scholarly journals Transfer student analysis and retention: a collaborative endeavor

2017 ◽  
Vol 45 (3) ◽  
pp. 421-439 ◽  
Author(s):  
Trudi Jacobson ◽  
John Delano ◽  
Linda Krzykowski ◽  
Laurie Garafola ◽  
Meghan Nyman ◽  
...  
Keyword(s):  
Student Retention ◽  
Transfer Students ◽  
Research University ◽  
Retention Rate ◽  
Full Time ◽  
Public Research ◽  
Content Type ◽  
Public Research University ◽  
The University ◽  
First Time

Purpose This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students. Design/methodology/approach The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired. Findings This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years. Research limitations/implications The data collection and analysis, and the initiatives, are specific to one public research university. Practical implications Initiatives undertaken to address the retention of transfer students have begun to have an impact. Originality/value The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.

scholarly journals Absolutely FABulous: Collecting and celebrating faculty-authored books

2021 ◽  
Vol 82 (3) ◽  
pp. 125
Author(s):  
Michael Rodriguez
Keyword(s):  
Research University ◽  
Full Time ◽  
Public Research ◽  
Faculty Work ◽  
Senior Administrators ◽  
Public Research University ◽  
The University ◽  
University Of Connecticut ◽  
Time Faculty

In 2019, the University of Connecticut (UConn) Library began systematically collecting faculty-authored books (FABs). We envisioned the collection as a service—a program to capture and celebrate faculty work and ensure that their intellectual contributions were represented in the library’s collections. Under the leadership of our new dean, we crafted and communicated jargon-free program parameters, collaborated with liaison librarians and book vendors to purchase more than 220 FABs, and collaborated with communications staff to pursue events and marketing to publicize this new collecting area. UConn is a large public research university with more than 30,000 students and 1,500 full-time faculty who publish scores of books yearly, so this FAB service resonated with faculty and senior administrators alike. Though we are adjusting to the COVID-19 pandemic’s impact, FABs have become a signature initiative for UConn Library.

Open and affordable textbooks: approaches to OER pedagogy

2020 ◽  
Vol 37 (7) ◽  
pp. 15-17
Author(s):  
Matthew Bridgeman
Keyword(s):  
General Chemistry ◽  
Design Methodology ◽  
Research University ◽  
Psychiatry Clerkship ◽  
Practical Experience ◽  
Open Educational Resources ◽  
Public Research ◽  
Content Type ◽  
Course Materials ◽  
Public Research University

Purpose Following is an overview of the open and affordable textbooks (OAT) program, strategies for outreach, as well as discuss approaches that faculty awardees have taken to designing their courses. This paper aims to address a couple issues such as the effectiveness of open educational resources (OER) resources, the process of creating OER resources and how faculty and instructors have updated their courses and adjusted their pedagogy. Design/methodology/approach This paper describes five cases where the faculty adopted open pedagogy. They include a general chemistry course, psychiatry clerkship, microbiology lab, a medical Spanish course and a radiology elective in a medical school. Findings The use of open pedagogy promotes two things: up-to-date resources and practical experience. Since the creation of the Rutgers OAT program, faculty and instructors have been rethinking how they teach their courses. Students enjoy the content more and faculty loves the increase in engagement. As the program continues to grow, the creativity fostered by open pedagogy improves education for everyone involved. Originality/value The paper offers a general overview of an effective open and affordable program at a public research university. It demonstrated the effectiveness of the program while also offering examples of novel course materials for interested librarians and faculty. It opens the possibility from just finding resources to creating them and how they improve education.

scholarly journals Supporting Non-Native English Speakers at the University

2021 ◽  
Vol 11 (1) ◽  
pp. 103-121
Author(s):  
Bethany Peters ◽  
Michael E. Anderson
Keyword(s):  
Research University ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Public Research ◽  
Public Research University ◽  
Native Speakers Of English ◽  
Faculty And Staff ◽  
The University

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

Placing and Displacing Jewish Studies: Notes on the Future of a Field

PMLA ◽  
2010 ◽  
Vol 125 (3) ◽  
pp. 764-773 ◽  
Author(s):  
Leslie Morris
Keyword(s):  
Faculty Member ◽  
Research University ◽  
State Legislature ◽  
Jewish Studies ◽  
National Literature ◽  
Literary Studies ◽  
Public Research ◽  
Public Research University ◽  
Marco Polo ◽  
The University

Let Me Begin with a Decidedly Non-Jewish Reference, in Order to Both Place and Displace Jewish Studies. In Italo Calvino's Invisible Cities, an evocation of imaginary places that emerge and recede from memory, all eventually turning out to be the same place, Marco Polo says to Kubla Kahn, in response to the charge that he has not spoken of Venice: “Every time I describe a city I am saying something about Venice” (86). The notion of Venice as implicit in every city strikes me as an apt analogy for what I will be claiming as the possible relation between Jewish studies and literary studies. As a faculty member housed in a national literature department (German) at a public research university dominated by a biennial funding battle with the state legislature, I move between reading the minutes of the University Senate and reading Calvino's Invisible Cities in order to imagine the invisible universities or invisible studies beyond the prairie and, indeed, beyond the notion of the university (and the humanities) in ruin.

scholarly journals Applying quality tools to improve student retention supporting process: a case study from WOU

2018 ◽  
Vol 13 (1) ◽  
pp. 60-72 ◽  
Author(s):  
PohLean Chuah ◽  
PengKeat Lim
Keyword(s):  
Problem Solving ◽  
Student Retention ◽  
Failure Modes ◽  
Retention Rate ◽  
Quality Analysis ◽  
Dropping Out ◽  
Content Type ◽  
Analysis Tools ◽  
The University

Purpose Student retention is important in the management of any university especially one which is not financially independent. Administrators in such institutions need to investigate ways to improve the retention rate in order to avoid the loss of revenue. One of the methods is to ensure that students are able to follow their study pathway and complete their study on time instead of dropping out. The purpose of this paper is to establish a system that allows the university to monitor the progression of these students and highlight the need for counselling when necessary. It is also hoped that this paper helps to improve the student retention rate using quality analysis tools and add knowledge into factual-based problem-solving methodology. Design/methodology/approach This paper is a co-relational study based on secondary data. It is a continuous improvement method adopting the “plan-do-check-action” model. Quality analysis tools adopted are failure modes and effects analysis and process mapping, where both are the quality analysis tools commonly used in solving product design or assembly process issues in manufacturing. Using the case study of Wawasan Open University, the authors will adapt the aforesaid quality analysis tools from design and manufacturing sectors into an open distance learning education design. It is hoped that the identified process facilitates certain functions of the departments of the organisation to be more effective. Findings This paper provides a practical approach on the methods to improve the retention rate in a private higher education institute. Stakeholders are more willing to embrace the improvement when there is proper factual analysis to support the plans. A cross-departmental team is formed to brainstorm the various aspects of the process and the potential failure modes. In a resource-constrained environment, prioritisation is important to identify the high-impact problems. It is also important that a mechanism is available to deliver information to the area where decisions and actions can be made. The failure modes are prioritised systematically and the corresponding solutions installed. The end result is a system with the process that reduces interdepartmental inconsistency thus providing students with a clearer visibility of their study pathway so that they can complete their study on time instead of dropping out. Research limitations/implications This study is performed within the context of an institute. The generalisation is low. Other researchers are encouraged to explore further. Practical implications This paper provides some practical actions for the improvement of student retention in the university. It is hoped that other researchers will be attracted to explore further on using quality analysis tools to solve non-technical problems. Originality/value This paper provides a structured problem-solving method in a service-oriented organisation.

Philanthropy and the Character of the Public Research University

2016 ◽  
pp. 28-58
Author(s):  
Larry Catá Backer ◽  
Nabih Haddad
Keyword(s):  
Research University ◽  
Shared Governance ◽  
Public University ◽  
State University ◽  
Public Research ◽  
The Public ◽  
Strategic Philanthropy ◽  
Public Research University ◽  
Faculty Input ◽  
The University

Educational scholars have examined the relationship of philanthropy and its contributions to the public university. Yet, there has been little discussion of the influence of philanthropy on the governance space of the public research university, and specifically as conditional philanthropy may affect academic integrity and shared governance. In this chapter, we consider these larger issues in the context of a study of a recent case. Drawing on public records, interviews, and university documents, the chapter examines conditional donation of The Charles G. Koch Foundation (CKF) to the Florida State University (FSU). We suggest that the Koch Foundation gift appears to illustrate a new model of governance based philanthropy. It has done so by tying donations to control or influence of the internal governing mechanics of an academic unit of a public university. This model has generated controversy. Though there was substantial faculty and student backlash, the model appears to be evidence of a new philanthropic relationship between the public university and substantial donors, one in which donors may change the nature of traditional shared governance relationships within the university. We maintain that instances of such “new” strategic philanthropy require greater focus on and sensitivity to shared governance and faculty input as a way to ensure accountability, especially to preserve the integrity of the academic enterprise and its public mission where donors seek to leverage philanthropy into choices relating to faculty hires, courses and programs traditionally at the center of faculty prerogatives in shared governance.

Violence communicates differently

2019 ◽  
pp. 49-87
Author(s):  
Kate Lockwood Harris
Keyword(s):  
Sexual Violence ◽  
Title Ix ◽  
Research University ◽  
Focal Point ◽  
The United States ◽  
Public Research ◽  
Public Research University ◽  
Material Turn ◽  
The University

This chapter begins to conceptualize sexual violence as a series of material–discursive intra-actions. It does so by drawing upon a case study at a university regarded for having some of the most effective sexual violence policies in the United States, the pseudonymous Public Research University (PRU). An analysis of the systems for reporting rape and other assaults at PRU shows that these processes rely on representationalist frameworks that have problematic raced and gendered consequences. The reporting system allows PRU to overlook lots of violence. Moreover, marginalized members of the university do a disproportionate amount of the labor to run the system. The chapter relies on the feminist new materialist concept of diffraction to show that reports to Title IX officers are not mere descriptions of sexual violence, but the outcome of material–discursive processes. The chapter advances a material turn by using violence as a focal point for theory that is neither wholly constructivist nor wholly realist.

Online Disclosure: An Empirical Examination of Undergraduate Facebook Profiles

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Ethan A Kolek ◽  
Daniel Saunders
Keyword(s):  
Content Analysis ◽  
Random Sample ◽  
Research University ◽  
Public Research ◽  
University Staff ◽  
Empirical Examination ◽  
Quantitative Content ◽  
Contact Information ◽  
Public Research University ◽  
The University

This study advances our knowledge of students’ online self-disclosures by examining a random sample of students’ Facebook profiles at a large, public research University in the Northeast. A quantitative content analysis revealed that the vast majority of students had a Facebook account and very small proportions restricted access of their profile to University staff. Substantial proportions of students’ profiles contained contact information, course schedules, positive references to the University, and pictures of students’ consuming alcohol. Detailed implications for practice are discussed.

scholarly journals Changing the Campus Environment

1994 ◽  
Vol 14 (1) ◽  
pp. 32-37
Author(s):  
Herta Teitelbaum
Keyword(s):  
Student Retention ◽  
Student Satisfaction ◽  
Research University ◽  
Institutional Effectiveness ◽  
Public Research ◽  
Campus Environment ◽  
Public Research University ◽  
New Policies ◽  
Policies And Programs

Academic advisors often recognize areas where change in the campus environment can lead to greater student satisfaction, increased student retention, and improved institutional effectiveness. Advisors are well situated to recommend new policies and programs in response to the need for change. The author presents a method for proposing and implementing campus innovation and a case study illustrating how this approach has successfully brought about a change in the campus environment at a large, public research university.

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