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The decrease in life insurance ownership: Implications for financial planning
No full textBased on our analyses of Survey of Consumer Finances datasets, the proportion of households owning a life insurance policy decreased from 72% in 1992 to 60% in 2016. We estimated logistic regressions on the likelihood of ownership of any, term, and cash value life insurance. We conclude that changes in household characteristics accounted for the decrease in term life insurance ownership, but not for the decreases in any and in cash value life insurance ownership. We also found a positive association between use of a financial planner and life insurance ownership. We discuss implications for financial planning
Striving for Equity: Community Engaged Teaching and Learning Through a Community Practitioner and Faculty Co-Teaching Model
Get PDFBased on the implementation and assessment of a coteaching pilot program called the Practitioner Scholars Program, this study draws attention to the need for equity in community–university learning partnerships, recognizing and emphasizing that the knowledge and expertise of community practitioners is as valuable as that of faculty in academia. The innovative nature of the pilot program encompasses mutual and reciprocal benefits to students, practitioners, faculty, and community through a unique design of community-engaged teaching and learning. The findings from this study provide evidence of the success and potential of this program while offering a reflection on how we understand equity in community–university partnerships. As a result, this study can inform and inspire new initiatives to infuse equity in teaching and learning, especially in urban public universities with a commitment to their urban communities. This article particularly aims to speak to practitioners interested in this program as a promising practice
Faculty Members’ Conceptualization of Community-Engaged Scholarship: Applying Michael Burawoy’s Framework
Get PDFMichael Burawoy (2010) suggested that scholars have an obligation to question the status quo of knowledge production and application. Using a mixed methods approach to explore a national case study of faculty members, this article explores two specific questions: For whom do faculty generate knowledge through community-engaged scholarship? What is the purpose of the knowledge produced through community-engaged scholarship? The findings, which are cognizant of insights from Burawoy’s (2010) conceptual framework, reveal that faculty members conduct community engagement largely for public, professional, and policy reasons and to a lesser extent for critical reasons. Hence, the article ends with a reflection on why these faculty perspectives might be contextually the same as or different from those of faculty members elsewhere. The article also suggests why it is important for various actors in universities to understand the way faculty members view their community-engaged scholarship
Did Federal Policy on Postsecondary Service-Learning Support Community Social Capital?
Get PDFCommunity social capital is an important mechanism for collective efficacy and civic engagement to address problems of public concern. This study contributes among the first national empirical measurements of the effects of service-learning on community social capital in communities that host engaged institutions and connects the higher education civic engagement movement to investigations of public policy. The paper investigates panel data from four periods spanning nearly 20 years for community social capital as measured by an index adapted from multiple indicators to investigate the effects of a federal policy supporting service-learning in higher education on that outcome. I use membership in the Campus Compact, a national organization of college and university presidents who commit their institutions to public and community service as a proxy for grantees of the service-learning policy and compare variation related to institutional members of the Campus Compact and the other postsecondary institutions in these communities. Results point to positive contributions of the engaged institutions consistent with a policy feedback mechanism followed by a modest decline in community social capital related to a structural break in the time series: the elimination of federal funding for service-learning through Learn and Serve America Higher Education in 2011
Coughlin, S. S., Smith, S. A., & Fernández, M. E. (Eds.). (2017). Handbook of community-based participatory research. New York, NY: Oxford University Press. 304 pp.
No full textA review of Coughlin, S. S., Smith, S. A., & Fernández, M. E. (Eds.). (2017). Handbook of community-based participatory research. New York, NY: Oxford University Press. 304 pp
The University Classroom Observation Program: Connecting Middle and High School Teachers with University Instructors
Get PDFIn the University Classroom Observation Program (UCOP), middle and high school teachers spend time on campus observing science, technology, engineering, and mathematics (STEM) classes and engaging in discussions with colleagues and college instructors. The program provides a unique and reciprocal professional learning opportunity. Middle and high school teachers learn to use an observation protocol to collect data in STEM classrooms. These data serve as feedback for individual college instructors; help provide an aggregate snapshot of teaching throughout the university; and contribute to faculty professional learning opportunities, new teaching and learning initiatives, and the larger discipline-based education research (DBER) literature. UCOP offers middle and high school teachers discussion and networking opportunities to reflect on their own teaching and on ways to better prepare their students for college. Here we describe the program, articulate the benefits for stakeholders, reflect on lessons learned, and discuss important considerations for the development of similar programs
Are “fun” sources of windfalls destined to be spent hedonistically?
No full textRecently, Richard Thaler was awarded a Nobel Prize for his work in developing Behavioral Economics. While much of economics assumes that people act rationally, Areily (2008), expanding on Thaler’s body of work, proves that we are not only often irrational, but we are predictably irrational. When an interviewer asked Thaler how he would spend the roughly $1.1 million in prize money, he responded, “This is quite a funny question.” Thaler added, “I will try to spend it as irrationally as possible.” We know that affective tags for money exist but what specifically are those affective tags? More specifically still, is one of those tags for sources of income “fun,” and if so, does that affect whether the money will be spent on fun? Classical economics would assume that satisfaction comes from the consumption of goods and services, that money is a medium of exchange, and that the source of that medium of exchange does not enter into the choice of the goods or services consumed. Thaler’s (1999) works show that people create mental accounts, indicating that the source of the money may not be as completely irrelevant as classical economics predicted. This is important because where irrational behavior is suboptimal behavior, if we can anticipate it, we can construct environments to support better choices. We find that fun sources of income are significantly more likely to be spent on fun expenditures. However, as the amount of the windfall increases, the amount spent on fun levels off, indicating that this affect may be bounded. We were unable to find statistically significant support that more “adult” sources of income are more likely to be spent on more adult uses, but money from adult sources was significantly more likely to be invested. This is important because understanding more about affective tags and how they affect decisions to use money, we become better predictors of irrational behavior
Making Sense of Geometry Education Through the Lens of Fundamental Ideas: An Analysis of Children’s Drawings
No full textFor many decades, the amount of geometry curriculum worldwide has been cut, mathematics curricula have lacked diversity of geometrical phenomena, and geometry teaching has been reduced to a somewhat eclectic mix of activities. Recently, new trends have begun to counteract these tendencies by framing new curricula around fundamental ideas. The goals of this paper are threefold: (a) to present the structural elements of a coherent geometry curriculum through the lens of fundamental ideas, (b) to develop an analytical tool to determine the fundamental ideas of geometry in children’s drawings, and (c) to provide insight into the images primary grade students have of geometry. The results are discussed not only with regard to the latter of these goals, but also with regard to their theoretical and practical implications.