Diverse: Issues in Higher Education
DECEMBER 19, 2022
Furman’s cohort – LCC1 – will facilitate faculty training in values of equity, social justice, and inclusive pedagogy; elevate student voices; improve the student experience; and engage faculty, staff, and students in making sustainable changes to introductory course curriculum.
Civitas Learning
MARCH 7, 2024
Civitas Learning’s Texas Leadership Workshop recently brought together leaders from ten different institutions across Texas and beyond to discuss student success strategies for higher education. The traditional one-size-fits-all approach is no longer keeping up with the complex needs of today’s diverse student population.
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Diverse: Issues in Higher Education
JANUARY 19, 2023
A fully designed doctoral curriculum in which all courses focus on the community college. Participants were asked to rate how effectively the KSU-CCLP created a leadership culture centered on the following three values: involvement; embracing varying perspectives; and focusing on student success, equity, and learning.
Diverse: Issues in Higher Education
MAY 24, 2023
His experience at Sac State played a role in his career focus on student success. He then moved on to Arizona State University, where he earned a master’s degree in Curriculum and Instruction in Early Childhood Education and a Ph.D. Once Wood had access, he made the most of it.
Close the Gap Foundation
APRIL 13, 2022
Serving as trusted advisors to shape Close the Gap Foundation's trajectory, board members will pulse-check program curriculum and admissions processes, and provide hands-on guidance to Fellows during the Social Impact Fellowship. This term, the group will assume a broader and more impactful set of responsibilities.
COE
AUGUST 13, 2023
Developed first by team members in Southern California and later expanded to Boston, the curriculum has helped students at the University of San Diego, California State University San Marcos, Boston College, and the University of Massachusetts Boston.
COE
APRIL 7, 2023
Addressing Study Error in the National Evaluation of Upward Bound – Do the Conclusions Change?
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