Firewalls: A Balance Between Security and Accesibility

Access control lists and firewall rules are intended to prevent access to certain resources on a computer network while allowing access to other resources. Access control lists determine who has access to resources while firewall rules prevent general access to resources. The goal of this research is to find the best way to optimize a campus internet connection as well as a balance between the application of rules and lists and the accessibility of the outside world. This research is done utilizing a simulated internet and local network environment. The environment utilized simulates the set-up currently in use by an educational institution and will serve as a test environment upon completion of my research

The Power of Play for Wellness: Supporting Wellness Initiatives on Campus

This re ection seeks to highlight the role that access to institutional support and promotion of wellness opportunities plays in the overall health and wellbeing of students and the campus community. Opportunities for participation in wellness programming have helped me improve my self-esteem, grieve the loss of my grandmother, battle depression, believe that I could do things that I never thought I could, stay in school, nd purpose and meaning in my life, and build connections with others who have become essential people in my social support network. As a student, lifelong learner, and collegiate recreation professional, I believe it is imperative to have adequate campus resources available to students to support them on their personal journey of health and wellness. Research exploring the impact of recreational services upon users indicates that numerous positive bene ts are associated with participation, including academic success (Becker, Cooper, Atkins, & Martin, 2009; Belch, Gebel, & Mass, 2001; Brock, Carr, & Todd, 2015; Danbert, Pivarnik, McNeil, & Washington, 2014; Todd, Czyszczon, Carr, & Pratt, 2009), life skills development, and wellness development (NASPA Consortium, 2014). Resources such as campus recreation, outreach and education, and clinical services should work strategically in concert to provide services, programs, and educational opportunities to meet the wellness needs of a diverse student body and campus community

Special Issue on the AMCIS 2001 Workshops: Demonstrating the Database Client Environment through Oracle Developer

This paper reports on a workshop held at AMCIS2001 to address configuration and pedagogical issues with Oracle tools as discussed by database faculty at prior conferences. This workshop demonstrates simple configurations for off-campus access to a database server, Oracle Developer basics and projects that have worked well with my courses

Where They Lead, I Will Follow: Serving Remote Graduate Student Populations

In 2012, the University of San Francisco\u27s School of Management underwent a monumental change in both location and student access to academic services. In that year, all classes and most staff and student services for the MBA and other business graduate programs were relocated to a new site near the Financial District, which is across the city from the main campus. Suddenly, a major group of my service population was no longer on campus near me or near the library! In this poster, I will describe the process I undertook to remain visible and accessible to this important group of students, staff, and faculty. In a fortunate turn of events, the work to re-establish my services with our graduate business students combined my concern about remaining connected to them with a professional passion of mine, embedded librarianship. In this poster, I’ll summarize the process, including what worked well, what didn’t, the kinds of feedback I’ve received and how it has been incorporated, the other services that have resulted from my outreach efforts, as well as hopes for the future

Campus Food Security: An Approach Toward Co-Creating Change

Campus food insecurity is a growing problem within institutions of higher education in the United States and reflects a critical question of what educational access, equity, and student success means for today’s students. There are several campus-wide efforts at the University of Massachusetts (UMass) Amherst to address this challenge, including the Campus Food Security Project where the reflective practitioner serves as the Food Insecurity Coordinator AmeriCorps VISTA with the Dean of Students Office. This Training Course Linked Capstone (CLC) serves as a reflective analysis of the reflective practitioner’s efforts to integrate her own educational journey, learning from SIT, and guiding principles in her work. The reflective practitioner asks 1) How am I co-creating effective learning environments to support the goals of the Campus Food Security Project? and 2) How am I integrating my guiding principles into my every day practice as a reflective practitioner? Through exploration of social justice education, engaged pedagogy, and approaches for co-creating change, research of campus food security, observation at UMass Amherst, and analysis of her community engagement and design work, this CLC deepens the reflective practitioner’s training identity as a lifelong learner while identifying opportunities and recommendations to strengthen and expand campus food security efforts moving forward. Keywords: campus food security, social justice, engaged pedagogy, co-creating chang

Eavesdropping Twitter: What students really think about writing centers

In recent decades, writing centers have moved from the margins of campus power toward the center (Essid 2014). Because our connections to professors and administrators have increased, students may be less likely to speak freely during consultations, on surveys, and in focus groups. Where, then, might we hear students’ “real talk” about writing centers? In the latter half of July 2015 and the beginning of August, I aimed to find out. My hypothesis was that Twitter might be a space to find “voices that are often left out of our surveys of satisfaction” (Lerner 4). Therefore, I spent a month surveilling Twitter, trying to listen in and access what students say about us when we aren’t likely to be listening. I found Twitter to be a public space in which students feel comfortable talking frankly about school matters, including writing center matters.University Writing Cente

Firewalls: A Balance Between Security and Accesibility

Access control lists and firewall rules are intended to prevent access to certain resources on a computer network while allowing access to other resources. Access control lists determine who has access to resources while firewall rules prevent general access to resources. The goal of this research is to find the best way to optimize a campus internet connection as well as a balance between the application of rules and lists and the accessibility of the outside world. This research is done utilizing a simulated internet and local network environment. The environment utilized simulates the set-up currently in use by an educational institution and will serve as a test environment upon completion of my research

Keeping the Spelman Sisterhood and Becoming Morehouse Men: An Intersectional Critical Discourse Analysis on Gendered Policies at HBCUs

Since their inception, Historically Black Colleges and Universities (HBCUs) have provided safe spaces for Black students who have been institutionally excluded from predominantly white academic spaces and denied access to an education based on their racial status. While HBCUs are credited for their Black-centered curriculums and campus cultures that allow for student development without fear of racial violence, HBCUs established to serve a primarily female or male student body must consider how their founding principles and institutionalized practices address the needs of students of diverse gender identities and gender expressions. Using an intersectional critical discourse analysis of campus policies and procedures, I investigate the extent to which Morehouse College and Spelman College acknowledge gender diversity among their student bodies. The findings of my research reveal that Morehouse College and Spelman College strictly adhere to their cisgender foundations and missions by perpetuating gender binary discourse, respectability politics, and cisheteropatriarchy through policies, practices, and traditions. My research calls for substantial, clearly defined, ongoing institutional efforts that center trans students and create trans affirming campus environments that dismantle the interdependent systems of oppression at the Colleges that uphold trans student oppression

Frequency of Academic Interactions with Racial and Ethnic Minority Students and Student Attitudes towards Campus Diversity and Diversity Programs

In response to concerns about differential access to higher education and the recognition of the value of diversity, universities are developing new programs to promote diversity and inclusive learning experiences on their campuses. Given this, it is important to understand what factors increase student support and understanding of the benefits of campus diversity in order to create an inclusive and tolerant campus environment. A number of studies have examined the impact of close friendships with people of minority race or ethnicity on students’ experiences with racial/ethnic diversity. This study adds to this research by focusing on interracial and interethnic academic and school-sponsored activity interactions. The purpose of this study is to examine whether frequency of substantive academic and extracurricular interactions with people of minority races and ethnicities is related to students’ support for and attitudes towards campus diversity and diversity programs. Academic and extracurricular interactions include interactions with others of minority race and ethnicity at events related to schoolwork or education, along with outside school-sponsored organizations. I hypothesize that greater frequency of interaction with students in minority racial and ethnic groups is associated with greater support for campus diversity and greater knowledge of, and participation in, diversity programs. Additionally, I hypothesize that greater frequency of interaction with students of minority racial and ethnic groups is related to more positive opinions of diversity programs on campus. Student interaction information and information concerning knowledge and opinions on campus diversity programs was collected via survey from 150 Butler students. Contrary to my main hypothesis, no significant relationship was found between academic and extracurricular interactions with minority students and student attitudes towards campus diversity. However, consistent with my other hypotheses, greater frequency of academic and extracurricular interactions was found to be related to greater awareness of and participation in diversity programming, as well as more positive attitudes towards Butler’s diversity programs

An Online Inventory and Analysis of Woody Plants on SUNY College of Environmental Science and Forestry Campus

The main objective of this study was to catalogue the woody plants on SUNY College of Environmental Science and Forestry\u27s (SUNY-ESF) main campus and to create public access to this knowledge using the iNaturalist website. To do so, I conducted several surveys of trees and shrubs in the fall of 2014. I transferred information about the woody plants to iNaturalist, an interactive web-based platform open to public data entry and used to display species observations on an online map, while providing taxonomic information about each species. l also recorded the native, introduced, or invasive status of each plant as well as the human use of a plant when applicable on the site. After the completion of the iNaturalist site, I analyzed how the campus could be improved with regard to the native or invasive status of many of the species and how to encourage more biodiversity on campus. My target audience is all members of the SUNY-ESF community as well as the public. The iNaturalist project will be embedded on a SUNY-ESF webpage where anyone can access it on a laptop or mobile device and will be able to use this site as a way to educate others and interact with our landscape. I hope this project will encourage thought about our campus, what grows on it and how it could be better utilized