ethanporcaro/eric-fulltext-meta huggingface dataset:
The Roles of Foundations and Universities in Redevelopment Planning
Author: Walker, Laurie A.
Date: 2018-05-00
Type: Journal Articles
Subjects: Philanthropic Foundations,Urban Universities,Neighborhoods,Urban Renewal,School Community Relationship,Urban Areas,Urban Planning,Public Housing,Case Studies,Community Organizations,Resistance to Change,Partnerships in Education,Community Development,Capacity Building,Facilitators (Individuals),Neoliberalism,Politics of Education,Semi Structured Interviews,Participant Observation

Laurie A. Walker, the 2017 recipient of the Ernest A. Lynton Award for the Scholarship of Engagement, is an Associate Professor in the School of Social Work at the University of Montana. Together with her co-author, Dr. Jean F. East, Professor in the Graduate School of Social Work at the University of Denver, they have raised, in this piece, an important and insightful critical lens on the implications of higher education institutions' &quot;engagement&quot; with their local communities. It looks deeply into the implications of the &quot;blind spot&quot; identified by Baldwin (2017), which &quot;comes largely from the assumption that higher education, while hypnotized by corporate power, is still an inherent public good, most clearly marked by its tax-exempt status for providing services that would otherwise come from the government.&quot; They examine how campuses may be deeply involved in the local urban area and also advancing a self-interest that may not be a public interest--through gentrification, and through what Baldwin calls &quot;noneducational investments in real estate, policing, and labor&quot; that &quot;can carry negative consequences for neighborhoods of color.&quot; Walker and East are asking us to more closely examine how campuses can get so involved in the cities of which they are a part as to be a dominant force that does not advance the public good, but the good of the campus. This is a dilemma and a question that many of the CUMU member campuses have already faced or may face in the coming years, and goes to the heart of the public good of higher education in a neoliberal age.
Direct Care Workers Pathways Program: A Strategy for Seamless Academic Progression
Author: Larrivee, Linda S.
Date: 2018-05-00
Type: Journal Articles
Subjects: Allied Health Personnel,Caregivers,Barriers,Access to Education,Labor Force Development,Partnerships in Education,School Business Relationship,Hospitals,Career Planning,Academic Advising,Nontraditional Students,Career Counseling,Program Effectiveness,Program Evaluation,Student Recruitment

Nationally, there is a great demand for systems that meet the needs of local employers as well as develop tools and training for their incumbent workers. Concurrently, demand for healthcare professionals is growing and projected to continue for the next decade. Worcester State University created the &quot;Direct Care Workforce Development Program&quot; to offer a pathway for nontraditional-aged students in direct care positions to advance to higher-level jobs with family sustaining wages. Direct care workers (DCWs) (e.g., patient care assistant) encounter challenges in a quest to continue their education. They may be non-native speakers, lack a foundation in basic numeracy skills, or lack experience with technology. Therefore, DCWs require many support services for success in professional health-studies programs. In response, a partnership emerged between an urban medical center, state university, and labor union to provide academic pathways for DCWs to progress in careers through higher education. Two cohorts of DCWs from the medical center enrolled in the program, which provided courses totaling nine college credits. Career maps, containing action steps towards goals, and individual coaching helped DCWs define their aspirations. Many workers who completed the program matriculated into two and four-year professional programs, while others plan to do so in the future.
The HeART of Listening
Author: DeMeulenaere, Eric
Date: 2018-05-00
Type: Journal Articles
Subjects: Urban Education,School Community Relationship,Higher Education,Community Involvement,Educational Environment,Autobiographies,United States History,Racial Bias,Indigenous Populations,Minority Groups,At Risk Students,College Students,High School Students

Dr. Eric DeMeulenaere is Associate Professor of Education at Clark University in Worcester, MA. When he received the Ernest A. Lynton Award for the Scholarship of Engagement in 2015, he was an Assistant Professor coming up for promotion and tenure. He received the Lynton award because his scholarly work exemplifies deep collaboration with community partners across the faculty roles of teaching, research, and service. That reciprocity and valuing of the knowledge assets in the community comes across strongly in this essay. His essay is fundamentally about engagement that disrupts the dominant epistemology of the academy, which narrowly constrains ways of knowing and passes for legitimate knowledge. Much of this essay reflects the keynote address that Eric gave at the Lynton Colloquium at the University of Massachusetts, Boston in September of 2015. He received the Lynton Award at the annual meeting of the Coalition of Urban and Metropolitan Universities in Omaha, Nebraska the following month. Scholars like Eric, and all Lynton Award recipients, need supportive institutional environments of campuses, like those of CUMU, which redefine excellence through demonstrated engagement with and positive impact across their local cities and communities, valuing and nurturing their epistemic orientations and those of their students.
It&apos;s Not about &quot;Us&quot;: &quot;Express Newark&quot; Prioritizing the Public Good
Author: Davson, Victor
Date: 2018-05-00
Type: Journal Articles
Subjects: Universities,Role of Education,College Role,School Community Relationship,Prosocial Behavior,Altruism,Shared Resources and Services,Trust (Psychology),Leadership Role,College Faculty,Teacher Role,School Community Programs,Educational Change,Resistance to Change,Program Development,Scholarship,Service Learning,Institutional Mission

Publically engaged scholarship demands new ways of working within and outside of the academy. Systems within the university reward faculty for individual achievements. This approach militates against working on collaborative projects because of the difficulty of explaining and quantifying one's contribution. The culture of academia further inhibits potential collaborations and undermines even the most altruistic faculty, who are socialized to devalue the experiential, place-based knowledge of a community partner and encouraged to adopt a self-concept as &quot;the&quot; authority. But if universities are to honor their commitment to the public good, the public must be prioritized in the academic value system, which ought to encourage new modes of thinking that recognize the legitimacy of the expertise of community partners and place value on collaboration with them. From the community perspective, there is often a lack of models for successful collaboration, with engagement by universities more often than not taking the form of exercising eminent domain or parachuting in to &quot;fix&quot; a problem and then abandoning the community. Community members carry with them skepticism that the university's only use is as a source of hand-outs rather than a source of the kind of agency afforded by true collaboration.
Decolonizing Human Rights Education: Critical Pedagogy Praxis in Higher Education
Author: Woldeyes, Yirga Gelaw
Date: 2018-00-00
Type: Journal Articles
Subjects: Civil Rights,Critical Theory,Teaching Methods,Cultural Pluralism,Cultural Differences,Immigrants,Foreign Policy,Foreign Countries,Epistemology,Ethics,Correlation,Power Structure,Land Settlement

This article tackles specific issues that arise in teaching human rights in a Western academic institution. As critical human rights scholars, we are concerned with a pedagogy of human rights that gives respect to cultural diversity and the cross-cultural applicability of concepts and social issues in ways that are not antithetical to the purpose of human rights itself. In the Australian context where we are located both as human rights educators and immigrants, our approach depends on giving critical attention to questions of colonialism and its aftermath; to how contemporary human rights are understood across diverse cultures and subjectivities; and how to enable decolonizing methodologies to ensure an ethical exchange and negotiation of human rights learning and teaching in a higher education context. This approach is significant since contemporary Australia is an immigrant nation, a settler colonial society that is located in the South and yet problematically dominated by ontological and epistemological orientations towards the North. We argue that a critical pedagogy of human rights involves a robust non-colonizing and ethical engagement that is both self-reflexive and aware of complicit power relations. We seek to interrogate power as understood through the relationship between lived experience, knowledge and education. In our article we examine, through examples in our own teaching practice, how we seek to create and enable a critical pedagogical space that allows such an ethical engagement to take place. [Note: The title on the website is &quot;Enabling a Critical Pedagogy of Human Rights in Higher Education through De-Colonising Methodologies.&quot;]
Reading the &quot;International&quot; through Postcolonial Theory: A Case Study of the Adoption of the International Baccalaureate at a School in Lebanon
Author: Azzi, Iman
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Advanced Placement Programs,Qualitative Research,Foreign Countries,International Schools,Institutional Characteristics,Networks,Group Membership,International Education,Units of Study,Teaching Methods,Nationalism,School Culture,High School Students

Considerable debate has revolved around the question of what constitutes an international school, focusing on attributes such as number of nations represented by the student body, stated curricular goals, and school culture or mission. Less attention has been paid to how &quot;international&quot; is lived within these schools. This article explores the notion of the &quot;international&quot; at an international school in Lebanon that has recently been authorized as an International Baccalaureate (IB) World School. Joining the IB World Schools network comes with many benefits for a school, such as stronger name recognition from parents and universities and access to a global community of educators that promote lifelong learning through international education. It also signals a school's willingness to conform to the IB's concept of, and discourse around, the &quot;international&quot;. This article is interested in the possibilities presented by postcolonial theory as an alternative to approaches to international education that presents the nation state as the natural unit of study. Qualitative data collected from the case study school highlights how understandings of the &quot;international&quot; have been shaped by the adoption of the IB, focusing on the central role that methodological nationalism plays within the IB's understanding of the &quot;international&quot;. The data supports earlier findings that the IB's approach to international education reinforces the dominance of the nation state as the central unit of study. Further, it shows evidence that not all states are being presented equally and that a continued reliance on national perspectives risks promoting a hegemonic class of states, through formal instruction, which focuses on certain nations more than others. Findings suggests that postcolonial theory could offer an important corrective seeking to rebalance the way the &quot;international&quot; is understood and promoted within the IB.
Inclusive Education for International Students: Applications of a Constructivist Framework
Author: Stipanovic, Natalie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Inclusion,College Students,At Risk Students,College Faculty,Teaching Methods,Constructivism (Learning),Empathy,Attention,Language Usage,Student Experience,Metacognition,Reflection

International students are a globally growing population that have numerous risk factors to their successful matriculation. One classroom tool university instructors have to combat these risk factors is utilizing an inclusive pedagogical framework. Instructors of international students that wish to apply an inclusive pedagogy to meet the needs of all students are lacking in concrete examples and strategies. This manuscript expands upon the idea of constructivist education as a type of inclusive pedagogy and uses the Constructive Supervision Process (Guiffrida, 2015) to provide a methodology for instructors of internationals students. The tenets of the model are described in practical detail and a table of examples is provided.
Empirical Research on Relationship between College Students&apos; Social Identity and Online Learning Performance: A Case Study of Guangdong Province
Author: Mingfang, Zhu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Concept,Online Courses,Academic Achievement,Life Satisfaction,Questionnaires,Likert Scales,Case Studies,Correlation,Gender Differences,Educational Background,Statistical Analysis,Regression (Statistics),Multivariate Analysis

From &quot;God's favored person&quot; to &quot;ordinary worker&quot;, college students become indifferent to life and addicted to web gaming because they face a rapid devaluation of college student identity in China. At the same time, MOOC and other online learning resources are bringing students better personal learning environment and requiring the students to be more self-disciplined and self-educated oriented. Correlation was found among academic performance, life satisfaction and personal identity. The relationship between students' online learning performance, life satisfaction and social identity has become a key issue for the Chinese educators and academic institutions. This paper investigates college student's social identity and identify how online learning performance influences their life satisfaction and social identity based on 490 questionnaires using Jonathan M. Cheek relational identity orientation scale for the AIQ. The results suggest that the demographic feature of students has different influence on their social identity, and the effect of online learning performance and life satisfaction on social identity shows a significant difference. Besides, implications for improving college students' social identity are also discussed.
Voices from the Field: 2017 CUMU Annual Conference Opening Plenary Remarks (October 9, 2017)
Author: Holland, Barbara A.
Date: 2018-05-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Urban Universities,Metropolitan Areas,Place Based Education,Educational Change,Role of Education,Higher Education,School Community Relationship,Educational Innovation,Institutional Mission,Educational Objectives,Democracy,Educational Benefits,Educational Improvement,Access to Education,Experiential Learning,Internship Programs,Service Learning,Integrated Activities,Active Learning,Partnerships in Education,Urban Renewal,Student Participation,Citizen Participation,Civics,Citizenship Education,Human Capital,Economic Development,Social Capital

Urban and metropolitan areas face unique challenges in serving the multifaceted needs of their communities, but also have advantages that create some of the world's greatest universities. Three scholars opened the 2017 CUMU [Coalition of Urban and Metropolitan Universities] Annual Conference with &quot;Voices from the Field.&quot; Each spoke to the changing role of urban-serving institutions and the place-based advantages CUMU members have in enriching their communities while strengthening the universities' core commitments. CUMU advisor Barbara A. Holland, Holland Consulting, described the changing role of higher education and highlighted the distinct and powerful advantages urban-based higher education institutions have in shaping the success of the metropolitan areas they collectively serve. Ted Howard, The Democracy Collaborative, encouraged universities to move beyond current place-making initiatives and to adopt The Anchor Mission, distilling lessons from CUMU members who are pioneering new approaches to anchor mission work to have greater impacts on their institutions and communities. Andrew Seligsohn, Campus Compact, reflected on the inter-connected nature of two of higher education's missions: (a) educating students for democracy; and (b) carrying out their anchor mission, as well as the impact of a civically-engaged student body on creating sustainable change in our communities.
Enabling Learners Starts with Knowing Them: Student Attitudes, Aspiration and Anxiety towards Science and Maths Learning in an Australian Pre-University Enabling Program
Author: Lisciandro, Joanne G.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Anxiety,Science Instruction,Mathematics Instruction,College Preparation,High School Students,Student Surveys,Emotional Response,Academic Aspiration,Student Experience,Expectation,Career Choice,Social Development,Emotional Development,Student Needs,Affective Behavior,Statistical Analysis,Program Effectiveness,Qualitative Research

Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, 'OnTrack', were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and teacher training. Greater attention should be given to both student's affective needs and their understanding of future course content during their enabling education experience to redress negative emotional learning experiences and safeguard student expectations, satisfaction, and retention in the future.
Music Learning for Fun and Wellbeing at Any Age!
Author: Ellis, Bronwyn
Date: 2018-04-00
Type: Journal Articles
Subjects: Music Therapy,Music Activities,Older Adults,Questionnaires,Focus Groups,Demography,Learning Motivation,Preferences,Experience,Musical Instruments,Barriers,Psychological Patterns,Foreign Countries,Well Being,Program Effectiveness

Music has long been shown to have diverse benefits for all age groups. Music therapy has been used in a variety of situations involving both physical and mental health issues. A report of a United Kingdom study on the benefits of older people's participation in community music activities prompted an investigation of the benefits of a new initiative in an Australian regional city--a ukulele group formed by members of the local branch of the University of the Third Age (U3A). Data-gathering materials comprised a questionnaire completed by voluntary participants early in their involvement, a second questionnaire six weeks later, and a focus group near the end of the year, as well as participant observation. Both questionnaires incorporated Diener and Biswas-Diener's Flourishing Scale (Diener et al., 2009) and questions on the physical aspects of playing the ukulele. The first also sought details of demographics, motivation for learning, musical preferences and any previous experience in learning a musical instrument. The second asked for highlights and challenges and whether the experience could be recommended to others of their age. Responses indicate enjoyment in learning something new, despite some challenges, and in being part of the group. This is supported by the fact that most original members are still attending, and many new ones have joined them.
What Should Be Considered When Designing and Developing a Counselling Course for Adults from Diverse Professional and Cultural Backgrounds?
Author: Furlonger, Brett
Date: 2018-04-00
Type: Journal Articles
Subjects: Instructional Design,Problem Solving,Counseling Services,Counselor Training,Cooperation,Course Descriptions,Educational Quality,Program Development,Cultural Differences,Cultural Awareness,Course Content,Foreign Countries

Increased demand for counselling services has escalated the need for quality counsellor education programs. Striving to achieve quality in course design is a process not often articulated publicly. To address this gap, the design and development of a counsellor education course is described and includes the sources of knowledge that influenced its design and the step-by-step development of the program. Challenges designers met are discussed, as well as the ways in which these challenges were met through collaborative problem solving.
Adult Literacy and Socio-Cultural Learning at &quot;Pina Pina Jarrinjaku&quot; (Yuendumu Learning Centre)
Author: Bauer, Ros
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Higher Education,Access to Education,Community Development,Models,Action Research,Adults,English,Language Skills,Literacy,Numeracy,Rural Areas,Family Programs,Disadvantaged,Community Programs,Case Studies,Nonformal Education,Informal Education,Native Language,Cultural Relevance,Literacy Education,Social Influences,Adult Learning

The Whole of Community Engagement (WCE) initiative commenced in July 2014, led by the Office of Pro Vice Chancellor of Indigenous Leadership at Charles Darwin University (CDU). WCE aimed to build the aspiration, expectation and capacity of six remote and very remote Indigenous communities in the Northern Territory to participate and achieve in higher education. Using a place-based, Indigenous-led, community development approach, the initiative developed a model that could be applied by other Australian universities and agencies through engaging closely within Indigenous communities and promoting local level management, leadership, decision-making, research and action. The WCE included participatory action research and developmental evaluation approaches. WCE research has shown that at this time the majority of the adult Aboriginal population are missing out on any form of assistance with English language, literacy and numeracy (LLN)--particularly those who are at the lower measures of the scale; and most people, especially those in remote areas, are at that end of the scale. Research evidence supports a 'whole family' approach to literacy and other educational challenges that disadvantaged families and communities face. One model that has emerged and is supported at local level is the community/family learning centre model. This case study draws on the Yuendumu experience of literacy development and socio-cultural learning and has been commissioned to inform discussion and debate and inspire action. This report strongly suggests that the local learning centre is key to improvement, to the embedding of literacy and the maintenance of any successes.