Education Commons^™

Policy And Practice: Evaluating Workflows And Communication For Maternity Leave At The University Of Dayton, Christina A. Beis, Kayla Harris, Gabby Campana

Reports from the Gender Equity Research Fellowship

Maternity leave experiences and policy workflows at the University of Dayton have not been formally reviewed since the creation of an all benefit-eligible employee paid maternity leave policy in 2017. This study examines the lived experience of faculty and staff who have taken maternity leave since the implementation of the policy and faculty, staff, and supervisor perceptions of the current leave policies and workflows. Interviews and surveys found a need for clearer documentation in policies, an expansion of parental leave for the non-birth parent, and supervisory support. The report concludes with recommendations based on this research for implementing updates to …

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.

Served Through Service: Undergraduate Students’ Experiences In Community Engaged Learning At A Catholic And Marianist University, Elizabeth M. Fogle, Savio D. Franco, Edel M. Jesse, Brent Kondritz, Lindsay Maxam, Heidi Much-Mcgrew, Cody Mcmillen, Carolyn Ridenour, Daniel J. Trunk

Educational Leadership Faculty Publications

Students participating in sustained community service at an urban Catholic and Marianist university were volunteer informants in this qualitative exploration of the meaning they make of their service experiences. A PhD student research team (nine members) interviewed fourteen undergraduate students (eleven of whom were seniors). Findings were organized as themes constructed within three domains: background, experience, and meaning. Within “background,” students who had prior work in faith-based service before college deepened their meaning of service. Within “experience,” there were social and cultural dynamics of navigating on and off campus life, including the roles students played as well as the challenge …

Welcome To Ilead: An Introduction To Intercultural Communication For Intensive English Program Students, Sharon Tjaden-Glass

Center for International Programs Publications and Presentations

Presentation introduces participants to the rationale, curriculum, and outcomes of the iLEAD intercultural communication program.

A Handbook And Materials For Ilead: An Intercultural Communication Program Between Intensive English Program And Teacher Education Students, Sharon Tjaden-Glass

Center for International Programs Publications and Presentations

iLEAD is an intercultural communication program for university students that focuses on developing intercultural competence through guided conversations and shared activities. iLEAD stands for “International Language Exchange and Dialogue.” It was developed through a partnership between the Intensive English Program and the Department of Teacher Education at the University of Dayton.

The educational context: There is a stark difference in how domestic and international students experience the university. The majority of university students fit into the description of traditional, residential students. However, many international students do not fit the traditional, residential student demographic. Many of our international students who come …

Negotiating A Culture Of Encounter And Disruptive Discourse In Catholic Higher Education, Laura Leming

Sociology, Anthropology, and Social Work Faculty Publications

Any brief attention to global, national, and local news underlines the urgency for education that leads to knowledge about and action for the common good. Catholic institutions of higher learning have a dual history of encouraging students to speak and act on behalf of the common good while also pursuing the good life. As those who can readily access a Catholic education have increasingly come from the upper middle class, how are we introducing our students into the culture of encounter that Pope Francis called the U.S. Bishops to promote in September 2015? This essay explores ideas and examples related …

An Extensive, Critical, And Academic Listening Module For Advanced English Language Learners, Sharon Tjaden-Glass

Center for International Programs Publications and Presentations

Listening and note-taking is a challenging skill for many advanced English language learners because it involves multiple cognitive processes: listening, writing, and reading. Even with targeted instruction of listening strategies, a recurring complaint from advanced English learners is that they simply cannot handle listening to long stretches of English. In this paper, the author presents a supplemental instructional component that provides extensive, critical, and academic listening practice for students who need to strengthen their listening skills.

Religious Freedom In Faith-Based Educational Institutions In The Wake Of 'Obergefell V. Hodges': Believers Beware, Charles J. Russo

Educational Leadership Faculty Publications

Solicitor General Donald Verrilli’s fateful words, uttered in response to a question posed by Justice Samuel Alito during oral arguments in Obergefell v. Hodges,² likely sent chills up the spines of leaders in faith-based educational institutions, from pre-schools to universities. In Obergefell, a bare majority of the Supreme Court legalized same-sex unions in the United States. Verrilli’s words, combined with the outcome in Obergefell, have a potentially chilling effect on religious freedom. The decision does not only impact educational institutions—the primary focus of this article—but also a wide array of houses of worship. Other religiously affiliated …

Technology Paved The Road For Students In A High-School Dropout Recovery Program To An Online College Class, C. Jayne Brahler

Physical Therapy Faculty Publications

Although there are Federal programs that are intended to assist a wide range of people with getting a college education, the educational attainment statistics confirm that these programs are not reaching the students who are the least apt to go to college. This chapter describes how technology enabled 52 inner-city high school students, 49% of whom had cumulative high school grade point averages (GPA) that were between 1.0 and 1.9 points, to be dually enrolled in an online college class and their online high school classes. The class average for the quizzes the students completed was 88% and the students …

Graduates’ Perspective Of Urban Teacher Academy Program Preparation And Benefits To Aspiring Educational Leaders, Pamela Cross Young, Rochonda Nenonene

Teacher Education Faculty Publications

As the dynamics of our interdependent society continue to change, the context of urban schools remain virtually unchanged (Delpit, 2012). “Students whose first language is not English, those living in poverty, and children of color disproportionately receive and experience the most disturbing educational experiences across the United States and in urban schools in particular” (Milner & Lomotey, 2014p. xvi). The current teacher preparation model provides little to no experience working in the urban setting. A considerable shift in our practices must occur if we are to improve the quality of education offered to our most vulnerable citizens.

This study investigated …

Distributive Justice And Equity In Grading: A New Instructor’S Reflections, Molly Malany Sayre

Sociology, Anthropology, and Social Work Faculty Publications

The author reflects upon early teaching experiences to identify a conflict between minimal distributive justice, or the distribution of goods that ensures all individuals have an acceptable level of that good (Deutsch, 1985), and grading of students’ assignments. Instead of addressing the unequal distribution of college preparedness among her students, the author’s grading reflected and potentially reinforced educational, racial, and economic inequalities. In agreement with Anastas (2010), an ethic of social justice is recommended for use in social work education. Social work educators can provide greater access to resources (e.g., the instructor’s time) for students experiencing disadvantages that affect their …

Feminism And The Art Of Interpretation: Or, Reading The First Wave To Think About The Second And Third Waves, Marilyn Fischer

Philosophy Faculty Publications

Cory, my daughter, accuses me of having no thoughts of my own. I was talking with Jeremy [“Cory, what do you call him? partner? significant other? boyfriend?” “Mom, I just call him Jeremy.” Alright, then.]. Jeremy asked why I was an almost pacifist. Without even breathing, I launched into Addams’s arguments for pacifism, fully attributed to her, of course. That’s when Cory accused me of having no thoughts of my own. So, if I have no thoughts of my own, inhabiting Addams’s thoughts is not a bad substitute.

Remembering how Addams viewed much of her work as interpreting American institutions …

Review: 'Women In Catholic Higher Education: Border Work, Living Experiences, And Social Justice', Carolyn Ridenour

Educational Leadership Faculty Publications

Twelve writers challenge the structures and priorities of traditional Catholic colleges and universities: contemporary “reality TV” for anyone who values social justice in Catholic education. Throughout the book the writers confront the status quo of Catholic universities, questioning even those who have embraced feminist theology. The editors divided the book into three parts with subheadings that overstate their contents: “Feminist Border Work: Tensions and Contradictions” (3 chapters), “Living Experiences: Identity, Empowerment, and Action” (4 chapters), and “Social Justice: The Ideal, the Reality, and the Quest” (3 chapters). Like bookends, the editors have constructed two additional chapters: one at the beginning …

The Sacred And The Secular: Aligning A Marianist Mission With Professional Standards Of Practice In An Educational Leadership Doctorial Program, Darla J. Twale, Carolyn Ridenour

Educational Leadership Faculty Publications

This inquiry was conducted to explore how the characteristics of our university’s religious mission are interwoven into our educational leadership doctoral program and are manifest in the structure and learning experiences that our students encounter. We examined how these characteristics might correspond to or relate to the Interstate School Leaders Licensure Consortium (ISLLC) standards that resulted from national reform initiatives in educational leadership in the mid 1990s. We concluded that the foundations of the PhD program are built solidly on the distinctive characteristics and identity of our founders and are aligned with these professional standards as well. Implications for universities …

Issues Of Racial, Ethnic, And Gender Diversity In Preparing School Administrators, Carolyn Ridenour, Patricia F. First, Angela Lydon, Michelle C. Partlow

Educational Leadership Faculty Publications

The four authors teach in the Department of Educational Leadership at the University of Dayton. Each taught a new course that addressed issues of diversity in schools, focusing on race, ethnicity, and gender. Each developed the course in a unique way and in distinct settings, though each involved:

1. Reflecting holistically on the experience of teaching the course in order to generate common themes explaining what the experience meant to the faculty as individuals and as women (Blackmore & Kenway, 1993).

2. Examining students' work, behaviors, communication, and attitudes in order to infer level of, as well as changes in, …

Interview: Dr. Frederick Gies, Joseph Watras

Joseph Watras Interviews

Subject of interview: Individually guided education

Interview: Robert Anderson, Joseph Watras

Joseph Watras Interviews

Subject of interview: Curriculum change for racial desegregation

Interview: Dr. Jon Paden, Joseph Watras

Joseph Watras Interviews

Subject of interview: Institute for the Development of Educational Activities

Interview: Dale Bertsch, Joseph Watras

Joseph Watras Interviews

Subject of interview: Regional Planning Commission

Interview: Dr. Leo Lucas, Joseph Watras

Joseph Watras Interviews

Subject of interview: Experiences with desegregation as a school board member

Interview: Paul A. Woodie, Joseph Watras

Joseph Watras Interviews

Subject of interview: Dayton View stabilization project, Model Cities program

Interview: Michael Adler And Carolyn Zsambok, Joseph Watras

Joseph Watras Interviews

Subject of interview: Dayton View stabilization

Interview: Dr. Amie Revere, Joseph Watras

Joseph Watras Interviews

Subject of interview: Model Cities program

Interview: Gregory Caras, Joseph Watras

Joseph Watras Interviews

Subject of interview: Dayton View stabilization

Interview: Delores Brooks, Joseph Watras

Joseph Watras Interviews

Subject of interview: Teaching at Center City School

Interview: Margaret Fanella, Joseph Watras

Joseph Watras Interviews

Interview with St. Agnes School principal

Interview: Rose Dwight, Joseph Watras

Joseph Watras Interviews

Interview with a Center City School parent

Interview: Percy Vera, Joseph Watras

Joseph Watras Interviews

Subject of interview: Desegregation of Catholic schools; de facto segregation committee

Interview: Ralph Morrow, Joseph Watras

Joseph Watras Interviews

Subject of interview: Serving Our Schools organization

Interview: Brother Joseph Davis, Joseph Watras

Joseph Watras Interviews

Subject of interview: Catholic school desegregation