Browsing by Subject "Higher education"

Now showing 1 - 10 of 64
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    2018 Mentoring Symposium Agenda
    (2018-11-27)
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    Access or Barrier? Tuition and Fee Legislation for Undocumented Students across the States
    (Taylor & Francis, 2014) Nguyễn, David Hòa Khoa; Serna, Gabriel R.; School of Education
    States have responded in a variety of ways to undocumented immigration and its implications for higher education. Some states have allowed undocumented students to seek an affordable college education while others have created barriers. This article highlights the piecemeal legislation that the states have passed in order to respond to the needs of undocumented students; namely, policies allowing undocumented students in-state resident tuition. It also considers the policy impacts on undocumented students and the institutions and faculty that serve them.
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    Alumni philanthropy in Ghana
    (Indiana University, 2024) Kumi, Emmanuel
    In this spotlight, Emmanuel Kumi (Senior Research Fellow at the Centre for Social Policy Studies, the University of Ghana) shares his insights into the practices of alumni philanthropy in Ghana.
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    At-risk colleges should do what’s best for students, alumni, donors, employees – and local communities
    (The Conversation US, Inc., 2020-02-04) Shaker, Genevieve; Plater, William; Lilly Family School of Philanthropy
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    Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking
    (Brill, 2021) Santamaría Graff, Cristina; Manlove, Josh
    What does it mean to unhook from whiteness, specifically in academic spaces, when one self-identifies as a multiracial scholar of mixed white heritage? Beyond the Color Lines is an exploration of this question and means locating oneself or being located by others on the margins or outside of a color line that, in the U.S., is historically Black/white. As a self-identified biracial Mexicana and a multiracial Filipino, the authors share the complexities and nuances of their racialized experiences and identifications through Duoethnographic methodology. (Re)tellings of their lived experiences unearth difficult truths that bring into focus moments where racism, monoracism, colorism and differential micro-racialization (as explained through a MultiCrit framework) made each question their own identities in relation to their whiteness (e.g., passing, code-switching) as well as their affinity for and comfort in their avowed identities—those which most feel “like home.” Through dialogic exchange, where they co- and de-constructed complex ‘landscapes’ of identity, they emerged with deeper ‘sensemaking’ not only of their own ‘mixed’ identities, but also of ways to examine fluid typologies of multiracial identity and their connection to “unhooking.”
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    Building an understanding of African philanthropy in higher education
    (Indiana University, 2024) Mbandi, Antony
    In this spotlight, Antony Mbandi (Head of Partnerships and Alumni Relations at Strathmore University Business School) discusses the importance of understanding philanthropy in African context and giving to higher education in Kenya.
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    Connections, purpose, and collective impact: Lessons from alumni engagement in Kenya’s secondary schools
    (Indiana University, 2024) Wanja, Pauline
    In this spotlight, Pauline Wanja (CEO of Future First Kenya) shares her experiences in alumni engagement in Kenya and suggestions for higher education institutions.
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    Course of Life: A Transformative Design Inquiry into the Modern Academic CV
    (2023-08) Ganci, Aaron M.; Wheeler, Rachel; Dombrowski, Lynn; Hong, Youngbok; Haberski, Raymond J.
    This project addresses the growing issue of burnout among U.S. higher education faculty. An inquiry into the causes of faculty burnout points to weaknesses within the American higher education system that have been exacerbated by a network of external and internal pressures. From the outside, institutions are being pressured to act more like corporations and embrace neoliberal values. At the same time, the societal pressure to democratize American institutions by asking them to become inclusive in their policies and practices is felt acutely in academia. These aims—productivity and inclusive democratization– are often in tension in academia, with overseeing bodies like trustees and legislatures prizing measurable, economic productivity, and faculty and administrative bodies prioritizing gender and racial inclusivity. There is one place where all these pressures play out: the academic CV. The CV is an ideal lens through which to examine these dynamics as it struggles to link faculty, administrators, universities, and funding agencies, in their attempt to convey both neoliberal and inclusive values. Many stakeholders trying to construct different narratives leads to an inherent tension and leaves no one satisfied. To make matters worse, the growing use of digital analytic software in place of traditional CVs has led to an imbalance, with neoliberal success indicators overshadowing inclusive ones. This disparity negatively impacts faculty wellbeing, especially faculty in underrepresented demographics, as their sense of personal achievement is diminished under these criteria and raises the question: how might the CV evolve to balance the needs of all of its stakeholders? Doing so may ease some of the tension within academic life and enhance faculty wellbeing. This study employs a transformative research design to explore whether the CV can be reformed to rebalance the tensions within academia. The mixed-method qualitative study draws on interviews and participatory co-design activities, and a constructive design process to explore divergent ways the CV might evolve to benefit faculty more. After evaluating the designs through transformative criteria, new insights are developed about the nature of modern academic work and spheres of action that can lead to faculty wellbeing.
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    Creating a Culture of Faculty Advancement - PETM
    (Office of Academic Affairs, IUPUI, 2017-11-14) Urtel, Mark; Angermeier, Lisa
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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, 2017-11-14) Dierks, Tracy; Bayliss, Amy