Open Journals at the University of Georgia Libraries
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Achieving Collective Impact: Reflections on Ten Years of the University of Georgia Archway Partnership
Get PDFCollective impact is a model for achieving tangible change and improvement in communities through a series of well-defined parameters of collaboration. This article provides a 10-year reflection on the University of Georgia Archway Partnership, a university–community collaboration, in the context of the parameters of collective impact. Emphasis is placed on the backbone organization and the opportunity for universities to serve as backbone organizations. The outcomes achieved through the Archway Partnership support the principles of collective impact and demonstrate the viability of a new model that could facilitate university–community engagement for regional and land-grant universities
Evolution of a Social Media-Driven Campus-Community Partnership: Collaborative Learning at The Knowledge Café
Get PDFThis article describes an early-stage collaborative partnership between a local community foundation and a regional campus of a major university to increase dialogue on the strategic importance and practical execution of advanced social media best practices for small- to medium-sized businesses. Started through a grant won by the author, an interactive program was established as The Knowledge Café. This program includes a series of participative lectures and discussions on advanced social media applications, guest speakers addressing relevant topics, and a community-driven wiki where participants can share their expertise. The origination of the partnership and the evolutionary pathway traveled to date are described, along with data and key learnings generated during the first 2 years of operation. Possibilities for future changes in structure and activities to expand the offerings of The Knowledge Café provide an indication of how the campus–community partnership should continue to grow with time
Understanding College Students’ Civic Identity Development: A Grounded Theory
Get PDFThis article presents the results of a study designed to understand the development of college students’ civic identity—that is, an identity encompassing their knowledge, attitudes, values, and actions regarding civic engagement. Grounded theory was used to examine the experiences and attitudes of 19 college seniors who manifested strong civic identities. The resulting developmental model of civic identity includes five “positions” that represent identifiable progressions of civic identity development and mediating “key influences” that promoted or hindered students’ growth between these positions. Implications for research and practice are also discussed
Reframing Research on Methods Courses to Inform Mathematics Teacher Educators’ Practice
No full textCalls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators’ (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics methods courses. We suggest two strands of a research program that have the potential to structure and inform the development of MTEs’ scholarly inquiry and practices. A summary of findings from research studies exploring one type of methods course activity is shared. The research is explored for its potential to contribute to two different strands of the research program and to MTEs’ practices. Recommendations and implications for inquiry that supports MTEs’ practices are provided
The impact of age differences and race on the social security early retirement decision for married couples: An extension with gender role reversals
No full textThe purpose of this study is to examine the impact of age differences on the social security early and delayed retirement decision for married couples. This article extends the analysis of Docking, Fortin, and Michelson’s 2015 study that assumed the working spouse (male) was older than the non-working spouse (female). In this current study we reverse the spouse and spouse employment role and ages. We now assume a working spouse (female) who is older than her non-working spouse (male). We analyze the nine married couple combinations for the following races: Whites (W), Hispanics (H), and Blacks (B). We develop an Excel model to compute the breakeven internal rate of return (BE IRR) for each of nine race combinations. Three claiming scenarios are considered: receiving benefits early (e.g., at age 62 vs. 66), the maximum realistic delay period (e.g., at age 62 vs. 70), and delaying benefits past full retirement age (e.g., age 66 vs. 70). Within these three claiming scenarios we examine couples by race combination who retire at the same age and at different ages, and with age differences of 0, 4, 7, and 10 years. We compare the results of the two studies. The primary substantive conclusions from this study depends on the age comparisons that are being made. For couples who retire at the same age or at different ages, the greater the age difference the greater the incentive to retire early as the hurdle rate is lower to overcome. This is true irrespective who is older and the breadwinner (earning spouse). Women almost always have higher BE IRRs than men. The implication is that in marriages where the spouse is the breadwinner and the older partner, it is more difficult for the couple to retire early, as compared to marriages where the spouse is the breadwinner and the older partner. Irrespective of who is the breadwinner, Hispanics have higher hurdle rates, whereas Whites have lower hurdle rates. For a given retirement age comparison or age difference the results can be interpreted as follows: the high (low) breakeven group would prefer to retire later (earlier) because the hurdle rate is more difficult (less difficult) to overcome. Thus, Hispanics have a more difficult time retiring early, whereas Whites have a less difficult time retiring early
Bond laddering and bond indexing: An empirical comparison
No full textBond laddering and bond indexing have been widely accepted approaches to bond investing among retail investors. However, bond laddering has virtually been ignored in both the academic literature and most of the popular investment textbooks. One thing both approaches have in common is that they are passive strategies with no attempt whatsoever to beat the market. There are many unresolved issues about the two seemingly similar approaches. First, which approach should an investor favor? Is there any room for both to be used at the same time? Second, if an investor decides to use a ladder, what is the appropriate term to maturity for the ladder? There is hardly any theoretical or empirical guidance as to which is a better approach to use and the right term of a ladder. The relative attractiveness of the above two approaches are empirically examined in this study. We identify conditions that favor one over the other. Conditions under which both instruments should be held within an optimal portfolio are also identified. We also identify conditions in which a longer term ladder is more appropriate than a shorter term ladder
