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Guest Editorial: Navigating Contemporary FinTech Solutions: Revealing Potential and Challenges
No full textImmigration Law Enforcement and Immigrant Homeownership
No full textWe use the American Community Survey microdata and employ difference-in-differences (DID) models to examine how local immigration law enforcement, through 287(g) agreements and the Secure Communities program, impacts homeownership among different demographic groups. The findings indicate that 287(g) agreements significantly reduce the likelihood of homeownership, particularly among Hispanics without a college education and U.S. citizenship, with effects most pronounced in states lacking E-Verify mandates. The Secure Communities program exhibits more nuanced effects, initially showing positive impacts for specific Hispanic populations; however, these results are not robust to pre-trend analyses. Additional factors such as length of U.S. residence, English proficiency, age, and household income strongly influence immigrant homeownership outcomes, underscoring the complex interplay between policy enforcement and socio-economic assimilation. The results highlight unintended economic consequences of immigration enforcement policies, suggesting important considerations for housing stability, financial security, and integration policies aimed at immigrant and broader community well-being
Launching a CFP Board Registered Program at an AACSB-accredited Business College: A Case Study and Analysis
No full textDespite increasing demand for financial planning education, the discipline remains underrepresented within AACSB-accredited business schools—even though such programs align well with business curricula. This study examines the distribution of CFP Board-registered programs across U.S. institutions, analyzing 395 programs (certificates, bachelor’s, master’s, and doctoral degrees). Our findings reveal that only 39% (n=153) are housed within AACSB-accredited business schools, with a predominant focus on in-person or blended bachelor’s degrees. In contrast, non-business schools more frequently offer online certificates and exclusively host all three doctoral programs. Geographic analysis identifies substantial disparities in program availability relative to state populations. We present a case study of successful implementation of a CFP Board-registered program at an AACSB-accredited business school. The discussion outlines key strategies for program development, accreditation alignment, and institutional challenges, providing actionable insights for business schools seeking to expand into financial planning education
Community–Academic Partnerships Through Photovoice: The Profiles in Wyoming Resilience Research Project
No full textThis article speaks to the challenge of public land-grant universities addressing public need through community–academic partnerships and presents a case study to explain and illustrate these challenges. Included in this approach is the acknowledgment that as universities strive to bring the community perspective to their knowledge production, strong barriers remain. To address these challenges, we discuss our Profiles in Wyoming Resilience Research Project, a research study that employs photovoice, a methodology well suited to inclusive participatory research, to amplify the voice of community members on matters of local concern. We offer insights gained through this work-in-progress, addressing opportunities and barriers to education, employment, and community resilience in Wyoming, as we reflect on early-stage assessments and pivot to the project’s next steps. This article offers insight into the steps needed to develop more accessible methods for collaboration with the goal to build knowledge coproduction capacity through community–academic partnerships
Exploration of the Conceptualization of the Third Mission of Agricultural Faculties: A Qualitative Metasynthesis Study
No full textThis study addresses the ambiguity surrounding the third mission of universities, which stems from a lack of a unified definition. It provides a comprehensive investigation of this mission within agricultural faculties by employing a systematic review of 150 articles, culminating in the selection of 32 final articles for qualitative analysis. The findings identify six primary approaches to the third mission, extracting their key components and corresponding activities. These approaches are then compared based on 16 distinct features. By clarifying the factors that influence the selection of each approach, this research offers a clear picture of the third mission and the outcomes associated of each path. The results show that the most suitable approach for implementing this mission must be holistic and tailored to the specific conditions of each country and society. Ultimately, by providing a transparent view of the third mission, the study’s findings can guide policymakers in selecting the appropriate approach for this critical mission
Wellness and Worth: A Reflection on Community Engagement and the Academic Career Path
No full textThere is a disconnect in higher education between higher education professional practices and valuing the community impact of engaged scholars. In this reflective essay, the authors highlight personal experiences with the process of working toward and earning promotion and tenure in academic settings. Those personal experiences are then contextualized through an examination of the literature regarding evaluation processes, engagement-ready institutions, the history of campus engagement, and the role of community-engaged scholarship in the civic purpose of institutions of higher education. There are clear systemic contradictions that create misalignments between institutional aspirations and individual metrics for success. Faculty serving as boundary spanners advance institutional missions and create transformative student learning opportunities, while sometimes sacrificing personal and professional well-being
Intellectual need, covariational reasoning, and function: Freeing the horse from the cart
No full textAuthors (year) contended a quantitatively sophisticated image of a dynamic situation can provide students with the horse needed to pull the cart that is the mathematical properties important for the set-theoretic definition of function. In this paper, we extend our argument in two ways. First, we adopt Harel’s (2008, 2018) constructs of intellectual need and epistemological justification to describe how a student can develop a quantitatively sophisticated image of a dynamic situation. Second, we exemplify that constructing an epistemological justification can support a student in subsequently making determinations regarding ‘function’, yet there is an apparent lack of intellectual need for differentiating between functional and non-functional relationship. This latter factor leads us to call into question the value of focusing on the metaphorical cart that is the basis for the set-theoretic definition of function
Navigating Math Grading Reforms: Key Considerations for Educational Leaders
No full textAs grading reform efforts such as standards-based grading and grading for equity gain popularity, school leaders play a key role in supporting mathematics teachers\u27 implementation efforts. This paper will describe what mathematics leaders need to know about grading reform and what mathematics leaders should do to support teachers in implementing grading reform. By developing teachers’ deeper understanding of curriculum, instruction, and assessment, assisting teachers in shifting mindsets from quantifying to qualifying learning, and improving math proficiency communication, leaders can better navigate grading reform in their schools. With proper support and guidance, teachers can assign grades that better reflect students\u27 mathematical knowledge and skills
The Key Is in the Other: Analyzing Global Interconnection in a Service-Learning Project
No full textThis article explores the characteristics of the BEA Project, an international service-learning (ISL) initiative promoting interaction and exchange between Italy and Brazil. Through a descriptive analysis, this article examines multiple dimensions promoted by our proposal within a glocal framework, analyzing participants’ involvement in key global partnerships through such partners as universities, affiliated community-based centers, and communities. Best practices examples highlight the importance of reflective practices in fostering cultural competence and bottom-up strategies to approach communities. Finally, the article proposes a monitoring and evaluation strategy to address the project’s limitations and enhance its impact, integrating quantitative and qualitative instruments. This research contributes to the ISL literature by offering insights into best practices for sustainable international collaborations
Community-Engaged Learning in a European Universities Alliance: Reflections on Equality and Reciprocity Across Europe and Africa
No full textAlthough local community-engaged learning (CEL) is increasingly common in higher education, international CEL (ICEL) remains much less common. Through an autoethnographic study, we reflect on the challenges and prospects of collaborating across Europe and Africa, particularly emphasizing equality and reciprocity. Our focus is the Capstone, an ICEL thesis project in the Master’s in Global Challenges for Sustainability, a joint degree of the European Universities alliance CHARM-EU. We argue that achieving equality and reciprocity in ICEL requires (gradual) institutional and collaborative transformations that go beyond an individual ICEL exercise. Full equality may not be achievable; however, reciprocity can be fostered through exchanges between incentives, funding and resources, and decision-making. A balance is needed between regulatory freedom to experiment versus transparency and certainty of rules and regulations. We end with recommendations on how to achieve equality and reciprocity in ICEL, particularly within European Universities alliances