Information to Help Stalking Victims on College and University Websites: It's Not Easy to Find

2020 ◽  
Vol 35 (1) ◽  
pp. 108-125
Author(s):  
Catherine A. Simmons ◽  
Joy A. Clay ◽  
Kayah Swanson
Keyword(s):  
Higher Education ◽  
United States ◽  
Content Analysis ◽  
The United States ◽  
Institutions Of Higher Education ◽  
University Websites ◽  
College And University ◽  
Residential Characteristics ◽  
Stratified Sample ◽  
Stalking Victims

Content analysis was used to explore the availability, type, and location of stalking prevention and intervention information posted on publicly available Institutions of Higher Education (IHE) websites. A stratified sample representing 20% of the IHEs in the United States (N = 619) across 12 stratified groups identified significant gaps in the information provided. A fourth of the sites posted no information about stalking of any kind. Of those that do include such information, much is difficult to find and focused on reporting to IHE authorities. Definitions, training, and other victim-focused resources are rarely included. Comparisons based on IHE student population (i.e., size) and residential characteristics (i.e., setting) identified notable variations across IHE classification groups. From these identified differences, recommendations to improve information delivery and accessibility are discussed.

scholarly journals A Syllabus-based Review of Collegiate Arboriculture Course Content in the United States

2011 ◽  
Vol 37 (2) ◽  
pp. 51-59
Author(s):  
P. Eric Wiseman ◽  
Joseph Hoffman ◽  
Susan Day ◽  
Terry Clements
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Tree Planting ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
College And University ◽  
The Past ◽  
Course Syllabi ◽  
Four Year Institutions

The professional skills and expertise demanded of practicing arborists are greater than at any time in the past, and many employers and educators believe that higher education plays a role in educating future professionals in this field. Although recent surveys have identified major instructional topics that are critically important for future arborists, no assessment of whether these topics are being taught in college and university programs is available. The following paper is a syllabus-level assessment of 68 arboriculture courses being taught at U.S. institutions of higher education. The most common instructional topics observed in syllabi of arboriculture courses at both two- and four-year institutions were pruning (85%), disorders (81%), physiology/biology (79%), risks/hazards (79%), and soils/nutrition (75%). Tree planting and tree selection, topics identified by educators and public sector employers in previous studies as among the most important instructional areas, were found only in 74% and 62% of course syllabi, respectively. Safety was mentioned in only 53% of syllabi. Syllabus content was similar at two-year and four-year institutions, although tree identification and arborist certification were mentioned more frequently in two-year institution syllabi. Trends in arboriculture education and implications for employers and professionals are discussed.

Sexual Assault Information Posted on College and University Websites: Size and Setting Matter

2018 ◽  
Vol 25 (10) ◽  
pp. 1191-1210 ◽  
Author(s):  
Catherine A. Simmons ◽  
Joy A. Clay
Keyword(s):  
Sexual Assault ◽  
Exploratory Study ◽  
The United States ◽  
Residential Schools ◽  
Institutions Of Higher Education ◽  
Policy And Practice ◽  
Cross Sectional ◽  
University Websites ◽  
College And University ◽  
Stratified Sample

To better understand what and how institutions of higher education (IHEs) communicate information about sexual assault (SA) on their websites, the current cross-sectional descriptive exploratory study analyzed a stratified sample representing 15% of the IHE websites in the United States. Findings show the availability, location, and type of SA information posted on IHE websites differ based on student population and residential character. Large and primarily residential schools are more likely to include SA information, across multiple pages, with a wider informational span than other categories. However, informational gaps are apparent across all websites. Implications for policy and practice are highlighted.

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 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 

Workforce Diversity Career Development

2015 ◽  
pp. 129-150 ◽  
Author(s):  
Chaunda L. Scott ◽  
Jeanetta D. Sims
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Career Development ◽  
The United States ◽  
Workforce Diversity ◽  
Institutions Of Higher Education ◽  
Career Options

As workforce diversity careers in organizations continue to increase in the United States, less emphasis has been placed on preparing undergraduate and graduate students with specific workforce diversity competencies to pursue these career options once they graduate. The aim of this chapter is to: 1) highlight the issues, problems, and controversies associated with this effort, 2) provide examples of workforce diversity career positions and competencies that workforce diversity professionals possess today in a variety of fields, and 3) offer recommendations regarding how institutions of higher education can begin preparing students with specific workforce diversity competencies to enter the career field of workforce diversity before they graduate.

Vows and Visas

2019 ◽  
pp. 115-142
Author(s):  
Mary Johnson ◽  
Mary L. Gautier ◽  
Patricia Wittberg ◽  
Thu T. Do
Keyword(s):  
Higher Education ◽  
United States ◽  
Legal Status ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Catholic Organizations ◽  
Permanent Residency ◽  
The Impact

International sisters have several options available to stay legally in the United States, including U.S. citizenship and legal permanent residency. This chapter describes the various visa statuses of the international sisters studied in this book, the impact of their legal status on their ministry and life, and some avenues of legal support available to international sisters. The chapter describes some of their challenges with obtaining legal status and provides an introduction to a sample of national Catholic organizations whose mission is to serve immigrants, and in some cases, international sisters. The chapter also includes an introduction to several national ethnic- and racially specific organizations of sisters as well as institutions of higher education that provide support for the international sisters.

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