scholarly journals Absolutely FABulous: Collecting and celebrating faculty-authored books

2021 ◽  
Vol 82 (3) ◽  
pp. 125
Author(s):  
Michael Rodriguez
Keyword(s):  
Research University ◽  
Full Time ◽  
Public Research ◽  
Faculty Work ◽  
Senior Administrators ◽  
Public Research University ◽  
The University ◽  
University Of Connecticut ◽  
Time Faculty

In 2019, the University of Connecticut (UConn) Library began systematically collecting faculty-authored books (FABs). We envisioned the collection as a service—a program to capture and celebrate faculty work and ensure that their intellectual contributions were represented in the library’s collections. Under the leadership of our new dean, we crafted and communicated jargon-free program parameters, collaborated with liaison librarians and book vendors to purchase more than 220 FABs, and collaborated with communications staff to pursue events and marketing to publicize this new collecting area. UConn is a large public research university with more than 30,000 students and 1,500 full-time faculty who publish scores of books yearly, so this FAB service resonated with faculty and senior administrators alike. Though we are adjusting to the COVID-19 pandemic’s impact, FABs have become a signature initiative for UConn Library.

scholarly journals Transfer student analysis and retention: a collaborative endeavor

2017 ◽  
Vol 45 (3) ◽  
pp. 421-439 ◽  
Author(s):  
Trudi Jacobson ◽  
John Delano ◽  
Linda Krzykowski ◽  
Laurie Garafola ◽  
Meghan Nyman ◽  
...  
Keyword(s):  
Student Retention ◽  
Transfer Students ◽  
Research University ◽  
Retention Rate ◽  
Full Time ◽  
Public Research ◽  
Content Type ◽  
Public Research University ◽  
The University ◽  
First Time

Purpose This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students. Design/methodology/approach The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired. Findings This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years. Research limitations/implications The data collection and analysis, and the initiatives, are specific to one public research university. Practical implications Initiatives undertaken to address the retention of transfer students have begun to have an impact. Originality/value The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.

scholarly journals Supporting Non-Native English Speakers at the University

2021 ◽  
Vol 11 (1) ◽  
pp. 103-121
Author(s):  
Bethany Peters ◽  
Michael E. Anderson
Keyword(s):  
Research University ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Public Research ◽  
Public Research University ◽  
Native Speakers Of English ◽  
Faculty And Staff ◽  
The University

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

Placing and Displacing Jewish Studies: Notes on the Future of a Field

PMLA ◽  
2010 ◽  
Vol 125 (3) ◽  
pp. 764-773 ◽  
Author(s):  
Leslie Morris
Keyword(s):  
Faculty Member ◽  
Research University ◽  
State Legislature ◽  
Jewish Studies ◽  
National Literature ◽  
Literary Studies ◽  
Public Research ◽  
Public Research University ◽  
Marco Polo ◽  
The University

Let Me Begin with a Decidedly Non-Jewish Reference, in Order to Both Place and Displace Jewish Studies. In Italo Calvino's Invisible Cities, an evocation of imaginary places that emerge and recede from memory, all eventually turning out to be the same place, Marco Polo says to Kubla Kahn, in response to the charge that he has not spoken of Venice: “Every time I describe a city I am saying something about Venice” (86). The notion of Venice as implicit in every city strikes me as an apt analogy for what I will be claiming as the possible relation between Jewish studies and literary studies. As a faculty member housed in a national literature department (German) at a public research university dominated by a biennial funding battle with the state legislature, I move between reading the minutes of the University Senate and reading Calvino's Invisible Cities in order to imagine the invisible universities or invisible studies beyond the prairie and, indeed, beyond the notion of the university (and the humanities) in ruin.

Philanthropy and the Character of the Public Research University

2016 ◽  
pp. 28-58
Author(s):  
Larry Catá Backer ◽  
Nabih Haddad
Keyword(s):  
Research University ◽  
Shared Governance ◽  
Public University ◽  
State University ◽  
Public Research ◽  
The Public ◽  
Strategic Philanthropy ◽  
Public Research University ◽  
Faculty Input ◽  
The University

Educational scholars have examined the relationship of philanthropy and its contributions to the public university. Yet, there has been little discussion of the influence of philanthropy on the governance space of the public research university, and specifically as conditional philanthropy may affect academic integrity and shared governance. In this chapter, we consider these larger issues in the context of a study of a recent case. Drawing on public records, interviews, and university documents, the chapter examines conditional donation of The Charles G. Koch Foundation (CKF) to the Florida State University (FSU). We suggest that the Koch Foundation gift appears to illustrate a new model of governance based philanthropy. It has done so by tying donations to control or influence of the internal governing mechanics of an academic unit of a public university. This model has generated controversy. Though there was substantial faculty and student backlash, the model appears to be evidence of a new philanthropic relationship between the public university and substantial donors, one in which donors may change the nature of traditional shared governance relationships within the university. We maintain that instances of such “new” strategic philanthropy require greater focus on and sensitivity to shared governance and faculty input as a way to ensure accountability, especially to preserve the integrity of the academic enterprise and its public mission where donors seek to leverage philanthropy into choices relating to faculty hires, courses and programs traditionally at the center of faculty prerogatives in shared governance.

Violence communicates differently

2019 ◽  
pp. 49-87
Author(s):  
Kate Lockwood Harris
Keyword(s):  
Sexual Violence ◽  
Title Ix ◽  
Research University ◽  
Focal Point ◽  
The United States ◽  
Public Research ◽  
Public Research University ◽  
Material Turn ◽  
The University

This chapter begins to conceptualize sexual violence as a series of material–discursive intra-actions. It does so by drawing upon a case study at a university regarded for having some of the most effective sexual violence policies in the United States, the pseudonymous Public Research University (PRU). An analysis of the systems for reporting rape and other assaults at PRU shows that these processes rely on representationalist frameworks that have problematic raced and gendered consequences. The reporting system allows PRU to overlook lots of violence. Moreover, marginalized members of the university do a disproportionate amount of the labor to run the system. The chapter relies on the feminist new materialist concept of diffraction to show that reports to Title IX officers are not mere descriptions of sexual violence, but the outcome of material–discursive processes. The chapter advances a material turn by using violence as a focal point for theory that is neither wholly constructivist nor wholly realist.

Online Disclosure: An Empirical Examination of Undergraduate Facebook Profiles

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Ethan A Kolek ◽  
Daniel Saunders
Keyword(s):  
Content Analysis ◽  
Random Sample ◽  
Research University ◽  
Public Research ◽  
University Staff ◽  
Empirical Examination ◽  
Quantitative Content ◽  
Contact Information ◽  
Public Research University ◽  
The University

This study advances our knowledge of students’ online self-disclosures by examining a random sample of students’ Facebook profiles at a large, public research University in the Northeast. A quantitative content analysis revealed that the vast majority of students had a Facebook account and very small proportions restricted access of their profile to University staff. Substantial proportions of students’ profiles contained contact information, course schedules, positive references to the University, and pictures of students’ consuming alcohol. Detailed implications for practice are discussed.

A Leadership Approach for the New Millennium: A Case Study of UCLA's Bruin Leaders Project

NASPA Journal ◽  
2001 ◽  
Vol 38 (2) ◽  
Author(s):  
Charles L. Outcalt ◽  
Shannon K. Faris ◽  
Kathleen N. McMahon ◽  
Philip M. Tahtakran ◽  
Christopher B. Noll
Keyword(s):  
Social Development ◽  
Student Development ◽  
Research University ◽  
Leadership Theory ◽  
Public Research ◽  
Current Case ◽  
Leadership Model ◽  
Public Research University ◽  
New Millennium

The current case study investigates the application of a non-hierarchical leadership model at an urban public research university. Following a review of recent contributions to leadership theory, especially with regard to student development, the authors balance discussions of the values on which the program under review is based with descriptions of the practical structure of the program. In addition, they suggest means by which other campuses can tailor this program to their resources, opportunities, and needs. The case study concludes with a discussion of the program’s effect on students’ cognitive and social development.

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