scholarly journals Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
James E Bartlett ◽  
Michelle E Bartlett ◽  
J Jordan Dolfi ◽  
Audrey J Jaeger ◽  
Diane D Chapman
Keyword(s):  
Community College ◽  
Doctoral Program ◽  
Executive Leadership ◽  
Lessons Learned ◽  
Education Doctorate ◽  
Design Concepts ◽  
College Leaders ◽  
Job Shadowing ◽  
The Impact ◽  
Insight Into

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders.  The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts.  The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students.  The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

Crowdsourcing the Evaluation of Design Concepts With Empathic Priming

2016 ◽  
Author(s):  
Michelle A. Pang ◽  
Carolyn C. Seepersad
Keyword(s):  
Rating Scales ◽  
Pairwise Comparison ◽  
Comparison Method ◽  
Ease Of Use ◽  
Primary Study ◽  
Design Concepts ◽  
The Impact ◽  
Further Development ◽  
Similar Evaluation ◽  
Insight Into

The evaluation of design concepts is a time consuming and resource intensive process. Crowdsourcing evaluations has been examined in previous work as a means to reduce the need for expert raters, while achieving similar evaluation results. This paper examines the impact of empathically priming novice raters on their evaluation of alternative design concepts. The rating system is based on a pairwise comparison method that requires minimal training of novice raters. In a pilot study the pairwise method for crowdsourcing evaluations is compared with crowdsourced evaluations using non-pairwise rating scales and with the evaluations of expert raters. The primary study incorporates written and empathic priming strategies to determine their impact on novice raters’ evaluation of concepts. Raters are asked to consider several criteria, including novelty, feasibility, clarity (of the concept), usefulness, ease of use, and overall worthiness of further development. Results offer insight into the criteria that are most relevant to novice raters and whether empathic priming has a significant effect on those evaluations.

scholarly journals International Student Experience at US Community Colleges at the Onset of the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Melissa Whatley
Keyword(s):  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Mixed Methods Research ◽  
International Student ◽  
Research Approach ◽  
Health Crisis ◽  
College Leaders ◽  
Residency Status ◽  
The Impact

This study’s purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at US community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed-methods research approach, we analyze survey and focus group data provided by 17 randomly-selected community college educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.

scholarly journals Pandemic Pivots: The Impact of a Global Health Crisis on the Dissertation in Practice

2021 ◽  
Vol 6 (2) ◽  
pp. 5-10
Author(s):  
Cassidy Alvarado ◽  
Leyda Garcia ◽  
Nikysha Gilliam ◽  
Sydney Minckler ◽  
Csilla Samay
Keyword(s):  
Global Health ◽  
Doctoral Program ◽  
Intentional Community ◽  
Health Crisis ◽  
Education Doctorate ◽  
Critical Friends ◽  
Leadership For Social Justice ◽  
Global Pandemic ◽  
New Methodologies ◽  
The Impact

Five scholarly practitioners in an educational leadership for social justice doctoral program share their intentional, community-minded pivots during a global pandemic that disrupted their Dissertations in Practice (DiP). Embodying their Ed.D. program’s CPED framework (Carnegie Project on the Education Doctorate, 2019), the authors, at varying stages in the dissertation process, sought inventive solutions to COVID-19-related challenges that included the development of a new topic and research questions, adjusting study settings and participant pools, and embracing new methodologies to account for virtual-only approaches. Although uncertain how the global health crises would impact their DiP, by fostering a shared sense of community, the authors became critical friends, supporting each other in their personal, professional, and academic lives. Each narrative highlights the potential of oppositional praxis of threading identities of practice, reflection, and research–to respond creatively to the needs of their diverse research communities with compassion, vision, and agility.

scholarly journals Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam D. Ezzani ◽  
Noelle A. Paufler
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
Doctoral Program ◽  
The United States ◽  
Visionary Leadership ◽  
Education Doctorate ◽  
Design Concepts ◽  
The University ◽  
University Council ◽  
Program Redesign

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.

Understanding Budget Cuts within Student Services in Community Colleges: A Critical Review of Practical Responses for Human Resource Leaders

2021 ◽  
pp. e20200030
Author(s):  
Minerva D. Tuliao ◽  
Mary Ann Bodine Al-Sharif ◽  
Jon McNaughtan ◽  
Hugo Garcia
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Best Practices ◽  
Student Affairs ◽  
Human Resource ◽  
Support Services ◽  
Budget Cuts ◽  
College Leaders ◽  
The Face ◽  
The Impact

Using a critical lens, this article discusses some of the most common recommendations for human resource and community college leaders on how to respond to budget cuts to student affairs and support services at community colleges. Student affairs and support services are often the first to experience budget cuts in higher education, yet little is known about the impact of—as well as responses to—declining budgets to such services in community colleges. As part of this critical analysis, we frame recommendations using resource-based perspectives to better understand institutional actions in the face of budget cuts, such as identifying sustainable alternative financial resources and increasing efficiency of existing financial and human resources through increased coordination with other community college units. We also discuss how these best practices can also lead to other challenges in times of financial crisis that institutional leaders should consider.

scholarly journals Understanding Inclusion and Equity in Community College Education Abroad

2020 ◽  
Vol 32 (1) ◽  
pp. 80-103
Author(s):  
Melissa Whatley ◽  
Rosalind Latiner Raby
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Qualitative Data ◽  
College Education ◽  
Education Abroad ◽  
Community College Education ◽  
Call To Action ◽  
College Leaders ◽  
Diversity In Education ◽  
Insight Into

This study explores the extent to which community college study abroad is exclusive, meaning that opportunities are restricted only to certain students, or inclusive, meaning that education abroad is available to all that express interest. We administered a survey collecting both quantitative and qualitative data to leaders in community college education abroad to gain insight into inclusion in education abroad programming at their institutions. This survey was designed with an eye towards understanding how access is realized and the ways in which diversity in education abroad is supported (or not). Our results indicate that community college study abroad is neither entirely inclusive nor entirely exclusive. We conclude with a call to action for community college leaders to build a new, inclusive narrative surrounding education abroad.

High-fidelity simulation and student performance in the Capstone Field Internship

2019 ◽  
Vol 9 (4) ◽  
pp. 84-89
Author(s):  
Christopher Boyer
Keyword(s):  
United States ◽  
Community College ◽  
Student Performance ◽  
The United States ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Group ◽  
Quasi Experimental ◽  
The Impact ◽  
Insight Into

Despite the increased use of high-fidelity simulation in the education of paramedics, little research has been done into its impact on paramedic student performance. The objective of this quasi-experimental quantitative analysis was to investigate differences in the performance of students in the paramedic field internship between those trained using low-fidelity and those trained using high-fidelity simulation practices. Data were derived from the student field internship records from a community college-based paramedic programme in the United States, with students in two groups: a low-fidelity simulation group (2010–2013) and a high-fidelity simulation group (2014–2017). The students in the high-fidelity simulation group required fewer patient contacts to complete the internship than the students in the low-fidelity simulation group, demonstrating a significant improvement in student performance. While further studies are required to more fully investigate the use of high-fidelity simulation in paramedic education, this study provides necessary insight into the impact of high-fidelity simulation in the training of paramedics.

Characteristics of Physician Relocation Following Hurricane Katrina

2009 ◽  
Vol 95 (1) ◽  
pp. 6-12
Author(s):  
Kusuma Madamala ◽  
Claudia R. Campbell ◽  
Edbert B. Hsu ◽  
Yu-Hsiang Hsieh ◽  
James James
Keyword(s):  
Hurricane Katrina ◽  
Gulf Coast ◽  
General Medicine ◽  
The United States ◽  
Lessons Learned ◽  
Bivariate Analysis ◽  
Fisher Exact Test ◽  
Exact Test ◽  
Factors Associated ◽  
The Impact

ABSTRACT Introduction: On Aug. 29, 2005, Hurricane Katrina made landfall along the Gulf Coast of the United States, resulting in the evacuation of more than 1.5 million people, including nearly 6000 physicians. This article examines the relocation patterns of physicians following the storm, determines the impact that the disaster had on their lives and practices, and identifies lessons learned. Methods: An Internet-based survey was conducted among licensed physicians reporting addresses within Federal Emergency Management Agency-designated disaster zones in Louisiana and Mississippi. Descriptive data analysis was used to describe respondent characteristics. Multivariate logistic regression was performed to identify the factors associated with physician nonreturn to original practice. For those remaining relocated out of state, bivariate analysis with x2 or Fisher exact test was used to determine factors associated with plans to return to original practice. Results: A total of 312 eligible responses were collected. Among disaster zone respondents, 85.6 percent lived in Louisiana and 14.4 percent resided in Mississippi before the hurricane struck. By spring 2006, 75.6 percent (n = 236) of the respondents had returned to their original homes, whereas 24.4 percent (n = 76) remained displaced. Factors associated with nonreturn to original employment included family or general medicine practice (OR 0.42, 95 percent CI 0.17–1.04; P = .059) and severe or complete damage to the workplace (OR 0.24, 95 percent CI 0.13–0.42; P < .001). Conclusions: A sizeable proportion of physicians remain displaced after Hurricane Katrina, along with a lasting decrease in the number of physicians serving in the areas affected by the disaster. Programs designed to address identified physician needs in the aftermath of the storm may give confidence to displaced physicians to return.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

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