scholarly journals Retention and promotion of women and underrepresented minority faculty in science and engineering at four large land grant institutions

PLoS ONE ◽  
2017 ◽  
Vol 12 (11) ◽  
pp. e0187285 ◽  
Author(s):  
Marcia Gumpertz ◽  
Raifu Durodoye ◽  
Emily Griffith ◽  
Alyson Wilson
Keyword(s):  
Land Grant ◽  
Minority Faculty ◽  
Underrepresented Minority ◽  
Science And Engineering ◽  
Land Grant Institutions

scholarly journals SOCIAL MEDIA IN THE CURRICULUM AND CO-CURRICULUM: PRE-SERVICE TEACHERS AND THEIR COLLEGIATE PEERS

2018 ◽  
Author(s):  
Greg Heiberger
Keyword(s):  
Social Media ◽  
Media Use ◽  
Land Grant ◽  
School Systems ◽  
Social Media Use ◽  
Land Grant Institutions ◽  
Use Of Social Media

Although use of social media by students has been shown to be nearly ubiquitous, manyK-12 school systems have banned its use on their campuses or use between their teachers andstudents. In contrast, many collegiate faculty have utilized social media in their teaching. Socialmedia has been shown to assist faculty in engaging with students, helping students engage withcontent outside of class and sound implementation into the curriculum has been show to havepositive educational impacts. Data from a sample of two thousand and fifty-six college studentsacross two land-grant institutions is compared between pre-service teachers and their collegiatepeers. Pre-service teachers reported using Twitter in the curriculum more, were more inspired bythe use of social media use by their faculty, used social media more on their own for educationalpurposes and had a stronger belief that social media can be used for educationally relevantpurposes than their collegiate peers.

Rebuilding Trust through Journalism Education

2021 ◽  
pp. 153-166
Author(s):  
Rachel R. Mourão ◽  
Soo Young Shin
Keyword(s):  
Content Analysis ◽  
Field Experiment ◽  
Public Affairs ◽  
Land Grant ◽  
Journalism Education ◽  
Land Grant Institutions ◽  
Resource Limited ◽  
Academic Settings ◽  
Land Grant Institution ◽  
Depth Interviews

This study details the development of a public affairs reporting course for journalism schools in resource-limited communities offered at a land-grant institution surrounded by a resource-strapped community. This chapter focuses on inequalities related to opportunities for engagement, both when it comes to newsrooms and academic settings. More specifically, we address the challenges of teaching a multimedia-based curriculum while maintaining historical relationships with local citizens in Michigan. Our approach of combining survey, content analysis, in-depth interviews, and a field experiment provides a framework for connecting journalism education with communities surrounding land-grant institutions.

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