<p> Transitioning youth in the foster care system to successful young adult living is essential. They must be able to achieve a high school diploma, which is challenging for many. Too often, foster youth and those in kinship care are at higher risk of homelessness, unemployment and incarceration. The purpose of this <i>Commitment Initiative</i> was to create a grant proposal to enhance the <i>Empowering Children to Achieve Academic Success: A Curriculum for Kinship Caregivers and Foster Parents,</i> by adding additional materials and making this updated resource available for use nationwide. This <i> Commitment Initiative</i> aims to provide foster parents, kinship caregivers, and child welfare workers who have 11^th and 12^th grade students in their care with resources to achieve postsecondary education, financial aid and employment. Included in the grant proposal is a budget, timeline, and staffing. Submission of this grant proposal was not required for the successful completion of this project.</p>

Digital technology in higher education is constantly evolving. Understanding the effects of digital technology is important for higher education institutions in order to make good investments of digital technology. Previous research has focused on learning, teaching or the organization and the relation between one of these aspects and digital technology, thereby missing a broader understanding of how materiality in digital technology affects higher education. In this study themed interviews were conducted at a veterinary education to collect data regarding the use of a multi touch medical display table in the organization. The findings show that materiality of digital technology affects all aspects of higher education if it is facilitated by the organization. The findings also show that the organization is vital to the incorporation of digital technology in teaching as well as learning and that already existing materiality in the HE organization needs to be analyzed to understand the potential effects of new digital technology

<p> This dissertation addresses the formation of scholar identity as informed by an identity- conscious approach to doctoral student socialization, doctoral student development, and racial identity as expressed through the critical narratives of Asian American and Pacific Islander doctoral students in the field of higher education. The study explored the intersections of race, doctoral student socialization, and doctoral student development &mdash; three areas that have been approached as separate entities in existing literature. By using life history methodology and narrative inquiry, this study contributed to a more thorough understanding of racialized experiences in doctoral studies. Critical narrative was used as a methodological approach concerned with power and language in society where individuals can concretely question their own realities and identify the socio-ideological influence of systems on their practices and beliefs (Souto-Manning, 2012). Rather than use terminology of counter-narrative, which positions a narrative as counter to an existing dominant narrative, the use of critical narrative is highlighted as a way to position the stories of Asian Americans and Pacific Islanders as their own central story. This inquiry advances our understanding of ways to create and sustain more inclusive and engaging learning environments that support racial diversity in higher education and to better understand the barriers that have socially and historically marginalized Asian Americans and Pacific Islanders both in general and in doctoral education. Recommendations for practice include developing identity-conscious approaches to scholar formation, including but not limited to inclusive pedagogy and curriculum; mentoring and advising; culturally affirming networks; program and organizational orientation; and doctoral student support. A model of identity-conscious scholar formation is presented in which socialization, development, and racial identity must be operationalized as bidirectional and interactional processes.</p>

<p>Mid-level leadership is key to a functioning university and it is important that mid-level leaders feel they have the tools and resources they need in order to succeed. To be successful in a new mid-level leadership position, entering supervisors must clearly communicate a strong sense of vision, values, and principles to their staff and establish positive relationships to encourage inclusivity, support, and effectiveness. The purpose of this study was to determine what higher education institutions can do to prepare staff for a successful transition into mid-level management and leadership roles successfully. This purpose was achieved by identifying successes and challenges that current mid-level leaders at higher education institutions have experienced while transitioning into their current or past roles, and examining how they were able to successfully employ their leadership and navigate pitfalls in their new mid-level leadership positions. </p><p> Data were collected from 15 mid-level leaders in higher education in the form of a 13-question, semi-structured interview format, which focused on their past recollections of transitioning into a mid-level leadership role. The key findings of the study yielded 54 themes that answered 4 research questions. In particular, being a supervisor and a colleague was the primary challenge associated with mid-level leadership. Additionally, study participants indicated that having a comprehensive training/onboarding program, specifically for mid-level leaders, would allow for a better chance of a successful mid-level transition into a new campus environment or department. As a result of the study findings, a framework of advice emerged for aspiring and current mid-level leaders transitioning into a new mid-level role and suggestions for effective initiatives that higher education institutions could employ was provided to assist in helping a new mid-level leader successfully transition into one&rsquo;s role. </p><p> <b>Keywords</b>: mid-level leadership; onboarding; transition; higher education </p>

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<p> A Case Study Market Analysis of Acceleration Mechanisms in Florida: Dual Enrollment Positioning. Laura Melissa Perry, 2013: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Acceleration (Education), Competition, Dual Enrollment, Marketing, Recruitment </p><p> This applied dissertation explored dual enrollment viability when compared to other acceleration mechanisms: (a) advanced placement, (b) advanced international certificate of education, (c) international baccalaureate, and (d) college-level examination program. This multicase, qualitative study explored the competitiveness of dual enrollment versus other acceleration mechanism using Porter's model and the strengths-weaknessesopportunities-threats analysis as the theoretical frameworks. The study used one-on-one interviews to gather primary comparative information. Five groups were interviewed: (a) the vendors of the acceleration mechanisms, (b) state education officials, (c) district personnel, (d) high school representatives, and (e) higher education representatives. The acceleration mechanisms' educational objectives, their positioning, and any acceleration mechanisms' benefits to the various stakeholders were examined. Dual enrollment was compared to the other acceleration mechanisms to develop recommendations for improving the competitive positioning and viability of dual enrollment in Florida. </p><p> The study found that acceleration-mechanism options were complex and dynamic programs that were highly influenced by government policies and funding. Educational entities viewed the value of acceleration mechanisms differently, especially dual enrollment. All groups agreed that acceleration mechanisms provided rigorous curriculum for high school students to prepare for college. However, educational entities first wanted to protect their own interests and funding. In terms of dual enrollment, financial considerations remained a substantial motivation for the program. The study showed that all acceleration mechanisms offered benefits to participating students. However, the multifaceted and ever-changing nature of acceleration mechanisms provided no clear advantages or benefits for dual enrollment versus other acceleration mechanisms. Several recommendations are made that addressed concerns about the long-term value of dual enrollment for Florida institutions and students.</p>

<p> Higher education leaders have a unique position of power and influence that can span generations (Clawson, 2009). Previous research discovered emotional intelligence to be the single biggest predictor of performance in the workplace and strongest driver of leadership and personal excellence (Bar-On, 1997; Brown, 2009; Goleman &amp; Boyatzis, 2008; Zeidner, Matthews, &amp; Roberts, 2012). Play develops sensing capabilities for teamwork, self-awareness, empathy, trust, and compassion, which inform development of emotional intelligence. Exploring the influence of play in developing emotional intelligence fills a void in existing research. This explanatory sequential mixed methods study sought to discover the power of play in developing emotional intelligence in higher education leaders and the resulting impact on their ability to develop and lead emotionally intelligent teams in creating a high-performing organization. Research questions focused on assessing individual emotional intelligence, team emotional and social intelligence, the meaning of the power of play and its impact in developing emotional intelligence, personal play history descriptions, power of play in developing emotional intelligence (individual and team), and describing emotional intelligence skill level and its impact on personal leadership success. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), Team Emotional and Social Intelligence (TESI), and personal play history narratives (gathered with five researcher-designed questions) were the instruments used. The study was conducted with the eight members of the University Cabinet of a private, Liberal Arts university in the Midwest. All eight members fully participated in the research, with honest and oftentimes personal responses, providing rich data for examination. Participants expressed a high level of awareness of the value of play over a lifetime to maintain good physical and psychological health. They also were able to make direct linkages to their play experiences in developing their individual and team emotional intelligence skills. Finally, a common desire was expressed to grow emotional intelligence skills, integrate play more into the work environment, and build the high performing, playful, and healthy organizational culture they desire. The contribution this study makes is important to allow future researchers to gather and examine additional evidence to support the relationship between play, emotional intelligence skill development, and leadership success.</p>

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