ODU Libraries-VIVA CDA Program 2021-22

Report on the results of ODU\u27s participation in the Curriculum Driven Acquisitions (CDA) program of the Virtual Library of Virginia (VIVA). The goal was to reduce the cost of course materials for Virginia students by matching titles on bookstore lists to e-books available for purchase or already held in VIVA-shared e-book collections. ODU provided 154 e-books with multiuser licenses for a potential cost savings to students of $215,800

ODU Digital Commons: The Institutional Repository for Old Dominion University

PDF of powerpoint presentation about the ODU Digital Commons for the Office of Research Workshop Series

The potential of career management competencies for renewed focus and direction in career education

Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building. The article discusses a possible role for career management competencies in relation to the key competencies of the New Zealand curriculum. It also outlines how subject teachers, careers advisors, and industry could work together to provide the kinds of learning opportunities and pedagogies needed by today’s young people making the transition from school to work and further learning

Report on ODU Findings from the Virginia Course Materials Survey Fall 2021

From Introduction: From October 1-December 31, 2021, the Virtual Library of Virginia (VIVA) conducted a survey of students at Virginia colleges and universities. More than 5,600 valid student responses from 41 institutions were received, reflecting an overall response rate of 10%. The largest response (58.5%) was from doctoral institutions, with private, two-year, and four-year institutions responding at 12-14%. A random sample of ODU students produced 287 responses (see Appendix A for ODU demographics). The survey aimed to answer these questions: What is the impact of course material costs on educational equity among Virginia students? What course content materials do students find to be most beneficial to their learning? It also served to update and validate surveys conducted by other states and regions in the past, including a survey of ODU students in 2017. The full survey instrument and results are available on the VIVA Website: https://vivalib.org/va/open/surve

THE COUNTERSTORIES OF BLACK WOMEN AT COMMUNITY COLLEGES: UNDERSTANDING HOW CO-CURRICULAR INVOLVEMENT HELPS THEM TO PERSIST

The purpose of this qualitative research study was to add the voices and counter-stories of five Black women who attend community colleges to the discourse and literature concerning their co-curricular involvement experiences and persistence. I used critical race theory (CRT) as the theoretical framework to understand how involvement in co-curricular activities helps Black women at community colleges create support systems that allow them to overcome oppression and other forms of subordination and persist. Most studies that examine this phenomenon tend to use seminal student involvement theories that fail to account for the nuanced experiences and subordinate intersecting identities that Black women at community colleges occupy. My participants shared their counter-stories during interviews. The data was analyzed, interpreted, and presented using concepts of narrative inquiry and critical race counter-storytelling, which informed the methodological approach of my study. The findings from this research study indicated that despite a lack of formal institutional programs and support structures at community colleges, Black women were able to persist. They created peer support systems, made deep and meaningful connections with faculty and staff advisors and mentors, and accessed resources through their co-curricular activities. Further, the findings from this research study suggest implications for policy and praxis regarding the influence of co-curricular involvement experiences on persistence for Black women

Increase the Global Impact of Your Scholarship with Open Access

Learn how your scholarly and creative works can have a global impact. As an author/creator, you can ensure that your work will be accessible to the widest possible audience. To facilitate Open Access, we will review copyright contracts and discuss how to negotiate with journal publishers to retain author rights. This event is jointly hosted by the University Libraries and Office of Research for Open Access Week 2016

The potential of career management competencies for renewed focus and direction in career education

Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building. The article discusses a possible role for career management competencies in relation to the key competencies of the New Zealand curriculum. It also outlines how subject teachers, careers advisors, and industry could work together to provide the kinds of learning opportunities and pedagogies needed by today’s young people making the transition from school to work and further learning

Ursinus College Bulletin, Summer 1979

President\u27s memo: Three days in April • Dwindling supply of students puts new demands on colleges • The College Union: More than a building • Board elects new officers • Akin named Dean • To go or not to go • Sisters unite • New faculty additions • You\u27re never too old • It bears repeating • Spring tour • Lloyd Jones to head admissions staff • And the winner is... • It\u27s a question of right and wrong • You\u27ve got to have friends • Making the best of a taxing situation • Hallelujah! • Due you know? • Alumni Day • Commencement • Reunion photos • News notes • Births • Deaths • Marriageshttps://digitalcommons.ursinus.edu/new_bulletin/1024/thumbnail.jp

How structural and symbolic violence during resettlement impacts the social and mental wellbeing of forced migrant women: the lived experiences of Arabic speaking survivors of IPV resettled in Melbourne, Australia.

Forced migrant women experience high levels of violence across their journeys and violence can be characterised as having three overarching forms: structural, symbolic, and interpersonal. It is important to understand the intersecting nature of gendered forms of symbolic, structural and interpersonal violence, and their impact on the mental health of forced migrant women in order to develop holistic IPV and resettlement programs and interventions. This article adopts an ecological framework of violence and qualitative methods with mental health service providers and survivors of IPV to understand the intersections of different forms of violence and their impact on mental health as they relate to the lived experiences of Arabic-speaking forced migrant survivors currently residing in Melbourne, Australia. Our research has three key findings: (1) that forced migrant women living in Melbourne, Australia experience intersecting forms of violence during resettlement (2) Structural and symbolic violence against forced migrant women persists regardless of marital status (3) Autonomy and independence plays a vital role in the mental health and wellbeing of forced migrant women. Our findings reveal that structural and symbolic violence increase the risk of IPV for forced migrant women during resettlement and that even when forced migrant women leave IPV situations, structural and symbolic violence persist and exacerbate mental ill-health. This article also reveals the importance autonomy and independence in both the perpetration of violence and in healing and recovery

Integrating Indigenous Knowledge and Western Science into Forestry, Natural Resources, and Environmental Programs

A new minor titled “Indigenous Studies in Natural Resources and the Environment” (INRE) became available to students at California Polytechnic State University in San Luis Obispo, California, in the fall of 2013. This minor aims to bring together the principles of both Indigenous ecological knowledge and western science. Instruction in these two approaches provides students with practical knowledge, research, and critical thinking skills to address complex environmental issues and natural resources management problems facing both Indigenous and non-Indigenous communities around the world today. The INRE minor seeks to prepare students by providing a balanced education in the arts, sciences, and technology, while encouraging interdisciplinary and co-curricular activities. This article reports on the need for the INRE minor, learning outcomes, curriculum, approval process, student interest surveys, and enrolled INRE students\u27 focus group comments. This program may serve as a model for other academic institutions to bridge the gap between western and Indigenous science regarding the environment. Management and Policy Implications: Society of American Foresters members are called to abide by a Code of Ethics10 whose first Principle and Pledge states: “Foresters have a responsibility to manage land for current and future generations. We pledge to practice and advocate management that will maintain the long-term capacity of the land to provide the variety of materials, uses, and values desired by landowners and society.” How can foresters and land managers achieve this pledge? Integration of Indigenous and western science into university curricula and professional disciplines could lead to enhanced collaboration and stewardship of public and tribal lands. Cal Poly\u27s new Indigenous Studies in Natural Resources and the Environment (INRE) minor works to foster communication and collaboration across academic disciplines and programs by helping people better understand and respect the land, natural resources, and ecosystems. By presenting the INRE minor design and its learn-by-doing approach to resolving land, forest, and natural resource conflicts, we hope other academic institutions will use this program as a model to bridge the gap between western science and Indigenous knowledge of the environment, as well as to instill in the next generations of foresters a broader resource and land ethic