Curriculum revision is one of the most daunting challenges facing faculty. The process is full of pitfalls and hurdles. However, these problems can be overcome. In the following discussion, the ten things that must be considered are listed and evaluated. Although many of the factors appear to be self-evident, programs often find them to be insurmountable hurdles. The paper discusses such potential problems as faculty involvement, planning activities, resources, and stakeholder considerations. By keeping these warnings in mind, a curriculum revision can be a rewarding and productive endeavor.

Forward thinking is a multi-faceted concept. Forward thinking does not entail predicting the future but rather anticipating what is next for an organization through the use of strategies, visions, and reflection. Words to describe forward thinking are possibility thinking, anticipation, tactical decision making, and envisioning. Forward thinking applies to many areas of leadership. Within education, administrators particularly benefit from forward thinking strategies. Administrators can maximize his or her school’s forward thinking potential through strategies, reflection, and time management. Since the most successful strategies are built backwards, administrators must begin with the end result in mind; student achievement. Reflection allows administrators to look into the past to see deeper into the future by analyzing current trends and patterns to anticipate forward movement within his or her school. Time management is an administrator’s final step in maximizing his or her forward thinking potential. Designating time within an administrator’s schedule for deep reflection promotes a state of continuous awareness toward the future movement of his or her school.

abstract: The college years are crucial to formation and integration of lifelong psychosocial, personal and cognitive identities, and the identity development needs of lesbian, gay, bisexual, transgender and queer (LGBTQ+ or gender and/or sexual minority) students are unique, particularly in the context of student development and support. How universities meet these needs can critically impact success and retention of these students. However, studies indicate when the academic and co-curricular environment does not foster development of healthy LGBTQ+ identities, these students experience myriad challenges compounded by identity discord and minority stress. Cumulatively, these factors contribute to non-persistence of over 30% of LGBTQ+ university students. This research study examines the ways positive LGBTQ+ identity development, cultural capital accrual and community engagement through a structured mentoring program fosters resilience and buffers the experience of minority stress and associated negative outcomes for these students. In doing so, the study addresses the following research questions: what does the process of LGBTQ+ identity construction look like for gender- and sexual-minority students, including students from non-dominant cultural backgrounds for whom LGBTQ+ identity is one of multiple competing identities, and how does mentorship affect the perceived identities of these students? How does participation in an LGBTQ+ mentoring program affect participants’ perceptions of development of resilience-building capacity? / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

The purpose of this research was to assess the short-term debt burden of graduate education for those students needing to acquire loans. Building on and refining the work of Leslie and Brinkman, and Keynes (but narrowing the analysis to post-baccalaureates) an analysis of amount of student debt and debt burden (the proportion of debt payments to income) was conducted. Using institutional and NPSAS data, debt was analyzed by student level (i.e. masters, doctoral, first-professional) and program of study (business, education, law, physical sciences, social sciences, and other). Student loan debt was combined with average consumer debt to assess total debt payments. The research concluded that student debt burden alone was over the threshold of 10 percent of income for two groups: law students, and doctoral students in the social sciences. When using total debt, all categories of students had debt burden that exceeded 10 percent of income. In addition, there were marked differences in amount of debt and the proportion of students acquiring debt by level and program.

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As the enrollment of Chinese international students (CIS) increased at a private institution in the Midwest, so did suspected cases of plagiarism. This study addressed the problem of how faculty members grappled with CIS' interpretation and application of Western-based views of plagiarism. The purpose of the study was to identify similarities and differences in the views of these 2 groups. Social cognitive theory, intercultural adaptation theory, and neutralization theory framed this qualitative case study. The research questions focused on how these particular CIS interpreted and applied the Western concept of plagiarism to assignments and exams, the impact of classroom practices and instructional processes on their view and experience, how the faculty members experienced CIS' interpretation and use of Western concepts of plagiarism, and respectively the differences in perceptions of U.S. faculty and of CIS. Eight full-time CIS and 8 faculty members who taught or currently teach CIS were purposefully selected. Data were collected using individual interviews, course syllabi, and plagiarism-related institutional policies. The interview data were analyzed using an ecological perspective to reveal themes; these data were triangulated with the data from course syllabi and institutional policies to ensure research credibility. The results of the study indicated a disconnect between student and faculty perceptions of Western-based contextualized plagiarism, the plagiarism ethos, and academic cultural differences between faculty and CIS that led to the creation of a faculty professional development plan using blended learning focused on cultural differences and teaching methods to deter plagiarism. The results may advance positive social change by improving faculty understanding of CIS and educational practices about plagiarism to better service these students.

The purpose of this study was to demonstrate if the academic assistance program Supplemental Instruction (SI) facilitates the acquisition of effective study behaviors through strategies that transcend simple double-exposure to the course material. Its advocates claim it increases academic achievement using learner-centered knowledge and acquisition of effective study behaviors. SI sessions are specifically related to particular courses that students are taking. Sessions are facilitated by the SI leader who has taken the subject matter course in the past. Students review the content of the previous subject matter class using collaborative learning strategies coordinated by a SI leader. In addition, the SI leader models appropriate study behaviors in his or her interactions with the students. An instructor at a large Florida community college who taught five classes of an Anatomy & Physiology I course (traditionally supported by SI) was identified. Two of the classes were randomly selected to participate in SI activities, and two classes were random chosen to participate in alternate, computer-based activities that dealt with the course content, but did not include work in developing students' study behaviors. These treatments were carried out over the course of an entire semester. Participation was mandatory. Data were collected on two variables. Academic achievement in anatomy and physiology content was measured both pre- and post-treatment using an instructor developed examination. Student study behaviors were measured using pre- and post-treatment administration of the Study Behavior Inventory, a valid and reliable instrument that provides scores on three categories of study behaviors: (a) Academic self-efficacy, (b) Preparation for routine academic tasks, and (c) Preparation for long range academic tasks. Measures obtained at the end of the semester of treatment revealed no significant differences between the SI and alternative treatment groups in post-treatment achievement test score and the post-treatment scores on the three study behaviors categories when adjusted for pre-treatment scores. These results suggest that the development of appropriate study behaviors requires more time than SI, as it is now implemented, can provide. In addition, results indicate that improved academic achievement may be attained through any number of means that include repeated exposure to course material.

This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia‘s higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia‘s higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.