that they provide onsite. How did we respond? In addition to expanding our chat service, we gathered "back burner" projects from across the libraries and supported staff to take on new opportunities, such as creating content for web projects, reviewing and editing close captions of oral histories and instructional tutorials, checking ejournal links, and more.

Vcu Service-Learning Impact Measure (Slim) Report, 2020-2021, Katie Elliott, Jackie Stephens

Division of Community Engagement Resources

The VCU Service-Learning Office distributes the Service-Learning Impact Measure (SLIM) at the end of every semester to evaluate the impact of service-learning classes on student learning. Results are used to guide program improvements that enhance the quality of service-learning courses and outcomes for students, faculty, and partners. This report covers the 2020-2021 academic years and highlights assessment focus areas including: career readiness, academic learning, civic learning identity development, diversity and inclusion, and the effects of the ongoing COVID-19 pandemic.

Servant Leadership As A Framework For Building University Community: The Intersecting Missions Of Faith Partners And Public Higher Education Institutions, Katie B. Gooch, Elizabeth Roderick, Meghan Z. Gough Ph.D., Lynn E. Pelco Ph.D.

L. Douglas Wilder School of Government and Public Affairs Publications

As community engagement approaches continue to expand in urban-identified public colleges and universities, so have innovative community-university partnerships that now span a wide range of public and private sector organizations. Partnerships between public universities and faith-based institutions, however, have sometimes lagged because public universities have yet to appreciate ways in which their public missions align with those of local faith-based organizations. This paper examines the partnership established between a large, urban-identified, public research university and one of its campus ministries to implement a servant leadership model and asset-based community development methodology designed to enable the university community to work collaboratively, …

Ripple Effects: How Teacher Action Research On Culturally Relevant Education Can Promote Systemic Change, Hillary Parkhouse, Julie Gorlewski, Jesse Senechal, Chu Yi Lu Qiu

Teaching and Learning Publications

Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive …

Service-Learning Community Partner Impact Assessment Report, 2021, Rebecca Hoppe, Katie Elliott, Lynn E. Pelco

Division of Community Engagement Resources

In 2021, the Service-Learning Office at VCU conducted an assessment of the impact of service-learning on community partner organizations during the COVID-19 pandemic. The assessment aimed to collect actionable feedback to inform and improve upon current service-learning course practices. Partners (N = 18) were prompted with questions to assess the following topics: operational capacity, economic functioning, social environment, and partnership quality, both prior to and in concurrent with the COVID-19 pandemic. Quantitative findings suggested an overall improvement in scores from the 2017 assessment. Qualitative findings indicated the importance of relationships, concluding that adaptation, communication, and involvement were key factors …

Digital Equity In The Time Of Covid: Student Use Of Technology For Equitable Outcomes, Joy Washington, Andrea Woodard, Jonathan D. Becker, Joan A. Rhodes, Andrew Harris, Oscar Keyes, David B. Naff

MERC Publications

This issue brief is the third and final in a series published by the Metropolitan Educational Research Consortium (MERC) addressing digital equity in K-12 schools. It examines research regarding students’ use of and outcomes related to technology. Research finds that inequities exist in use and outcomes for students based on gender, language, ability, race, SES and other sociocultural factors. Based on these inequities, theoretical and practical recommendations are discussed.

The Effectiveness Of The Virginia Network For Women: A Mixed Methods Study, Stevara Haley Clark, Jenae' D. Harrington, Reshunda L. Mahone, Kristin L. Smith

Doctor of Education Capstones

Over the last 50 years, higher education institutions across the country have experienced growth in enrollment and degree attainment by women. However, despite the increase in educational merit, the representation of women in administrative and leadership roles within higher education is still not equitable to that of men. The Women’s Network, a non-profit subsidiary of the American Council on Education’s Inclusive Excellence Group, aims to identify, develop, advance, and support women in higher education at the local, state, and national levels. The Virginia Network is a state constituency of the Women’s Network that promotes women’s leadership in higher education throughout …

Paying It Forward: A Strategy For Developing A Culture Of Lifelong Engagement And Inclusion For First-Generation Students, The Grace E. Harris Leadership Institute At Virginia Commonwealth University, Winifred Campbell, Kuei-Lan Chuang, Maria Rivera, Christopher Schreiner, Jon Snider, Srinivas Sistla

The Grace E. Harris Leadership Institute Publications

This project aims to propose a strategy for VCU to increase the engagement and connection among First-Generation VCU students to create lifelong commitment as alumni through VCU’s Office of Development and Alumni Relations (DAR). The team proposes to expand DAR’s outreach through collaboration with key VCU stakeholders (e.g., YOU First at VCU). By developing a positive undergraduate experience, students’ loyalty to VCU will result in greater engagement as alumni, paying it forward.

Vcu Service-Learning Impact Measure (Slim) Report, 2020-2021, Katie Elliott, Jackie Stephens

The VCU Service-Learning Office distributes the Service-Learning Impact Measure (SLIM) at the end of every semester to evaluate the impact of service-learning classes on student learning. Results are used to guide program improvements that enhance the quality of service-learning courses and outcomes for students, faculty, and partners.

Policy And Practice Brief 6: Considerations For Using Access Test Scores In Decision-Making, Carolyn N. Waters, Merc English Learner Research & Evaluation Team, Virginia Commonwealth University

MERC Publications

Since the implementation of The No Child Left Behind Act of 2001 (NCLB), all students identified as English learners (ELs) in U.S. public schools have been required to take an annual assessment of English language proficiency (ELP) for federal accountability. Virginia and many other state education agencies (SEAs) use the WIDA ACCESS for ELLs© test (ACCESS), not only to comply with this mandate, but also to inform a variety of high-stakes decisions for EL instruction, such as determining when multilingual learners have reached English proficiency, deciding about Language Instruction Educational Program (LIEP) entry and exit, informing classroom instruction and assessment, …

Vcu College Of Humanities And Sciences Racial Equity Assessment, The Grace E. Harris Leadership Institute At Virginia Commonwealth University, Nayef Chahin, Nicole Damico, Ross Losapio, Joycelyn Mahone, Virginia Mcghee, Meera Mehtahi, Ryan Patton

The Grace E. Harris Leadership Institute Publications

Racial equity is the process of ensuring that equal possible outcomes are available for every individual. At the College of Humanities and Sciences (CHS) an important goal is to ensure faculty and staff have access to the same opportunities, while accounting for those facing continued barriers. Following the establishment of the Inclusion, Diversity and Equity Committee, the current state of racial equity and the effectiveness of initiatives meant to correct for imbalance will be assessed.

Opening Doorways: Connecting Petersburg Students To The World Of Health Science Professions, The Grace E. Harris Leadership Institute At Virginia Commonwealth University, Carol Caudill, Brent Fagg, Victor Gonzalez Montoya, Amy Ladd, Kim Mcknight, Peyton Rowe, Paula Song

The Grace E. Harris Leadership Institute Publications

This project creates a strategy to build a pipeline that begins in elementary school and is reinforced through middle and high school. This early exposure and understanding of health career opportunities is needed. Too many communities in Virginia experience critical health care inequities in services and information. To address those inequities, we need to open doorways to investigate health careers. By inspiring students from these communities to enter medical and health sciences professions, there is better representation and services to these underrepresented communities. VCU not only can provide exposure to various health careers, experiential learning and mentoring on how to …

Use Of A Climate And Culture Survey To Assess Diversity, Equity, And Inclusion Initiatives At The Vcu School Of Social Work, The Grace E. Harris Leadership Institute At Virginia Commonwealth University, Joanna Bell, Chandra Bhati, Rucha Bond, Keara Chambers, David Edwards, Melissa Jamerson, Bryce Nelson

The Grace E. Harris Leadership Institute Publications

The project aimed to create a survey to assess the effectiveness of previously implemented diversity, equity and inclusion (DEI) initiatives, specifically racial equity at the VCU School of Social Work. The VCU School of Social Work has been actively working with their faculty and staff to address DEI at their school and encourage them to become active in DEI initiatives in other areas in the community. School of Social Work leadership was looking for a way to assess if those DEI initiatives met their intended purpose. This project researched ways to assess the effectiveness of DEI initiatives. The result was …

Identifying Needs Of Potential Transfer Students Of Color To Enhance Equity And Inclusion In The College Of Health Professions, The Grace E. Harris Leadership Institute At Virginia Commonwealth University, Hem Bhardwaj, Ashley Brewer, Christopher Garland, Rebecca Heise, Courtney Holmes, Hillary O'Boyle

The Grace E. Harris Leadership Institute Publications

State Council of Higher Education of Virginia (SCHEV)1 data indicate disparities in recruitment and retention outcomes for transfer students of color and those of Hispanic ethnicity compared to non-Hispanic White peers. With the goal of enhancing equity and inclusion while diversifying the health professions, this project characterizes the needs of this population to inform the development of a new bachelor’s program within the College of Health Professions. The project provides recommendations based on data collected from both prospective and current VCU transfer students.

Analyzing Advanced Placement (Ap): Making The Nation's Most Prominent College Preparatory Program More Equitable, David Naff, Mitchell Parry, Tomika Ferguson, Virginia Palencia, Jenna Lenhardt, Elisa Tedona, Antionette Stroter, Theodore Stripling, Zoey Lu, Elizabeth Baber

MERC Publications

This report from the Metropolitan Educational Research Consortium (MERC) explores research related to Advanced Placement (AP) courses through an equity lens. It answers five questions: 1) What are AP classes? 2) Who enrolls and succeeds in AP classes? 3) Why do disparities in AP matter? 4) What factors contribute to disparities in AP participation and performance? 5) What policies and practices help to address disparities in AP access, enrollment, and performance? The report comes from the MERC Equitable Access and Support for Advanced Coursework study.

Active Learning In The Liaison Multiverse, Julie Arendt, Sergio Chaparro, Bettina Peacemaker

VCU Libraries Faculty and Staff Presentations

This session details an approach a liaison department used to innovate instruction. It takes time and effort to integrate new teaching practices such as active learning, especially across manifold upper-level courses. The challenge increases with a multitude of librarians teaching a multitude of diverse learners across a multitude of disciplines. Join us to learn how we created a community of practice around active learning and for an activity to build active learning in your work.

Policy And Practice Brief 7: Special Considerations For Access Testing During Covid-19, Carolyn N. Waters, Merc English Learner Research & Evaluation Team, Virginia Commonwealth University

MERC Publications

Because of the COVID-19 pandemic, in-person instruction in Virginia public schools was suspended in March 2020 for the remainder of the school year. In 2020-2021, Virginia schools offered an evolving range of virtual, hybrid, concurrent, and face-to-face instruction. Despite the challenges of schooling during the pandemic, federal high-stakes testing mandates remained in place in 2020-2021, and all students identified as English learners (ELs) were still required to take the annual assessment of English language proficiency (ELP), the WIDA ACCESS for ELLs©. Since this test cannot be administered remotely, ELs participating in virtual schooling were expected to return to school buildings …

Will They Stay Or Will They Go? Analysis Of The 2019 Doe Working Conditions Survey, Jonathan D. Becker, Valerie Robnolt, Kasey Dye, Erica Ross

MERC Publications

This report is part of the MERC Teacher Retention study. This study was designed to identify patterns of teacher retention in the MERC region and to determine the school and system-level factors driving them. The study also provides an overview of state and regional policies and programs relevant to teacher retention, and includes evaluations of existing policies and initiatives to determine efficacy and cost benefit. Teacher shortages continue to be a problem in the United States. While a range of policy solutions have attempted to stem the loss of teachers, at the base of many of these efforts is the …

The School Principal And Teacher Retention, Jonathan D. Becker, Lauren Grob

MERC Publications

This report comes from the MERC Teacher Retention study. This study was designed to identify patterns of teacher retention in the MERC region and to determine the school and system-level factors driving them. The study also provides an overview of state and regional policies and programs relevant to teacher retention, and includes evaluations of existing policies and initiatives to determine efficacy and cost benefit. This policy brief examines the role of leadership, and specifically the school principal, in retaining teachers. The brief includes a review of studies that used survey scales to measure leadership and then disaggregate and re-aggregate the …

A Comprehensive Audit Of Professional Development For K-12 School Leaders In The Commonwealth Of Virginia, Melissa Davis Hill, Melisa J. Naumann, Timothy M. Tillman, Major R. Warner Jr.

Doctor of Education Capstones

The intent of this paper is to provide a mixed-methods audit of professional development provided to K-12 school leadership in Virginia's diverse landscape to include identification of providers, funding, effectiveness, and expectations.

In the Commonwealth of Virginia, geographical, political, and socio-economical differences across 132 school divisions cause variability in leaders' experiences with professional development. A mixed-methods approach was used, including a review of current literature, an online survey, virtual interviews, and virtual focus group discussions. This data collection results in a comprehensive audit of professional development provided to school leaders in Virginia's diverse landscape. The study defines effective professional development …

Review Of Student Engagement, Assessment, And High-Impact Practice Implementation By Common Book Programs In U.S. Institutions Of Higher Education, Raymond (Wes) Hillyard, Carrie Newcomb, Richard M. Pantele, Andrea M. Perseghin, Leslie Winston

Doctor of Education Capstones

Common book programs are widely used by U.S. institutions of higher education to positively impact student engagement and student retention. This capstone project sought to determine the best practices in common book program assessment and high-impact practice implementation. A mixed-methods sequential explanatory research design was employed to answer the research questions. Data was collected utilizing an online survey and interviews. Quantitative and qualitative data was analyzed using chi-square, in vivo and thematic coding. This project aims to inform common book program administrators and other student engagement stakeholders in improving program assessment, high-impact practice implementation, and first- to second-year student retention …

Sustaining A Balanced Calendar In Hopewell City Public Schools, Elizabeth Baber, Brandon S. Petrosky, Taylor M. Snow, Cleveland Walton Iii

Doctor of Education Capstones

As the first school division in Virginia to implement a division-wide year-round school calendar, Hopewell City Public schools requested assistance in evaluating the impact of their work. In light of the COVID-19 pandemic the division paused implementation, shifting the focus of the study from evaluation to providing recommendations for structural, philosophical, and fiscal changes to the year round calendar initiative and its associated communication plan that would positively impact the long term sustainability of the initiative. The study employed a mixed methods approach including survey and focus group data along with an extensive literature review, and internal document and analysis. …