Experiential Education as a Framework for Student Affairs\u27 Educator Role

The purpose of this article is to provide student affairs practitioner-scholars with an applied framework/action plan for incorporating experiential education techniques into their daily practice of hosting and/or advising events, and other planned experiences. Utilizing the National Society of Experiential Education’s eight principles of good practice as a praxis, student affairs educators may achieve many of the following benefits: 1) a consistent language and definitions, which will promote a common understanding and common values; 2) a learning community helping to develop skills, known to be effective in ensuring learning and creating an engaged environment; 3) a plethora of research and data into how to deliver the educational experience and appropriately utilize a proven assessment structure. Many student affairs practitioner-scholars are well-versed in theories of student development, transition and student learning, which rightfully inform many of the decisions made by these professionals. This article provides the practitioner-scholar with a complementary framework for educating students. --From the article

The Evolution of Social Justice in International Higher Education

Chapter 3 from the book Social Justice and International Education. This chapter provides an over­view of the history of social justice, its relationship with higher education, key terminology surrounding the discourse, and the impact of educational activities and experiential learning. Book Synopsis: Social Justice and International Education brings together educators, scholars, and practitioners doing innovative work promoting social justice, confronting inequality, and fostering social responsibility in a global context. The book does not operate on a singular definition of social justice; rather, the authors describe their own definition and how it has guided their work. The book explores research, social justice in practice, and different perspectives from practitioners across the field

Book Review: Review of Changing Curriculum Through Stories: Character Education for Ages 10-12

This is Dr. Clevenger\u27s book review of Marc Levitt\u27s book, Changing Curriculum Through Stories, published by Rowman & Littlefield in 2017. ISBN: 978-1-4758-3591-5

Film Review: Bullied: A Student, a School and a Case That Made History

A review of the film Bullied: A Student, a School and a Case that Made History (Brummel & Sharp, 2010) the true life story of Jamie Nabozny. The film documents the bullying that Jamie endured for years. Bullied is a free resource provided by the Southern Poverty Law Center and their anti-bias education project, Teaching Tolerance

Film Review: Bullied: A Student, a School and a Case that Made History

The film Bullied: A Student, a School and a Case that Made History (Brummel & Sharp 2010) is the true life story of Jamie Nabozny. The film documents the bullying that Jamie endured for years. Bullied is a free resource provided by the Southern Poverty Law Center and their anti-bias education project, Teaching Tolerance, available for order at www.tolerance.org. Narration of the movie is done by Jane Lynch; well known for her role as the narcissistic cheerleading coach on Glee. Lynch’s uncharacteristically somber tone, only serves to punctuate the seriousness of the movie’s topic. --From the article

Implementing a QEP in a Distributed University When Memories Are Short and Changes Are Necessary

Discusses the creation and implementation process of Embry-Riddle\u27s Quality Enhancement Plan named, Ignite, which focuses on bringing student participation into research and scholarly activities

Preventing a Boondoggle: Assuring a Short Term Research Abroad Activity is an Educative Experience

At Embry-Riddle Aeronautical University, an annual short-term, research abroad non-credit program was created in 2012 as a core component of the undergraduate research initiative that achieves learning outcomes in a meaningful way. The paper aims to discuss this issue

Year Four of the QEP: So Close Yet so Far

Report on the progress at Embry-Riddle of developing collaboration between three campuses to achieve the five-year QEP goal. Discusses methods used to promote undergraduate research presents solutions to continued communication

Year Five of Your QEP: Are We There Yet?

QEP year five! Are we there yet? So much has changed within and outside your university. Does your QEP implementation and original intent even resemble the original proposal? Reorganizations, budget changes, more reorganizations, personnel shifts, memory lapse, and new initiatives are all taking their toll on your planned implementation of the QEP. Some key individuals are no longer in their positions, while new people have joined. Some have conveniently “forgotten” about the implementation phase of QEP, let alone assessment. Nonetheless, you still have the task to implement the QEP and prepare the Fifth‐Year Interim Report! During this session, key QEP proposal developers who are now the QEP directors from Embry‐Riddle Aeronautical University will share their experience with implementing their QEP within a multicampus, distributed network where change is the only constant. After successful acceptance of the QEP and implementation commences, not everything goes as planned—for good and for bad. The presenters discuss how they kept momentum after the initial SACSCOC visit, look at the roadmap of implementation, and revise when appropriate