scholarly journals Age-Friendly Universities: Confronting Ageism and Fostering Age Inclusivity

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 533-534
Author(s):  
Joann Montepare ◽  
Kimberly Farah
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Campus Climate ◽  
The United States ◽  
First Aid ◽  
Online Course ◽  
Institutions Of Higher Education ◽  
Age Diversity ◽  
Aging Populations ◽  
Age Attitudes

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly programs, practices, and partnerships. Over 65 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU principles. Despite the importance and appeal of the AFU initiative, individuals leading age-friendly efforts on their campuses have found that ageism in higher education is a persistent, yet overlooked, factor holding us back from embracing age diversity. This symposium will feature AFU partners who will discuss how ageism presents itself in higher education, along with offering recommendations for breaking it down and promoting greater age inclusivity. Montepare will open the session with an overview of systematic and implicit instances of ageism in higher education. Bowen and colleagues will then discuss results from an AFU Campus Climate Survey that examined the age attitudes of faculty, students, and staff along with their views about that nature of campus age-friendliness. Manoogian will discuss the value of approaching the teaching of age diversity from an intersectionality perspective. Reynolds and Kruger will provide theoretical framing and dissemination models for the GSA online course Ageism First Aid within various AFU and programmatic structures. Andreoletti and June will discuss how creating an age-inclusive AFU Learning Community can raise awareness about ageism across campus as well as in the community where a campus resides. Age-Friendly University (AFU) Interest Group Sponsored Symposium.

scholarly journals INTEREST GROUP SESSION—AGE-FRIENDLY UNIVERSITY (AFU): AGE-FRIENDLY UNIVERSITY CAMPUSES: PUTTING PRINCIPLES INTO PRACTICE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S345-S345
Author(s):  
Joann M Montepare ◽  
Kimberly Farah ◽  
Kenneth F Ferraro
Keyword(s):  
Higher Education ◽  
Local Community ◽  
Evaluation Research ◽  
The United States ◽  
Steering Committee ◽  
Older Learners ◽  
University Campuses ◽  
Age Diversity ◽  
Aging Populations ◽  
University Leaders

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 45 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU guiding principles. This symposium will feature leaders at AFU campuses who will discuss why their institution joined the initiative, their age-friendly campus vision, and how they are putting AFU principles into practice. AFU Washington University St. Louis leaders will describe efforts to increase age-diversity on their campus, especially through professional studies programs that support personal and career development in the second half of life. AFU University of Southern California leaders will discuss new age-friendly efforts entailing intergenerational exchange, best practices of age-friendly programming for retired employees and alumni, and emerging connections to local community aging initiatives. AFU Eastern Michigan University leaders will round out the presentation with an overview of accomplishments of their campus-wide steering committee and its age-friendly evaluation research that informed the needs and interests of older learners pursuing second careers, as well as how to actively engage emeritus faculty and staff as a retired community on campus. The discussant will provide integrating comments and age-friendly suggestions for putting AFU principles into practice.

scholarly journals The Woods around the Ivory Tower: A Systematic Review Examining the Value and Relevance of School Forests in the United States

2020 ◽  
Vol 12 (2) ◽  
pp. 531
Author(s):  
Kimberly J. Coleman ◽  
Elizabeth E. Perry ◽  
Dominik Thom ◽  
Tatiana M. Gladkikh ◽  
William S. Keeton ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Systematic Review ◽  
Ecosystem Services ◽  
The United States ◽  
Local Communities ◽  
Ivory Tower ◽  
Institutions Of Higher Education ◽  
Cultural Ecosystem Services ◽  
Research And Teaching

Throughout the United States, many institutions of higher education own forested tracts, often called school forests, which they use for teaching, research, and demonstration purposes. These school forests provide a range of benefits to the communities in which they are located. However, because administration is often decoupled from research and teaching, those benefits might not always be evident to the individuals who make decisions about the management and use of school forests, which may undervalue their services and put these areas at risk for sale, development, or over-harvesting to generate revenue. To understand what messages are being conveyed about the value and relevance of school forests, we conducted a systematic literature review and qualitatively coded the resulting literature content using an ecosystem services framework. While school forests provide many important benefits to academic and local communities, we found that most of the existing literature omits discussions about cultural ecosystem services that people may receive from school forests. We discuss the implications of this omission and make recommendations for addressing it.

scholarly journals “There Is Never a Break”: The Hidden Curriculum of Professionalization for Engineering Faculty

2018 ◽  
Vol 8 (4) ◽  
pp. 157 ◽  
Author(s):  
Idalis Villanueva ◽  
Taya Carothers ◽  
Marialuisa Di Stefano ◽  
Md. Khan
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Hidden Curriculum ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Institutional Type ◽  
Chi Square ◽  
Self Advocacy ◽  
Engineering Faculty ◽  
Positive Correlations

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

scholarly journals 3D КАРТУВАННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ В СИСТЕМІ ОСВІТИ УКРАЇНИ

2019 ◽  
Vol 70 (2) ◽  
pp. 28 ◽  
Author(s):  
Nataliia V. Morze ◽  
Viktoriia P. Vember ◽  
Mariia A. Gladun
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Digital Literacy ◽  
The United States ◽  
Educational Process ◽  
Competency Framework ◽  
Institutions Of Higher Education ◽  
3D Mapping ◽  
Educational Trends ◽  
Digital Competency

The article introduces the developed 3D mapping of digital competency. The necessity of radical changes aimed at improving the quality and competitiveness of education, changing the role of scientific and pedagogical staff in Ukraine in accordance with world requirements is substantiated. The analysis of the state policy and regulatory framework in the field of digital skills and competencies in Ukraine, research on information and communication competency in the European educational space, in particular UNESCO recommendations, the digital competency framework for citizens DigComp 2.0 and the digital competency framework for educators DigCompEdu, requirements for digital literacy in the United States, in particular the standards of the International Society of Technology in Education (ISTE), as well as development of digital competency in Ukraine. As a result of the analysis of these documents, questionnaires were developed for three groups of respondents – pedagogical staff and students of institutions of higher education and teachers of general secondary education institutions - and questionnaires were conducted in six Ukrainian universities within the framework of the international project Erasmus + MoPED. The developed 3D mapping reflects the trends of understanding by pedagogical staff and students of institutions of higher education and teachers of secondary education institutions of the main modern educational trends, the use of innovative pedagogical technologies and digital instruments in the educational process. The attitude of the three groups of respondents to the actual educational trends, innovative pedagogical technologies and the level of interest in mastering digital tools and their ability to use them effectively in the educational process according to the results of the questionnaire has been highlighted, which made it possible to compare the attitude of pedagogical staff of institutions of higher education, teachers and students to the above categories at the present stage.

scholarly journals Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)

2021 ◽  
Vol 4 (2) ◽  
pp. 166-199
Author(s):  
Emily M. Walter ◽  
Andrea L. Beach ◽  
Charles Henderson ◽  
Cody R. Williams ◽  
Ivan Ceballos-Madrigal
Keyword(s):  
Higher Education ◽  
Organizational Climate ◽  
Postsecondary Education ◽  
Organizational Support ◽  
Instructional Improvement ◽  
The United States ◽  
System Reform ◽  
Institutions Of Higher Education ◽  
Education Development ◽  
Teaching Innovation

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.

scholarly journals Benchmarking Age-Friendly University Practices: AFU Inventory and Campus Climate Survey (ICCS) Study Insights

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 10-11
Author(s):  
Joann Montepare ◽  
Nina Silverstein
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
National Sample ◽  
Older Learners ◽  
Lifelong Learners ◽  
Academic Workplace ◽  
Subjective Perceptions ◽  
New Directions ◽  
Aging Populations ◽  
Teaching Learning

Abstract The Age-Friendly University (AFU) initiative endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE) provides institutions of higher education with guiding principles for addressing the needs of aging populations. Benchmarks are now needed for assessing age-friendly academic, workplace, and physical campus environments, perceptions of campus constituents, and recommendations for advancing age inclusivity. This symposium will discuss what the AFU Inventory and Campus Climate Survey (ICCS) administered to a national sample of colleges and universities is revealing about the study of age-friendliness in higher education. The sample includes data from over 10,000 faculty, staff, students, and older learners surveyed in 2020-21. Whitbourne will introduce the conceptual model that served as the foundation for the ICCS, with special attention to the need to assess and compare “objective” age-friendly practices with “subjective” perceptions of these practices. Bowen will describe the utility of examining age-friendliness across institutional units with different functions: outreach-engagement, personnel, physical environment, research, services-resources, student affairs, and teaching-learning. Beaulieu will present data demonstrating the importance of assessing perceptions of specific constituent groups including faculty, staff, students, and lifelong learners. Montepare will discuss insights gained about the definition and manifestation of what it means to be ageist, age-friendly, and age-inclusive in higher education. Silverstein will describe strengths and challenges observed across campuses along with recommendations and promising new directions for advancing age inclusivity in higher education.

scholarly journals Global competence of employees in Hispanic Enterprises in the south of United States

2017 ◽  
Vol 8 (15) ◽  
Author(s):  
Mónica Blanco Jiménez ◽  
Juan Rositas Martínez ◽  
Francisco Javier Jardines Garza
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Global Market ◽  
Global Competence ◽  
Institutions Of Higher Education ◽  
Global Competency ◽  
Common Assumption ◽  
High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por  los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas 

Campus Climate and the Theory of Gender Performativity

2019 ◽  
pp. 226-242
Author(s):  
Aaron Samuel Zimmerman ◽  
Andrew S. Herridge
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Institutions Of Higher Education ◽  
Gender Performativity ◽  
Social Construct ◽  
Experimental Performance ◽  
Recruitment Methods ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Measurement Tools

The objective of this chapter is to outline the theory of gender performativity and to discuss its implications for researchers and policymakers in higher education. This chapter will examine the manner in which the measurement tools and recruitment methods utilized by research in higher education may serve to reinforce particular ontological assumptions about gender. If institutions of higher education aspire to serve their diverse student populations as inclusively as possible, it may be valuable for researchers and policymakers to consider the notion that gender is a social construct that is continually open to experimental performance.

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