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Higher education is undergoing profound change at an unprecedented
pace in today's academic marketplace. This accelerating and
precipitating change has motivated these distinguished authors -
passionate observers of academe - to read well-chosen publications
about meeting demands and responding to needs among our nation's
historically Black universities and colleges (HBCUs). We have
captured the essence of expediting the critical analysis to
confront the challenges of academic administration, finance,
student life, technology, and other areas in the academic
enterprise. Today's administrators and academicians must be able to
make balanced decisions based on a methodology that is compendious,
intelligible, unambiguous, clear, and credible. The authors have
provided this methodology based on their collective experiences in
perhaps the toughest sector of the marketplace - the HBCU sector.
The timing of this savvy book could not be better. Given recent
media coverage of controversial and debatable decision-making at
institutions of higher learning, this book can serve as a resource
for meeting institutional challenges, approaching them with
sequential structure, involving stakeholders in analytics
(patterns) & informatics (processes) and formulating
recommendations for future arbitration. The active research process
for making these tough decisions provides a collaborative
convergence to advance the process from a collegial examination of
facts and issues. This process supports widespread advocacy in
higher education for fostering organizational learning, leveraging
human capital, institutionalizing human empowerment, and growing
learning communities of practice for success.
Malcolm X remarked that "education is the passport of the future."
This book, developed for aspiring and forward-thinking college
students, identifies future careers and future skill sets for the
global marketplace and workspaces on the horizon. These future
careers include occupations in artificial intelligence, information
technology, wearables, virtual reality, genomics, cryptocurrencies,
connected homes and others. The skill sets presented include
complex problem solving, critical thinking, emotional intelligence,
cognitive flexibility, detail orientation, creativity, and others
anticipating future competencies. The concepts of factual
knowledge, conceptual knowledge, procedural knowledge, and
meta-cognitive knowledge are also discussed to foster the
undergraduate learning experience in American higher education.
This collaborative book by five distinguished scholars in
overlapping fields suggests that fruitful living is extremely hard
work and that social harmony requires the unlocking and the
emancipation of the human brain - the core cerebral source for
advancing human coherence, connectivity, cohesion and civility. The
stakes are simply too high for stakeholders across our country not
to respond to the ongoing and escalating crisis of human division
and the desperate need for engagement, enlightenment, and
acceptance of human diversity. The authors strongly encourage
academic and practitioner psychologists, as well as other students
and social scientists, to join a timely framed narrative for
greater progress in diversity. Neurodiversity aims to encourage
dialogue, discourse, and discovery about what may be obvious to
many but avoided by most - because its forces us to look inward
instead of outward. We can make such inward observations, through
the lenses of psychology, cognition, mindfulness, and
underleveraged brain capacity amid modern cultural neuroscience.
This is critically important - particularly in a time marked by the
widespread amplification of ambiguity, angst, ambivalence, and
anger. This book focuses on "crucial thinking" versus "critical
thinking." The authors pose fundamental questions -- about what we
are calling a form of cognitive "levitation" and taxonomical
"climbing" (CBDT) -- to think about purposes of intellectual
discourse, not necessarily to seek empirical evidence. A special
feature of this book is the inclusion of sample student learning
outcomes as "provisos" throughout the narrative. We have attempted
to integrate the student learning outcomes in the text's narrative
and connect them to the sections where they are inserted for the
reader. The book's embedded taxonomies can also facilitate the
instruction, composition, and conceptualization of targeted student
learning outcomes.
This work is designed as a working resource for academicians and
practitioners involved with community health work at the higher
educational level. Faculty, students and community participants are
the focus of this collection whose purpose is community
health-based service learning - where and when coming out to the
community as caring catalysts is central to a higher education
mission. All these catalysts must see themselves as partners in a
service learning community of practice; They must embrace the
analysis of self-reflection toward cultural competence, and thy
must engage in data and diagnostic decision-making through action
research or service learning in community health intervention.
Service learning literacy" is defined as skill, behaviour,
attitude, knowledge or awareness that is manifested, within the
community health worker or researcher, as a result of or outcome
from a faculty led, community service learning activity or
experience as part of a student's academic program of study in
higher learning. Higher education, through civic engagement and
community service learning, must combine efforts with local and
regional communities to help eradicate health disparity, eliminate
health vulnerability, optimize healthy life style, promote
inter-generational and cyclical health and wellness and maximize
health care access to the under-served and uninsured. All these
aspects of community health work are dealt with by contributions
from scholars and practitioners involved in the community health
movement. Contributing Editors include Dr.s Tracy Mims, Jerry
Watson and Karen C. Wilson. Contributors include Professors Richard
Schmuck, Joseph Martin Stevenson, Ricky Boggan, Chris Ann Arthur,
John J. Green and Dr D. Melissa Phillips. The first volume of the
book conceptualized specific frameworks in the context of action
research, faculty reflections about action research, general
rubrics for action research, overlapping action-research methods,
scope of both proactive and responsive action research, and
collaborative processes involving action research. The second
volume deals with broader frameworks relative to service learning
as social work, global perspectives, cultural competence, community
health, environmental justice, hypothetical case scenarios and
presented examples by two of the authors who trained and active
social workers.
The authors have not considered a traditional executive summary for
this book so that readers will read and absorb the entire the book
to capture the essence, content and scope of this timely
publication. Their experience has been that, too often, college
students limit their reading of material about race to synopses
versus synergies of information. The primary purpose of this
holistic handbook is to provide guiding prescriptive principles
toward institutionalization of policies and practices that foster
global diversity and local inclusion in institutions of higher
learning in the aftermath of the unsettling and disturbing racial
incidents in the Deep South following the re-election President
Barack H. Obama. Ironically, President Obama was criticised in 2013
for the lack leadership diversity (especially women) among his
cabinet and senior staff. In any event, this handbook has been
conceptualized based on the individual, collective and culminating
Southern "cotton to" experiences of the five authors from both
predominantly/historically White institutions of higher learning
(PWIs) and predominately/historically Black institutions of higher
learning (HBCUs). Both institutional communities can use this book
to create campus climate and culture for global diversity and local
inclusion. The handbook encompasses seven chapters, seven
conceptual frameworks in a logic model, and seven steps for
campus-community collaboration. The book also highlights three
dimensional "circular" themes and threads from spirituality in the
preface and the initial chapter from several faiths and religions
to introduce and symbolize spiritually different yet "commonly"
denominating doctrines from around the world. We believe these
themes and threads represent the "Commonwealth of intellectual
intersections" in modern academe, driven by diverse intellectual
capital and inclusive cerebral currency. This book was written to
encourage systemic, holistic and systematic inputs, operations,
outputs, outcomes and impacts that yield returns on investment
(ROI) from campus-wide implementation of global diversity and local
inclusion efforts.
Universities and colleges are increasingly recognized as having a
key role in national and regional development processes (Goddard et
al 1994; Keane and Allison, 1999; Chatterton&Goddard 2000). The
role of universities in this respect is likely to further increase
given the development of a 'knowledge-intensive' economy and
society. Entrepreneurialism and venture capitalism have served as
the historical backbone and economic back drop for this country's
past, present and future prosperity. Many, notably America's
immigrants, have come to see education plus entrepreneurship as the
'American Dream'. Given this historical and demographic reality,
how should college campuses be changed with creative and responsive
curriculum? The modern campus should be exciting, engaging and
empowering for students and faculty. The purpose of Drs. Stevenson
and White's study is to contribute strategies and methodologies to
the international conversation, the growing body of research and
the expanding field of study concerning the future campus in higher
education. Important arguments with supporting research are made
for a much needed reappraisal of the role of entrepreneurship in
higher education and a way forward is presented for colleges and
universities to reinvigorate key areas of curricula to reflect the
global changes in economics and education taking place today.
The authors of this book workbook precis or primer are senior
professors, dissertation advisors, and seasoned administrators for
a research university in the Deep South. Our title INQUIRY reflects
the books aim to help readers with the principles of research scope
concerning investigative (examination); nuances (meaning);
questions (evoke); in (throughout); research (scientific) yield
(return). The book was generated from many discussions over the
years about the quality of dissertations and the organizational
challenges experienced by doctoral students before, during and
after the dissertation prospectus or proposal stage. The content of
this book was driven, motivated, and derived from formative
feedback given by some of our doctoral students who completed a
series of pre-dissertation proposal workshops. We have attempted to
address all of their typical inquiries, concerns, challenges and
issues in the pre and post dissertation proposal process. We have
attempted in our short book to capture these challenges and address
them in a very succinct precis by identifying ten basic digits for
planning the dissertation proposal process and beyond for the
lifelong researcher. However we also spend a great of time making
suggestions in the preplanning process prior to the ten step
process. We recommend that doctoral students seek out separate
readings for some of the fundamental components of traditional
qualitative research relative to areas such as varying research
designs, biography, case study, ethnography, grounded theory,
phenomenology, and other elements of conventional quantitative
research like instrumentation, sampling, variables, testing, and
other statistics. We call our digits finger tip because the writing
and word processing of the dissertation are the manifestation of
work from the finger tips of the human hand based on the thinking
constructs generated from the mind. Therefore, research derived
from the process of dissertation thinking, engaging and writing is
the result of cognitive and relational symmetry between the human
mind and the human hand. An exercise we have used with our students
involves each student putting on latex gloves and writing the
chapter initials and numbered digits at the bottom of each finger.
This allows the student to look at all finger digits that represent
the all sections of the dissertation proposal, while typing about
the dissertation on a computer key board. Given this profound
psychological, physiological and metaphorical synergy, mind-to-hand
coordination, we have chosen each finger of the hand to symbolize
each step in our precis. The left and right hands each have five
digits, thumb, index, middle, ring, and little. The scientific
designation for each, the thumb, index, middle, ring and little
fingers are the 1st, 2nd, 3rd, 4th, and 5th. The final dissertation
has five chapters and five finger digits from the hand can
intersect the psychological, physiological and metaphorical
dimensions. After a comprehensive introduction, our book chapters
are organised in a way to engage students of the dissertation
process from looking at their hands beginning with the left thumb
as the first digit to symbolize the stage of thought or idea
provocation; the second left index digit as the literature review;
the third left middle digit as the theoretical framework; the
fourth left ring digit as the research questions; and the fifth
left little digit as the hypothesis stage (or step). The right hand
fingers represent the remaining key five chapters. The right thumb
symbolizing research design ; the right index for instrumentation ;
the right middle for data collection/coding ; the right middle for
data analysis; and the right little for data findings.
THEORRY -- The Higher Education of Research Resource Yield --is
written for the modern college or university student scholar.
THEORRY empowers undergraduate students to be renaissance scholars
and apply academic data driven decision making as research leaders
and apply practical logical model decision making as resource
managers before, during and after the college experience. The Work
includes three important Chapters with sections concerning
leadership empowerment through research literacy and management
development through logic modelling for today s renaissance student
scholar on the modern college or university campus. We embraced the
varying definitions of the renaissance person to conceptualize our
unique definition. Generally, a renaissance person is defined as
intellectual, cultured, well rounded, well grounded, experienced,
educated, accomplished, or a person who draws from wide ranging
bodies of knowledge. Specifically, we define the modern renaissance
student as modern scholar who is well balanced from being: (a)
empowered with knowledge about research leadership from seeking
competence in research literacy at the freshman, sophomore, junior
and senior levels of college and; (b) engaged in skill development
about logic modelling from seeking competence in resource
management during and after college education to support the
process of lifelong learning. This is book about academic, logical
and practical decision making. In today's challenging and complex
society where and when managing life for results must be part of
habitual orientation for intellectual decision making and
data-driven analysis in everyday living, students from all stations
and stages should plan ahead, organize well and evaluate daily
activities on the job, at home, in the global community. This is
especially true for students in today s higher education who seek
ongoing intellectual growth, student life management, and continued
lifelong learning. This book provides a framework for decision
making before college, during college, and after college. After
all, daily student management should be a lifelong commitment; not
just an experience, activity, or exercise that illuminates from
challenges in our lives. Often, daily life with unanticipated
issues, concerns, challenges could be the result of illogical
thinking, inessential preparation, inadequate information,
ineffective conceptualization, inefficient organization, failure of
being proactive, failure in not seeing all the parts of the whole,
or personal poor planning. This phenomenon accounts for many
students inability to choose major, a minor, or a degree. The
management logic matrix introduced in our second Chapter, entitled
THINK, (called ZOOOM ) can be an effective and efficient resource
for confronting daily these challenges. We use real-life (academic
and practical) examples to illustrate the application of our logic
model. To broaden practical thinking to academic context, our book
includes references for some best practices and lessons learned in
the business (private sector) and public administration (public
sector). Especially in today s global economy, these challenges
fall under all kinds of managing situations particularly in the
present economy, we have found that students with limited time,
limited resources, and limited support need systematic structures
to manage the simplest of tasks as well as other tasks with more
compelling complexity. All management challenges require the
organization of the resources, the identification of outputs and
outcomes, and the measurement of the work completed. The work
empowers students and other readers to meet these daily life
management challenges. The study provides a framework for decision
making before college, during college, and after college.
This work is a scholarly monograph for practical use for higher
education faculties. Specifically the monograph is aimed at
faculties in historically Black and minority colleges and
universities but its scope also includes the hundreds of state and
private institutions that are trying to raise the level of research
engagement among their core faculty. The lessons learned and the
techniques observed worldwide by the authors are also included in
this work and the study covers general application of action
research for responsive proactive intervention in classroom
instruction and improvement of higher education outcomes for
students, graduate students and returning seekers of higher
education as well as faculty needing mentoring and focus in their
career development. There are few books that explore these areas of
interest and this one is deigned to be intellectually solid as well
as imminently practical and usable.
As recognized by Schmidt(2005)and Dumas-Hines et al (2001)many
institutions of higher learning are facing the challenges of
finding ways to diversify their campuses. This work by leading
minority educators aims to answer the challenge by creating
philosophical statements that reflect a national consensus, setting
goals to diversify students and faculty, examining best practices,
and implementing activities and action plans. The authors discuss
how both historically majority and minority institutions need to
broaden and deepen their efforts. Attention is paid to Latino/
Asian-Pacific Islander faculty and student populations and
motivations. Action plans that emphasize incentives and
transnational and global realities are discussed.
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