Increasing Effectiveness in Global NGO Networks

A tsunami hits a densely populated coast. Aid organizations mobilize, and the world watches as several national members of the same global network respond independently in an uncoordinated way. A new treaty is being developed that would allow countries to claim carbon offsets through forest conservation. But national leaders in the same global nonprofit network disagree about its value. A large organization solicits funds from a major U.S. foundation. At the same time, its sister nonprofit, with the same brand name, approaches the foundation. The funder's leaders are confused, and wonder about the seeming conflict. The question of how much to centralize -- or decentralize -- decision-making and operations has dogged global organizations for centuries. Studies of for-profits show that the best answer can be different at different points in an organization's growth. But few such studies exist for nongovernmental organizations (NGOs), and for too many of these nonprofits, the scenarios described above will sound all too familiar because they reflect flashpoints that occur when an operational structure is no longer optimal. What's needed is a way for an NGO's leaders to get out ahead of these flashpoints when possible, by learning to determine in advance when their organization's approach to operations and decision-making need to be revised, and along what lines. In an effort to help with this important task, we synthesized what we've learned through case work with a diverse group of global nonprofits; we also conducted interviews with the leaders and staff at more than 30 global NGOs. Our findings illuminate an emerging approach that blends the best of efficiencies at an organization's center and local innovation in the field

Incorporating Problem Based Learning into a Secondary International Baccalaureate Biology Curriculum

As expressed in the 21st century skills framework, the goal of education is to create lifelong learners who can contribute to society. To accomplish this task, students must be exposed to real world problems providing students the opportunity to retain knowledge for future acquisition and application. Problem based learning (PBL) is distinct from other learning philosophies and strategies because it centers content and skills on problems instead of providing a list of concepts and then trying to make them applicable to the real world (Jonassen & Hung, 2008). Most PBL research and curriculums have been created at the college level, in particular, in medical related programs. Implementing PBL activities at the secondary level can be challenging due to the content required to solve real world problems and the complexity of these problems usually involving multiple solution pathways. This capstone project will address the challenges associated with implementation by using different components of PBL (worked examples, structural analogues, case studies, and simulations), utilizing a problem difficulty rating scale (level of complexity and structuredness), and incorporating scaffolding techniques (analogical encoding, causal relationships, argumentation, questioning, and modeling) to help students become successful at the secondary level. Within the project, the human body unit was chosen to show how using a variety of implementation strategies discussed above can make college level content accessible to secondary level students. Also, the unit allows students to act like real life doctors by using each patient’s history, symptoms, and test results to determine a diagnosis. Essentially, this capstone project will show how a teacher can take a traditional unit such as human body systems and turn it into a PBL unit filled with authentic, mind-challenging but supported learning tasks

Tyler Sanders wins Ouachita’s 2018 Virginia Queen Piano Competition

Tyler Sanders, a senior music industry major from Arkadelphia, Ark., won first place in Ouachita Baptist University’s 2018 Virginia Queen Piano Competition

A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION

On June 4, 2008, South Carolina Governor Mark Sanford signed the South Carolina Illegal Immigration Reform Act into law. According to the Act (Section 59-101-430), \u27an alien unlawfully present in the United States is not eligible to attend a public institution of higher learning in [South Carolina]\u27. After the passage of this legislation, public colleges and universities in South Carolina were prohibited from enrolling (or reenrolling) undocumented immigrants as students, and are now required to verify the legal status of all students, through the federal e-verify system. This legislation represents a true limiting of higher education opportunities, as well as overall life chances, for undocumented students. Specifically, in this qualitative study, I consider the discourses implicit within the dialogue of policymakers who work to promulgate this type of prohibitive state-level policy. Thus, in this research, I considered questions related to the development of policies that shape the access, or lack of access, for undocumented immigrant students to the public higher education system in South Carolina. The principle research question that this study seeks to answer is: What dominant discourses are implicit within the dialogue of South Carolina policymakers within the passage of the South Carolina Illegal Immigration Reform Act (2008)? The findings presented here are based on thematic analysis of content, utilizing texts and other forms of communication related to the Act\u27s passage. Four major themes emerged within this analysis. First, the protectionist view was the most common theme within the data, with a frequent expression of a general sentiment, among policymakers, that the undocumented population exists as a threat, to both South Carolina\u27s citizens and the state\u27s resources. The second theme within these research findings related to the failure of the federal government to adequately deal with immigration policy. This analysis suggested a common ideology that the undocumented population should be someone else\u27s problem (the federal government), but since the federal government was unwilling to act, the state\u27s action was a moral necessity. Third, policymakers commonly showed a limited and often nativist attitude toward the undocumented, with language that separated the undocumented from others in South Carolina society. Lastly, the political motivations of these policymakers are apparent within this data, as there was a suggestion that policymakers mold their conversations and actions about immigration-related policies on their own potential for political rewards, instead of on the consideration of population at hand. There are numerous implications related to this research, particularly as they apply to the role of institutions of higher education, policymakers, advocacy efforts, future research related to this issue. This Dissertation work contributes to the ongoing dialogue about issues related to undocumented immigrants and their status in the U. S. Particularly, it is necessary to increase attentiveness to the language surrounding this issue. Certain ideologies that underlie specific language are regularly utilized by political figures as they seek to convey the reasons and values behind their decision-making process. It is clear, from this research, that those in positions of power are defining current populations of undocumented persons as dangerous and problematic

Ouachita celebrates 20th Anniversary of Tiger Serve Day Sept. 24

Students, faculty and staff from Ouachita Baptist University will gather to participate in the school’s semi-annual Tiger Serve Day community service event on Saturday, Sept. 24, beginning at 8:30 a.m. Ouachita’s Ben M. Elrod Center for Family and Community sponsors Tiger Serve Day and hopes to mark the event’s 20th anniversary with record participation numbers. “There will be new energy as we are motivating our campus to give an all-out effort in participation,” said Judy Duvall, assistant director of the Elrod Center. “We are anticipating a huge crowd, which means we will be able to help many more people and make an impact in our community, both practically and relationally.

Ouachita Baptist University to host fall Tiger Serve Day on Sept. 23

Ouachita Baptist University’s fall Tiger Serve Day will take be held, Saturday, Sept. 23. Students, faculty and staff will meet at the Ben M. Elrod Center for Community and Family at 8:30 a.m. for breakfast provided by Sodexo before dispersing to service projects all over the community. Tiger Serve Day is a program coordinated by the Elrod Center each semester that encourages Ouachitonians to give back to the city of Arkadelphia. This year’s theme is “Serve Arkadelphia,” which aptly describes this program’s purpose

Ouachita to host Cayli Campbell in sophomore trombone recital April 27

Ouachita Baptist University will host Cayli Campbell as she presents her sophomore trombone recital on Friday, April 27. The recital will be held at 2 p.m. in Ouachita’s McBeth Recital Hall in Mabee Fine Arts Center. Admission is free and open to the public

Ouachita\u27s Wind Ensemble releases Simple Gifts CD

Ouachita Baptist University’s Wind Ensemble recently released a CD titled “Simple Gifts.” The CDs costs $15 and features the 2012 and 2016 Wind Ensembles. The 2016 Wind Ensemble performs the CD’s title section “Simple Gifts: Four Shaker Songs” by Frank Ticheli, including “In Yonder Valley,” “Dance,” “Here Take This Lovely Flower” and “Simple Gifts.” Other selections performed by this ensemble are the “Mayflower Overture” by Ron Nelson and “A Sacred Suite” by Brant Karrick, which includes “Spirit of the Ages Fanfare,” “Consolation” and “True Happiness/How Firm a Foundation.