Higher Education Administration Commons^™

Affirming The Purpose Of Affirmative Action: Understanding A Policy Of The Past To Move Toward A More Informed Future, Meagan Schantz

Sacred Heart University Scholar

The application of affirmative action policies to university admissions is a topic of ongoing controversy. This article (ex)amines the debate through an interdisciplinary lens, drawing on the fields of history, law, and ethics. The first section provides historical background on affirmative action policies, tracing how they expanded from the employment sector into higher education. Next examined are legal challenges to affirmative action in admissions, with a focus on the pivotal 1978 Bakke case. The ethical implications of affirmative action are next considered, in particular the question of how affirmative action can be applied in a way that supports disenfranchised groups …

Diversity & Inclusion Update – Fall 2019, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2019 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include the newly introduced Presidential Student Advisory Group, the First Scholars program for first generation students, the new ability to self-select pronouns for class rosters, and the creation of Hera's Closet.

Distance Education Connection Newsletter, Fall 2019, Dena Laton

Distance Education Connection

No abstract provided.

Ua19/16/2 Basketball Press Releases, Wku Athletic Media Relations

WKU Administration Documents

Press releases regarding WKU's basketball team from August to December 2019.

Nebraska Transcript (University Of Nebraska College Of Law), Volume 52, Number 2, Fall 2019

Nebraska Transcript

1 Dean's Message

2 Faculty Notes

6 Lenich retirement — Lenich retires after 35 years of service: Professor John Lenich reflects on his 35-year career at the College of Law.

10 Moberly named interim executive vice chancellor

11 Shavers named College's acting dean — Shavers appointed acting dean: Professor Anna Shavers serves as acting dean during Richard Moberly’s time as UNL’s interim executive vice chancellor

12 Jessica Shoemaker spends year as a Fulbright Chair in Canada— Shoemaker reflects on her year as a Fulbright Scholar: Professor Jessica Shoemaker spent the 2018-2019 academic year as the Fulbright Canada Research Chair in …

Risky Triggers, Larry R. Andrews

Journal of the National Collegiate Honors Council Online Archive

Risk-taking in honors education entails not only anxiety about grades and intellectually disturbing ideas but also painful emotional responses to course materials. Rather than censoring such “dangerous” materials, faculty should compassionately encourage vulnerable students to acknowledge their pain safely in an open and accepting classroom atmosphere.

Risky Honors, Andrew J. Cognard-Black

Journal of the National Collegiate Honors Council Online Archive

Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions may actually function to discourage such risk-taking. In light of the extra importance placed on grades and high-stakes entrance exams in an increasingly competitive educational marketplace, this problem might presumably be magnified among honors students. This essay concludes by calling on honors educators and other interested parties to contribute their voices, their …

Selection Criteria For The Honors Program In Azerbaijan, Azar Abizada, Fizza Mirzaliyeva

Journal of the National Collegiate Honors Council Online Archive

Designing effective selection procedures for honors programs is always a challenging task. In Azerbaijan, selection is based on three main criteria: (i) student performance in the centralized university admission test; (ii) student performance in the first year of studies; and (iii) student performance in the honors program selection test. This research identifies criteria most crucial in predicting student success in honors programs. An analysis was first conducted for all honors students. Results indicate that all three criteria used in the selection process are highly significant predictors of student success in the program. This same analysis was then applied separately for …

An Honors Student Walks Into A Classroom: Inviting The Whole Student Into Our Classes, Brian Davenport

Journal of the National Collegiate Honors Council Online Archive

This paper explores the risky proposition of encouraging students to question deeply held values and beliefs. After connecting honors pedagogy with transformative learning theory, the author encourages faculty who are willing to take this risk to consider involving the whole student and not simply their cognitive aspects. The author then explores whole student pedagogy and transformative learning, positing how these can be present in the honors classroom. Finally, the use of critical reflection as a tool that facilitates interaction with the whole student is discussed, with suggestions as to how it might most effectively be incorporated into the honors classroom.

Practicing What We Preach: Risk-Taking And Failure As A Joint Endeavor, Alicia Cunningham-Bryant

Journal of the National Collegiate Honors Council Online Archive

Faculty and administrators often present risk-taking as something honors students must do, but rarely do they take risks themselves. In an ideal situation, communal risk-taking would subvert institutional power dynamics, free students from grade-associated anxiety, and enable them to build dynamic partnerships with faculty. This paper discusses how one honors college piloted self-grading in the second semester of its first-year seminar as a mechanism of liberatory learning for both faculty and students. While self-grading was originally intended to provide increased freedom for risk-taking, in truth it led to increased anxiety in students and high levels of frustration for faculty. This …

Disorienting Experiences: Guiding Faculty And Students Toward Cultural Responsiveness, Rebekah Dement, Angela Salas

Journal of the National Collegiate Honors Council Online Archive

This essay examines the challenges of integrating culturally responsive teaching into an honors curriculum at a predominantly white institution. Through self-reflection resulting from three specific incidents, one author examines the trajectory of risk-taking as it pertains to assigning difficult or challenging texts. The second author provides a vital complement to self-reflection: the mentorship of a senior colleague.

Academic Risk And Intellectual Adventure: Evidence From U.S. Honors Students At The University Of Oxford, Elizabeth Baigent

Journal of the National Collegiate Honors Council Online Archive

Many study abroad programs promise students self-knowledge through adventure. Those that involve intense study seem at first sight not to offer adventure nor to entail risky dislocation nor to offer new insights into self. However, evidence from study abroad students at the University of Oxford reveals that they describe intellectual endeavor as adventure, finding that their academic experiences pose risks, demand courage, and are the means through which they and their new surroundings accommodate one another. Oxford faculty encourage academic risk-taking by posing hard intellectual challenges, helping students find their own voice rather than summarizing the views of others, and …

Risk That Lasts: Prioritizing Propositional Risk In Honors Education, Eric Lee Welch

Journal of the National Collegiate Honors Council Online Archive

The fear of missing the mark often shapes how honors students approach risk in the classroom and, consequently, how instructors build risk-taking exercises into their curriculums. This paper explores the concept of propositional risk in the context of honors pedagogy, wherein students are challenged to interrogate deeply held beliefs and tasked with exercises designed to call forth the full complexity of attendant issues surrounding any individual viewpoint. As distinct from strategic risk, which can be characterized as performative and externally motivated, propositional risk requires students to critically evaluate a spectrum of thought, value, and ideology in the context of singular, …

Purpose, Meaning, And Exploring Vocation In Honors Education, Erin Vanlaningham, Robert J. Pampel, Jonathan D. Kotinek, Dustin J. Kemp, Aron Reppmann, Anna Stewart

Journal of the National Collegiate Honors Council Online Archive

This paper examines the importance of cultivating a sense of vocation in honors education. Through examples of coursework, program initiatives, and advising strategies, authors from across five institutions align the scholarship of vocation with best practices and principles in contemporary honors discourse, defining vocation in the context of higher education and describing how this concept works within honors curricula to enrich student experience and cultivate individual understandings of purpose. By focusing on critical reflection processes, Ignatian pedagogy, and theories of moral development and reasoning, the authors offer different models to advance the thesis that honors educators can and should address …

Embodied Risk-Taking: Embracing Discomfort Through Image Theatre, Leah White

Journal of the National Collegiate Honors Council Online Archive

Taking risks does not come easily to many honors students. Often their success is based on carefully following directions and working hard to meet established expectations. Although the Minnesota State University, Mankato Honors Program’s competency-based model encourages students to focus on personal growth rather than course completion, our students still struggle with the openended nature of reflection-based learning. This essay explains how incorporating Augusto Boal’s Image Theatre techniques in an honors seminar, Performance for Social Change, helped encourage students to become more comfortable with taking academic and ideological risks. Boal’s methods depend heavily on embodied experience as a companion to …

The 4 Connections: Moving From Intuitive To Intentional Relationship-Building To Improve Success And Reduce Equity Gaps, Suzanne Ames, Sally Heilstedt

Instructional Leadership Abstracts

Equitable student success can be achieved through connections and a sense of belonging created among faculty members and students. Lake Washington Institute of Technology, one of the 34 community and technical colleges in Washington State, implemented the 4 Connections framework based on best practices identified and systemically implemented at Odessa College. Through quantitative and qualitative research, Dr. Don Wood (now Odessa’s VP of Institutional Effectiveness), discovered that all faculty with high in-class retention rates shared “a common thread of connectivity with their students” (Kistner & Henderson, 2014). From this common thread emerged four key practices: 1. Learn and use students’ …

October 2019, Randy Beutler

SWOSU President’s Newsletter

Student Debt

We often see and hear reports of the crisis related to student debt. For many college students, this is a very real and important issue. Fortunately for us, SWOSU is very competitive when it comes to students’ costs when comparing us with our peer institutions.

External Funding Bulletin, July - December 2019, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features recent award recipients.

Uni 2019-20 Climate Survey: Summary Of Findings, University Of Northern Iowa. Center For Social And Behavioral Research

Institutional Effectiveness & Planning Documents

An analysis of the organizational diversity survey and the student climate assessment survey results on diversity from the academic year 2019-2020.

The Business Of Choice: Why Students Select For-Profit Career Colleges In Northeast Florida And The Implications For Community College Leaders, Tameiko Allen Grant

Educational Leadership & Workforce Development Theses & Dissertations

Over the past decade, for-profit career colleges have faced significant scrutiny and increased governmental regulation. Even with the skepticism of critics, for-profit enrollments surged and had one of the fastest enrollment growths among higher education sectors. For-profit career colleges are typically known for their predatory marketing practices and exorbitant costs. However, there is a significant concern surrounding why students would attend an institution with such a high cost and a socially perceived low-probability of return on investment (Cellini, 2012; Iloh & Tierney, 2013). This study employs a case study methodology to examine the decision-making process of students who selected for-profit …

A Delphi Study: Retention Of Women In Leadership Positions In Stem Disciplines, Kimberly T. Luthi

Educational Leadership & Workforce Development Theses & Dissertations

This Delphi study explores barriers and support systems that impact women’s professional advancement in STEM disciplines. There were 20 expert panelists who committed to participate in the study and 15 panelists completed the four rounds of the study after attrition. The panelists were selected based on specific criteria including educational background, diversity within STEM disciplines, experience as a former or current female administrator who served at two-year degree offering institutions, leadership and membership within women’s advocacy organizations in STEM and related workforce education fields, and depth of knowledge and understanding of the research questions. Through the four rounds of the …

Preparing Catholic Educators To Educate And Evangelize In 21st Century Schools, Action Research Of An Analysis Of Educator Preparation Program Requirements Including Professional And Pedagogical, Relational, Formational And Evangelistic Education For P-16 Students (Profess), Mary K. Mcvey Dr., Susan R. Poyo Dr.

Journal of Catholic Education

Abstract

The preparation of effective, knowledgeable and caring educators whose mission is to serve society through direct contact with and instruction of students, is the topic of this action research. We sought to determine how we as a teacher preparation program within a dynamic Catholic university could ensure that our Catholic identity was truly evident and nurtured in our teacher candidates as they prepare to engage in the extremely important job of offering what is a universal right to an education to PK-12 students, in a variety of learning environments. The analysis of this teacher preparation program included a review …

Ua35 Updates From Provost, Wku Academic Affairs

WKU Administration Documents

Email from WKU Provost Cheryl Stevens to faculty & staff.

Quarterly Report - 1st Quarter, Period Ending September 30, 2019, Etsu Foundation, East Tennessee State University

ETSU Foundation Quarterly Reports

No abstract provided.

Cross-Cultural Considerations: Raising Language Teachers Awareness About The Importance Of Multiculturalism, Abir El Shaban

Journal of Research Initiatives

Abstract

With the worldwide use of English as a second language (ESL) and globalization, teachers are expected to understand, acknowledge and interact with culturally and linguistically diverse students and integrate their linguistic and multicultural backgrounds in classroom settings. Teachers need to be multicultural to be able to successfully impact their students to be multicultural. This paper provides English language teachers with valuable recommendations based on cross-cultural studies and my experience, as an ESL teacher, on how to be responsive to students from different cultures to empower and enhance their language proficiency skills.

2019 September 27 - General Education Renewal Coordinating Committee Minutes, General Education Renewal Coordinating Committee, East Tennessee State University

General Education Renewal Coordinating Committee

No abstract provided.

The Minutes Of The Marshall University Graduate Council Meeting, September 27, 2019, Marshall University Graduate Council

Graduate Council Minutes

No abstract provided.

Book Availability At The University Store, Ted Brimeyer

Faculty Senate: Index

No abstract provided.

September 27th, 2019 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

SWOSU Faculty Senate September 27th, 2019 Approved Minutes.

Meeting Minutes, Wku Council Of Academic Deans

Council of Academic Deans

Meeting regarding strategic enrollment plan crated by Ruffalo Levitz, Standard & Poor's & Moody's ratings, scholarships, faculty compensation project, Kelly Autism Program, cross-listing of graduate & undergraduate courses and block schedules.