Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

FOTE 2008 Conference Report

A report prepared by JA.Net and ULCC about the Future of Technology in Education (FOTE 2008) conference, Imperial College, 3rd October 2008. It covers the main speakers, themes and presentations: Cloud Computing, Second Life, Portability, Personalisation, Shared Services, Campus of the Future, Mobile Technology, Creativity and Media Production, Social Collaboration Tools for Staff and Students

Hawks\u27 Herald -- November 6, 2014

It is with regret that I announce the retirement of Comdr. Robert M. Laske after 7 years as Editor of the Naval War College Review. Commander Laske, more than any other individual, has been responsible for enhancing the stature of the Review as a respected professional journal. He published 57 issues, bringing to his work superior editorial skills and high standards of excellence. His successor as Editor is Lt. Comdr. Benjamin M. Simpson Ill, who has been a professor of Strategy and Policy here at the College

How Students Are Making It: Perspectives on Getting Through College From Recent Graduates of the Boston Public Schools

Analyzes public high school graduates' college experiences by level of academic success, including the role of self-management skills, academic advising, and contextual issues related to family, employment, and financial pressures. Makes recommendations

Chicago Snapshot 2005-2006: A Year of School Newspapers and Advisers

We took a snapshot of high school newspapers and their advisers in Chicago last year, hoping for a glimpse into the future of student journalism in our city. We surveyed all of the city's high schools, but we focused on four: Morgan Park High School, North Lawndale College Preparatory Charter High School, Chicago International Charter School Northtown Academy and Northside College Preparatory High School. The four are a diverse but representative group in many ways, as you'll see. We found a first-year adviser whose journalism class required current events quizzes and "First Amendment Fridays" - and an experienced adviser who has embraced teaching journalism over English, his original field, because he likes journalism's sense of purpose. We found a strong student-run newspaper that also has established itself online - and a group of students who, with the help of a community newspaper, learned the joys of being published and making money in journalism. So we found good news. We also found change: Advisers at the two charter schools, both new last year, left their positions at the end of 2005-06. That happens altogether too often in Chicago schools, whether they're public, private or charter. And we found disturbing news: Our survey of advisers and journalism teachers found that, when compared to 10 years ago, school newspapers publish less frequently,advisers have less teaching and advising experience, and principals are more likely to review the paper before it's published. A larger percentage of public schools are completely without newspapers now than was the case in 1996. What does the future hold? At best, we found, it's a mixed outlook

Who are "We"? Examining Identity Using The Multiple Dimensions of Identity Model

As a writing center administrator–I oversee the Writing Lab housed within The University of Texas at Austin’s (UT) Football Academic Center (FAC)–I have been interested in exploring how identities affect writing sessions. In their study of student identities, researchers Susan Jones and Marylu McEwen developed the Multiple Dimensions of Identity model (“A Conceptual Model”), which describes “the dynamic construction of identity and the influence of changing contexts on the relative salience of multiple identity dimensions, such as race, sexual orientation, culture, and social class” (Abes, Jones, and McEwen 3).2 Last year, I applied Multiple Dimensions of Identity to the writing center context, implementing a workshop employing the model with the Writing Lab tutors.University Writing Cente

Academic Clustering of Student-Athletes: A Case Study of Football and Basketball Programs

This study explores the topic of academic clustering within the football and men\u27s and women\u27s basketball teams at the University of Arkansas. Given the prominence of collegiate sport in America, this paper examines a relatively understudied topic regarding student-athletes and education. Using a mixed methods approach, the topic of academic clustering is analyzed statistically, as well as through in-depth interviews with student-athletes and academic advisors in the athletic department. Statistical analysis shows significant over- and under-representation of student-athletes in certain University colleges (e.g., Fulbright College of Arts and Sciences, Walton College of Business, and College of Engineering), the presence of academic clustering within the women\u27s basketball team, and a significant relationship between race and choice of major by college. Qualitative findings attempt to explain these statistical findings, as well as highlight a possible unwanted consequence of these findings

The Role of High School Coaches in the Intercollegiate Athletics Recruiting Process

This investigation examined the role of high school coaches during the intercollegiate athletics recruiting process. Data were collected using a self-report survey administered to 214 current NCAA Division II student-athletes representing four private institutions located in the Mid-Atlantic region of the country. Four sports were represented in the study - men's basketball, women's basketball, men's soccer, and women's soccer. Results indicated that, overall, student-athletes do not rely heavily on the high school coach for advice during the intercollegiate athletics recruiting process. Further, when ranked against other potential advisors, high school coaches are not viewed as primary sources of information for their students who are being recruited. Advice from high school coaches was most influential in areas related to athletics participation, but group mean scores were below the Likert-scale mid-point of 3.0. Advice from the coach related to academics, NCAA rules and procedures, and other college enrollment issues was deemed less important. Parents / guardians and college coacheswere reported as the most influential advisors during the recruiting process. Athletes in different sports rated reliance on the high school coach differently. Consistently throughout the study, men's and women's basketball participants rated assistance from the coach during the recruiting process much higher than did soccer participants. Because of their potential influence on the lives of their students, it would be beneficial for the high school coach to learn more about the overall recruiting process and develop strategies to better serve the young men and women under their guidance

Don\u27t Let Your Schooling Interfere with Your Education: A Comprehensive Look at Co-Curricular Involvement and Advising

In this thesis, I explore the need for continued student engagement. I am proposing an office or department responsible for advising students in their co-curricular endeavors and assisting them in translating transferrable skills. I plan to launch this program with a marketing campaign to inform students of the benefits of co-curricular engagement, followed by a survey to gauge interests, a meeting with an advisor to review results, and an exit ticket that students can take with them, detailing the conversation they had with their advisor. These advisors will be available to meet with students at any time in their college career, including near graduation to help students market their transferable skills on their resumes. The goal of the co-curricular advising program is to increase student engagement with the university which, in turn, will increase retention and graduation rates