Open Journals at the University of Georgia Libraries
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First-Year Student Motivations for Service-Learning: An Exploratory Investigation of Minority Student Perceptions
Get PDFAs a high-impact educational practice (Kuh, 2008), service-learning can have a transformational effect on students, communities, instructors, and higher education institutions. However, despite cautions (Butin, 2006, p. 481), student enrollment in service-learning remains overwhelmingly White and female (Jacoby, 2015), creating a potential enrollment gap in a pedagogy intended to be inclusive. In this article the authors explore what might cause minority students to pursue service-learning, building on research that suggests that student traits and values impact the awareness of and disposition to enroll in service-learning (Christensen, Stritch, Kellough, & Brewer, 2015; Pearl & Christensen, 2017). Through qualitative methodology, the authors work to better understand students’ traits in relation to their interest and enrollment in service-learning. The findings, relevant to both service-learning theory and practice, suggest the importance of purposeful consideration of how service-learning can truly promote social justice, democratic values, and equality
Boundary-Spanner Role Conflict in Public Urban Universities
Get PDFIt is common for universities that seek community partnerships to employ full-time staff, formally sanctioned as boundary spanners, to develop and manage such partnerships. These staff are frequently administrative or allied staff rather than tenure-track faculty or academic unit administrators. Given the multiple interests of universities and their community partners, it seems likely that boundary spanners attempting to design mutually beneficial relationships will experience role conflict as they seek to align diverse community and institutional agendas. This qualitative study explored the experience of role conflict as reported by university staff boundary spanners. This study found that role conflict was an integral part of the boundary spanner role and that boundary spanners exhibited two responses to role conflict: formative responses, directed toward continuing to seek mutual benefit, and adaptive responses, wherein mutual benefit was not pursued. External factors impacting role conflict were also identified
If We Build It, Will They Come? Fielding Dreams of College Access
Get PDFThis article describes the ISU 4U Promise, an innovative college access and affordability initiative. Through this early-commitment partnership program between Iowa State University and Des Moines Public Schools, youth from two urban elementary schools are eligible for tuition awards when they enroll as undergraduates at Iowa State University. Drawing on a review of promise programs in the educational scholarly literature, this article identifies what makes the ISU 4U Promise distinctive among promise efforts in terms of contextual antecedents, implementation processes, and potential institutional outcomes. Unique features include its early childhood focus; sole university sponsorship; “wide-net” reach; and collaborative, critical orientation to education and evaluation. With a bidirectional understanding of knowledge and a bivalent orientation to social justice, the ISU 4U Promise is a promising pathway for universities aspiring to update their approach to college access outreach
Motivation and Achievement of Middle School Mathematics Students
No full textMathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and mathematics achievement. Significant positive correlations were found between internal motivation and self-reported mathematics grades, self-reported grades and enjoyment, self-reported grades and confidence, and self-reported grades and parental involvement. Independent t-tests between high- and low-achieving students found significant differences in beliefs regarding intrinsic motivation, extrinsic motivation, mathematics value, mathematics enjoyment, mathematics confidence, parental involvement, and parental intrinsic motivation. There were no statistically significant gender differences in achievement or attitudes towards mathematics
Which measures predict risk taking in a multi-stage controlled investment decision process?
No full textWe assess the ability of different risk profiling measures to predict risk taking along a multistage process that reflects individuals’ discovery of their willingness to take risks. We find that the individual willingness to take risks varies along the process, but its level is always related to a composite measure of the individual risk tolerance. Assessment of the risk tolerance cannot be substituted by a simulated experience, although the latter can improve the perception of the risk and reward potential of the investment and motivate higher risk taking. The risk tolerance measure addresses different notions of risk, but we found that the individual loss aversion is the most powerful predictor of risk taking at all stages of the discovery process. By contrast, we found that neither the self-assessed risk tolerance measures nor the investment experience are suitable for consistently predicting risk taking at different stages of the process
University-Community Partnership Models: Employing Organizational Management Theories of Paradox and Strategic Contradiction
Get PDFUniversity–community (U-C) partnerships have the potential to respond to society’s most pressing needs through engaged scholarship. Despite this promise, partnerships face paradoxical tensions and inherent contradictions that are often not fully addressed in U-C partnership models or frameworks, or in practice. This article seeks to explore the root causes of tensions from a historical and structural perspective, reexamining traditional models of U-C partnership collaborations. Organizational ideas of paradox and strategic contradiction are then presented as a new lens through which to see and influence collaborative work. A framework for modifying current U-C partnership models is introduced, along with a discussion of limitations and implications for research and practice
The financial literacy of Generation Y and the influence that personality traits have on financial knowledge: Evidence from Canada
No full textThis article examines the financial literacy of the Generation Y age cohort and explores how personality traits influence individual’s financial knowledge. Using a detailed financial literacy survey, multiple areas of financial literacy are measured (investments, budgeting, economics, risk management, and retirement planning) along with the well-known Big Five personality traits. The findings of this article suggest that the Generation Y cohort is more knowledgeable in budgeting and risk management segments of financial literacy but lack knowledge in retirement planning. Secondly, extraversion and conscientiousness are both important personality traits when regressed on individuals overall financial literacy levels. These finding help develop the insights into how behavioral and personality traits influence the cognitive and financial decision-making ability of individuals