Educational Administration and Supervision Commons^™

2022 September 16 - Board Of Trustees Audit Committee Agenda And Minutes, Board Of Trustees, East Tennessee State University

Board of Trustees Agendas and Minutes

No abstract provided.

Charter School Leaders And Their Students’ Resilience, Katy Bridget Angelone

Educational Studies Dissertations

The purpose of this multiple composite case study was to develop descriptive accounts of the thoughts, beliefs, actions, and assessments of charter school leaders regarding their efforts towards students’ resilience-building. Survey results from 46 participants identified eight Massachusetts charter school leaders who prioritized resilience-building within their schools. Semi-structured interviews with eight participants inquired about their reasons and methods for resilience-building in their schools and the factors and conditions that inhibit and foster their efforts. The qualitative data analysis yielded five findings. Participants operated from two orientations: resilience empowers learners and cultivates self-directed learning; and resilience is needed to manage traumatic …

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.

Cte Teacher Recruitment, Training, And Retention Toolkit, Lisa Martino, Jodi Adams, Sara Shaw, Brandon Hudson

Faculty Scholarship and Creative Works

This toolkit is a collaborative effort of ECMC Foundations fellows across four US states (Florida, Kentucky, Nevada, and Tennessee) with experience in postsecondary and secondary CTE teacher education, training, and recruitment. Through this project, fellows will apply lessons learned and best practices to create a digital toolkit of practical and proven strategies for recruitment, training, and retention of quality postsecondary CTE teachers.

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.

Examining Synchronous Technology And Corrective Feedback In High School Mathematics Courses: A Collective Case Study, Sharon Owens

Doctoral Dissertations and Projects

The purpose of this collective case study was to present an in-depth understanding of teachers' (N = 9) implementing and using online synchronous technology that provides real-time corrective feedback for students in a high school mathematics course at a Christian school in Taiwan. This qualitative research design examined the implementation of platforms that provided correctives within international high schools in Taiwan. The research-based data analysis methodologies involved within-case and across-case analysis. The theories that guided this study were Bloom's (1968) mastery learning theory and Piaget's (1972) cognitive learning theory. One central research question and two sub-questions guided the study. The …

The Relationship Between Technology Readiness And Online Professional Development, Scott Farrell Ringkamp

Doctoral Dissertations and Projects

The purpose of this quantitative, correlational study is to determine if there is a relationship between technology readiness and grades, the number of attempts taken, or the time it took to complete an online professional development. Because of the pandemic, much educator professional development has shifted online. When this occurred, many teachers were unprepared to make this shift. To study the relationship, the researcher surveyed 73 staff members of an LEA in central Pennsylvania using the Technology Readiness Index 2.0 instrument. Then, the researcher computed a correlation coefficient between each participant’s Technology Readiness Index score and their grades, number of …

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.

Conversations About Food Insecurity: Examining College Campus Climates, Crystal Eufemia Garcia

Department of Educational Administration: Faculty Publications

This qualitative critical narrative inquiry study explored the experiences of 19 students within four universities in a single Southern state that used campus food aid resources such as a food pantry. Using Hurtado et al.’s Multicontextual Model for Diverse Learning Environments (MMDLE), this paper sheds light on how participants discussed the campus climate for students experiencing food insecurity within their respective campuses. Findings unpack students’ reflections on a lack of awareness and discussion about food insecurity and food aid resources within the campus community, the role that stigmas played in participants’ perceptions and use of campus food aid resources, and …

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.

Qa Manual 2022 - 23, Cct College Dublin

Quality Assurance Manuals

The Quality Assurance Manual for CCT College Dublin, September 2022

Teaching And Designing Culturally Responsive Experiences Using Cross-Media Film In Higher Education, Edward Cromarty, Mary Alice Young, Simone Elias

Journal of Research Initiatives

This paper examined the pedagogical use of cross-media film in higher education, as it highlighted cross-media in implementing a Culturally Responsive approach to enhance social justice learning in the classroom. The findings demonstrated the potential of cross-media film to engage learners through cultural relevance for the 21st century. The findings also considered that the Culturally Responsive approach may constitute a fourth pillar of the three epistemologies through research and suggestions for culturally responsive teaching practices.

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.