scholarly journals Technology, Diversity, Web Accessibility, and ALA Accreditation Standards in MLIS

2017 ◽  
Author(s):  
Adina Mulliken
Keyword(s):  
Students With Disabilities ◽  
Qualitative Interviews ◽  
Web Accessibility ◽  
Curriculum Content ◽  
Student Body ◽  
Creative Commons ◽  
Diversity And Inclusion ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Information Diversity

Published in: The International Journal of Information Diversity and Inclusion. http://publish.lib.umd.edu/IJIDI/article/view/300 This paper discusses an interconnection between diversity and technology: web accessibility for all, including people with disabilities. Qualitative interviews were conducted with eight MLIS professors and two students or recent alumni. Findings showed attitudes regarding teaching web accessibility and recruitment of a diverse student body varied between professors who were familiar with web accessibility and those who were not. Participants who were familiar with web accessibility often thought it should be included within ALA Standards for Accreditation. Findings suggested that, in one school, incorporating diversity in their curriculum, including web accessibility, allowed recruitment of a more diverse student body and was furthering diversity-related curriculum content. At another school, a professor expressed concern about recruiting a diverse student body, particularly students with disabilities. The research suggests that stronger practices for teaching technology, teaching diversity, and recruiting diverse students could assist the field of LIS to further realize its inclusive goals. Creative Commons Attribution-NonCommercial-NoDerivatives License (CC-BY-NC-ND)

scholarly journals Technology, Diversity, Web Accessibility, and ALA Accreditation Standards in MLIS

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Adina Mulliken
Keyword(s):  
Students With Disabilities ◽  
Qualitative Interviews ◽  
People With Disabilities ◽  
Web Accessibility ◽  
Diverse Students ◽  
Curriculum Content ◽  
Student Body ◽  
Teaching Technology ◽  
Diverse Student Body ◽  
Diverse Student

This paper discusses an interconnection between diversity and technology: web accessibility for all, including people with disabilities. Qualitative interviews were conducted with eight MLIS professors and two students or recent alumni.  Findings showed attitudes regarding teaching web accessibility and recruitment of a diverse student body varied between professors who were familiar with web accessibility and those who were not.  Participants who were familiar with web accessibility often thought it should be included within ALA Standards for Accreditation.  Findings suggested that, in one school, incorporating diversity in their curriculum, including web accessibility, allowed recruitment of a more diverse student body and was furthering diversity-related curriculum content. At another school, a professor expressed concern about recruiting a diverse student body, particularly students with disabilities.  The research suggests that stronger practices for teaching technology, teaching diversity, and recruiting diverse students could assist the field of LIS to further realize its inclusive goals.

scholarly journals Further Contextualizing Racial Identity: Multiracial Students at Hispanic-Serving Institutions

JCSCORE ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 32-68
Author(s):  
Nik Cristobal ◽  
Marc P. Johnston-Guerrero ◽  
Gina A. Garcia
Keyword(s):  
Racial Identity ◽  
Student Body ◽  
Hispanic Serving Institutions ◽  
Multiracial Students ◽  
Diversity And Inclusion ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Using Data ◽  
Hispanic Serving ◽  
Minority Serving Institutions

Despite the recent growth of literature on multiracial college students, there is still limited understanding about multiracial students at Minority-Serving Institutions (MSIs). This qualitative study explores the interplay of racialized identity and the unique contexts of Hispanic-Serving Institutions (HSIs) using data from eight multiracial students attending two HSIs in the Midwest. Findings explore how students made sense of their multiracial identities within specific ecological contexts of HSIs, including a mesosystem of diversity and inclusion and an exosystem of Latinidad. Overall, multiracial students generally felt included and provide a promising platform to better understand the unique positioning of HSIs in serving an increasingly diverse student body.

Challenges Experienced by Women of Color in Educational Leadership

2021 ◽  
pp. 76-100
Author(s):  
Ronald Morgan ◽  
Kitty M. Fortner ◽  
Kimmie Tang
Keyword(s):  
Educational Leadership ◽  
Women Of Color ◽  
Educational Leaders ◽  
Leadership Positions ◽  
Student Body ◽  
Advanced Degrees ◽  
Educational Stakeholders ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Positive Effect

There continue to be many issues women of color face as they pursue both an advanced education and leadership positions in education. There appears to be an increase in the number of women of color seeking advanced degrees and pursuing educational leadership positions, but the numbers are still small overall. While some educational stakeholders have worked to increase the number of women of color in educational leadership positions, it has been minimal. A central question that is often asked is, How does a school ensure that the educational leaders are capable of moving forward, with meeting the needs of a diverse student body? Many advocates say promoting a more diverse group of educational leaders, especially women of color, will only help increase student success. Increasing the number of women of color in educational leadership positions can help have a positive effect on the issues of racism, poverty, aggression, oppression, hostility, or even privilege.

Tier II Basics

2019 ◽  
pp. 308-324
Author(s):  
Amy Campbell ◽  
Billie Jo Rodriguez ◽  
Kristen Schrauben
Keyword(s):  
Challenging Behaviors ◽  
Academic Needs ◽  
Student Body ◽  
Tier Ii ◽  
Diverse Student Body ◽  
Wide Range ◽  
Diverse Student ◽  
Tier Ii Interventions ◽  
Additional Support ◽  
Tier I

Schools are charged with the challenge of addressing the complex social and academic needs of an increasingly diverse student body, while simultaneously facing reductions in funding, resources, and personnel. Schools are in need of effective and efficient behavioral support strategies to meet the needs of a wide range of students. Although Tier I strategies are essential to prevent many challenging behaviors, some students may require additional intervention and support. Tier II interventions are one mechanism for providing the additional support within an MTSS framework. This chapter defines the critical features of Tier II interventions and provides guidelines for implementing a range of interventions. The chapter also addresses issues related to the transition from Tier I to Tier II.

Diversity and Design

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Debbie Holley ◽  
Martin Oliver
Keyword(s):  
Higher Education ◽  
Inner City ◽  
Course Design ◽  
Stage Model ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Status ◽  
Inclusive Business ◽  
E Learning

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

A Study of the NASPA Journal (1967-1996): A 30-Year Reflection of Scholarship in Student Affairs Focusing on Race and Ethnicity

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
James H. Banning ◽  
Linda M. Ahuna ◽  
Blanche M. Hughes
Keyword(s):  
Native American ◽  
Student Affairs ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Ethnically Diverse ◽  
Student Body ◽  
Racial Minority Students ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Comprehensive Picture

The purpose of this study is to present a comprehensive picture of the student affairs scholarship published in the NASPA Journal from 1967 to 1996 that focused on racial and ethnic topics. A thematic analysis suggested the published articles moved from themes of “concern and assessment” to themes of ethnic and racial minority students as multi-dimensional rather than a population in need of “adjustment,” and “campus environmental change” as a way to support a more racially and ethnically diverse student body. While the scholarship addressed racial and ethnic topics, the writings most often focused on concerns related to the Black student. Few articles related to Native American, Hispanic or Latino, and Asian groups. Encouragement by all levels of the profession, including associations, training programs, and journals for additional scholarship in these underrepresented areas is recommended, including using the historical strategy of the “special issues” format.

Marketing strategies of United Kingdom universities during clearing and adjustment

2016 ◽  
Vol 30 (4) ◽  
Author(s):  
Emmanuel Mogaji
Keyword(s):  
Student Satisfaction ◽  
Design Methodology ◽  
Marketing Strategies ◽  
Higher Education Marketing ◽  
Student Body ◽  
Clearing System ◽  
Diverse Student Body ◽  
Present Information ◽  
Diverse Student ◽  
Education Marketing

Purpose Clearing system in UK enable students without a University place after exam results have been announced to find suitable vacancies, as it is important for universities to fill their vacancies as any shortfall loses them a lot of money, this research examines marketing strategies adopted by UK Universities on their websites during clearing. Design/methodology/approach 134 universities websites was content analysed few weeks before clearing and the day before clearing starts. The categories for the analysis included membership of the three main university groups as well as clearing advertisement strategies and advertising theme presented. Findings 110 universities indicated interest in admitting students through clearing on their websites including 18 of the 24 Russell University Group although more emphasis was laid on adjustment to attract students with better grades. The majority of websites were redesigned to reflect clearing with slides highlighting student satisfaction, guaranteed accommodation and graduate employability. Research limitations/implications This exploratory study examines advertising strategies adopted during clearing, it would be interesting to also seek a broader view on advertisement strategies adopted by the Universities throughout the year and extended to a comparative study of higher education marketing across different countries. Originality/value As websites have become an integral part of the marketing tools of universities, they should present information relevant to different stakeholders creatively, along with images reflecting their diverse student body and extra-curricular environment. This study will be relevant to university staff dealing with marketing, recruitment and information technology, advertising practitioners and academic researchers.

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