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Relevant bibliographies by topics / State University College of Education

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Academic literature on the topic 'State University College of Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "State University College of Education"

1

ABER, ROBERT C. "Pennsylvania State University College of Medicine." Academic Medicine 75, Supplement (2000): S313—S315. http://dx.doi.org/10.1097/00001888-200009001-00092.

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Littles, Alma B., Nancy L. Hayes, and Suzanne Leonard Harrison. "Florida State University College of Medicine." Academic Medicine 95, no. 9S (2020): S107—S110. http://dx.doi.org/10.1097/acm.0000000000003308.

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Alston, Sebastian R., Alma B. Littles, John P. Fogarty, and Robert T. Watson. "Florida State University College of Medicine." Academic Medicine 85 (September 2010): S144—S146. http://dx.doi.org/10.1097/acm.0b013e3181e86dd4.

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Fogarty, John P., Alma B. Littles, Lynn J. Romrell, Robert T. Watson, and Myra M. Hurt. "Florida State University College of Medicine." Academic Medicine 87, no. 12 (2012): 1699–704. http://dx.doi.org/10.1097/acm.0b013e318271b8b4.

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Wagner, Dianne P., Brian E. Mavis, and Aron C. Sousa. "Michigan State University College of Human Medicine." Academic Medicine 95, no. 9S (2020): S240—S244. http://dx.doi.org/10.1097/acm.0000000000003329.

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RICHMOND, YASMIN M., and RUTH B. HOPPE. "Michigan State University College of Human Medicine." Academic Medicine 75, Supplement (2000): S164—S166. http://dx.doi.org/10.1097/00001888-200009001-00048.

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McCallister, Jennifer W., and Daniel M. Clinchot. "The Ohio State University College of Medicine." Academic Medicine 95, no. 9S (2020): S402—S405. http://dx.doi.org/10.1097/acm.0000000000003302.

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Sousa, Aron, Dianne Wagner, and Marsha Rappley. "Michigan State University College of Human Medicine." Academic Medicine 85 (September 2010): S287—S291. http://dx.doi.org/10.1097/acm.0b013e3181e914c6.

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Clinchot, Daniel M., Catherine R. Lucey, and Steven G. Gabbe. "The Ohio State University College of Medicine." Academic Medicine 85 (September 2010): S450—S455. http://dx.doi.org/10.1097/acm.0b013e3181ea3831.

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Simons, Richard J., and Glenda H. Shoop. "The Pennsylvania State University College of Medicine." Academic Medicine 85 (September 2010): S490—S494. http://dx.doi.org/10.1097/acm.0b013e3181ea65c7.

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Dissertations / Theses on the topic "State University College of Education"

1

Markham, James Jeffrey. "An exploration of community college state funding patterns in the southern regional education board states." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06042008-150915.

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Stevens, Robert Allen. "Demise of an Antebellum College: A History of Illinois State University." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/33.

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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.

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Williams, Ramona A. "Assessing Students' Gains from the College Experience at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2994.

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The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.

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4

Mansfield, John. "Christian ethics in a state university." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Stevens, Robert Allan. "Demise of an antebellum college| A history of Illinois State University." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105075.

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<p> This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.</p>

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Perez, Saviniano Samuel III. "Computer based training for new California State University, San Bernardino faculty." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.

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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.

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White, Fredrick. "Community college finance an analysis of resource development at Mississippi's community and junior colleges /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04092008-152954.

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Darnell, Carl. "Sharecropping in Higher Education| Case Study of the Florida Agricultural and Mechanical University - Florida State University Joint College of Engineering." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680544.

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<p> Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University – Florida State University partnership was formed, explores the partnership’s development over time, and examines differences between the mission and practices of the joint venture from FAMU’s perspective.</p><p>

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Cavins, Kathryn M. Palmer James C. "Collaborative attempts to structure community into two institutions of mass higher education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3065873.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 11, 2006. Dissertation Committee: James Palmer (chair), Dianne Ashby, Paul Baker, William Tolone. Includes bibliographical references (leaves 132-137) and abstract. Also available in print.

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Ferzli, Miriam. "The Laboratory Report: A Pedagogical Tool in College Science Courses." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-04012003-200806/.

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When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students? attitudes toward science and lab report writing, as well as students? perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p<.003) and scientific ways of thinking (p<.0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p<.01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

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Books on the topic "State University College of Education"

1

How to get an Ivy League education at a state university. Avon Books, 1988.

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Turner, R. Eyre. History of College of Education, Utah State University, 1888-1990. The University, 1989.

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A history of the Oklahoma State University College of Education. Oklahoma State University, 1989.

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Florida. Office of Program Policy Analysis and Government Accountability. Justification review, State University System, Florida Department of Education. The Office, 2001.

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5

Michaud, André. Our bankrupt elite: State of university teaching in 1999. SRP Books, 1999.

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International Conference on Improving University Teaching (11th 1985 Utrecht, Netherlands). Improving university teaching: Proceedings, eleventh International Conference, July 2-5, 1985, Utrecht, The Netherlands under the auspices of the University of Maryland University College and the State University of Utrecht. University of Maryland University College, 1985.

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Washington State University. College of Veterinary Medicine. Self-evaluation report for AVMA Council on Education, 1996. The University, 1996.

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Salary systems in public higher education: A microeconomic analysis. Praeger, 1985.

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JoAnn, Dauzat, Joiner Burnett, Gant Jack 1927-, and Simms Earline, eds. Improving teacher education: A conscious choice. Kendall/Hunt Pub. Co., 1989.

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Maximova-Mentzoni, Tatiana. The changing Russian university: From state to market. Routledge, 2012.

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Book chapters on the topic "State University College of Education"

1

Pearson, Greg. "Characteristics of Pre-College Engineering Education in the United States." In Pre-university Engineering Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-621-7_5.

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Kyvik, Svein, and Ingvild Marheim Larsen. "Norway: Strong State Support of Research in University Colleges." In The Research Mission of Higher Education Institutions outside the University Sector. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9244-2_12.

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Hutcheson, Philo A., and Ralph D. Kidder. "In the National Interest: The College and University in the United States in the Post-World War II Era." In Higher Education: Handbook of Theory and Research. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0702-3_6.

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Peng, Wu, and Yin Ke. "Study on Information Literacy Education of American State University and Its Enlightenment on the Related Education Development of Chinese Local Colleges." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009). Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_89.

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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.

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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.

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Gaston Gayles, Joy, and Christopher Faison. "Academic Misconduct at Florida State University." In Scandals In College Sports. Routledge, 2017. http://dx.doi.org/10.4324/9781315737225-10.

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Warzala, Edward. "Empire State College." In Principles, Practices, and Creative Tensions in Progressive Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-884-6_18.

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Reding, Colleen. "The Ohio State University College of Medicine." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-38.

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Lander, Lorraine. "Interdisciplinary Education at Empire State College." In Principles, Practices, and Creative Tensions in Progressive Higher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-884-6_7.

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Freeland, Richard M. "From State College to University System: The University of Massachusetts, 1945–1973." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0013.

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The conditions of the golden age liberated Massachusetts State College from the forces that had restricted its development since the nineteenth century. In spurts of growth linked to demographic and political cycles, M.S.C. mushroomed from a limited-purpose college into a comprehensive university and from a single campus in Amherst into a multicampus system, with units in Worcester and Boston and a statewide president’s office. By the end of the period, UMass seemed finally to have joined its counterparts in western states as a full-fledged public university in the land grant tradition, with strong programs of graduate education and research built on a large undergraduate base and linked to public service activities of applied research and nondegree instruction. The evolutionary process remained incomplete, however, and Massachusetts was still Massachusetts. The state’s nonelite private institutions watched the public expansion nervously and organized to protect their interests. Other components of the public system, including the state colleges and a new network of community colleges, vied for support from an intensely politicized government still unsure of its role in higher education. Though the effort during the 1930s to transform Massachusetts State College into a full public university had ended in failure when the General Court shelved the enabling legislation, the university movement had gained important ground. In particular, by the end of the prewar decade, the loose coalition of students, alumni/ae, and organized labor that had kept the movement alive had stirred public interest and won support from the college’s trustees as well as its president, Hugh Potter Baker. Baker himself, with his roots in the scientific-technical traditions of land grant education, had been slow to endorse a broadened conception of his institution but once converted had become an eloquent and persistent advocate. Believing, despite his disappointment over the legislature’s inaction, that World War II would foster increased interest in higher education and create new opportunities for M.S.C., Baker used his annual reports during the war to reiterate the central arguments of the university movement: that, in comparison with other states, Massachusetts was not providing adequate support for public higher education; that demand for places at the college far exceeded enrollment capacity; that the region’s private institutions were not prepared to respond to the need; and that large numbers of Massachusetts residents were being forced to attend public universities in other states.

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Conference papers on the topic "State University College of Education"

1

Widyawati, Shaiba Ayu, Sucihatiningsih Dian Wisika Prajanti, and Puji Hardati. "College Student Knowledge in Waste Management at Semarang State University." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.061.

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Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

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Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.

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Steven J. Thomson, Donald L. Sudbrink, Gretchen F. Sassenrath, Molly B. Walker, Patrick J. English, and Thomas B. Freeland. "Remote sensing curriculum for advanced technology education at the community college level - Mississippi State University and USDA cooperating." In 2002 Chicago, IL July 28-31, 2002. American Society of Agricultural and Biological Engineers, 2002. http://dx.doi.org/10.13031/2013.9141.

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Impagliazzo, John, Lillian Cassel, and John A.N. Lee. "PANEL on: Using CITIDEL as a Portal for IT Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2504.

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The National Science Foundation has recently funded a variety of projects through the National Science, Mathematics, Engineering, and Technology (SMET) Digital Library initiative, coined NSDL. One such project is the Computing and Information Technology Interactive Digital Educational Library project, also known as CITIDEL, which is part of NSDL’s Collection Track activities. CITIDEL is a consortium of five universities that includes Virginia Tech (the lead institution), Hofstra University, Penn State University, The College of New Jersey, and Villanova University.

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Paghasian, Margarita C. "Awareness and Practices on Solid Waste Management among College Students in Mindanao State University Maigo School of Arts and Trades." In 3rd International Conference on Education and Training (ICET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.2.

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Wang, Yong, Yaohui Zhang, and Lixia Wen. "Entrepreneurship Education and Stage Support for College Students' Entrepreneurship Based on the Enlightenment of Entrepreneurship Education of Jinan University." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.16.

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Griffin, Richard, Courtney Svec, Rita Caso, and Jeff Froyd. "The Development, Implementation, and Changes in Engineering Courses, at a Large State University, Sponsored Through an NSF Coalition." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-62023.

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Since 1988, with support from the Foundation Coalition, one of the Engineering Education Coalitions supported by the National Science Foundation, the Dwight Look College of Engineering has invested considerable time and energy in renewing its sophomore engineering courses. The excitement which accompanies the receipt of a large NSF funded program results in an initial enthusiasm and energy that is contagious for both faculty and students. The initial results of a “pilot” program are almost always improved course content, better student attitudes, better retention, etc. However, when the rush wears off and the new courses have to be institutionalized, what happens? What can be learned from consistent, long-term efforts to assess and improve the sophomore engineering science courses? This paper focuses on the introductory sophomore materials science course, Principles of Materials Engineering (ENGR 213). Using data collected from students and evaluation of student performance as measured by course grades and a standardized test, the authors will examine what has been learned since the inception of the course.

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A. McDaniel, Elizabeth. "Facilitating Cross-Boundary Leadership in Emerging E-Government Leaders." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2606.

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To achieve the vision of E-government organizations across the federal, state, and local government are challenged to improve efficiency and effectiveness, and to afford citizens the same access to information and services they have come to expect from E-business. E-government also has the potential to foster participation in governance. To achieve E-government objectives, leaders must collaborate across boundaries with their counterparts in other departments, organizations, and levels of government. In 2002, the Information Resources Management College, National Defense University began focusing on the development of cross-boundary leadership as the foundation of its new E- government Leadership Certificate.

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Schneider, Günter. "ABOUT INTERCULTURAL EDUCATION IN CONJUNCTION WITH THE STUDIUM FUNDAMENTALE (STUDIUM GENERALE) AT THE UNIVERSITY OF APPLIED SCIENCES ZITTAU / GÖRLITZ." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.41.

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The article presents the interdisciplinary and general education courses in Studium fundamentale. In doing so, a way of the university for more interdisciplinary teaching offers for listeners of all faculties is described. It describes a way of integrating intercultural education into bachelor's programs (engineering, social sciences, natural sciences and economics). A number of sources provide further information on the state of general education at universities and colleges in Saxony.

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Sleiti, A. K. "Hydrogen and Fuel Cell Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12314.

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This paper is on educational program focused on Hydrogen and Fuel Cell Technology (HFCT) in Engineering Technology Department (ENT) jointly with the Florida Solar Energy Center (FSEC) at University of Central Florida (UCF). The HFCT Program intends to support the need for educated graduates that comprise the next generation workforce needed for research, development, and demonstration activities in government, industry, and academia. The program includes the development and delivery of undergraduate courses at Engineering Technology Department and FSEC within the ABET accredited Bachelor of Science in Engineering Technology program. The mode of course offering is both in class and on line, which will increase the number of students. The program facilitates are located at College of Engineering and Computer Science and at FSEC. The Florida Solar Energy Center has been conducting hydrogen and fuel cell research for 25 years and FSEC has dedicated facilities and a selection of unique laboratory equipment that will be made available to the students for this project. These attributes will allow the students to be trained on the state-of-the-art equipment and facilities. Both ENT and FSEC faculties will participate in the teaching and training of the prospective students.

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Reports on the topic "State University College of Education"

1

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Blekhman, David. HYDROGEN AND FUEL CELL EDUCATION AT CALIFORNIA STATE UNIVERSITY, LOS ANGELES. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1025719.

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Timms, Leo L. Update on the New Iowa State University Dairy Science Education and Discovery Facility (Farm). Iowa State University, 2006. http://dx.doi.org/10.31274/ans_air-180814-51.

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Bound, John, Jeffrey Groen, Gabor Kezdi, and Sarah Turner. Trade in University Training: Cross-State Variation in the Production and Use of College-Educated Labor. National Bureau of Economic Research, 2001. http://dx.doi.org/10.3386/w8555.

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Rice, Harvey. The Portland State University Educational Center: a study of a new approach to off-campus education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.735.

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Creach, Elizabeth. The Effects of Subsidized Childcare on Student Parents' Access to Higher Education at Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5551.

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Bishop, Malachy. The Predictive Validity of the Admission Criteria for the Counselor Education Program at Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6847.

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Rogers, Elinore. Course Demands of Students in Teacher Education at Portland State University as Demonstrated by an Induced Course Load Matrix. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2350.

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Bowling, Emily. Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.260.

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