scholarly journals Taking a Campus-Wide View of Age-Friendly Practices in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 11-11
Author(s):  
Lauren Bowen ◽  
Nina Silverstein ◽  
Susan Whitbourne ◽  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Student Affairs ◽  
Physical Environment ◽  
Campus Climate ◽  
The Core ◽  
Research Programs ◽  
Environment Research ◽  
The University

Abstract The first AFU principle is to “encourage the participation of older adults in all the core activities of the university, including educational and research programs.” As this suggests, a crucial goal of age inclusivity in higher education is to resist the siloing of older adults and age-inclusive efforts in age-specific programs and cohorts. In response, the Age-Friendly Inventory and Campus Climate Survey (ICCS) assessment was designed to assess age-inclusivity across seven areas of institutional activity: outreach & engagement, personnel, physical environment, research, services & resources, student affairs, and teaching & learning. By restructuring and expanding the “pillars” of institutional activity outlined by AFU principles, the ICCS presents two key advantages for benchmarking AFU practices: (1) it traces age-inclusivity across many facets of institutional operations; and (2) it prompts participants and report readers to recognize their role in current and potential age-inclusive efforts, regardless of their role or department on campus.

Thyrsa Wealtheow Amos: The Dean of Deans

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Richard J. Herdlein
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Historical Research ◽  
University Of Pittsburgh ◽  
Student Personnel ◽  
Dean Of Women ◽  
History Of ◽  
Personnel Administration ◽  
The University

The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Women’s Program at the University of Pittsburgh,1919–41, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.

When Students Drink Too Much: Whose Problem Is It Anyway?

2017 ◽  
Vol 20 (3) ◽  
pp. 18-25
Author(s):  
Holly A. Foster
Keyword(s):  
Higher Education ◽  
High Risk ◽  
Student Affairs ◽  
Higher Education Administration ◽  
Student Affairs Professionals ◽  
Education Administration ◽  
University Of Virginia ◽  
Graduate Courses ◽  
High Risk Drinking ◽  
The University

This case is for use in graduate courses in student affairs and higher education administration. It presents the challenges faced by student affairs professionals at the University of Virginia where some students participate in an annual high-risk drinking practice that has resulted in injuries and even death. Student affairs professionals at the university have attempted to address this dangerous practice for almost 20 years with minimal success. This case highlights the complex issues that administrators must often face as well as provides students the opportunity to evaluate the complex issues from the perspectives of the various constituencies involved.

scholarly journals From criminology to gerontology: case studies of experiential authenticity in higher education

2020 ◽  
Vol 8 (1) ◽  
pp. 127-134
Author(s):  
Suzanne Young ◽  
Ellen Tullo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Common Features ◽  
The Core ◽  
Learning Journey ◽  
Teaching Interventions ◽  
The University ◽  
Diverse Groups

This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.

scholarly journals On the Alienation of Academic Labour and the Possibilities for Mass Intellectuality

2018 ◽  
Vol 16 (1) ◽  
pp. 97-113
Author(s):  
Richard Hall
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
Academic Work ◽  
Precarious Employment ◽  
Useful Knowledge ◽  
The Core ◽  
The University ◽  
The Impact ◽  
Labour Power

As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, increasingly encumbered by precarious employment, debt, and new levels of performance management, are shorn of autonomy beyond the sale of their labour-power. Incrementally, the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the twin processes of financialisation and marketisation. At the core of understanding the impact of these processes and their relationships to the reproduction of higher education is the alienated labour of the academic. The article examines the role of alienated labour in academic work in its relationship to the proletarianisation of the University, and relates this to feelings of hopelessness, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.

The University of Texas at Dallas/Callier Center for Communication Disorders Doctor of Audiology Program

2005 ◽  
Vol 14 (2) ◽  
pp. 151-160
Author(s):  
Ross J. Roeser ◽  
Linda Thibodeau ◽  
Carol Cokely
Keyword(s):  
Higher Education ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Faculty Members ◽  
High Quality ◽  
University Of Texas ◽  
Research Programs ◽  
The University ◽  
Total Enrollment

Purpose: The purpose of this article is to describe the history and resources of the doctor of audiology (AuD) program at the University of Texas at Dallas (UTD)/Callier Center for Communication Disorders, as well as to provide an overview of the program. Method: Data from 1999, when the AuD program was approved by the Texas Higher Education Coordinating Program, to the present were reviewed. Conclusions: The UTD/Callier Center AuD program includes more than 40 faculty members, spans 3 campuses, and has 8 research laboratories. Total enrollment is 32 students (8 students are admitted each year for the 4-year program). Students have access to extensive resources and learning opportunities. The clinical and research programs at the UTD/Callier Center are actively involved in providing high-quality, indepth education to future doctors of audiology.

scholarly journals Assessing Age-Friendliness in Higher Education: Introducing the Inventory and Campus Climate Surveys

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 536-537
Author(s):  
Nina Silverstein ◽  
Nancy Morrow-Howell
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Global Network ◽  
Major Advance ◽  
Short And Long Term ◽  
University Of Massachusetts ◽  
The University ◽  
Work Done

Abstract The establishment of the Age-Friendly University (AFU) network and adoption of the 10 principles by institutions of higher education, was a major advance in the United Nations Sustainable Development Goal of promoting healthy and active aging through opportunities for intergenerational communities. AGHE endorsed the principles in 2016, since then over 60 institutions have joined the global network. Tools are needed to identify benchmarks that institutions can use to assess progress toward realizing the AFU principles on their own campuses. This symposium shares work done at the University of Massachusetts Boston, to develop and refine the AFU Inventory and Campus Climate Surveys (ICCS), a survey-based assessment instrument (developed from a prior pilot study in 2018) based on the premise that it is necessary to assess both the institution’s actual age-friendly practices and its perceived age-friendliness or campus climate. In August, 2019, the University of Massachusetts President’s office endorsed the 10 principles for the entire UMass system of 5 campuses, presenting an opportunity to assess a multi-campus system. To date, we have surveyed UMass Boston, UMass Lowell, UMass Dartmouth and UMass Medical (n=2,704). Testing and refinement of the AFU ICCS will contribute to both short- and long-term recommendations to assist in strategic planning by higher education institutions. Whitbourne will present the Inventory reporting tool. Bowen will present the Climate Survey. Gautam and Revell will describe the AFU work at UMass Lowell and UMass Dartmouth respectively and the use of the assessment tools on their campuses; Morrow-Howell will serve as Discussant.

scholarly journals Chicana/Latina Undergraduate Cultural Capital: Surviving and Thriving in Higher Education

2010 ◽  
Vol 33 (2) ◽  
pp. 1-23
Author(s):  
Maricela DeMirjyn
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Cultural Capital ◽  
Campus Climate ◽  
College Experiences ◽  
Survival Strategy ◽  
Self Identity ◽  
Fluid Source ◽  
The University

This study addressed the retention of Chicana/Latina undergraduates. The problem explored was one; how these women perceive campus climate as members of a marginalized student population and two; which strategies are used to “survive the system.” As a qualitative study, this work was guided by a confluence of methods including grounded theory, phenomenology and Chicana epistemology using educational narratives as data. The analysis indicated that Chicanas/Latinas do maintain a sense of being “Other” throughout their college experiences and this self-identity is perceived as a “survival strategy” while attending a mainstream campus. Further analysis also showed that Chicanas/Latinas begin their college careers with social/cultural capital and is used as a fluid source of support during their stay at the university.

scholarly journals Dreaming Ourselves and Aspirations Into Places of Higher Education

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Linda Waimarie Nikora
Keyword(s):  
Higher Education ◽  
The Core ◽  
Research Activities ◽  
The World ◽  
Making A Difference ◽  
Significant Burden ◽  
The University

Dreams and aspirations are at the core of what higher education is about. Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation. And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

scholarly journals Praxis for Accelerated Improvement in Research (PAIR)

2020 ◽  
Vol 9 (3) ◽  
pp. 248
Author(s):  
Jovito C. Anito Jr. ◽  
Auxencia A. Limjap ◽  
Reynold C. Padagas
Keyword(s):  
Higher Education ◽  
Research Program ◽  
Education Institution ◽  
Shared Vision ◽  
Research Management ◽  
University Research ◽  
Private Higher Education ◽  
Research Infrastructure ◽  
Research Programs ◽  
The University

This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers’ and research participants’ journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, conviviality, optimism, shared vision, and prudence in all aspects of research. This article thereby recommends learning and researching within the lens of participatory and transformative paradigm. The authors further recommend to higher education institutions establishment of a sustained mentoring program where mentors and mentees mutually agree and commit to advance the research vision of the university collectively. Finally, this article reasons in favor of an institutional research infrastructure that nurtures not just the knowledge and skills in research, but also the attitude and values of its research stakeholders towards research and the overall research program of the organization.

scholarly journals Mexican American Parrhesia at Troy

2021 ◽  
Vol 98 (1) ◽  
pp. 28-55
Author(s):  
César López
Keyword(s):  
Higher Education ◽  
Social Identity ◽  
Mexican American ◽  
Ethnic Studies ◽  
Cultural Nationalism ◽  
Faculty Members ◽  
University Of Southern California ◽  
Educational Mission ◽  
The Core ◽  
The University

In the late 1960s, Mexican American and Chicana/o students and faculty began to create new cultural and academic spaces at the University of Southern California (USC). As outspoken advocates, they promoted a collective social identity as they questioned USC’s commitment to fulfilling the moral and humanistic responsibilities of its educational mission. These students and faculty members took part in the formation of ethnic studies and Chicana/o studies on their campus and in higher education generally. Their activist contributions, however, have been ignored by USC and by most of the scholarly community. Yet, through their work and use of parrhesia (saying what one means with frank speech), the core Chicana/o movement concepts of Aztlán (the conception of a sacred homeland, borrowed from the Aztec cosmovision archetype of origins) and Chicanismo (a collective Chicana/o cultural nationalism) have been woven into the mythology of USC, creating a Chicana/o legacy of deep education and learning.

Sign in / Sign up

Export Citation Format

Share Document