Educational Administration and Supervision Commons^™

Senate Meeting, April 10, 2013, Academic Senate

Academic Senate Minutes

No abstract provided.

Providing Staff And Program Development For Boston-Area Adult Basic Education Programs, Steve Reuys, Adult Literacy Resource Institute, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Adult Literacy Resource Institute (part of UMass Boston since 1983, and 100% grant-funded) serves as the Greater Boston Regional Support Center for the state’s System for Adult Basic Education Support (SABES). We provide a variety of staff and program development services to adult basic education programs in the Boston area, especially the approximately 40 programs in the region (most located at community-based organizations) that are funded by the state’s Department of Elementary and Secondary Education and that offer ESOL, basic literacy and numeracy, GED preparation, and other classes (including family literacy, civics education, career pathways, and college transition).

Building The Capacity Of The Massachusetts Workforce Development System In Massachusetts To Better Serve Individuals With Disabilities, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

Ensuring that community resources that are available to assist anyone with their job search and training needs are fully accessible and effective for individuals with disabilities.

Umass Boston & Boston Scholar Athletes: Supporting Academic Achievement Through Athletics, Laura Hayden, Amy Cook, Robert Gracia, Allie Scherer, Megan Morin

Office of Community Partnerships Posters

Collaborative initiatives between UMass Boston and Boston Scholar Athletes (BSA) provide learning opportunities for BPS high school student athletes and opportunities for clinical experiences among UMass Boston school counseling graduate students. Incorporating service learning into course curricula prepares school counseling graduate students to promote academic excellence among BPS scholar athletes.

The Post Master's Certificate Program In Early Education Research, Policy, And Practice, Anne Douglass, Mary Lu Love, Lynne Mendes, Angi Stone-Macdonald, Lisa Van Thiel

Office of Community Partnerships Posters

The Massachusetts Department of Early Education and Care (EEC) has selected the University of Massachusetts Boston to lead this innovative initiative. The development of a Post Master’s Certificate Program in Early Education Research, Policy, and Practice will build much-needed capacity for advanced graduate study in early education in Massachusetts. This model program is designed to address the demand for new leadership in the rapidly advancing field of early education and care.

Teach Next Year, Lisa M. Gonsalves

Office of Community Partnerships Posters

Teach Next Year, a nationally acclaimed teacher residency program. TNY is an alternative, experiential urban school-based route to earning a master’s degree in education (M.Ed.) and Massachusetts initial teacher licensure through the UMass Boston in approximately 12 months. The program is designed to build on the interests and expertise of its students, faculty and the students in Boston Public Schools. Because it is an intensive site-based educational experience, it provides the support of professors, practitioners and colleagues while it supplies the challenge of study, practice and exploration.

Thrive In 5 – Boston Initiative, Center For Social Policy, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Center for Social Policy (CSP) is the external evaluator of Thrive in 5 Boston. Thrive in 5 is transforming Boston into a city that values and proactively nurtures young children’s school readiness – because when our youngest children thrive, we all prosper. Thrive in 5 envisions a city where families, educators, providers, business leaders, and communities come together with the knowledge, skills, and resources to prepare children for success in school and beyond. The center is helping to identify, implement, and evaluate community interventions designed to increase Boston children’s readiness for success in school at kindergarten age.

John W. Mccormack Graduate School Of Policy And Global Studies Food Pantry Service Project, John W. Mccormack Graduate School Of Policy And Global Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

The faculty, staff, and students of the John W. McCormack Graduate School of Policy and Global Studies are very pleased and excited to partner with UMass Boston’s Office of Urban and Off-Campus Support Services U-ACCESS initiative to empower and support all UMass Boston students who are experiencing complex personal and social issues that might prevent their academic success. Members of the McCormack Graduate School community are “walking the talk” to serve underserved populations and to help remedy economic and social inequities “in our own backyard.” Through this service project, we hope to make a positive contribution to help alleviate food …

The Massachusetts Early Education And Care: Professional Development Study, Anne Douglass, Alice Carter, Frank Smith

Office of Community Partnerships Posters

This study is a research-policy partnership. This study used workforce registry (n=55,768) and professional development attendance data to examine early educator characteristics and patterns of professional development participation in one state.

In the paper, we describe how these new workforce data can inform professional development. We present the concept of density in professional development participation, discuss its potential benefits, and highlight the utility of state-wide digital tracking of early educators’ patterns of professional development for informing policy. We suggest that professional development policy can impact professional development participation density, and can thus be used intentionally to promote investments that have …

Connecting University Teaching, Research, And Expertise To Communities In Massachusetts And Beyond, Luciano Ramos, Lauren Anderson, Kathleen Banfield, Sandhya Kshirsagar

Office of Community Partnerships Posters

The Office of Community Partnerships (OCP) was created in 2011 to promote collaborative campus-community partnerships that advance UMass Boston’s mission as a student-centered research university while addressing critical challenges in society. This effort is aligned with the vision of the university to advance engaged teaching, research, and service through mutually beneficial and equitable campus-community collaborations.

Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy

Office of Community Partnerships Posters

Initiated in 1989, the Admission Guaranteed Program at the University of Massachusetts Boston guarantees admission to the university for students enrolled at partner high schools. Through AGP, students who take courses in the required subject areas and meet specific program criteria are assured admission to the university in the College of Liberal Arts or the College of Science and Mathematics.

Veterans Upward Bound: A Federally Funded Trio Program, Preparing Veterans For College At Umass Boston Since 1973, Veterans Upward Bound Program, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Veterans Upward Bound Program at the University of Massachusetts Boston provides a unique opportunity for men and women veterans of all ages to acquire the academic skills required for entry into higher education and/or to acquire the equivalent of a high school diploma.

Umass Boston Project Reach Talent Search, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school.

Project Reach Talent Search At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school. Project REACH was first funded by the U.S. Department of Education in September 1985 and at the time became the first Educational Talent Search Program in the nation to serve low-income, first generation college bound, urban youth with disabilities. Today, REACH remains a national model for successful inclusion of youth with disabilities …

Grace Grossman Youth Collaborative, Sarah Oktay

Office of Community Partnerships Posters

Each year 5-7 middle school and high school groups from underserved communities across Massachusetts are treated to a 4-5 day all expense paid trip to Nantucket to stay at the UMass Boston Nantucket Field Station and spend the week exploring the island and nature. MCAS standards are incorporated into this award winning program as students engage in hands-on, placed based experiential learning and document their journey through poetry, journaling, and photography.

Batec Bridge To Community College, Deborah Boisvert, Paula Velluto, Dawn Zapata

Office of Community Partnerships Posters

The Bridge to Community College Program is a comprehensive college program that creates postsecondary education access for nontraditional learners with limited technology skills. It offers two credit-bearing technology courses combined with English and Mathematics tutoring to reinforce the basic math and literacy competencies required for entry into a community college. The Bridge Program transitions students into higher education by partnering with trusted community organizations to offer introductory college technology courses at a community site with a facilitated transition to the partner community college.

Success Boston: College Completion Initiative, Liliana Mickle

Office of Community Partnerships Posters

2008: Initiative launches in response to Northeastern University study finding – only 35.5% of Boston Public School (BPS) graduates enrolled in college earned an Associate’s or Bachelor’s degree within 7 years (despite BPS having one of the highest college enrollment rates in country).

2010: 38 colleges/universities in MA accepted UMass Boston Chancellor Keith Motley’s invitation to join the initiative (25 submitted specific plans). Chancellor Motley is co-chair of Mayor’s Success Boston Task Force.

July 2010: UMass Boston implements Success Boston Embedded Model: Collaboration with American Student Assistance (ASA), Freedom House Inc., Bottom Line and Hyde Square Task Force to provide …

20130410: Marshall University School Of Medicine Collection, 1932-2011, School Of Medicine

Guides to University Archives

These items include materials from the MUSOM from 1932-2011, though the 1932 date is misleading as 99% of materials are from the 1970s and onwards. Items were received in 2013 and include notable materials including newspaper clippings about the medical school, class lists, lecture slides, and various health-related content. This is not an exhaustive list. Please download the finding aid for a list of contents.

Graduate Student Research Meeting Minutes, Wku Graduate Council

Graduate School

Meeting minutes.

Effects Of Reading Strategies And The Writing Process With Written Recasts On Second Language Achievement, Helen Ramirez, Don Jones

Administrative Issues Journal

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the study consisted of second language theories and hypotheses that explained how second language learning …

Ua12/2/1 College Heights Herald, Vol. 88, No. 46, Wku Student Affairs

WKU Administration Documents

WKU campus newspaper reporting campus, athletic and Bowling Green, Kentucky news.

• Harrison, Taylor. Provost Gordon Emslie Is In Running for Same Position at University of Alabama
• French, Jackson. Six-Year Building Wish List Calls for 75 Projects Costing More than $673 Million
• Anderson, Anna. Up All Night – Up ‘til Dawn, St. Jude Children’s Hospital, Charities
• Vogt, Darren. Editorial Cartoon Winter Term Snowman
• Winter Break Isn’t to Blame for Low Retention Rates
• People Poll: Do You Support a Shortened Winter Break?
• Young, Kreable. Taking Care of Ginna Greer – Best Buddies, Handicapped Persons
• Grogg, Mitchell. Groups Surrender Touches of a Real …

The Impact Of Symbolic Speech In Public Schools: A Selective Case Analysis From Tinker To Zamecnik, Charles R. Waggoner

Administrative Issues Journal

The freedom to express the self and the right to a free public education sets the American public school experience apart from those of many other nations. The combination of the two often creates tensions and confrontations that become contentious leading to litigation. For the past fifty years the courts have attempted to balance the symbolic rights of students with the obligation of the school to protect students from bullying, while maintaining decorum that allows all students to pursue an education free from intimidation. Young people express themselves in many ways, often in a symbolic manner that involves the wearing …

Exploring Tribal/Ethnic Inequality In The Allocation Of Campus Housing To Students In A Kenyan Public University, Diana C. Awuor

Department of Educational Administration: Dissertations, Theses, and Student Research

Kenya has 42 ethnic groups. The importance of tribal affiliations in the culture has led to reports of ethnic inequality in job distributions, service provision and resource allocation. Higher education institutions (HED) have not been left out in this. This descriptive/exploratory study focused on government/public HEIs with the aim of knowing the perceptions of students regarding the allocation of on-campus housing and how ethnicity influences the process, if any. The sample was made up of 100 students currently enrolled at a public university in Nairobi, Kenya.

The researcher used nonrandom purposeful sampling because there were specific characteristics that the sample …

Small Rural School District Consolidation In Texas: An Analysis Of Its Impact On Cost And Student Achievement, Dwight A. Cooley, Koy A. Floyd

Administrative Issues Journal

Historically, the number of public school districts in the United States has decreased despite a dramatic increase in the number of students enrolled. Although public school district consolidation has impacted districts of all sizes, since the late 1930’s smaller rural districts facing dwindling community resources have merged or consolidated with each other, resulting in fewer school districts. When school districts consolidate, all aspects of the newly-formed district are affected. Each year, lawmakers and rural public school district officials face dwindling finances, and each year these decision makers question whether to consolidate to avoid fiscal perils. Proponents tout the benefits of …

Developing A New Graduate Program In Healthcare Management: Embracing The Transformation Of Healthcare Management Education On A Pathway To Success, Daniel G. Dominguez, Chris Garcia, Kevin G. Lafrance

Administrative Issues Journal

Within a sea change in the structure and process of providing health services, the field of health administration education has moved decisively and concretely from a teaching-centered model of education based on the assumption that knowledge equals competency to a learning-centered model. The learning-centered, or studentcentered, model is based on the assumption that competency is related to the ability to demonstrate mission- and market-relevant knowledge, skills, values, and attitudes. This article provides a comprehensive, non-prescriptive approach to the development of a new competency-based graduate program in health administration within an urban-based, private university located in the Southwest United States. The …

Using An Equity/Performance Matrix To Address Salary Compression/Inversion And Performance Pay Issues, Peter Richardson, Steven Thomas

Administrative Issues Journal

Pay compression and inversion are significant problems for many organizations and are often severe in schools of business in particular. At the same time, there is more insistence on showing accountability and paying employees based on performance. The authors explain and show a detailed example of how to use a Compensation Equity/ Performance Matrix (CEPM) approach to rationally and fairly address both of these issues simultaneously. The context is discussed along with the use and limitations of this approach. The CEPM approach can be used by any type of organization facing these problems.

Ua12/2/1 College Heights Herald, Vol. 88, No. 45, Wku Student Affairs

WKU Administration Documents

WKU campus newspaper reporting campus, athletic and Bowling Green, Kentucky news.

• Matchen, Quiche. The Problem with Gas – Economy
• Stukenborg, Sarah. New Student Government Association Officers Planning for Fall
• Crumbie, Trey. V Is for Volley – Tennis
• Dassow, Amy. Students Engage in Feminist Issues On & Off Campus – Abortion, Pro-Life Movement
• Conniff, Ben. Holy Motors A Perplexing Masterwork – Movies
• Holloway, Kaely. Community College Transfer Students Recommend Money Saving Method
• Marnon, Christian. New Hardin Planetarium Show Explores a Rover on Mars
• Goodan, Allison. Bad to the Bottle – Wine
• Grogg, Mitchell. Upcoming Festival at WKU to Show French Films …

In Their Footsteps, In Their Words: Special Section, 1864-1913

Colby Magazine

In Their Footsteps and In Their Words: Colby explores the second 50 years, 1864-1913.

Report Of Meeting With Chancellor And Provost, Dean Saitta

John Evans Study: Supporting Materials

Meeting notes regarding formation of a John Evans study.

Reference Letters And The Uninformed Business Educator: A U.S. Legal Perspective, Nina Compton, Pia A. Albinsson

Administrative Issues Journal

While providing references to students, business professors have to meet dual demands of giving sincere references to prospective employers while avoiding any potential litigation claims of “defamation” and “violation of privacy” from the students. While the approach of providing bare minimum information may seem to mitigate the risk of litigation claims of defamation from former students, it might serve as a potential pitfall for facing “intentional misrepresentation” liability from the prospective employer. This paper addresses these concerns, together with other legal issues U.S. business educators face in this area of potential liability. Suggestions are offered to those who provide references …