Internships: Theory and Practice. Charles H. Sides and Ann Mrvica. Amityville,NY: Baywood, 2007. 166 pp

Designing desktop publishing courses around a model of service familiar In the U.S.—the pro bono publico tradition of professional gratis service—would broaden students’ professional horizons in addition to meeting growing demands for service learning. Such courses would mate volunteerism with the democratic spirit of desktop publishing, a technological platform that provides a means for unrepresented voices to be heard and read. One community project is outlined.     

“The crux and the magic”: The Political History of Boston Magnet Schools, 1968–1989 1

This study analyzes public perceptions of Boston's magnet school program. Typically evaluated in terms of their impact on racial integration, magnet schools also were designed to improve the tarnished image of the Boston school system. While promoting voluntary integration at a handful of schools, the magnet program struggled to change the reputation of public education in the city. Boston's magnet schools found themselves perched precariously between conflicting and equally-problematic perceptions. To the extent that they were perceived to be elite enclaves, Boston magnet schools became potent symbols of inequality. To the extent that magnet schools were not perceived to be academically superior, they could never encourage integration nor become symbols of the potential of Boston public schools. Illustrating the dilemma presented by these contradictory perceptions, the history of Boston magnet schools suggests that efforts towards racial integration must be intertwined with campaigns for increasing educational achievement citywide.     

NEW HAMPSHIRE COMMUNITY TECHNICAL COLLEGES

The New Hampshire Community Technical College System (NHCTCS) began modestly as two small trade schools that were opened in late 1945 for World War II veterans supported by the G.I.Bill. During the next half - century , NHCTCS grew to seven postsecondary institutions , then consolidated to seven campuses of four colleges . These institutions have become larger and more sophisticated , have earned regional accreditation , and have expanded their mission gradually to include programs whose graduates can transfer to senior colleges and universities as well as non - credit continuing education courses and community services. Under the proactive leadership of a new 25 - member governing board and a new commissioner , the NHCTCS is poised to expand and intensify its mission in the next four years to become the primary entity to provide economic development and community development for the benefit of all New Hampshire citizens.     

ePortfolios: The Method of Choice for Validation

Community colleges have long been institutions of higher education in the arenas of technical education and training, as well as preparing students for transfer to universities. While students are engaged in their student learning outcomes, projects, research, and community service, how have these students validated their work? One method of validation is the design and development of the personal and professional ePortfolio. This article chronicles the process of how ePortfolios offer validation of a student’s learning experiences to meet workforce expectations as part of an individual’s holistic social media footprint (e.g., ePortfolios [workforce] and social media [interpersonal]).     

Program of Study and Social Integration

While Tinto’s (1975, 1987, 1993) Interactionalist Model has reached near paradigmatic status, and introduced the construct of social integration, the research has been inconsistent when applied to community college student retention. This has led Maxwell (2000) and Deil-Amen (2011) to suggest that a different construct of social integration exists in community colleges. This construct focuses less on purely social activities and more on both peer groups centered on academically related activities, along with interactions with faculty and students inside the classroom. While previous research found that these two constructs of social integration were highly related (Mertes, 2015), differences were found when investigating gender. But the previous research did not consider the impact of program of study and potential interactions with other variables including gender, race, and age. The current study sought to investigate the impact of program of study (i.e., occupational vs. transfer) on both constructs, as well as the impact of the interaction of program of study and additional variables including gender, race, and age. After conducting the analysis, it was found that while overall program of study did not significantly impact either construct of social integration, a significant gender difference was found on the alternative construct of social integration as suggested by Maxwell and Deil-Amen. Future research strategies including utilizing campus ecology theory are then discussed.     

Strategic Leadership: A Model for Promoting,Sustaining, and Advancing Institutional Significance

This article presents the methods, materials, and manpower required to create a strategic leadership program for promoting, sustaining, and advancing institutional significance. The functionality of the program is based on the Original Case Study Design (OCSD) methodology, in which participants are given actual college issues to investigate from a leadership perspective. Participants in the program work in teams to maximize the development of their individual and group leadership skills. Program outcomes are demonstrated by formal presentations that identify an organizational problem and the design of a solution. The identification of problems and strategies for solutions occurs within the framework of strategic leadership development. It is argued in this paper that layered strategic leadership is the key element to promote, sustain, and advance institutional significance. Implications and recommendations for community college strategic leadership practice are also addressed in this applied research article.     

Changing the Minds of New College Students

With the unprecedented expansion of access to higher education internationally, today’s students enter university with a broader range of expectations, motivations and support networks than their predecessors. One of the primary determinants of student success is their ability to assimilate into the academic culture, which includes aligning their expectations and motivations closely with the prevalent norms of the academic community. This article synthesizes current conceptual and practical approaches to facilitating the assimilation of students from diverse demographic, economic and academic backgrounds into the academic community. These approaches are illustrated through programmatic developments at a large urban university in the Midwestern United States.     

Positioning sex educators: a critical ethnography of a professional development workshop

In this ethnographic research, I offer an analysis of a state-sponsored professional development workshop for sex educators. Positioning theory is used to understand how the lived space of the workshop – including texts, talk and silence – positions sex education teachers as professionals and practitioners with certain (limited) speaking rights and resources.     

Using multiple levels of experience to promote autonomy in adventure education students

Abstract

The purpose of this article is to discuss how adventure education instructors in higher education may use different levels of experience in their teaching to promote student autonomy. The E model identifies four levels of experience and explains why it is important for instructors to provide students with higher-level experiences that will help promote student autonomy. The model is theoretically rooted in the fields of adventure education, experiential education and social psychology. Using these bodies of knowledge combined with practical application, the authors recommend ways of applying their model to all teaching situations.     

The effects of auditory information on 4-month-old infants' perception of trajectory continuity

Young infants perceive an object's trajectory as continuous across occlusion provided the temporal or spatial gap in perception is small. In 3 experiments involving 72 participants the authors investigated the effects of different forms of auditory information on 4-month-olds' perception of trajectory continuity. Provision of dynamic auditory information about the object's trajectory enhanced perception of trajectory continuity. However, a smaller positive effect was also obtained when the sound was continuous but provided no information about the object's location. Finally, providing discontinuous auditory information or auditory information that was dislocated relative to vision had negative effects on trajectory perception. These results are discussed relative to the intersensory redundancy hypothesis and emphasize the need to take an intersensory approach to infant perception.