Metropolitan Universities最新文献

{"title":"Leveraging University Networks in University Powered Accelerators","authors":"Brandon Ofem, Joan M Phillips, Dan Lauer, John C. Palmer, Rochelle Smarr, Chris Nayve","doi":"10.18060/26586","DOIUrl":"https://doi.org/10.18060/26586","url":null,"abstract":"Co-location tools of urban economic development, such as accelerators and incubators, can facilitate entrepreneurship. Of these tools, accelerators have proliferated in number and variety over the past couple decades. However, growing evidence suggests that these programs are not equally effective, varying in form and function with disparate outcomes. Initial evidence indicates that the effectiveness of accelerators varies by entrepreneurial ecosystem features, such as density and university involvement. Current scholarship is limited, however, in that it doesn't provide an adequate explanation for why that is the case. In this paper we use creative class theory to explain the distinct advantages of an accelerator powered by an urban, metropolitan, research university. Chief among these advantages are the dense and diverse networks that comprise urban research universities and the value that each network participant contributes. In addition, we posit that it is the amplification of these collective contributions that are critical to startup success and the overall vitality of the entrepreneurial ecosystem within the region. We support our logic by profiling the best practices, design features, and lessons learned of an accelerator powered by a public, urban, research university serving as an anchor institution for the St. Louis region.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44890830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promise Parent Leadership Academy (PPLA) and Clemente Veterans’ Initiative (CVI) Newark","authors":"Charity Anderson, M. Anthony","doi":"10.18060/26592","DOIUrl":"https://doi.org/10.18060/26592","url":null,"abstract":"Urban and metropolitan colleges and universities can play an important role in innovative, equitable community revitalization. This is especially true for universities that also function as anchor institutions; there is both a challenge and an opportunity for such urban anchors to conduct their work in a manner that engages the community proximate to campus and improves the lives of its residents. This paper presents the Promise Parent Leadership Academy (PPLA) and Clemente Veterans’ Initiative (CVI) Newark as two examples of how an urban, postsecondary anchor institution can establish and nurture hyperlocal initiatives to improve outcomes for underserved residents. PPLA and CVI Newark, established in 2017 and 2019, respectively, have emerged as novel, impactful, and scalable initiatives that move beyond the typical one-way flow of intellectual capital generated within the confines of a university. Instead, PPLA and CVI Newark actively engage community members in meaningful, intellectually rigorous work that adds value to the institution, program participants, and greater Newark. Data from program evaluations indicate that participants of both programs—most of whom are adults of color from low-income households—gain personal and professional skills that bolster their confidence, critical thinking, and quality of life.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45875089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Essential Role of Urban and Metropolitan Universities","authors":"Rochelle Smarr, Chris Nayve","doi":"10.18060/27426","DOIUrl":"https://doi.org/10.18060/27426","url":null,"abstract":"The 27th Annual CUMU Conference held in San Diego, California, in October 2022 was the first in-person conference convened by CUMU since the 2019 conference held in Philadelphia, Pennsylvania. While plans for the 2020 CUMU Conference in San Diego began in 2018, it became clear by the summer of 2020 that the pandemic would not be temporary. Adapting to the rapidly evolving social context unfolding in real time requires us to pay close attention. From enduring a global pandemic to witnessing unremitting accounts of racial and systemic inequity as well as an insurrection at the United States Capitol–a place once considered an impenetrable symbol of democracy–it became abundantly clear that context must inform content.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48033128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining Business Education Through University-Community Microenterprise Collaborations","authors":"Kevin G. Guerrieri, Aarti S. Ivanic, Diana Hannasch-Haag, Julieta Gonzalez","doi":"10.18060/26842","DOIUrl":"https://doi.org/10.18060/26842","url":null,"abstract":"Business education must evolve. Traditionally, it has been narrowly focused, siloed, and often reflective of the transactional nature of business through the lens of maximizing shareholder wealth. The triumph of market fundamentalism over the last five decades has coincided with increasing social inequality, the concentration of corporate power, and a weakening of many forms of social solidarity. There are calls for institutions of higher education to reaffirm their commitment to their public purposes and the common good and to leverage their economic resources as anchor institutions. Schools of business have enormous potential to contribute to these efforts by integrating into the curriculum a broader and deeper focus on university-community collaboration, civic engagement, and solidarity with community partners to address social and economic inequities. This case study of a partnership between an MBA program and a community center’s microenterprise program highlights the key role that community engagement can play in graduate business education. The study includes the theoretical model used within the collaboration, which incorporates three overlapping areas: democratic civic engagement, intersectionality, and multilingual communication. Structural barriers and challenges are discussed in the study, but also opportunities for building upon program strengths and a flexible framework for implementation at other institutions. \u0000La educación empresarial debe evolucionar, puesto que, tradicionalmente, ha tenido un acercamiento estrecho y aislado que refleja la naturaleza transaccional de los negocios con un objetivo de maximizar la riqueza de los accionistas. El triunfo del fundamentalismo del mercado a lo largo de las últimas cinco décadas ha coincidido con un aumento de desigualdad social, la concentración del poder corporativo y un debilitamiento de muchas formas de solidaridad social. Hay llamamientos a instituciones de educación superior para reafirmar el compromiso a sus propósitos públicos y el bien común y para hacer uso de sus recursos económicos como “instituciones ancla”. En su plan de estudios, las facultades de administración empresarial tienen un gran potencial para contribuir a estos esfuerzos integando un enfoque más amplio y profundo en la colaboración con la comunidad, el compromiso cívico y la solidaridad con asociaciones comunitarias con el fin de afrontar las inequidades sociales y económicas. Este estudio de caso de una colaboración entre un programa de Maestría en Administración (MBA) y el programa de microempresas de un centro comunitario resalta el papel fundamental que la colaboración comunitaria puede desempeñar en la educación empresarial superior. El estudio incluye el modelo teórico que se usa en esta colaboración, el cual incorpora tres áreas interrelacionadas: el compromiso cívico democrático, la interseccionalidad y la comunicación multilingüe. En el estudio se examinan barreras estructurales y desafíos, pero también ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49105569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collective Vision: Promoting Leadership, Partnership, and Opportunities to Improve Health in Greater Hazelwood","authors":"Lisa Ripper, Michelle Figlar, Tim Smith, Jerome Gloster, Chad Dorn, Jennifer Padden Elliott","doi":"10.18060/26785","DOIUrl":"https://doi.org/10.18060/26785","url":null,"abstract":"Greater Hazelwood, a neighborhood located in Pittsburgh, Pennsylvania, saw a decline in residents, businesses, and services at the decline of the steel industry.  Residents, philanthropic organizations, advocates, health centers, schools, universities, and community-based organizations continue to collaborate to revitalize the Greater Hazelwood neighborhood.  Duquesne University Center for Integrative Health was engaged by a place-based grantmaking strategy in Greater Hazelwood to explore the creation of a collaborative partnership between universities, federally qualified health centers (FQHCs), schools, residents, and community-based organizations to improve access to comprehensive and quality healthcare in Greater Hazelwood.  This collaborative designed health and wellness programs based on community-identified health priorities to improve health outcomes. These programs provide opportunities to for multi-sector partners and interdisciplinary health professionals to meet residents where they are, decrease disease disparity, and promote health equity.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41907492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons From an Urban Teacher Residency Partnership","authors":"N. Morris, Leighann Forbes","doi":"10.18060/26401","DOIUrl":"https://doi.org/10.18060/26401","url":null,"abstract":"Facing teacher shortages, urban teacher frustration, and a lack of BIPOC representation in the teacher workforce, two urban institutions, a school district, and a university partnered to design, develop and implement a year-long clinical teacher residency program. Throughout the pilot and one subsequent year, data was collected through observation and open-ended questionnaires as three resident-mentor pairs engaged with students in two of the district’s elementary schools. The Technological, Pedagogical, and Content Knowledge (TPACK) development model (Mishra & Koehler, 2006) and Moir’s (1990) Phases of First-Year Teachers’ Attitudes Toward Teaching were used to inform program design and examine the success of program implementation. While the program did not meet the goal of increasing BIPOC representation, teachers skilled in urban education successfully entered the workforce. Valuable lessons were learned about designing residency programs that foster a sense of belonging and optimize mentor and resident development. The authors conclude clinical teacher residency shows promise as an avenue for providing novice and experienced teachers responsive support as they engage with the complex process of teacher development.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46948923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Championing Social Mobility","authors":"Ellen Neufeldt","doi":"10.18060/27325","DOIUrl":"https://doi.org/10.18060/27325","url":null,"abstract":"When I became president of California State University San Marcos (CSUSM) during the summer of 2019, I was excited to launch a listening and learning tour to get to know the campus community, which includes just over 16,000 students and nearly 60,000 alumni. As a former vice president for Student Engagement and Enrollment Services at Old Dominion University (ODU), I was drawn to CSUSM because of its diverse and multicultural community as well as its established track record of student success. I was eager to meet our students and hear their stories – why did they choose CSUSM? What has their educational journey been like? What are their hopes and dreams for the future? \u0000  \u0000Of course, no two students provided the same answer. Some told me about the pride of being first in their families to go to college but the uncertainty that went along with that as they navigated the financial aid and admissions applications without parental support. Others told me about the challenges of going to school while juggling part-time or full-time jobs and/or parenting responsibilities. And still, others shared stories from their previous military experience or their desire to make a career change/enhance their career trajectory. While almost universally, our students share their excitement to make progress toward their degrees, many also imparted complex combinations of family responsibilities, employment, and financial pressures which required constant time and energy to navigate. \u0000  \u0000As leaders in CUMU institutions, you know these stories – the individual details are different, but themes of students striving to overcome financial, geographic, and socioeconomic challenges are surely familiar. Institutions like ours proudly embrace our regional role to serve as strongholds of the American Dream, serving an outsized share of historically underserved populations (such as low-income, minority and first-generation students) and offering programs and services that meet them where they are, fitting into the reality of their lives with opportunities to engage in real-world learning that will launch them into meaningful careers and a lifetime of success. \u0000  \u0000Now, as we emerge from the depths of the COVID-19 pandemic - the effects of which we will surely feel for years to come – coupled with rising income inequality and economic recession, our role as elevators of social mobility for the students and communities we serve is more important than ever. \u0000  \u0000But what is social mobility? When I began sponsoring conversations on this topic at my former institution, where I co-founded a National Center on Social Mobility, I noted that there was not always a clear understanding of the definition. At its core, social mobility is the movement of individuals from one socioeconomic status to another, and higher education is one of the most important drivers of an individual’s upward mobility in society. At CSUSM, we recognize that the education we provide helps our students transcend ba","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Underrepresentation of Hispanic Faculty at Hispanic Serving Metropolitan Research Universities","authors":"D. Robertson","doi":"10.18060/26222","DOIUrl":"https://doi.org/10.18060/26222","url":null,"abstract":"Underrepresentation of Hispanic Faculty at Hispanic Serving Metropolitan Research Universities \u0000Abstract \u0000Research indicates that students benefit from working with faculty with whom they can identify. Do Hispanic students find Hispanic faculty with whom to work at Hispanic Serving Institutions? In order to answer that question, this study builds on a 12-year line of research that has focused on engaged, public, metropolitan, research universities. From a national sample of 35 such universities, this study examines the eight R1 Hispanic Serving Institutions (HSIs). These eight HSIs serve as important anchor institutions in their respective metropolitan regions: (a) Florida International University (Miami, FL); (b) University of California, Riverside (Los Angeles, CA); (c) University of Houston, Houston (Houston, TX); (d) University of Illinois, Chicago (Chicago, IL); (e) University of New Mexico (Albuquerque, NM); (f) University of North Texas, Denton (Dallas, TX); and (g) University of Texas, Arlington (Dallas, TX). Using IPEDS data, this study examines for each HSI the proportional representation (ratio) of faculty to students in 18 intersectional gender-race/ethnicity categories over the 10 year period, 2011 to 2020. The study’s findings demonstrate the clear underrepresentation of Female Hispanic/Latino faculty at these HSIs and the equally clear overrepresentation of Male White faculty. Details of each university’s dynamics are discussed as well as their overall pattern. \u0000            Keywords: Metropolitan Universities, Hispanic Serving Institutions, Intersectionality, Latina Faculty and Students, Role Models \u0000  \u0000Subrepresentación de Profesores Hispanos en Universidades Metropolitanas de Investigación al Servicio de Hispanos (HSIs) \u0000Resumen \u0000Las investigaciones indican que los estudiantes se benefician al trabajar con profesores con quienes pueden identificarse. ¿Pueden los estudiantes hispanos encontrar profesores hispanos con quien trabajar en las instituciones al servicio de los hispanos (HSIs)? Para responder a esta pregunta, este estudio se basa en una línea de investigación de 12 años que se ha centrado en universidades públicas en zonas metropolitanas dedicadas a la investigación. A partir de una muestra nacional de 35 universidades de este tipo, este estudio examina ocho instituciones de servicio hispano R1 (HSI). Estas ocho HSIs sirven como instituciones importantes de apoyo en sus respectivas regiones metropolitanas: (a) Universidad Internacional de Florida (Miami, FL); (b) Universidad de California, Riverside (Los Ángeles, CA); (c) Universidad de Houston, Houston (Houston, TX); (d) Universidad de Illinois, Chicago (Chicago, IL); (e) Universidad de Nuevo México (Albuquerque, NM); (f) Universidad del Norte de Texas, Denton (Dallas, TX); y (g) Universidad de Texas, Arlington (Dallas, TX). Usando la base de datos de IPEDS (spell out in both), este estudio examina en cada una de las HSI la representación proporcional de docentes a estu","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47344845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Occupational Therapy & Art Education: Interprofessional Collaboration for Inclusive Remote Learning","authors":"Jennifer Wingrat, D. Kuthy, Jin-Oak Koh","doi":"10.18060/26397","DOIUrl":"https://doi.org/10.18060/26397","url":null,"abstract":"Interprofessional collaboration is considered best practice in all areas of health care and interprofessional education (IPE) activities are an essential part of pre-professional education programs. IPE activities typically occur between healthcare profession students but not between programs outside of healthcare where professionals are likely to collaborate such as occupational therapy (OT) and schoolteachers. Here we describe an innovative IPE activity between OT and Art Education students who collaborated to apply theories from each discipline to create remote asynchronous inclusive art workshops during the pandemic. Art Education majors developed the workshop curricula and OT students developed strategies to modify the activities to facilitate participation for children with disabilities. The collaboration between the students was highly beneficial to both groups as they were introduced to the objectives, modalities, and approaches of each discipline while enhancing understanding of the distinct value that each provide within the education setting, thus increasing the likelihood of developing stronger interprofessional relationships in the future. The project facilitated other essential learning including researching and applying best practices for asynchronous learning, adapting activities for specific participation or learning needs, incorporating adaptations using principles of Universal Design for Learning, and preparing family friendly resources in a remote format.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48225183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-border Community-based Learning as a Strategy in Diversity and Multicultural Teacher Preparation","authors":"C. Ferrarini","doi":"10.18060/26762","DOIUrl":"https://doi.org/10.18060/26762","url":null,"abstract":"As students in K-12 classrooms reflect the increasing racial, ethnic, and linguistic diversity of the United States as a whole, understanding diverse worldviews and inclusion of diverse students are important skills for classroom teachers. However, the pedagogical practices for training teacher education students with the knowledge and skills to effectively teach their racially, ethnically, and linguistically diverse students range greatly. This study explores the potential of one teacher training strategy, cross-border community-based learning, and the impact of this strategy on teacher education students’ understanding of diversity and commitment to future actions in their own classrooms. The research employs a comparative case study of two sections of a diversity and multicultural education course for undergraduate education students: one section participated in community-based learning at an Indigenous school in Guatemala and one section participated in traditional-classroom learning. The mixed-methods analysis of pre/post survey data, student journals, and student presentations suggests that community-based learning which centers Indigenous Knowledges and assets holds potential to motivate teacher education students to include diverse students in their future classrooms and challenge colonial systems of education in their future teaching. This research contributes five main recommendations to inform teacher education and community-based learning curriculum, including important differences between learning for teacher education Students of Color and White students on one particular survey scale.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45840672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}