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Full-Text Articles in Education
Architecture Of Diversity: Using The Lens And Language Of Space To Examine Racialized Experiences Of Students Of Color On College Campuses, Michelle Samura
Architecture Of Diversity: Using The Lens And Language Of Space To Examine Racialized Experiences Of Students Of Color On College Campuses, Michelle Samura
Education Faculty Books and Book Chapters
"[A]n examination of racial diversity in higher education requires serious consideration of space... [A] spatial perspective offers a lens for locating and examining processes of racialization. And a spatial approach also provides a language participants and researchers can use to talk about the discreet ways race still operates in everyday interactions, including subtle forms of racism that are overlooked or ignored because race is often understood by students to matter less today. Essentially, a spatial approach sheds light on race relations and racial structures in tangible campus environments."
Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith
Non-Tenure-Track Faculty And Community Engagement: How The 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses To Support Non-Tenure-Track Faculty And Their Community Engagement, Allison Lafave, Damani Lewis, Sarah Smith
New England Resource Center for Higher Education Publications
In 2006, the Carnegie Foundation for the Advancement of Teaching developed an elective classification for community engagement for institutions of higher education. To receive the classification, campuses must complete an application and respond to questions by providing evidence that demonstrates a commitment to sustaining and increasing their community engagement efforts (Welch & Saltmarsh, 2013). Many of the application questions relate to policies and practices that affect faculty careers. For example, the 2015 Community Engagement Classification application asked institutions to describe relevant professional development opportunities and ways in which faculty community engagement is incentivized, recognized, and rewarded. These questions are important, …
Nontraditional Student Risk Factors And Gender As Predictors For Enrollment In College Distance Education, Tammy Crews Pao
Nontraditional Student Risk Factors And Gender As Predictors For Enrollment In College Distance Education, Tammy Crews Pao
Educational Studies Dissertations
The purpose of this dissertation was to examine whether nontraditional student age, female gender, and the possession of nontraditional student risk factors predict enrollment in distance education college courses. This dissertation used data from the most recent National Postsecondary Student Aid Study (NPSAS:12), which consisted of approximately 95,000 undergraduate students who were enrolled in higher education in 2011-2012. The results of a logistic regression analysis indicated that both nontraditional student age and female gender were strong predictors of enrollment in distance education, whereas the number of nontraditional student risk indicators was a partial predictor. As leaders in higher education are …
Remaking Selves, Repositioning Selves, Or Remaking Space: An Examination Of Asian American College Students' Processes Of "Belonging", Michelle Samura
Remaking Selves, Repositioning Selves, Or Remaking Space: An Examination Of Asian American College Students' Processes Of "Belonging", Michelle Samura
Education Faculty Articles and Research
"Only a few studies have examined Asian American students’ sense of belonging (Hsia, 1988; Lee & Davis, 2000; Museus & Maramba, 2010). Scholars who study Asian American college students have suggested that Asian Americans are awkwardly positioned as separate from other students of color vis-à-vis the model minority stereotype (Hsia, 1988; Lee & Davis, 2000). Furthermore, Asian Americans often are viewed as overrepresented on college campuses, yet they remain under-served by campus support programs and resources and overlooked by researchers. Many Asian Americans have gained access to higher education, but the ways in which they belong on campuses is unclear. …
The Myth Of The Saving Power Of Education: A Practical Theology Approach, Hannah Kristine Adams Ingram
The Myth Of The Saving Power Of Education: A Practical Theology Approach, Hannah Kristine Adams Ingram
Electronic Theses and Dissertations
U.S. political discourse about education posits a salvific function for success in formal schooling, specifically the ability to "save" marginalized groups from poverty by lifting them into middle- class success. The link between education and salvation is grounded in the historic relationship between Christianity and the establishment of public education in the United States. Initially, churches invested in schooling to form a Christian society. Today, the public institutions of education operationalize the ideology of meritocracy and promise individual success in the economic realm. Discourse analysis of political speeches and charter school programs demonstrates that education primarily offers its salvation to …
Ethics Education In Australian Preservice Teacher Programs: A Hidden Imperative?, Helen J. Boon, Bruce Maxwell
Ethics Education In Australian Preservice Teacher Programs: A Hidden Imperative?, Helen J. Boon, Bruce Maxwell
Australian Journal of Teacher Education
This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of required standalone ethics subjects in the pre-service teacher training programs despite recent accreditation requirements by AITSL. When analysed by program type, the prevalence of an ethics related subject requirement in pre-service teacher programs revealed a concerning trend; post graduate programs, as a general rule, had a much lower prevalence …