Educational Administration and Supervision Commons^™

Sr 21-22-37, Marshall University Faculty Senate

Recommendations

No abstract provided.

Sr 21-22-39 Ucc, Marshall University Faculty Senate

Recommendations

No abstract provided.

Sr 21-22-41, Marshall University Faculty Senate

Recommendations

No abstract provided.

Managing Mental Health Risks On Short-Term Study Abroad Programs: A Faculty Development Approach, Katherine A. Hoffswell

Masters Projects

Over the past several decades, the increase in college students participating in study abroad programming has coincided with the increase in students reporting issues with their mental health. Faculty directors who lead short-term study abroad trips are responsible for creating a safe environment that supports student health, wellbeing, and learning while abroad. However, literature suggests that many faculty directors feel unprepared to address issues with student mental health as they facilitate their programs. This project seeks to improve faculty director competency and confidence regarding mental health risk management abroad through the creation and implementation of a virtual professional development series. …

Sr 21-22-36 Bapc, Marshall University Faculty Senate

Recommendations

No abstract provided.

Sr 21-22-35 Bapc, Marshall University Faculty Senate

Recommendations

No abstract provided.

Sr 21-22-40 Ucc, Marshall University Faculty Senate

Recommendations

No abstract provided.

Sr 21-22-42 Ucc, Marshall University Faculty Senate

Recommendations

No abstract provided.

Sr 21-22-43 Ucc, Marshall University Faculty Senate

Recommendations

No abstract provided.

The Minutes Of The Marshall University Board Of Governors Meeting, April 21, 2022, Marshall University Board Of Governors

Board of Governors Minutes

No abstract provided.

The Minutes Of The Marshall University Faculty Senate Meeting, April 2022, Marshall University Faculty Senate

Faculty Senate Minutes

No abstract provided.

We Are ... Marshall, April 20, 2022, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

April 20, 2022 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

SWOSU Faculty Senate Minutes

Improving Career Readiness And Employability Of College Graduates, Megan Packer

Masters Projects

Research shows that current college graduates are lacking in skills related to career readiness and employability upon graduation. Due to this, college students are entering the workforce and are landing in jobs that either do not require a college degree or are not the role that they hoped for upon graduation. In relation, career development as a whole is lacking in the college experience. This project will discuss the current state of employability and career readiness of college graduates. It will dive into potential methods and strategies for improving career readiness and career development of college students within higher education …

From The Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

We Are ... Marshall, April 13, 2022, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

Guide To The Ezekiel Ezra Smith (E. E. Smith) Collection, Velappan Velappan

FSU Leadership Collection

Ezekiel Ezra Smith (b. May 23, 1852 – d. December 6, 1933) was an educator, soldier, statesman, and businessman. He served as the principal and later president of the North Carolina State Colored Normal School of Fayetteville, later known as Fayetteville State University for over forty years. Currently, the available digital materials range from 1874-1907.

Biography and image of the history marker are courtesy of the State Library of North Carolina and NC Department of Natural and Cultural Resources.

Catalogs are courtesy of Shaw University Archives. Deeds are courtesy of Cumberland County Register of Deeds.

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

Reports from the Gender Equity Research Fellowship

Project assesses the experiences of faculty and staff who have taken maternity leave since the implementation of the 2017 policy.

We Are ... Marshall, April 6, 2022, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

Struggling: The Struggles Of Queer And Trans* Students In Higher Edcuation, Giavonna Ward

Masters Projects

Queer and trans* students tend to struggle during their time at higher education institutions. They face struggles in various areas of their academic experience including their mental health struggles, in their social and academic integration, and in their experiences with housing and residence life. All these areas could lead to the lack of retention for queer and trans* students in higher education. This project aims to mitigate these struggles through the creation of an intentionally built living-learning community. The community, entitled Thrive, is designed specifically to acknowledge, and help diminish the struggles that queer and trans* students face according to …

K-2 Theater And Art Club, Hailey Revord, Madelyn Kreifels

Honors Program: Expanded Learning Clubs

No abstract provided.

Journal Of The National Collegiate Honors Council, Vol. 23, No. 1, Spring/Summer 2022

Journal of the National Collegiate Honors Council Online Archive

Forum Essays on “The Value of Honors to its Graduates”: Authors: Paul Ewing, University of Toledo; Andy Walker, University of Tennessee at Chattanooga; Laura Barrett, LIU Brooklyn; John Major, Ohio State University; Teri Grieb, Columbia College, South Carolina; James A. Keller, University of Delaware; LLeweLLyn Cooper, University of Alabama at Birmingham; Ayesha Ahmed, Northeastern Illinois University; Mary Beth Messner, Youngstown State University; Eric W. Miller, West Virginia University; Sara McCane-Bowling, Eastern Kentucky University; Michelle Panuccio, Youngstown State University; Lia M. Shore, Georgia Perimeter College, Dunwoody; Jennifer N. Dulin, Texas A&M University; Pepper Hayes, …

Jnchc, Vol. 23, No. 1: Frontmatter

Journal of the National Collegiate Honors Council Online Archive

Front cover

Masthead, etc.

Contents

Call for papers

Editorial policy

Dedication: Anne N. Rinn

Editor’s introduction: Ada Long

Wicked²: The Increasing Wickedness Of Educational Developers As Dei Cultural Influencers, Lauri Dietz, China M. Jenkins, Laura Cruz, Amber Handy, Rita Kumar, Rita Kumar, Julia Metzger, Ian Norris

To Improve the Academy: A Journal of Educational Development

The global pandemic that began in 2020 amplified the chasm between higher education’s stated goals to advance diversity, equity, and inclusion (DEI) and the systemic realities that many students, instructors, and staff grapple with on a daily basis. We contend that attenuating the barriers to DEI outcomes means first acknowledging that DEI is a wicked problem, in that it is impossible to solve because of competing, conflicting, and complex sociocultural forces from within and outside our institutions. We also contend that educational developers (EDs) are particularly well situated within the higher education ecology to be key cultural influencers in how …

Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels

To Improve the Academy: A Journal of Educational Development

Given the backdrop of multiple concurring crises—a global pandemic, political instability and violence, and multiple structural inequalities—we see the problem of now as this: How do educational developers continue to address the wicked problems in teaching and learning when we are simply so exhausted? Our article presents the importance of communities of practice for educational developers, inviting us to witness and name the communities in which we belong; the important functions they engage; who they nurture and how; and what care is undertaken to sustain these groups and ourselves. To help educational developers understand and appreciate the ways that communities …

Contexts For Agency: A Framework For Managing Educational Development Work, Kathleen Landy, Anna L. Bostwick Flaming, Suzanne Tapp, Eric C. Kaldor

To Improve the Academy: A Journal of Educational Development

Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative (PEDRC), designed to explore the impact of multiple crises (e.g., the COVID-19 pandemic and our collective civil and political unrest) and associated large-scale instructional changes on educational developers and their work. The Contexts for Agency framework reflects the project’s emergent theme that the circumstances in which we act have considerable influence on …

Building Resilience In Ctls: Reflections On Practice, Lisa J. Hatfield, Julie Maxson, Jennifer Marshall Shinaberger, Hanna E. Norton, Cynthia (Cia) H. Demartino, Annette Finley-Crosswhite, Gigi Gokcek

To Improve the Academy: A Journal of Educational Development

What are the qualities of the “now” that make teaching and learning an urgent, if not a moral, imperative? A group of faculty, administrators, and educational developers respond to this question with individual narratives bound together by a common theme of reflective practice in times of crises to help faculty become more resilient in preparing for ongoing upheavals and unexpected crises while pursuing more inclusive communities. Our personal narratives reflect on the subjects of flexibility in the face of crises, technology and ethics, study abroad exposure to ethical challenges, students’ growing anxiety and mental health, modeling metacognition with peers and …

Taking Teaching And Learning Seriously: Approaching Wicked Consciousness Through Collaboration And Partnership, Adam H. Smith, Laurie L. Grupp, Lindsay Doukopoulos, John C. Foo, Barbara J. Rodriguez, Janel Seeley, Linda M. Boland, Laurel L. Hester

To Improve the Academy: A Journal of Educational Development

The ongoing COVID-19 pandemic has demanded large-scale collaboration within all organizations, including higher education, and taking teaching and learning seriously, in this moment, means leveraging partnerships to address the wicked (large, complex) problems cited by Bass (2020). These problems are not ours alone to solve; rather, we make the case for a “wicked consciousness,” an amalgam of perspectives, in educational development. Guided by intellectual humility, our success as educational developers ought to be measured by the quality of our collaborations as well as our ability to learn with others, form equitable partnerships, and lead others by our example.

Toward Institutionalizing Successful Innovations In The Academy, Sarah B. Wise, Courtney Ngai, Joel Christopher Corbo, Mark A. Gammon, Jaclyn K. Rivard, Clara E. Smith

To Improve the Academy: A Journal of Educational Development

Due to the “wicked problem” of the Academy’s resistance to innovation, new teaching and learning programs struggle to become integrated into the fabric of the Academy, which slows the uptake of evidence-based practices. This wicked problem is rooted in the lack of slow, intentional mechanisms for cultural change in the Academy. In this article, we analyze the institutionalization journey of the Departmental Action Team (DAT) project, which is a model for slow, intentional change. Over the last four years, partnering with two campus centers for teaching and learning (CTLs) allowed the DAT project to make institutionalization progress.

This analysis is …

Nefdc Exhange, Volume 36, Spring 2022, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

President's Message, Annie Soisson

A faculty learning community on assessment and equity

Swimming with students: Organizing effective fishbowl discussions

Designers and deliverers: Undergraduates co-creating a flipped and blended college course

Subverting the dominant paradigm: Holistically fostering transformative learning

Additive assessment

Quick tips for teaching and faculty development

Faculty helping faculty: Ten minute takeaway

NEFDC Board members