The Prison-to-School Pipeline & the Role of Private Higher Education in California

Given the realities of mass incarceration in the United States, the disproportionate effects that the criminal justice system has on already marginalized populations-particularly men of color-and our currently very high rates at which the formerly incarcerated return to prisons or jails, it is necessary to determine which programs reduce recidivism and create new opportunities for the formerly incarcerated. As the research has shown that educational opportunities for the currently and formerly incarcerated are successful at reducing recidivism rates, these types of opportunities have become more widely available. By the end of 2016, community college courses will be offered in prisons and jails across the state of California at rates higher than they have been in decades and the public postsecondary education community in the state has already created pathways for formerly incarcerated students to access four year institutions after their incarceration. This project asserts that private postsecondary institutions in California should implement programs on their campuses to increase access to higher education for formerly incarcerated students, collects and documents best practices based on the literature and existing programs, and includes a proposal for the University of San Francisco to implement a recruitment and retention strategy for formerly incarcerated students. The planned programming includes recommendations for admission and financial aid policies, support programs and other considerations of the lived experiences of students with criminal justice histories

The Class of \u2751: Back When Few Knew about the Appalachian Trail, Four Men Pioneered Thru-Hiking

Four men who thru-hiked the Appalachian Trail in 1951 transformed the trail experience

Writing and Sharing Life: Older Women’s Experiences in a Grassroots Writing Group

This narrative inquiry explored the experiences of three older women who belonged to an ongoing community-based writing group. The meaningfulness and personal impact of writing and sharing stories with other older women was investigated. Field texts were gathered from semi-structured interviews, participant writing samples, and participant observation. Narrative threads that connected the women’s experiences were identified, and two overarching findings were generated; engagement with the writing group was understood to enhance (1) the women’s sense of self-compassion, and (2) their hopefulness for the future. The present inquiry extends research on adaptive aging and suggests new directions for both practice and research in this area

Master Teacher Interview with Deliece Mullen

Transcript of interview information from interview with Deliece Mullen, Master Teacher for Educational Research.https://scholars.fhsu.edu/ors/1260/thumbnail.jp

An Analysis of Undergraduate Information Systems Curricula: Adoption of the IS 2010 Curriculum Guidelines

The IS 2010: Curriculum Guidelines for Undergraduate Degree Programs in Information Systems were published as a model to help academic IS programs establish a consistent curriculum that meets the needs of a global information economy. However, to-date, no study has examined the degree to which the IS 2010 model curriculum is being adopted and utilized in contemporary IS curricula. The purpose of this study is to evaluate the level of program adoption of the IS 2010 curriculum guidelines. Curriculum data were collected from 127 AACSB-accredited undergraduate information systems programs across the United States via a direct survey and interviews with department heads and undergraduate program directors. These data were then compared with the IS 2010 recommendations. Results indicate that: (1) IS programs exhibit a wide range of adherence to the IS 2010 core curriculum guidelines; (2) perceived adherence to IS 2010 guidelines among program administrators is higher than calculated adherence; (3) several non-IS 2010 core topics are still included as required components in many IS programs; (4) although few IS programs have formally implemented IS 2010 career tracks, perceptions of career tracks are generally favorable; (5) resource constraints and program enrollments/class sizes are commonly described barriers to developing career tracks

E-Learning As A Career Path In Information Systems Curricula: A Blue Ocean Opportunity

E-learning is a rapidly growing industry with emerging career opportunities that require expertise in business, information technology, and instructional design. However, most academic institutions lack cohesive programs for preparing students for e-learning careers. We argue that information systems (IS) programs have a unique, “blue ocean” opportunity to prepare students for e-learning careers with nominal curricular adjustment. This paper builds on the MSIS 2006 model curriculum to describe an approach for incorporating e-learning as a career track in information systems (IS) graduate programs. An example e-learning curriculum from a large, public university in the western United States is also presented. We believe that an e-learning IS career track can enhance the appeal of the IS major by providing students with access to a multi-billion dollar industry and opening additional employment opportunities as they prepare for a career in business

Illuminating Children's Scientific Funds of Knowledge Through Social Media Sharing

The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge. Connecting learning to students’ funds of knowledge is particularly important for non-dominant learners, who experience tensions between home, community and school science cultures. This study is embedded in a research project which iteratively designed a social media app to be integrated into a science learning program which engaged families in science in their community. I conducted an exploratory case study on children’s use of a social media app for science learning and found that three focal learners (ages 9-14) often shared scientific funds of knowledge through social media in an after-school learning program and in their homes and communities. Their teachers connected some scientific funds of knowledge they shared on social media to formal science concepts. However, other scientific funds of knowledge were not obvious by observing the posts alone. Rather, these tacit funds of knowledge emerged through the triangulation of posts, interviews and observations of their learning experiences in the life-relevant science education program. The findings suggest implications for the design of technology and learning environments to facilitate the connection of children’s implicit and more unconventional scientific funds of knowledge to formal science concepts. I build on these findings to explore how teachers can bridge funds of knowledge shared on social media to scientific practices in formal learning environments with a case study of three teachers from a diverse urban middle school. Using the framework for Technological Pedagogical Content Knowledge (TPACK), I seek to understand how to best support teachers to draw upon student’s funds of knowledge through social media sharing and connect them to formal scientific concepts. The teachers struggled to engage in dialogue with their students about their posts, missing opportunities to gain contextual information about students’ funds of knowledge, in order to facilitate connections to science concepts. These findings suggest that aspects of usability, policy and teacher beliefs are necessary to consider in order to promote the recognition of children’s funds of knowledge through social media sharing in formal learning environments