A Blueprint for Developing Black Male Leader Identity, Capacity, and Efficacy Through Leadership Learning

2021 ◽  
pp. 259-276
Author(s):  
Dorsey Spencer Jr. ◽  
Kathy L. Guthrie
Keyword(s):  
Postsecondary Education ◽  
Black Male ◽  
Implementation Process ◽  
Lessons Learned ◽  
Florida State University ◽  
State University ◽  
Institutional Mission ◽  
Leader Identity ◽  
Learning Framework ◽  
Male Leader

Developing future leaders has always been an important part of postsecondary education, as seen currently in many institutional mission statements. This chapter explores the development of leader identity, capacity, and efficacy of Black men through an academic course at Florida State University. Building on the foundations of the leadership learning framework and the culturally relevant leadership learning model, the Black Male Leadership course was intentionally developed and is taught each semester. The authors provide an overview of the course, report course participants' perceptions of the course, and lessons learned in the course development and implementation process. This chapter hopefully provides a blueprint for institutions to develop and implement such a course.

A Blueprint for Developing Black Male Leader Identity, Capacity, and Efficacy Through Leadership Learning

2019 ◽  
pp. 18-40
Author(s):  
Dorsey Spencer Jr. ◽  
Kathy L. Guthrie
Keyword(s):  
Postsecondary Education ◽  
Black Male ◽  
Implementation Process ◽  
Lessons Learned ◽  
Florida State University ◽  
State University ◽  
Institutional Mission ◽  
Leader Identity ◽  
Learning Framework ◽  
Male Leader

Developing future leaders has always been an important part of postsecondary education, as seen currently in many institutional mission statements. This chapter explores the development of leader identity, capacity, and efficacy of Black men through an academic course at Florida State University. Building on the foundations of the leadership learning framework and the culturally relevant leadership learning model, the Black Male Leadership course was intentionally developed and is taught each semester. The authors provide an overview of the course, report course participants' perceptions of the course, and lessons learned in the course development and implementation process. This chapter hopefully provides a blueprint for institutions to develop and implement such a course.

University Implementation of TEACHActive – An Automated Classroom Feedback System and Dashboard

2021 ◽  
Vol 65 (1) ◽  
pp. 375-379
Author(s):  
Jameel Kelley ◽  
Dana AlZoubi ◽  
Stephen B. Gilbert ◽  
Evrim Baran ◽  
Aliye Karabulut-Ilgu ◽  
...  
Keyword(s):  
Open Source Software ◽  
Implementation Process ◽  
Feedback System ◽  
Lessons Learned ◽  
State University ◽  
Iowa State University ◽  
Similar System ◽  
Faculty Recruitment ◽  
It Support ◽  
Automated Feedback

Computer vision has the potential to play a significant role in capacity building for classroom instructors via automated feedback. This paper describes the implementation of an automated sensing and feedback system, TEACHActive. The results of this paper can enable other campuses to replicate a similar system using open-source software and consumer-grade hardware. Some of the challenges discussed include faculty recruitment, IRB procedures, camera-based classroom footage privacy, hardware setup, software setup, and IT support. The design and implementation of the TEACHActive system is being carried out at Iowa State University and is being tested with faculty in classrooms pilots. Preliminary interviews with instructors show a desire to include more active learning methods in their classrooms and overall interest in a system that can perform automated feedback. The primary results of this paper include lessons learned from the institutional implementation process.

Vignette--Lessons Learned from Adapting Professional Development to Fit a Remote, Academic-Year REU

2021 ◽  
Vol 4 (4) ◽  
pp. 60-60
Author(s):  
Stacey L. Halpern ◽  
Jessie Mutz ◽  
Brian D. Inouye ◽  
Nora Underwood
Keyword(s):  
Professional Development ◽  
Research University ◽  
Lessons Learned ◽  
Florida State University ◽  
State University ◽  
Faculty Mentoring ◽  
Cross Country ◽  
Academic Year ◽  
Hybrid Cross

The COVID-19 pandemic precluded the summer supplemental REUs that were planned as part of a collaborative NSF grant. Instead, a hybrid, cross-country, REU experience during the academic year was created. The fellowships (20 hours per week for 20 weeks) involved three faculty mentoring five students from Florida State University (a research university) and Pacific University (a primarily undergraduate institution) in Oregon.

Learnings from the Field Implementation of a Novel Ultra-High Performance Concrete Beam End Repair on a Corroded Steel Girder Bridge in Connecticut

2021 ◽  
pp. 036119812110041
Author(s):  
Alexandra Hain ◽  
Arash E. Zaghi
Keyword(s):  
High Performance ◽  
High Performance Concrete ◽  
Implementation Process ◽  
Lessons Learned ◽  
Load Path ◽  
Ultra High Performance Concrete ◽  
Steel Girder Bridge ◽  
Aging Steel ◽  
Girder Bridge ◽  
The University

Corrosion at steel beam ends is one of the most pressing challenges in the maintenance of aging bridges. To tackle this challenge, the Connecticut Department of Transportation (DOT) has partnered with the University of Connecticut to develop a repair method that benefits from the superior mechanical and durability characteristics of ultra-high performance concrete (UHPC) material. The repair involves welding shear studs to the intact portions of the web and encasing the beam end with UHPC. This provides an alternate load path for bearing forces that bypasses the corroded regions of the beam. The structural viability of the repair has been extensively proven through small- and full-scale experiments and comprehensive finite element simulations. Connecticut DOT implemented the repair for the first time in the field on a heavily trafficked four-span bridge in 2019. The UHPC beam end repair was chosen because of the access constraints and geometric complexities of the bridge that limited the viable repair options. Four of the repaired beam ends were fully instrumented to collect data on the performance of the repaired locations before casting, during curing, and for approximately 6 months following the application of the repair. This paper provides an overview of the successful repair implementation and presents the lessons learned during construction. Select data from the monitored beam ends are presented. It is expected that this information will provide engineers with a better understanding of the repair implementation process, and thus provide an additional repair option for states to enhance the safety of aging steel bridges.

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