1697 research outputs found
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Man in Academic Regalia, Unknown Date
No full textPossible faculty or staff member or speaker wears graduate robes and cap and holds large paper in front of a bookcase.https://fuse.franklin.edu/commencement/1035/thumbnail.jp
Graduates with Diplomas, Unknown Date
No full textIn the foreground, a man in graduate gowns hands a man in a suit a paper, while a line of male students in their cap and gowns hold rolled diplomas in the background.https://fuse.franklin.edu/commencement/1037/thumbnail.jp
Foster Inclusion by Focusing on Student Names
Get PDF“To teach in a manner that respects and cares for the souls of our students,” writes bell hooks, “is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin” (hooks, 1994, p. 13). An inclusive and equitable classroom is a manifestation of that respect and care. Instructors who deliberately cultivate an environment in which all students feel acknowledged and valued can reduce barriers to success and give all students the opportunity to flourish (Office of Planning, Evaluation, and Policy Development, 2016; Walton & Cohen, 2007). And there are many small, but significant, alterations to practice that can immediately improve a student’s sense of belonging and impact overall achievement of outcomes
Learning Analytics and Gateway Courses: Keys to Student Success
Get PDFFranklin University is midway through a five-year federal grant to increase undergraduate retention and graduation by implementing a learning analytics tool and revising gateway courses, among other activities. Initial analysis of grade trends in gateway courses for more than 8,000 undergraduates during a five-year period showed an increase in withdrawal and failure rates by an average of 4 percent and resulted in context and focus for a smaller study. Student outcomes were then assessed in 11 gateway courses over three terms, and results suggest that course redesign alone is insufficient to result in major gains in student success. Instructors were shown to increase the probability of passing a gateway course by up to 37% or decrease the probability of passing a gateway course by up to 57%. Follow-up focus group interviews with instructors yielded themes around engaging and motivating learners, engaging the affective domain, and improving minority self-efficacy. Therefore, a holistic approach that accounts for course delivery, faculty readiness, and student readiness may play a larger role in ensuring student retention and graduation than gateway course revisions
A Mixed Public-Private Partnership Approach for Cyber Resilience of Space Technologies
Get PDFGovernments today emphasize space systems as critical infrastructures. Many vital services, including communications, transportation, and maritime operations, depend on space systems. Cyber systems represent an essential component that enables effective functioning, configuration, and monitoring of technological space services. Space systems possess unique vulnerabilities and properties that attract the attention of hackers, and often with varying motivations. The private sector increasingly participates in the production of space technologies, and as a result of the differences in perceptions and priorities of governments and the private sector, handling the challenges of governance as it relates to the cybersecurity of space systems presents an avenue for research. Public-private partnership is one effective way of solving this governance challenge that public and private entities face. With several possible approaches to building a workable partnership between the public and private organizations, this paper offers a mixed approach with the potential to improve the security of space systems, mitigate vulnerabilities, and run effective campaigns against cyber threats
Instructional Design Leadership and Management Competencies: Job Description Analysis
Get PDFResearchers in the field of instructional design and educational technology journals usually focus on the practice of instructional design; however, the management and leadership of instructional design has typically received little emphasis. Recent studies have investigated the competencies associated with effective leadership and management of instructional design from the perspective of those they lead, and from the perspective of leaders in higher education. There is, however, little systematic research into what competencies employers require of leaders and managers of instructional designers in higher education. This research would provide the field with further guidance on training and preparing instructional design leaders and managers. In this study, we explore and report on the competencies required of instructional design managers in higher education by analyzing 30 job descriptions posted by institutions of higher education. Results of this analysis identified major categories with 17 competencies. Communication skills, Instructional Design and Related Areas, and General Leadership and Management Expertise were the competencies noted most frequently within the job posts. We share the results of the study, including typical job titles, common job descriptions, and education and experience requirements. Finally, we briefly highlight the implications of these findings and provide recommendations for future research, practice, and training of future instructional designers and leaders
Leaders who influence the attainment of Overall Medicare Star Ratings in Managed Care Organizations
No full textAttaining high Overall Medicare Star ratings (MSR) is essential to the success of managed care organizations (MCOs) in the United States. Leaders are integral to the organizational performance in MCOs. This quantitative study focused on identifying the impact of Leadership practice and Years of leaders’ Medicare experience in helping leaders influence high Medicare Star Ratings in MCOs. The study focused on two (2) research questions. (RQ1) Is overall leadership practice useful in predicting a leader\u27s ability to influence the attainment of high MSRs in MCOs? (RQ2): RQ2: Is Years of leader\u27s Medicare experience useful in predicting a leader\u27s ability to influence the attainment of high MSR in MCOs? The study had 35 high (4, 4.5, and 5-Stars) MSR leaders and 35 low (3.5-Stars or less) MSR leaders, consisting of a total of 70 participants. Data for this study was gathered using the Leadership Practice Inventory (LPI ®) tool. The participants included supervisors, managers, directors, and executives in the MCO they worked. Parametric independent T-Test was used to test the statistical significance of the mean difference between the two (2) leader groups. Logistic regression was used to predict leaders’ ability to influence the attainment of high MSR with leadership practices and years of Medicare experience. The result indicated a statistically significant relationship between leadership practices and MSR. Also, the practice of the five (5) LPI® themes autonomously cannot significantly predict a leader’s ability to contribute to influencing MSR. The findings also showed that leaders’ Medicare experience is effective in influencing the attainment of high MSR in MCOs
Core Value Driven Care: Understanding the impact of core values on employee perception of Patient Safety, Employee Safety, and Quality of Care
No full textMental illness is a growing concern among families in the United States, as one in five children between the ages of 13 and 18 suffer from a severe mental illness (National Alliance on Mental Illness, 2013). That means that 20% of children in the country are suffering from an illness whose treatment is difficult to access. Unfortunately, one-fourth of families report problems finding and initiating services for their children, with wait lists that typically start at three months (American Academy of Child and Adolescent Psychiatry, 2013). Even more troubling is the fact that 80% of children with mental illness do not receive any treatment at all (American Academy of Child and Adolescent Psychiatry, 2013). However, to improve access to treatment, organizations need to feel confident that they can open safe, financially sustainable mental health units.The Children\u27s Hospital of Orange County (CHOC) in California recently opened an 18-bed inpatient psychiatric unit that services children ages 3-17 (Perkes, 2016). Many months of thoughtful consideration occurred to develop this elite and cutting-edge model of care. This researcher developed a specific model to approach pediatric mental healthcare through a different lens, called The Core Value Driven Care Model. The model of care is centered around three pillars of focus firmly built on the groundwork of core values. The pillars are representative of People, Place, and Practice, and are anchored in a foundation of empathy, compassion, trust, integrity, dignity, respect, sincerity, unity, honesty, and open-mindedness, as well as trauma-informed thinking. Implementing the Core Value Driven Care Model in a pediatric mental health unit directly impacts the perception of safety and quality of care being provided. The purpose of this study will be to assess the impact the 11 foundational core values have on employee perception of employee safety, patient safety, and quality of care
Graduate hugs man, Unknown Date
No full textFemale graduate in cap and gown and man hug each other while smiling widely.https://fuse.franklin.edu/commencement/1039/thumbnail.jp
Graduate Stands with Faculty Member, undated
No full textFemale graduate in cap and gown stands with faculty member in his regalia.https://fuse.franklin.edu/commencement/1042/thumbnail.jp