Browsing by Subject "Higher Education"

Now showing 1 - 10 of 55
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    A Literature Review of African Philanthropy and Higher Education in Africa
    (indiana University, 2024-09-30) Kumi, Emmanuel
    To date, there have been no sustained empirical studies on the nuances of the role of African philanthropy in promoting higher education in Africa, the nature of the African philanthropic landscape in higher education, or the opportunities and challenges for financing higher education in Africa. These issues have not been fully studied and recognized in the existing philanthropic and higher education literature. This study, therefore, seeks to provide a thorough review of literature on these issues.
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    Breathing New Life in the Classroom: Hip Hop as Critical Race Counterstories
    (2023-05) Raines, Brooklyn Ciara; Brooks-Gillies, Marilee; Buchenot, André; Hoegberg, David
    Critical race counterstories give people the space to share their racialized stories with the world. These stories work to expose different forms of racism like color-blind racism. Critical race counterstories originated from the work done in critical race theory (CRT). In this thesis, Brooklyn Raines makes the case for how hip hop functions as a method of critical race counterstory. Because of hip hop’s ability to reflect the social, political, and economic conditions in the world with an emphasis on the role race plays, Raines promotes the use of counterstories in their pedagogy with hip hop as a particular instance for incorporating counterstory in first-year writing courses to equip students with liberating tools. These tools include skills like critical thinking, rhetorical knowledge, and text interpretation. In this thesis there’s a literature review of how hip hop has been incorporated in classrooms as well as two chapters dedicated to units for educators that want to bring hip hop as a form of critical race counterstories into their classrooms. The first unit is based around Kendrick Lamar’s rhetorical exchange with Fox News commentator Geraldo Rivera. The second unit is created around the backlash Cardi B and Megan Thee Stallion received from their empowering record WAP. The hope for this project is educators can equip students with tools like media literacy skills, the ability to interrogate notions of White supremacy, and the ability to form their own opinions with the assistance of responsible research. Educators deserve to know there is exciting curriculum outside of the cannon of what is expected to be taught that is oftentimes rooted in White supremacy.
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    Career Self-Efficacy Mentoring for Pre-Promotion Underrepresented Faculty
    (Office of Academic Affairs, IUPUI, 2016-09-16) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, Cheryl
    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program at Indiana University – Purdue University Columbus.
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    Career Self-Efficacy Mentoring for Pre-Promotion, Under-Represented Faculty at IUPUC
    (Office of Academic Affairs, IUPUI, 2015-02-15) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, Cheryl
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    Completing the Circle: Community Access to Translational Research and Scholarly Works
    (2015-10-12) Odell, Jere D.; Viehweg, Stephan
    This paper documents the development and outcomes of an intra-campus partnership that has changed the culture of scholarship and dissemination at a university that values community-engaged and translational research. Translating Research into Practice (TRIP) was established by Chancellor Charles Bantz and Dr. Sandra Petronio in 2003 to identify, celebrate and promote translational research; research that uses generated knowledge to solve problems and make lives better. In addition to sponsoring awards and convening regular translational research showcases, TRIP started a website and invited faculty members to post descriptions of their translational research projects. In the process, these TRIP scholars provided a public-facing, web-based inventory of scholarship relevant to the community. ScholarWorks, an open access, web-based repository for posting faculty and student articles, theses, proceedings, posters and other creations, was launched in 2004 by the Dean of the University Library. As an open access repository, ScholarWorks gave the campus the ability to share research with a broad community of students, educators, health care workers, policy makers, citizens, and readers without worrying about subscription paywalls or limited access to printed materials. Recently, it became clear to both TRIP and to ScholarWorks that these efforts were complimentary and could be aligned in ways that would increase participation in both programs. In addition, by freely sharing access to the scholarly publications resulting from community-based and translational research projects, the TRIP-ScholarWorks partnership helps to complete the circle of benefits to community, student and research stakeholders. Similar partnerships could be pursued on many campuses.
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    Creating a Culture of Faculty Advancement
    (Office of Academic Affairs, IUPUI, 2016-05-17) Cecil, Amanda; Angermeier, Lisa K.
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    Creating an Infrastructure for Professional Development and Mentoring in the School of Health and Rehabilitation Sciences
    (Office of Academic Affairs, IUPUI, 2016-09-16) Scott, Patricia J.; Dierks, Tracy A.
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    Creating an Infrastructure for Professional Development and Mentoring in the School of Health and Rehabilitation Sciences
    (Office of Academic Affairs, IUPUI, 2016-09-16) Scott, Patricia J.; Dierks, Tracy A.
    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program in the School of Health & Rehabilitation Sciences, IUPUI.
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    Credit is currency: Prior learning and conversion to credit
    (2022) Gentle-Genitty, Carolyn
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    CROSS THE “i,” DOT THE “t”
    (2005-10-13T19:18:55Z) Sundre, Sharon K.
    This short study of the writing assistance colleges and universities give international students provided sufficient information to warrant additional research. As expected, former students who returned to their countries of origin were less articulate than were those who pursued careers or enrolled in graduate school in the US. The oldest participant who remained in the US had the most developed language skills, while the oldest participant who returned to the country of origin had the least developed language skills. Participants who are current graduate students were more inclined to “think in English” than were former students who repatriated. The following brief summary reflects suggestions for improvement from study participants. In all cases, attention to individual concerns and feedback are essential to successful experience. International students who speak English as a second language recommended the following improvements: (a) voluntary, specialization-based mentoring partnerships and study groups; (b) institution-paid professional tutors, ESL interns, or graduate student assistants; (c) culturally aware advisors and faculty; (d) a mandated writing course based on department philosophy, and expectations for student goals, major papers, and journal articles; and (e) a staff person to assist with writing major papers.