scholarly journals Alignment through Community

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
John F. Barthell ◽  
David Castillo ◽  
Liliana Rentería Mendoza ◽  
J. David Macey ◽  
Charlotte K. Simmons
Keyword(s):  
Workforce Development ◽  
Public Affairs ◽  
Oklahoma City ◽  
Academic Affairs ◽  
Institutional Commitment ◽  
Vision 2020 ◽  
Leadership Programs ◽  
Academic Mission ◽  
Diversity And Inclusion ◽  
The University

The University of Central Oklahoma (UCO) is a public metropolitan university that has developed a highly collaborative relationship with the Greater Oklahoma City Hispanic Chamber of Commerce (HC). This partnership unites several UCO divisions and the HC in support of a set of shared goals, articulated in UCO’s “Vision 2020” strategic planning document and in the HC’s seven community development priorities, which include business development, cultural and environmental stewardship, workforce development, and education. To facilitate these partnerships, UCO’s Division of Academic Affairs has reorganized its administrative structure to create an Office of Global and Cultural Competencies, which includes a Director of Cultural Outreach and Diversity Strategies, who serves as on-site liaison to the HC; the Division of Academic Affairs also has representation on the HC Board of Directors. These shared efforts provide a means for securing extramural funding, internships, and new leadership programs that will sustain the partnership and affect a growing demographic and economic segment of Oklahoma City. Within the university, this partnership complements the diversity and inclusion initiatives of UCO’s Division of Student Affairs and promotes the legislative and economic initiatives led by UCO’s Division of Public Affairs. This article addresses the often-unrecognized role that a university’s academic mission plays in anchoring community partnerships, and it contributes to best practices in fulfilling an institutional commitment to serve diverse, metropolitan populations.

scholarly journals A Decade of Progress: Lessons Learned in Developing the UCO Downtown

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
John F Barthell ◽  
Charlotte K Simmons ◽  
Karen Youngblood
Keyword(s):  
Workforce Development ◽  
Contemporary Music ◽  
Lessons Learned ◽  
Oklahoma City ◽  
Vision 2020 ◽  
Community Arts ◽  
Brookings Institution ◽  
Strategic Plans ◽  
Business District ◽  
The University

For over a decade, the University of Central Oklahoma (UCO) has been engaged in defining its role within the Oklahoma City (OKC) Metropolitan Area. By 2013, an enhanced physical presence developed for UCO within OKC itself, including the creation of the Academy of Contemporary Music and the CHK|Central Boathouse. Afterwards, and in accordance with UCO’s strategic plan, Vision 2020, the Brookings Institution and the Greater Oklahoma City Chamber of Commerce explored links between OKC and workforce development needs, in parallel with planning for an Innovation District. Emerging from that planning is UCO Downtown, a flexible urban learning facility on the border of OKC’s Business District and the recently designated Innovation District. An upcoming renovation of offices and business incubators will provide additional space for the growth of UCO Downtown, as well as serving as home to Customized Education, a non-degree credit program serving metropolitan businesses. With substantial enrollment increases during the first three cycles of enrollment, programs have begun to anchor themselves into the OKC Downtown. The convergence of UCO Downtown with recent recommendations by the Brookings Institution forms the basis for UCO’s goal of serving OKC’s workforce (especially in STEM) as well as the broader OKC community (Arts, Business, Education, Government, etc.). The purpose of this paper is to describe a case study for the introduction of a learning facility in an urban environment (Oklahoma City) and to reflect on important lessons drawn from that experience. We hope this article will benefit others with similar objectives in their own institutional strategic plans.

scholarly journals Campus-Wide Buy-In for an Age-Friendly University: One Goal and Many Paths

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Andrea Zakrajsek ◽  
Carrie Andreoletti
Keyword(s):  
Lessons Learned ◽  
Institutional Commitment ◽  
Michigan State University ◽  
State University ◽  
Arizona State University ◽  
Institutional Goals ◽  
Diversity And Inclusion ◽  
Age Diversity ◽  
The Many ◽  
The University

Abstract Recognizing a growing aging population around the world as well as the many benefits of engaging learners at any age in higher education institutions (Kressley & Huebschmann, 2002; Morrow-Howell, et al., 2019; Silverstein, Choi, & Bulot, 2001), the Age-Friendly University (AFU) international initiative offers a medium to support diversity and inclusion efforts based upon age. Dublin City University (DCU), along with Arizona State University (ASU) and Strathclyde University, developed 10 Age-Friendly University (AFU) principles which offer a guide for institutional commitment to age-diversity that can be realized through institutional goals, aims, and initiatives (DCU, n.d., Talmage, Mark, Slowely, & Knopf, 2016). Because of the non-prescriptive nature of these principles, universities endorsing them have opportunities to forge varied paths in the unified goal of age-friendliness. Presenters will share lessons learned from development of the AgeAlive collaborative hub to advance age-friendly research and community-based projects at Michigan State University, the value of cross-campus partnerships at the University of Hartford, the critical support provided by the Adult Learner Programs and Services office at Northern Kentucky University, and the intentional alignment of AFU efforts with administrative priorities at Eastern Michigan University, and journey from focusing on programs to embedding age-friendly practices throughout the institution at Arizona’s State University. Through the diverse paths these presenters used to obtain support for the AFU principles at their respective universities, participants who are just beginning their AFU journeys will learn actionable strategies for increasing age-friendliness at their own institutions.

scholarly journals Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 7-7
Author(s):  
Cassandra Barragan ◽  
Stephanie Wladkowski
Keyword(s):  
Older Adults ◽  
Older Students ◽  
Leadership Positions ◽  
Older Learners ◽  
University Campuses ◽  
Diversity And Inclusion ◽  
Midwestern University ◽  
Barriers And Opportunities ◽  
The Many ◽  
The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

Beyond use statistics: Recall, precision, and relevance in the assessment and management of academic libraries

2016 ◽  
Vol 48 (4) ◽  
pp. 340-352 ◽  
Author(s):  
William H. Walters
Keyword(s):  
Information System ◽  
Information Retrieval ◽  
Retrieval System ◽  
Information Retrieval System ◽  
Academic Community ◽  
Learning Goals ◽  
Performance Goals ◽  
Collection Development ◽  
Academic Mission ◽  
The University

Although use statistics are often used in the assessment of library collections and services, they are of limited value in evaluating the library’s effectiveness as an information system. This essay highlights three concepts from the information retrieval literature—recall, precision, and relevance—and describes a standard of relevance that accounts for the learning goals of the academic community as well as the performance goals of students. It also demonstrates how the academic mission of the university can be incorporated into the assessment and management of the library as an information retrieval system. The discussion concludes with guidelines for the assessment of recall and precision as well as suggestions for the integration of these concepts into library collection development, cataloging/access, reference, and instruction.

scholarly journals Locating Canadian Writing Centres: An Empirical Investigation

2017 ◽  
Vol 27 ◽  
pp. 24-41
Author(s):  
Pamela Bromley
Keyword(s):  
United States ◽  
Empirical Investigation ◽  
The United States ◽  
Yukon Territory ◽  
Academic Affairs ◽  
Physical Location ◽  
Canadian Experience ◽  
Canadian Provinces ◽  
The University

As writing centres in Canada face challenges to their existence, funding, and stature, it may be helpful to situate the Canadian experience empirically. This project investigates the number of, geographical, institutional, and physical locations of, and longevity of Canadian writing centres using information from an original database and survey examining writing centres located outside the United States. In the study, findings from Canada are compared to those from the United States, where the only other comprehensive investigations of writing centres have taken place. Results demonstrate that 123 writing centres in Canada are located in all 10 Canadian provinces as well as the Yukon territory, almost half of centres operate under the academic affairs umbrella of their university and are physically located in the library, and that while writing centres in Canada are newer, on average, than their U.S. peers, they may be located in proportionally more universities. Unfortunately, the changes Canadian writing centres are experiencing are not new, as writing centres have previously faced challenges to their existence and place in the university. However, information about the number, institutional and physical location, and longevity of Canadian writing centres may be useful to administrators as they advocate for and further develop their writing centres.

Research and Output Management in Digital Era

2013 ◽  
pp. 231-241
Author(s):  
M. B. M. Sekhwela
Keyword(s):  
Human Resource Development ◽  
Research Output ◽  
Policy Framework ◽  
Institutional Commitment ◽  
Digital Era ◽  
Digital Scholarship ◽  
Resource Poor ◽  
Information And Communication ◽  
The University ◽  
Research Centres

The institutional commitment to research that was hitherto left to individual researchers and few research centres came with the University Strategy, ‘Shape Our Future’. The Strategy, with clear mission and vision of research excellence, provided support for the development of a policy framework, subsequent research, output management infrastructure, and associated processes. This paper has reviewed these developments and emerging challenges posed by resource intensive paper based processes that need to be addressed inline with increasing aspirations for digital scholarship. Efforts to address these challenges are largely to reduce intensity of resource use inline with digital scholarship aspirations that embrace information and communication technology (ICT). However, the dynamism of developments and innovations in ICTs are characterized by high frequency of system obsolesce that could be costly to emerging resource poor Universities, particularly proprietary systems. This leads to the need of embracing the use of open source ware by investing in human resource development for capacity building and sustenance of digital scholarship.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

Beyond Handicap, Pity, and Inspiration

2020 ◽  
pp. 215-239
Author(s):  
Hannah Rudstam ◽  
Thomas Golden ◽  
Susanne Bruyere ◽  
Sara Van Looy ◽  
Wendy Strobel Gower
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Substantial Portion ◽  
Individuals With Disabilities ◽  
Diversity And Inclusion ◽  
The U.S

Individuals with disabilities represent a substantial portion of the U.S. population and workforce. Yet, disability is often not meaningfully included in diversity and inclusion efforts in the workplace or in higher education. This chapter focuses on ten misperceptions that have fueled the marginalization of disability in diversity and inclusion efforts. These ten misperceptions revolve around a range of issues: Legal, human and practical. We provide an overview of each misperception and discuss implications for diversity and workforce development practitioners, with a focus on higher education settings. In conclusion, we urge readers to consider their own organizations in light of each of these ten misperceptions.

Research and Output Management in Digital Era

2011 ◽  
Vol 2 (1) ◽  
pp. 48-60
Author(s):  
M. B. M. Sekhwela
Keyword(s):  
Human Resource Development ◽  
Communication Technology ◽  
Research Output ◽  
Policy Framework ◽  
Institutional Commitment ◽  
Digital Era ◽  
Digital Scholarship ◽  
Information And Communication ◽  
The University ◽  
Research Centres

The institutional commitment to research that was hitherto left to individual researchers and few research centres came with the University Strategy, ‘Shape Our Future’. The Strategy, with clear mission and vision of research excellence, provided support for the development of a policy framework, subsequent research, output management infrastructure, and associated processes. This paper has reviewed these developments and emerging challenges posed by resource intensive paper based processes that need to be addressed inline with increasing aspirations for digital scholarship. Efforts to address these challenges are largely to reduce intensity of resource use inline with digital scholarship aspirations that embrace information and communication technology (ICT). However, the dynamism of developments and innovations in ICTs are characterized by high frequency of system obsolesce that could be costly to emerging resource poor Universities, particularly proprietary systems. This leads to the need of embracing the use of open source ware by investing in human resource development for capacity building and sustenance of digital scholarship.

Introduction

2021 ◽  
pp. 1-10
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Catholic Social Teaching ◽  
The United States ◽  
Social Teaching ◽  
Catholic Higher Education ◽  
Catholic Colleges ◽  
Responsible Investment ◽  
Diversity And Inclusion ◽  
Institutions Of Higher Learning ◽  
The University

The introduction describes the author’s purpose, aims, and methodology of the book and why it should matter to all who care about Catholic higher education. The author discusses his own indebtedness to Catholic higher education and acknowledges that Catholic colleges and universities in the United States serve students and society in laudable ways. However, the introduction presents the thesis of the book: many Catholic institutions of higher education have failed to embody the values of the Gospel and the principles of Catholic social teaching (CST) in some important institutional policies and practices. Just Universities argues that the corporatization of the university undermines the fidelity of Catholic higher education to its mission by hindering efforts to promote worker justice on campus, equitable admissions, financial aid, and retention policies, just diversity and inclusion policies, and socially responsible investment and stewardship of resources. The author acknowledges the argument of the book represents one perspective and is intended to generate more sustained conversation about ways that Catholic social teaching should shape the life of Catholic institutions of higher learning.

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