Educational Administration and Supervision Commons^™

Wmu Board Of Trustees Formal Session September 15, 2022, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda

Approval of the Minutes (June 23, 2022 Meeting)

Remarks by the Chair

Remarks by the President

Updates by the Faculty Senate President

Updates by the Western Student Association President

Updates by the Graduate Student Association Director of Outreach

Inspiring Global Impact; Earth Sciences Remote Sensing (ESRS)

Public Comments Regarding Action Items

Action Items

• State Capital Outlay Plan Priority List
• Closing of Quasi-Endowments Valued Less Than $50,000

Consent Items

• Personnel Report
• One-Day Liquor License Application, Richmond Center for Visual Arts, October 14, 2022
• Annuity and Life Income Funds Performance Report
• Operating Cash Investment Performance Report

General Public …

We Are ... Marshall, September 14, 2022, Office Of Marshall University Communications

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

No abstract provided.

2022 September 14 - Undergraduate Curriculum Council Minutes, Undergraduate Curriculum Council, East Tennessee State University

Undergraduate Curriculum Council Minutes

No abstract provided.

2022 September 12 - Staff Senate Minutes, Staff Senate, East Tennessee State University

Staff Senate Agendas and Minutes

No abstract provided.

2022 September 12 - Faculty Senate Agenda And Minutes, Faculty Senate, East Tennessee State University

Faculty Senate Agendas and Minutes

No abstract provided.

Sr 22-23-01 Bapc, Marshall University Faculty Senate

Recommendations

No abstract provided.

2022 September 8 - Academic Council Agenda And Minutes, Academic Council, East Tennessee State University

Academic Council Agenda and Minutes

No abstract provided.

We Are ... Marshall, September 7, 2022, Office Of Marshall University Communications

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

No abstract provided.

Meeting Minutes, Wku Staff Council

Staff Council

Minutes of September 2022 meeting.

Brandon Taylor’S Real Life: A Book Review, Kayla Hood, Rashawn Mckenzie, Drew Johnson, Michelle Lea Boettcher

New York Journal of Student Affairs

This submission is a book review of Brandon Taylor's Real Life: A Novel (2020).

Conceptualizing The Campus Culture: The Significance Of Cultural Artifacts, Ryan Theroux, Derek Furukawa

New York Journal of Student Affairs

Cultural artifacts convey meanings and messages to members of a campus community that provide insights into the culture of a college. Artifacts may include physical, behavioral, or verbal phenomena that one identifies in the culture of an institution. While studies of culture on college campuses have been conducted through anthropological, organizational, and academic lenses, it is still unclear how cultural artifacts are categorized within higher education literature and why this may be important. Based on a review of literature from multiple disciplines and institutional examples, the authors present a categorization and conceptual framework of cultural artifacts found on college campuses. …

September 2022 Quarterly Budget And Expenditure Reporting For All Heerf I, Ii And Iii Grant Funds, East Tennessee State University

ETSU COVID-19 Information [2020-2023]

No abstract provided.

Uem Guiding Principle 6 (Highly Engaged Student Experience), Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 6: "Highly Engaged Student Experience." Learner engagement is fundamental to meaningful learning, as it directly impacts both the quality and depth of a learner’s experience. Engagement occurs across cognitive, emotional, and behavioral dimensions, but it is also shaped by interactions with peers, staff, the university, and the broader community. The National Student Engagement Programme (NStEP) identified five core principles of student engagement: Dialogue, Trust, Equity and Inclusivity, Empowerment, and Students as Co-creators. These principles foster collaborative and valued relationships that lead to an enhanced student experience. TU Dublin aligns this engagement with its strategic …

Uem Guiding Principle 4 (Excellent, Flexible, Agile Teaching And Learning), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 4: "Excellent, Flexible, Agile Teaching and Learning." The COVID-19 pandemic accelerated change across the world, including in education, where emergency remote teaching was swiftly implemented to ensure continuity for learners. As the crisis evolved, educators and students sought to integrate beneficial aspects of this remote learning phase into everyday practices. The result was a focus on increased agility and flexibility in teaching, learning, and assessment, driven by technology. This period of disruption presented an opportunity for innovation, allowing educators to explore new modalities for instruction, assessment, and feedback. By embracing these changes, TU Dublin …

Uem Guiding Principle 3 (Diversity Of Provision & Focus On Practice), Shaun Ferns, Barry Ryan, Fionnuala Darby

Group Reports

This UEM Essential introduces Guiding Principle 3: "Distinguished by Diversity of Provision and Focus on Practice and Career Development." TU Dublin offers a broad spectrum of educational programmes, including apprenticeships, undergraduate, and postgraduate studies, across five faculties. The university is distinguished by its commitment to delivering an exceptional student experience, fostering strong industry partnerships, and excelling in research with a specific emphasis on practice and career development. Guided by its Strategic Intent (2020), TU Dublin’s practice-based learning approach, supported by research-informed teaching, sets it apart from more traditional universities. Aligned with the National Qualifications Framework, this model supports flexible learning …

Uem Guiding Principle 7 (Inclusive, Global And Multicultural), Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 7: "Inclusive, Global, Multicultural." Immersing a diverse and motivated student population in a global educational community enables learners to become active global citizens. In an increasingly interconnected world, a global learning perspective is essential for understanding nations, cultures, and information in the 21st century and beyond. TU Dublin aims to cultivate graduates who are informed, adaptable, and capable of navigating complex, ever-changing circumstances. Engaging with individuals from diverse backgrounds and life experiences broadens perspectives, fostering a deeper appreciation of diversity and enhancing the ability to work and thrive in a multicultural environment.

Uem Guiding Principle 8 (Continuously Developing, Committed & Caring Staff), Eileen Quinn, Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 8: "Continuously Developing Committed and Caring Staff." High-quality staff development is essential to TU Dublin’s success and the success of its learners. Creating a culture of teaching and learning excellence requires staff who are open to growth and development. The UEM emphasises nurturing and supporting staff while adopting people practices that convey care, particularly from leadership. This culture of care has a ripple effect, fostering stronger connections between colleagues and enhancing the learner experience. This principle operates on three interdependent layers of commitment: (i) individual staff development, (ii) staff commitment to TU Dublin’s mission, …

Uem Guiding Principle 9 (Transitions), Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

This UEM Essential introduces Guiding Principle 9: "Transitions." Educational transitions can be challenging and often require additional support to ensure a smooth progression for learners. Transitions occur not only when learners enter a new phase of their educational journey but also when they exit one. While traditional transitional support focuses on the move from one level of education to the next, transitions can also involve more subtle changes, such as learners taking ownership of their educational path and navigating new roles and responsibilities. One of the most studied transitions is the shift from second-level to third-level education, which has been …

Uem Guiding Principle 1 (Student Centred & Student Engaged), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 1: "Student-Centred and Student-Engaged for Student Success." The principle highlights the importance of student agency, placing the dynamism and diversity of learners at the core of the university’s educational experience. TU Dublin aims to attract a diverse learner demographic that reflects broader societal diversity. As the learner population evolves, so too does the concept of "student success," which varies according to individual student experiences. By actively engaging and empowering students throughout their educational journey, and supporting their personalised learning choices, TU Dublin cultivates an inclusive environment that allows each student to achieve their full …

Uem Guiding Principle 10 (Access And Equal Opportunity), Shaun Ferns, Barry J. Ryan, Fionnuala Darby

Group Reports

This UEM Essential introduces Guiding Principle 10 "Access and Equal Opportunity." It emphasises the need to proactively facilitate equitable access to education for all learners, particularly those from underrepresented backgrounds. By fostering a culture of equality, inclusion, and respect, TU Dublin seeks to create an educational environment that mirrors the diversity of the wider community. This guiding principle aligns with national and international educational policies, such as the UN Sustainable Development Goals, and promotes initiatives like Universal Design for Learning to ensure all students are empowered to succeed. Through strategic support and inclusive practices, TU Dublin aims to enhance learner …

Uem Guiding Principle 2 (Connected, Engaged & Internationalised Curriculum), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 2: "Connected, Engaged, and Internationalised Curriculum." In today’s highly connected and globalised world, enhanced by technology, the curriculum must be purposefully designed to reflect the environment in which we live, teach, and learn. The curriculum is a cornerstone of higher education, yet its role and implementation have evolved to meet the changing needs of society, learners, and partners. By carefully aligning TU Dublin’s values throughout the curriculum and fostering impactful, co-created learning experiences, the university ensures that its educational offerings are relevant, dynamic, and globally engaged. This approach defines the learning experience at TU …

Uem Guiding Principle 5 (Knowledge Creation To Application), Barry Ryan, Fionnuala Darby, Shaun Ferns

Group Reports

This UEM Essential introduces Guiding Principle 5: "Knowledge – Creation to Application." The establishment of Technological Universities, as outlined in the National Strategy for Higher Education 2030 (2011) and the Towards a Future Higher Education Landscape document (2012), was envisioned as critical to meeting the needs of a knowledge-based economy. A core mission of these universities is to enhance excellence in teaching, learning, and assessment, with a strong emphasis on preparing graduates for the world of work. The Department of Further and Higher Education, Research, Innovation and Science's Statement of Strategy 2021-2023 reaffirmed this goal, emphasising the role of higher …

Comments From The Editor, Robert M. Mangione, Susan V. Iverson

New York Journal of Student Affairs

Editor comments for Volume 22.

Synthesis Of Literature On Effective Educator Practices In The Online Setting: Perspectives From A Caribbean Higher Education Context Through University Pedagogy, Donna Walker, Breneil Malcolm

Journal of Research Initiatives

Adult learners increasingly pursue higher education opportunities. As such, it is crucial for educators to ensure that they are competently equipped and are using the most effective strategies to facilitate the learning process. Through a review of extant literature, we develop a conceptual framework that is grounded in university pedagogy theory to emphasize a shared approach to the learning process. We conclude with implications for practice specific to international and nontraditional contexts.

Practical Leadership In Implementing Online Education Programs, Felix O. Quayson, Christopher Zirkle

Journal of Research Initiatives

The growing presence of online education can become a challenge for academic leaders and institutions to lead, manage, and explore in higher education. Online education can be complex when considering the social presence (Keast, 2022; Quayson, 2022), course development (Martin et al., 2019; Orlando, 2019), and economic outcomes (Burnett & Conley, 2013; Rubin, 2013; Seaman et al., 2019). However, unraveling the fundamentals of practical leadership can help educational leaders to facilitate, maintain, and implement online education programs. The study found published research studies that helped us to extricate the fundamentals of practical leadership in implementing online education programs in the …

The Leaderbuild Theory., Fabio Galli, Karl J. New

Journal of Research Initiatives

In the last two years, due to the COVID-19 pandemic, many educational and academic activities have undergone numerous changes; the number of online educational activities, e-Learning, and blended learning have radically increased, and the need to train personnel quickly and with increasing specialist skills has increased. The inclusion of the ‘Leaderbuild’ and ‘Leaderfit’ concept thus becomes one of the factors useful to prepare professionals specialized in every field, ready to lead in every modern environment and need, with structured leadership.

Trauma-Informed Practices For Test-Taking Anxiety At The Elementary Grade Level, Kate Campbell, Shalini Mathew

Journal of Research Initiatives

Test -Taking Anxiety (TTA) is a challenging experience for children of all ages. Childhood exposure to trauma and adverse experience has been increasing. Fortunately, trauma-informed practices, such as mindfulness activities have become more widespread in schools throughout the last few years. Existing school counseling literature offers limited perspectives on how school counselors can support elementary students for TTA. This conceptual article explores the effects of trauma-informed practices on elementary-age students' test anxiety and overall academic success in schools and offers implications for practice.

We Are ... Marshall, August 31, 2022, Office Of Marshall University Communications

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

No abstract provided.

Faculty Senate Minutes, Georgia Southern University, Faculty Senate

Faculty Senate Minutes

No abstract provided.

20220831: Assessment Office, Program Reviews, 2006-2009, Academic Affairs

Guides to University Archives

These items include materials from the office of Academic Affairs at Marshall University from 2006-2009. Items were received in 2021 but were not accessioned until 2022 and include program reviews for undergraduate, graduate, and MU SOM programs. Please download the finding aid for a full list of contents.