Institutional Practices and Policies for Recruiting and Supporting Undergraduate Women in Engineering Across Four-Year Institutions

2018 ◽  
Vol 2018 (179) ◽  
pp. 91-114
Author(s):  
Lois Calian Trautvetter
Keyword(s):  
Institutional Practices ◽  
Women In Engineering ◽  
Undergraduate Women ◽  
Four Year Institutions

Student Experiences and Institutional Practices Affecting Spring Semester Transfer Students

NASPA Journal ◽  
1999 ◽  
Vol 36 (3) ◽  
Author(s):  
Lori W. Britt ◽  
Joan B. Hirt
Keyword(s):  
Transfer Students ◽  
Transfer Process ◽  
Enrollment Management ◽  
Retention Rates ◽  
Student Experiences ◽  
Spring Semester ◽  
Institutional Practices ◽  
Management Techniques ◽  
Four Year Institutions

Enrollment management techniques have been adopted at many four-year institutions as a means of stabilizing enrollments and revenues in an era of diminishing resources. Most often, enrollment management efforts focus on increasing the number and retention rates of students who matriculate in the fall term. This study examined experiences of spring semester transfer students and the institutional practices related to the mid-year transfer process. Results revealed that students themselves and two and four-year institutions can take steps to facilitate the transfer process and the retention of these students.

Talking Loud and Saying Nothing

2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas
Keyword(s):  
Campus Climate ◽  
White Privilege ◽  
White Administrators ◽  
Institutional Practices ◽  
Systemic Racism ◽  
True Nature ◽  
Predominantly White Institution ◽  
The Road ◽  
White Institution ◽  
White Allies

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

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