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Item Coming into Focus: Positioning Student Learning from The Student Personnel Point of View to Today(ACPA – College Student Educators International, 2012-01-01) Barber, James P.; Bureau, Daniel A.; William & Mary - School of EducationExcerpt from "Coming into Focus: Positioning Student Learning from The Student Personnel Point of View to Today" by James P. Barber (2012) "Although 75 years have passed, it is evident that recent student affairs documents carry the same DNA as The Student Personnel Point of View. For example, The Student Learning Imperative, Principles of Good Practice for Student Affairs, and Learning Reconsidered each advocate a holistic approach to student experience and express the relevance of the student affairs educator. However, the context of higher education today is vastly different from the landscape of 1937... For the last century, the student affairs profession has been responsive to environmental changes. One way in which the profession has evolved is through strengthening its alignment with the goal of learning. Today promoting student learning is central to, not simply a byproduct of, good student affairs practice."Item Tenet two: Commit to student learning as a primary focus(Stylus Publishing, 2015-11-01) Barber, James P.; William & Mary - School of EducationItem Navigating the Drinking Culture to Become Productive Citizens(Stylus Publishing, 2011-08-01) Barber, James P.; William & Mary - School of EducationContested Issues in Student Affairs augments traditional introductory handbooks that focus on functional areas (e.g., residence life, career services) and organizational issues. It fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure; and such as issues of race, ethnicity, sexual orientation, and spirituality. It places learning and social justice at the epicenter of student affairs practice. The book addresses these issues by asking 24 critical and contentious questions that go to the heart of contemporary educational practice. Intended equally for future student affairs educators in graduate preparation programs, and as reading for professional development workshops, it is designed to stimulate reflection and prompt readers to clarify their own thinking and practice as they confront the complexities of higher education.Item Dynamic Student Development Metatheodel: Application to Fraternity and Sorority Life(Peter Lang Press, 2018-01-01) Bureau, Daniel; Barber, James P; William & Mary - School of EducationItem Contextual Influences in TP(A)CK Research: Bronfenbrenner and Beyond(Association for the Advancement of Computing in Education (AACE), 2024-01-01) Harris, Judi; Huang, Ting; William & Mary - School of Education; William & Mary - School of EducationThis critical review examines the past 15 years of scholarship about contextual influences in TP(A)CK to better understand its theoretical bases. While Bronfenbrenner’s ecological systems theory is usually applied in this work, either implicitly or explicitly, its articulation is most often incomplete and/or inaccurate, with some confusion evident about the nature and foci of multiple, intersecting systems of contextual influences. We argue for a more comprehensive way to theorize context in future TP(A)CK research, using Bronfenbrenner’s systemic explanations of the complex and interdependent aspects of contextual influences and actors. We also recommend additional focus upon indirect, intersectional and sociocultural influences upon teachers’ TP(A)CK-based knowledge and action.Item This Is the Way: Faculty on the Camino de Santiago(Fortress Press, 2022-08-01) Boone, Benjamin I.; Barber, James P.; William & Mary - School of Education; William & Mary - School of EducationExcerpt from book chapter: "For nearly a millennium, pilgrims have made their way to Santiago de Compostela to visit the tomb of Saint James. These pilgrims initially journeyed from the Iberian Peninsula and then greater Europe, establishing over a dozen routes to reach the northwestern city in modern-day Galicia, a province of Spain. These routes followed established pathways connecting urban hubs, ports, and trade channels. While the number of pilgrims rose steadily in the Middle Ages through the Renaissance, the popularity of pilgrimage mirrored that of the Catholic Church and began to wane with the onset of the Enlightenment. It is not until the late twentieth century that we begin to see the Camino's revitalization and then a boom in participation in the first decades of this century..."Item Education as the Property of Whites: African Americans' Continued Quest for Good Schools(Routledge, 2013-01-01) Donnor, Jamel K.; William & Mary - School of EducationHistorically, White people, and by default whiteness (i.e., White racial hegemony/White supremacy), have played a central role in determining Black people’s 1 access to education in the United States (Anderson, 1988; Du Bois, 1973/2001; Woodson, 1933/1993). Beginning with the country’s founding, with the outlawing of teaching slaves how to read and write to the imposition of the Hampton model of industrial education, which emphasized “an ideology [that was] inherently opposed to the political and economic advancement of [B]lack southerners” (Anderson, 1988, p. 53), to state-authorized and enforced public school racial segregation (i.e., Jim Crow), White people have shaped the educational fortunes of their Black counterparts. Despite African Americans being the first racial group in the US to advocate for universal public schooling, Whites have traditionally sought to maintain an inherently separate and unequal public schooling system (Anderson, 1988).Item A Focus on Higher Education: Fisher v. University of Texas at Austin and the New White Nationalism(Routledge, 2017-01-01) Donnor, Jamel K.; William & Mary - School of Education"In the absence of overt methods of racial exclusion, such as de jure school segregation, contemporary instantiations of racism toward persons of color in education occur primarily through a set of strategic discursive and legal challenges against policies and practices meant to foster racial inclusion. No less powerful or impactful than Jim Crow or South African Apartheid, contemporary practices of racial exclusion in education at the hands of White people remain informed by a White supremacist logic. While explicit methods of racism and racial exclusion were required for establishing the existing sociopolitical and economic hegemonic racial hierarchy in the United States, present day practices of racial exclusion, which are operationalized subtly through a racially coded process of discernment and differentiation, are still intended to maintain the racial status quo. Stated differently, the purpose of contemporaneous racial exclusion is to not only entrench the historically derived advantages traditionally accorded to White people collectively, but to also ensconce non-White disadvantage..."Item Technology as Technocracy: Pre-service Teachers’ Conscientious Use of Technology for Authentic Family Engagement(Association for the Advancement of Computing in Education (AACE), 2020-01-01) Barko-Alva, Katherine; Porter, Lisa; Herrera, Soccorro; William & Mary - School of EducationPre-service and in-service teachers nationwide are asking the following questions: Could we have been more prepared? COVID-19 has made public and transparent the digital inequalities of today’s schools, particularly for culturally and linguistically diverse (i.e., CLD) students and their families. How can technology be used in a proactive way regardless of context to identify and document both the technological needs and assets of students and their families beyond the question of who is or is not connected? This chapter encourages educators to shift their current technological pedagogical practices by exploring possible solutions that pull-in family biographies rather than follow prescribed virtual platforms and learning programs. Adopting a Freire-an perspective, this chapter posits that pre-service teachers as well as in-service teachers should view the use of technology as a tool that serves as the equalizer between home and school if used in ways that are agentive and transformational.Item Introduction to "Facilitating the Integration of Learning: Five Research-Based Practices to Help College Students Connect Learning Across Disciplines and Lived Experience"(Stylus Publishing, 2020-10-01) Barber, James P.; William & Mary - School of Education"What is the most powerful learning experience you had as a college student? I often start talks about integrative learning with this simple question, and the responses I get are remarkably similar. Very few people mention an academic course or an organization meeting. Even fewer describe a specific lecture or reading. Most often, people describe the types of integrative learning described in this book: educational experiences that cross boundaries and contexts and remain relevant years later. These learning experiences are visceral; people can often recall very specific details about whom they were with, what they were wearing, or how they felt in that moment. To integrate learning is to connect, apply, and synthesize knowledge and skills across contexts. The most powerful learning experiences we can provide in universities are those that prompt integration of learning."Item Adding Spirituality, Religious Diversity, and Interfaith Engagement to Student Affairs Courses(Stylus Publishing, 2019-02-01) Small, Jenny L.; Barber, James P.; William & Mary - School of Education"Gaduate school curricula provide the baseline knowledge for profes-sionals in the field of higher education and student affairs (HESA). Before beginning their careers, student affairs practitioners build their core competencies around a variety of relevant topics including, quite significantly, college student identity and diversity. ACPA–College Student Educators International (2018) offers an online syllabus clearinghouse as an open-access resource for faculty seeking to develop courses in HESA programs. Although 20 of the 29 clearinghouse syllabi that align with the courses discussed in this chapter mention religion, spirituality, or related top-ics, the type of inclusion ranges dramatically from a substantive element of a course, including readings, assignments, and discussions, to a mere mention of religion as one in a list of elements of student or campus diversity..."Item The State of Fraternity/Sorority Research(Stylus Publishing/ Myers Education Press, 2019-12-01) Barber, James P.; Biddix, J. P.; Hesp, Grahaeme A.; Norman, Eric; Bureau, Daniel A.; William & Mary - School of Education"Over 50 years ago, Baciq and Sgan (1962) wrote, “Only an increase in the factual data about fraternities will raise the level from the emotional and anecdotal to the rational and logical” (p. 95). In their introduction to The Impact of College on Students, Feldman and Newcomb (1969) noted that the periodic assessment of scientific endeavor is essen-tial for any profession. Practitioners often reflect on and discuss the nature of research in their chosen field, but generally only during conferences or in other informal ways. Feldman and Newcomb believed, however, that the reflection on research in a profession such as fraternity and sorority life should be more systemic. Despite these warnings, Fin-egan and Hines (1967) reported in American Fraternities: An Agenda of Needed Research, “Nowhere, so far as we know has anyone undertaken a ‘research program’ with college fraternity life as its focus” (p. 3)..."Item Facilitated Telementoring for K-12 Students and Teachers(IGI Global, 2010-01-01) Harris, Judi; William & Mary - School of EducationThe Electronic Emissary is a Web-based service and resource center that helps teachers and students with Internet access locate mentors who are experts in various disciplines, then plan and engage in curriculum-based learning.. In this way, the interaction that occurs among teachers and students face-to-face in the classroom is supplemented and extended by electronic mail, Web forum, chat, and audio/videoconferencing exchanges that occur among participating teachers, students, and volunteer mentors. These project-based online conversations typically range in length from 6 weeks to a full academic year, as students’ needs and interests dictate. When the issues being explored are multi-disciplinary, technically and conceptually sophisticated, or dependent upon current and highly specialized research and theory, additional expertise must be made directly available to students and teachers longitudinally, and on an as-needed basis. This is what telementoring offers to learners and educators today, and what the Electronic Emissary brings to students and teachers worldwide.Item Making the Grade: Fraternity and Sorority Standards Programs(Stylus Publishing/ Myers Education Press, 2019-01-01) Bureau, Daniel A.; Barber, James P.; William & Mary - School of Education"Fraternity and Sorority Community (FSC) standards programs have been a practice of campus administrators seeking to change fraternity (and sorority) culture for over three decades (Mamarchev, Sina, & Heida, 2003; Norman, 2003; Sasso, 2012; Schoper, 2009). These programs have been so much of a part of efforts by administrators, notably those responsible for fraternity/sorority advising programs (FSAP), that guiding documents such as the Council for the Advancement of Standards (CAS) FSAP Standards included content relative to the implementation of these types of programs as recommended practice for FSAP operations (CAS, 2015; Mamarchev, Sina, & Heida, 2003). However, the extent to which these efforts have influenced culture change, engaged stakeholders in a shared objective, and facilitated student and organizational learning and development is often called into question (Reikofski, 2008; Sands & Cucci, 2013), and with good reason: a number of these programs were developed without stakeholder input (Mamarchev et al., 2003; Sasso, 2012) and have had mixed results, sometimes resulting in abandonment based on a lack of institutional and chapter effort toward making implementation a success (Norman, 2003; Reikofski, 2008)..."Item The Education of Black Males in a 'Post-Racial' World(Routledge, 2011-10-01) Brown, Anthony L.; Donnor, Jamel K.; William & Mary - School of EducationThe Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America.Item Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-Year Literature Gap(Association for the Advancement of Computing in Education (AACE), 2019-01-01) Hofer, Mark J.; Harris, Judi; William & Mary - School of Education; William & Mary - School of EducationWhich topics were addressed, and in what sequence(s) did they appear, in experienced K-12 teachers’ instructional plans that incorporate students’ educational technology use? Eight volunteer classroom teachers with expertise in a broad variety of curricula and instructional levels participated in a university-sponsored professional learning program that helped them to explore ways to plan technology-enhanced, curriculum standards-specific lessons, units, and projects. Data were generated through individual participants’ think-aloud and group reflection audio recordings, plus follow-up interviews with two participants that occurred after the planned units were taught. Many individual differences in planning topics and sequences were noted when the data were analyzed. Overall, the teachers’ TPCK/TPACK-based pedagogical reasoning first emphasized curriculum content, then knowledge of students and/or learning activities. Technological considerations were voiced far less often than those regarding content, students, and learning activities, but did increase when participants used planning aids that matched recommended educational technologies to specific types of learning activities.Item If There’s TPACK, Is There Technological Pedagogical Reasoning and Action?(Association for the Advancement of Computing in Education (AACE), 2018-01-01) Harris, Judi; Phillips, Michael; William & Mary - School of EducationSubstantial evidence from research done with both preservice and inservice teachers demonstrates that the nature of teachers' knowledge is expanded and changed when educational technologies are incorporated effectively into teaching. If teachers infuse use of digital tools and resources in their praxis — that is, if they use them to access and comprehend content and teaching materials, to facilitate students' learning, and/or to reflect upon their teaching and their students' learning — does this use of digital technologies also change the fundamental nature of their educational planning and decision-making? Several researchers have asserted that it does. In this critical literature review, we consider these claims in light of the original conceptions of Shulman's (1987a) knowledge base for teaching, which includes pedagogical content knowledge (PCK); of technological pedagogical content knowledge (TPCK/TPACK); and of Shulman's model of pedagogical reasoning and action. This analysis leads to recommendations for a new direction in future TPCK/TPACK research.Item Beyond Borders: Hallmarks of Effective K-12 Teaching Online(IGI Global, 2021-06-01) Lawrence, April D.; Harris, Judi; William & Mary - School of Education; William & Mary - School of EducationThis synthesis of relevant research and practice publications examines, explains, and illustrates the fivefold hallmarks of effective online teaching in K-12 learning contexts. These attributes of online K-12 teaching excellence include technologically-informed pedagogical content knowledge, or TP(A)CK; student-focused, curriculum-based, contextually-sensitive pedagogical practice; awareness and astute implementation of current online teaching standards; and demonstrated teacher presence, caring, and engagement online. All of these aspects of effective online teaching combine to catalyze and support engaged, communal, and digitally responsible student learning online. The authors acknowledge that the empirical literature base for effective online teaching in K-12 learning contexts, while growing, is still sparse, with considerably more research having been completed and reported to date in higher education.Item A Framework to Support Interdisciplinary Engagement with Learning Analytics(Springer Cham, 2020-08-01) Blackmon, Stephanie J.; Moore, Robert L.; William & Mary - School of EducationLearning analytics can provide an excellent opportunity for instructors to get an in-depth understanding of students’ learning experiences in a course. However, certain technological challenges, namely limited availability of learning analytics data because of learning management system restrictions, can make accessing this data seem impossible at some institutions. Furthermore, even in cases where instructors have access to a range of student data, there may not be organized efforts to support students across various courses and university experiences. In the current chapter, the authors discuss the issue of learning analytics access and ways to leverage learning analytics data between instructors, and in some cases administrators, to create interdisciplinary opportunities for comprehensive student support. The authors consider the implications of these interactions for students, instructors, and administrators. Additionally, the authors focus on some of the technological infrastructure issues involved with accessing learning analytics and discuss the opportunities available for faculty and staff to take a multi-pronged approach to addressing overall student success.Item New faculty issues—Fitting in and figuring it out(Jossey-Bass, 2010-01-01) Eddy, Pamela L.; William & Mary - School of EducationThe first chapter in this volume presents an overview of the faculty personnel challenges facing community colleges; the next three discuss the socialization and professional development of new faculty. Authors stress the importance of understanding differences among the typs of community colleges and the importance of gender and racial/thnic diversity among the facultry of the institutions who educate the majority of undergraduate females and students of color. The volume concludes with chapters on legal aspects related to the faculty employment and the experiences of presidents and senior instructional administrators, giving valuable guidance to those actively involved in the hiring process. At the heart of this volume is the continued commitment to the community college ideal of providing educational access and, through quality instruction, facilitating student learning and success. Previous research indicated that community college faculty retire at or near the traditional age of sixty-five. With an aging faculty, enrollments that are reaching unprecedented levels, and the federal goverment calling for the community college to take an even greater role in workforce training, community colleges will need to both replace significant portions of their faculty and hire additional faculty lines between now and 2020. This next hiring wave has implications for community colleges, the diverse student populations who attend these institutions, and society in general. This is the 152nd volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.