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Do as i tell you, not as i do: financial advisors and personal financial decision-making
No full textWe describe the financial behavior of financial advisors and whether they follow the advice they give clients. We focus on the following areas of comprehensive financial planning as they relate to advisor behavior: (1) cash flow, (2) debt, (3) retirement planning, (4) investments, and (5) estate planning. The primary goal is to investigate whether financial planners practice what they preach. A secondary goal is to identify the characteristics associated with the advisors that best plan their own financial lives. We find that financial advisors generally follow their own advice; as a group they are more likely to be prepared for retirement, have less debt, higher liquidity, covered insurance needs, and have an estate plan in place
The Effects of Resource Dependency on Decisions by Public Service Administrators to Offer Local Government Training in Service to the State (Dissertation Overview)
No full textFor administrators of higher education public service and outreach (PSO) units at public research institutions, the opportunities for service to their states are broad. These administrators’ efforts in research, technical assistance, and training address critical needs in their states. Yet all units face limited resources, and the administrators face multiple decisions about investments into new programs. In my dissertation Effects of Resource Dependency on Decisions by University Public Service Administrators for Service to the State Through Local Government Training (2019), I explored how resource dependency influenced decision making by university PSO administrators looking specifically at training programs offered in service to the state through local government training programs. The impact of some external stakeholders proved to be a driving force in decisions related to local government training offered by the PSO unit
Hoffman, A. J. (2021). The Engaged Scholar: Expanding the Impact of Academic Research in Today’s World. Stanford University Press. 184 pp.
No full textIn The Engaged Scholar, Andrew Hoffman asks us to consider the question, “Why did you choose to become a professor, and what kind of academic do you want to be?” (p. 23). In my case, my experiences prior to academia set me on a path that predisposed me to a particular academic role. As a research economist at RTI International, my job was to answer questions posed by federal and state agencies, utilities, or foundations. A common question was something like, “How much will it cost for industry to implement this new regulatory measure, how will the cost affect the price of the final product, and how does that compare to the degree of added health or safety it might provide?
A Visual Model for Critical Service-Learning Project Design
Get PDFDrawing from Stith et al.’s (2018) Critical Service-Learning Conversations Tool, this article provides a visual model for developing critical service-learning projects. This model proposes to assist the analysis of critical service-learning projects by grounding them in contemporary scholarship and literature. The model also reveals the interplay of the five key themes in critical service-learning literature: understanding systems, authentic relationships, redistribution of power, equitable classrooms, and social change skills
Carlson, K. T., Lutz, J. S., Schaepe, D. M., & Naxaxalhts’i (McHalsie, A. “Sonny”). (2018). Towards a new ethnohistory: Community-engaged scholarship among the People of the River. University of Manitoba Press. 304 pp.
No full text Patrick Koval, Lisa Martin, and Jessica Barnes-Najor\u27s review of Towards a New Ethnohistory: Community-Engaged Scholarship Among the People of the River (2018)
Using Experiential Education in Health Professions Training to Improve Health Equity: Lessons Learned from Interviews With Key Informants
Get PDFHealth professions students can increase their understanding of how social determinants impact health equity through experiential learning opportunities. Using key informant interviews with faculty and staff familiar with experiential education programs in medicine, dentistry, nursing, pharmacy, public health, and social work, we sought to identify key features and best practices to inform the broader implementation of these programs. Interviews were recorded and compiled notes were reviewed to identify common themes across programs. Experiential learning helped teach students competencies related to health equity. However, many programs were challenged by limited infrastructure and the need for faculty training on health equity topics. Key informants noted that programs should be linked to accreditation and curricular requirements. Strong community partnerships also facilitated successful program implementation. Our findings can help guide other schools considering experiential learning programs, as well as future research in this area
Preservice Teachers’ Conceptualizations of Mathematical Tasks
No full textThis study reports how 12 secondary mathematics preservice teachers (M-PSTs) described characteristics of Mathematical Tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging in these activities, M-PSTs used formal, research-informed language in a way that highlighted student-related factors (e.g., student prior knowledge) and contextual factors (e.g., class time constraints), suggesting that the language and concepts offered through the task frameworks initiated M-PSTs’ nuanced task descriptions. The implications of the instructional activities in teacher education programs to enhance M-PSTs’ conceptions of tasks are discussed
Are the International Components of Global Learning Programs Ethical and Appropriate? Some Considerations Utilizing a Fair Trade Learning Framework
Get PDFEducational approaches that emphasize engagement within community-based contexts in both domestic and international settings are widely recognized as high-impact pedagogical practices. However, the international components of global learning programs are increasingly being viewed through rigorous ethical lenses as the potential and actual harms of these initiatives have become more widely recognized. Six common criticisms of international components embedded within global learning programs are highlighted in this essay, along with responses and counterpoints to each. We assert that although each of these concerns warrants significant discussion, all six can be satisfactorily addressed using proactive and ethical strategies that are already employed in best-practice community-based global learning (CBGL) work