The development of accessibility indicators for distance learning programs

A study was undertaken to explore program policies and practices related to the accessibility of American distance learning courses to qualified students with disabilities. A literature review was conducted, a draft list of accessibility indicators was created, examples of applications of the indicators in existing distance learning programs were collected, the indicators were systematically applied to one distance learning program, input from a variety of distance learning programs was used to further refine the indicators, and these programs were encouraged to adopt the indicators and make use of resources provided by the project. Results of this exploratory work suggest that incorporating accessibility considerations into policies, procedures and communications of a program requires consideration of the unique needs of students, course designers, instructors and evaluators; involves approval and implementation at a variety of administrative levels; and is an ongoing process that may be implemented in incremental steps

Creating a center for global health at the University of Wisconsin-Madison.

Globalization, migration, and widespread health disparities call for interdisciplinary approaches to improve health care at home and abroad. Health professions students are pursuing study abroad in increasing numbers, and universities are responding with programs to address these needs. The University of Wisconsin (UW)-Madison schools of medicine and public health, nursing, pharmacy, veterinary medicine, and the division of international studies have created an interdisciplinary center for global health (CGH). The CGH provides health professions and graduate students with courses, field experiences, and a new Certificate in Global Health. Educational programs have catalyzed a network of enthusiastic UW global health scholars. Partnerships with colleagues in less economically developed countries provide the foundation for education, research, and service programs. Participants have collaborated to improve the education of health professionals and nutrition in Uganda; explore the interplay between culture, community development, and health in Ecuador; improve animal health and address domestic violence in Mexico; and examine successful public health efforts in Thailand. These programs supply students with opportunities to understand the complex determinants of health and structure of health systems, develop adaptability and cross-cultural communication skills, experience learning and working in interdisciplinary teams, and promote equity and reduce health disparities at home and abroad. Based on the principles of equity, sustainability, and reciprocity, the CGH provides a strong foundation to address global health challenges through networking and collaboration among students, staff, and faculty within the UW and beyond

Organizing for Antiracism in Writing Centers: Principles for Enacting Social Change

We move through the chapter in three parts. First, we define organizing and answer the question of whether we in writing centers should do this work by showing how we already are. Second, we identify guiding principles consistent with the aims of antiracism as well as the collaborative and dialogic pedagogies of writing centers. Drawing on cross-disciplinary research, we articulate three frameworks for organizing: (1) direct action organizing (Bobo, Kendall, and Max 2001); (2) a balance of strategies and tactics (Alinsky 1945; Mathieu 2005); and (3) a dialectic approach (Papa, Singhal, and Papa 2006). We find the most potential in this third approach, one we see aligned with current research on both writing centers and community organizing and so we focus our discussion here. Third and finally, to put the principles into action, we analyze an extended case study of our efforts of organizing in professional associations and invite readers to participate in similar analyses on their own local organizing efforts. Here we add participatory action research (Fine and Torre 2006; Greenwood and Levin 2006; Sohng 1995; Weis and Fine 2004) as a method aligned with dialectic organizing to suggest a future direction for assessing our organizing efforts. Participatory action research (PAR), like dialectic organizing, promotes ongoing reflection, horizontal relationship-building, and democratic participation, thereby providing the means for antiracist work within one-with-one writing conferences and shared leadership of writing centers

Racial Integration and Institutional Change, 1965-1971: A Case Study of UW-Milwaukee’s Human Relations Institute, Center for Afro-American Culture and Spanish Speaking Outreach Institute

This historical case study explores the development of the Institute for Human Relations, the Center for Afro-American Culture and the Spanish Speaking Outreach Institute. These three university entities demonstrate the evolution of class-and race-based policy development at UW-Milwaukee between 1965 and 1971. There is limited literature regarding the historical development of programs that served to racially integrate UW-Milwaukee. Much of the existing literature was written by former University administrators (Klotsche 1966, 1972, 1985, Cassell, Klotsche and Olsen 1992) and highlights the positive actions taken by the administration. Literature written by non-administrators (J. Rodriguez 2005, M. Rodriguez 2015) focuses on community movements at the city and county level. This thesis provides a critical view of the relationship between public higher education institutions and financial support from federal and private grants. I argue federal financial support was equally important to the narrative of higher education racial integration as student protests, sympathetic administrators, and an urban mission. This case study takes into account the University’s response to federal policy initiatives, as well as the impact student and faculty activism had on the evolution of educational policy development

Foundations in Wisconsin: A Directory [32nd ed. 2013]

The 2013 edition of Foundations in Wisconsin marks the 32nd production of the print directory and the 13th year of the online version. The directory is designed as a research tool for grantseekers interested in locating information on private, corporate, and community foundations registered in Wisconsin. Each entry in this new edition has been updated or reviewed to provide the most current information available. Most of the data was drawn from IRS 990-PF tax returns filed by the foundations. Additional information was obtained from surveys, foundation websites, annual reports, and newsletters.https://epublications.marquette.edu/lib_fiw/1011/thumbnail.jp

Rush to Judgment: Teacher Evaluation in Public Education

The troubled state of teacher evaluation is a glaring and largely neglected problem in public education. Co-director Thomas Toch and Robert Rothman of the Annenberg Institute for School Reform examine the causes and consequences of the crisis in teacher evaluation, as well as its implications for the current debate about performance pay

Foundations in Wisconsin: A Directory [35th ed. 2016]

The 2016 release of Foundations in Wisconsin marks the 35th edition of the print directory and the 16th edition of the online version. The directory is designed as a research tool for grantseekers interested in locating information on private, corporate, and community foundations registered in Wisconsin. Each entry in this new edition has been updated or reviewed to provide the most current information available. Most of the data was drawn from IRS 990-PF tax returns filed by the foundations. Additional information was obtained from surveys, foundation websites, and annual reports. This edition paints a very positive picture of financial growth for Wisconsin foundations. Both grant and asset totals have risen to all-time highs. Of particular note, total grants broke the $600 million barrier, increasing by 8$623 million. Additionally, 58 new foundations have been identified this year. (See page 269 for the complete list.) The following table illustrates the 10-year financial pattern as documented in Foundations in Wisconsin.https://epublications.marquette.edu/lib_fiw/1014/thumbnail.jp

Foundations in Wisconsin: A Directory [31st ed. 2012]

The 2012 release of Foundations in Wisconsin marks the 31st edition of the print directory and the twelfth year of the online version. The directory is designed as a research tool for grantseekers interested in locating information on private, corporate, and community foundations registered in Wisconsin. Each entry in this new edition has been updated or reviewed to provide the most current information available. Most of the data was drawn from IRS 990-PF tax returns filed by the foundations. Additional information was obtained from surveys, foundation Web sites, annual reports, and newsletters. Fortunately, Wisconsin foundations are rebounding from the recent economic downturn. While the total number of active foundations (1301) decreased slightly from 2011’s high number, 57 new foundations were identified and two key measures show positive growth. Total assets increased by 12% from last year to over $7 billion, and grants rose 7$490 million, close to pre-recession totals. The following table illustrates the 10-year financial pattern as documented in Foundations in Wisconsin.https://epublications.marquette.edu/lib_fiw/1010/thumbnail.jp

Optimizing University Campuses for Learning, Wellbeing and Equity: an Applied Study of Higher Education Facilities Organizational Systems

College and university campuses are designed and maintained by experts in facilities management and planning. What is lacking in these processes is expertise in learning environments and creating spaces that are healthy and inclusive. University organizational structures aid in the autonomy of academic freedom and the nimbleness of research endeavors but hinder operational effectiveness of the campus as a learning and research environment. A more integrated approach, which optimizes the knowledge on campus regardless of where it is housed, can mitigate the unintended conflicts that develop through the disparate approach to learning, equity, and wellbeing in the built environment. This paper examines the organizational structures of higher education and demonstrates how optimization through a systems approach can mitigate the adverse consequences of autonomy and decentralization in the design and operation of higher education campuses. Several examples of applied systems approaches will be analyzed for effectiveness and contributions to the core mission of higher education. KEYWORDS: sustainability; higher education; systems approach; systems optimization; organizational structure; campus design; resilience; financial stewardship; fiscal accountability; facilities management; capital planning; physical plant; classroom design; learning spaces; design for equity; design for learning; design for health; design for wellbeing