Citlalli Franco Aguilar, M.A. on LinkedIn: Castellanos named 2022-23 Chancellor’s Faculty Award Recipient for… (2024)

Dr. Margie Vela, PhD, MBA has devoted her career to advancing scientific knowledge in Science, Technology, Engineering, and Mathematics (STEM). She currently serves the science community as an academic partnership success manager in the technology sector. She has also served the academic community as Regent for New Mexico State University. Margie spent the best years of her career serving students alongside science teams at Historically Black Universities and Colleges and Hispanic Serving Institutions, working to diversify the scientific enterprise. Let's dive into her recent article and learn about how to build successful partnerships between academic and industry researchers. #PublicPrivatePartnerships #PPP #Collaboration #GovernmentRelations #PrivateSectorEngagement #PartnershipModels #SustainableDevelopment #PublicSector #PrivateSector #SocialImpact #SharedValue #BusinessCommunity #PolicyMaking #EconomicGrowth #TransparentGovernancehttps://lnkd.in/dKh-ZasV

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I am excited to share that I have recently published an article titled "The Relationships between Gender and Graduation Rates, Dissertation Methodology, GPA, and GRE Scores for Ed.D. Graduates at a Southeastern University" in the esteemed International Journal of Educational Leadership Preparation. This collaborative study brings together the expertise of Dr. Jill Channing from East Tennessee State University, Sandra Lampley from the University of Alabama in Huntsville, and James Lampley from East Tennessee State University.Our research endeavors to shed light on essential insights into gender-based disparities in educational leadership programs. In this comprehensive quantitative study, we delved into the graduation rates and academic factors of doctoral students admitted to a regional, state-supported university in the Southeastern United States. Analyzing data from 2004 to 2019, we utilized descriptive, parametric, and non-parametric methods to establish relationships between gender and key academic performance indicators.Our study comprised a noteworthy cohort of 530 educational leadership Ed.D. alumni, with a closer examination of data from 2004 to 2013 to understand the transition from traditional face-to-face instruction to online learning. Through chi-square analyses and independent samples t tests, we thoroughly investigated the connections between test variables and gender.The outcomes of our research revealed significant parity between female and male doctoral students in various aspects of their academic journey. We found no significant differences in graduation rates, GRE scores, dissertation completion types, areas of concentration, GPAs, dissertation hours, or dissertation semesters to completion between female and male students. In essence, female and male doctoral graduates demonstrated remarkably similar values across all the variables studied.These results carry promising implications for graduate programs, aiming to provide more flexible and accessible learning options for their students. Our study recommends integrating online instruction to enhance students' program flexibility, allowing them to strike a better work-life balance. Additionally, actively recruiting male students to programs with historically low male enrollment can foster greater diversity and enrich the academic environment.Moreover, we encourage educational institutions to explore alternative admission criteria, such as considering work experience and leadership skills, to attract a broader range of talent. By striving for parity in exposure to male and female professors, institutions can promote an inclusive learning environment that benefits all students.The collaborative efforts put forth in this research reflect our dedication to advancing academic equality and represent a significant milestone for our research community.https://lnkd.in/gZ2M4E_E

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Check out Part 2 of Navigating the Hidden Curriculum by Rebekah Layton, PhD, CMC, PCC and myself!

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Please #share this fully funded PhD in Education at the university of California San Diego USA.Ph.D. in Education: Transforming Education in a Diverse SocietyThe Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research. Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes.Our Ph.D. in Education is designed for students who want to pursue research and careers in academia, the non-profit sector, or governmental agencies with a focus on how to improve educational practices and policies to achieve social equity and progress. We look for students with both research experiences and professional experience in teaching, leadership, and learning, who want to build their capacities to undertake independent scholarly research. As part of the evolution of education research, the field of education will require Ph.D. graduates who are prepared to collaborate with policymakers, educators, families, and communities to transform current education practice and policy. Our Ph.D. program will provide a fresh approach to training much needed and innovative researchers. Rather than training traditional faculty members solely to generate knowledge by documenting outcomes and processes in education, human development, and well-being, we will cultivate future faculty and researchers to serve and partner with communities through their research in order to accelerate the improvement of education in regional, national, and international settings.With a focus on equity, equality, and justice, our program is designed to support the development of interdisciplinary, rigorous researchers who can improve educational structures, practices, and policies, as well as the use of educational approaches for community well-being, particularly in low resource settings and for socially marginalized youth. The program will explicitly articulate the links between university faculty, students, families, education practitioners, community members and programs, policy-makers, and educational and community stakeholders.Students will also have the opportunity to engage in interdisciplinary experiences by engaging in research across UC San Diego divisions, departments, and research units. Education Studies is a partner with Critical Gender Studies (CGS) allowing PhD students to apply for a Graduate Specialization in CGS. Additionally, students interested in cognitive science development may apply to join the Interdisciplinary PhD program in Cognitive Science and Education Studies.you can as well follow me at Onoja Matthew for more scholarship and funding updates...#phdscholarship #studyabroad #fundingopportunity #fundingalert Application link: https://lnkd.in/d6NdYhvK

🎓 Thrilled to Share Personal Milestone! 🎓I am proud to announce the completion of my doctoral journey in Education: Organizational Leadership. After a profound period of dedication and learning, I have successfully defended my dissertation titled "Exploring Community College Professors' Experiences with Dual-Credit High School Students."This accomplishment marks the culmination of many years of academic commitment and an opportunity to contribute meaningful insights into the field of education. The study revealed critical insights into the challenges educators face, the need for assessing student preparedness, and the importance of pedagogical adjustments and robust support systems. These findings advocate for enhanced collaboration and support to improve dual credit programs, ultimately aiding a smoother transition from high school to college. If you are interested in learning more about the study, here is a link https://lnkd.in/gP_KVRbKI am deeply grateful for the support of my advisors, peers, and the insightful participants who shared their experiences for this study. As I transition from student to scholar, I am eager to continue contributing to educational leadership and to collaborate with fellow educators and researchers.Here’s to lifelong learning and impacting the lives of students and educators alike! Proquest information:Guzman, A. (2024). Community College Professors’ Experiences With Dual Credit High School Students: A Hermeneutic Phenomenological Study (Order No. 31141404). Available from Dissertations & Theses @ Liberty University; ProQuest Dissertations & Theses Global. (3030711238). https://lnkd.in/g9DrTyky

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Dissertation DishOctober 23, 2023 | 12:00 pm - 1:30 pmAn Exploration of Two Community Advisory Boards Within Community Engagement Centers at Institutions of Higher EducationDr. Elizabeth Cannon, Director of Community-Engaged Learning at Vassar College and the Co-PI of the Mellon-funded Community-Engaged Intensives in the Humanities GrantAbstract:Community engagement has become an important part of the highereducation landscape and, as a result, developing mutually-beneficial community-university partnerships has become a common interest for practitioners and researchers. However, building these partnerships, often distinguished by reciprocity, shared goals, and effective communication is a complex endeavor. The partnerships between communities and universities often involve challenges such as paternalism, unequal power, clashes in values, and often-wrought histories. As a way to support building partnerships based on mutuality, and to address some of the challenges present in the complexity of community-university partnerships, community engagement centers on college campuses have created Community Advisory Councils (CACs). While CACs have recently become a structure within the practitioner-realm of the community engagement field, the higher education research that investigates CACs is still in its infancy. Thus, through a multi-site qualitative case-study, I aim to fill the gap by comparing, contrasting, and analyzing themes about the formation, role, and responsibilities of two Community Advisory Councils housed within community engagement centers at two different institutions.Register HERE: https://lnkd.in/gwsPJGdE

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A NEW ARTICLE FROM LSEChange as a Scientific Enterprise: Practical Suggestions about Using Change TheoryChange theory has increasingly become an area of scholarship in STEM education. While this area has traditionally been a topic for organizational psychology, business management, communication studies, and higher education, STEM education researchers are increasingly aware of the need to use formal theories to guide change efforts and research. Formal change theory encompasses our current research-based knowledge about how and why change occurs, and therefore, can guide the selection and design of promising interventions. Yet learning about and using theory is challenging because many of us have no formal training in this area and relevant scholarship comes from many different disciplines. Inconsistent terminology creates an additional barrier. Thus, this essay aims to contribute to a common lexicon in STEM higher educational change efforts by clearly distinguishing between formalized change theory, which emerges from research, and a theory of change, which guides the logic of a specific project. We also briefly review the current state of the field regarding the use of formal change theory and provide examples of how change theory has been used in biology education. Lastly, we offer practical guidance for researchers and change agents who wish to more intentionally and effectively use change theory in their work.https://lnkd.in/gqYPnV8v

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Compelling read on how reductive and singular training may be harming students and us. As the essay notes, "the combination of subjects taken by each learner is also becoming increasingly narrowed into one disciplinary area." This advantages no one. Over 20 years ago, Stephen Jay Gould wrote a compelling argument for the value in both disciplinary expertise and interdisciplinary strategies. Drawing on his own erudite knowledge across the sciences (as an evolutionary biologist) and humanities (including original translations of ancient Greek and Latin), he argued that the sciences and humanities needed each as much as humanity writ large needed both. His book, The Hedgehog, the Fox and the Magistrer's Pox (2003) draws on Archilochus' notion of the hedgehog (an animal with a single, great strategy) and the fox (an animal who deploys many strategies) as well as Erasmus and a great many others to make the case for intellectual and educational diversity: "The sciences and humanities have everything to gain (and nothing to lose) from a consilience that respects the rich, inevitable, and worthy differences, but that also seeks to define the broader properties shared by any creative, intellectual activity." But, he cautions, such alliances can be "so discouraged and so often forced into invisibility by our senseless (or at least highly contingent) parsing of academic disciplines" (258). As the challenges for universities proliferate, most troubling a lack of public trust and confidence in the mission of learning itself, it is becoming more and more difficult to resist a kind of intellectual zero-sum conclusion. And yet, as we saw in the pandemic, and in any of the most crises facing our world today, it is only in these alliances and collaborations that we will have any hope of future success. As Gould concludes, quoting Benjamin Franklin, we had better hang together, or assuredly we will all hang separately. #arts #artseducation #highereducation #postsecondary #universities https://lnkd.in/gz5Yk8WN

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EdD Dissertation Survey Participants Needed!!Some of you may know that I am pursuing my doctoral degree in Educational Leadership and Management at Drexel University. I am currently writing my dissertation, and I am at the point of conducting my research study. I will need your help!Dissertation Title: Exploring the Stories of Black Female Educators about Black Girls and Discipline: A Narrative Study at the Intersection of Race, Gender, and Ability.The purpose of this study is to explore the stories of Black female educators to understand how Black girls experience their K-12 school communities. Specifically, this study will explore the stories of Black female educators regarding how Black girls are perceived in their school communities, how the perceptions relate to their interaction with their school discipline system, and how they see their roles regarding Black girls in schools. The central question that will guide the research study is: What stories do Black female educators tell about how the intersection of race, gender and abilitycontributes to a disproportionate number of Black girls experiencingexclusionary disciplined and being funneled through the school-to-prison pipeline?This study includes two semi-structured one-on-one interviews will be conducted via Zoom. Each interview will last up to 60 minutes. Each interview will be recorded via Zoom and a hand-held device to ensure data capture. The researcher will engage in member-checking – providing each participant with their transcript – as well as restorying between the first and second interview – to ensure the researcher’s interpretation aligns with the participant’s perceptions. The researcher will take notes in a researcher’s journal during each interview to capture non-verbal expressions and any other data not captured in the transcripts. The researcher will use the journal to capture her own reactions, to bracket her own bias, and to engage in reflection to ensure trustworthiness.You can participate in the research if you meet the inclusion criteria mentioned below.·Individuals who identify as Black female educators with full-time teaching contracts·At least two years of experience within a New York City public school that serves grades 9-12.Please contact Sharron Evans-Muller at SE464@Drexel.edu to express your interest in participating in this study.I'd appreciate it if you could share this with someone who might be eligible to participate. Thanking you in advance!Sharron Evans-MullerDoctoral Candidate EdD in Educational Leadership and ManagementDrexel University

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Sarah Bay-Cheng and I share an interdisciplinary background that is unfamiliar to many people but has exactly the kind of consilience so needed today; interdisciplinarity held great promise in the 80s and 90s but failed to make itself truly legible in domains that could empower it and remains niche. Don Norman and I have discussed at length the need for a new, more well-rounded, and interdisciplinary approach to training humanity-centered designers, and we aim to do that at Singular XQ Academy. The question remains, however: will that signal drown in a sea of noise? And will the current and immediately upcoming managerial class be able to leverage it to do the kind of radical and effective transformation needed for it to work? Especially when trends such as those identified here are taking over. The difference between engineers over 45 and those under is striking. I'm aware I may be entering the "get off my lawn" phase of my career and life, and there is an element of that for sure. But there is also something else being lost---context, reason, and big-picture thinking. And the one word everyone talks about but seems hard-pressed to leverage and define: #Innovation#interdisciplinaryresearch #techeducation #singularxq

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