Becoming and Being an Age-Friendly University: Strategic Considerations and Practical Implications

Becoming and being an Age-Friendly University (AFU) require developing a strategic plan for enlisting support across campus for the AFU principles and embarking on an ongoing process for continuing to promote them as an academic community. Throughout this process, the use of a conceptual framework for change in academic settings can be helpful. The University of Rhode Island (URI) recently became an AFU after a campus-wide process of identifying activities that already supported AFU principles and enlisting key sources of support for embracing them. In particular, an emerging emphasis within URI on developing lifelong-learning and intergenerational programs provided a firm foundation upon which to build the case. This paper proposes a conceptual framework for developing a strategy for change in an academic setting, and then illustrates how URI has utilized it to move forward with becoming more “aging friendly.” Implications for continuing development consistent with the AFU principles will be discussed

Report on the Sacred Heart University Participation in the ACE Internationalization Laboratory By the American Council on Education Peer Review Visit Team February 25-27, 2015

This report is based on a visit to Sacred Heart University (SHU) by an American Council on Education (ACE) peer review team on February 25-27, 2015. This report also draws upon the document Internationalization Self-Study (December 2014) provided to the peer review team in advance

Relational Liaising to Integrate Informed Learning into the Disciplinary Classroom

This conceptual chapter sets the stage for how librarians can support informed learning. It looks at how the intersections between informed learning, Bakhtin’s philosophy of communication, and relational leadership contribute to a model of relational liaising. The chapter provides examples of practical applications, interdisciplinary collaboration, and shared leadership which librarians and other teachers can adapt for specific arts, humanities, or social sciences disciplines. Many of the illustrations are set within communication-related curricula but also include the arts

Mapping the Growth and Demographics of Managerial and Professional Staff in Higher Education

This chapter presents a descriptive analysis of the growth of managerial and professional staff from Fall 1993 to Fall 2011 across institution types and sectors, and a detailed snapshot of the demographic composition of these staff in Fall 2016. Our results indicate tremendous growth in the population of non‐faculty staff over time, and reveal key patterns in staff employment by gender and race/ethnicity.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/1/he20352.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/2/he20352_am.pd

Inside English/Language Arts Standards: What's in a Grade?

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88058/1/RRQ.36.2.5.pd

The multifaith campus: Transforming colleges and universities for spiritual engagement

Dafina Lazarus Stewart, Michael M. Kocet, and Sharon Lobdell explore what college and university campuses would look like if transformed to promote and sustain religious and secular pluralism and interfaith cooperation.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83741/1/20049_ftp.pd

Faculty as border crossers: A study of Fulbright faculty

As adult learners, faculty members approach new experiences based on events of the past, but this underlying framework of understanding is challenged when they work abroad for an extended period of time.https://scholarworks.wm.edu/educationbookchapters/1035/thumbnail.jp

The Role of Consequences in validity Theory

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72502/1/j.1745-3992.1998.tb00826.x.pd