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ItemAccess or Barrier? Tuition and Fee Legislation for Undocumented Students across the States(Taylor & Francis, 2014) Nguyễn, David Hòa Khoa; Serna, Gabriel R.; School of EducationStates have responded in a variety of ways to undocumented immigration and its implications for higher education. Some states have allowed undocumented students to seek an affordable college education while others have created barriers. This article highlights the piecemeal legislation that the states have passed in order to respond to the needs of undocumented students; namely, policies allowing undocumented students in-state resident tuition. It also considers the policy impacts on undocumented students and the institutions and faculty that serve them. ItemCourse of Life: A Transformative Design Inquiry into the Modern Academic CV(2023-08) Ganci, Aaron M.; Wheeler, Rachel; Dombrowski, Lynn; Hong, Youngbok; Haberski, Raymond J.This project addresses the growing issue of burnout among U.S. higher education faculty. An inquiry into the causes of faculty burnout points to weaknesses within the American higher education system that have been exacerbated by a network of external and internal pressures. From the outside, institutions are being pressured to act more like corporations and embrace neoliberal values. At the same time, the societal pressure to democratize American institutions by asking them to become inclusive in their policies and practices is felt acutely in academia. These aims—productivity and inclusive democratization– are often in tension in academia, with overseeing bodies like trustees and legislatures prizing measurable, economic productivity, and faculty and administrative bodies prioritizing gender and racial inclusivity. There is one place where all these pressures play out: the academic CV. The CV is an ideal lens through which to examine these dynamics as it struggles to link faculty, administrators, universities, and funding agencies, in their attempt to convey both neoliberal and inclusive values. Many stakeholders trying to construct different narratives leads to an inherent tension and leaves no one satisfied. To make matters worse, the growing use of digital analytic software in place of traditional CVs has led to an imbalance, with neoliberal success indicators overshadowing inclusive ones. This disparity negatively impacts faculty wellbeing, especially faculty in underrepresented demographics, as their sense of personal achievement is diminished under these criteria and raises the question: how might the CV evolve to balance the needs of all of its stakeholders? Doing so may ease some of the tension within academic life and enhance faculty wellbeing. This study employs a transformative research design to explore whether the CV can be reformed to rebalance the tensions within academia. The mixed-method qualitative study draws on interviews and participatory co-design activities, and a constructive design process to explore divergent ways the CV might evolve to benefit faculty more. After evaluating the designs through transformative criteria, new insights are developed about the nature of modern academic work and spheres of action that can lead to faculty wellbeing. ItemCreating an Infrastructure for Professional Development and Mentoring in the School of Health and Rehabilitation Sciences(Office of Academic Affairs, IUPUI, 2017-11-14) Dierks, Tracy; Bayliss, Amy ItemElements of Good Mentoring(2018-11-27) Baich, TinaThere are well-documented best practices that increase the likelihood of a successful mentoring relationship. By integrating these elements into the mentoring relationship, both mentors and mentees accrue benefits and are more likely to achieve their desired goals and outcomes. This session will introduce the elements of good mentoring as well as common benefits of successful mentoring relationships. ItemEmpowering Department Chairs to Facilitate Faculty Mentoring(Office of Academic Affairs, IUPUI, 2017-11-14) Edwards, Paul; Kowolik, Michael; Chu, Gabe; Calvert, Danielle; Hemmerlein, Scott; Kolar, N. ItemEnhancing Mechanical Engineering Education Through a Virtual Instructor in an Ai-Driven Virtual Reality Fatigue Test Lab(2023-08) Yahyaeian, Amir Abbas; Jones, Alan; Zhang, Jing; Du, XiaopingThis thesis demonstrates the combination of virtual reality (VR) and artificial intelligence (AI) specifically exploring the practical application of Natural Language Processing (NLP) and GPT-based models in educational VR laboratories. The objective is to design a comprehensive learning environment where users can independently engage in laboratory experiments, deriving similar educational outcomes as they would from a traditional, physical laboratory setup, particularly within the realms of Science, Technology, Engineering, and Mathematics (STEM) disciplines. Using machine learning techniques and authentic virtual reality simulating educational experiments, we propose an advanced learning platform—Virtual Reality Instructional Laboratory Environment (VRILE). A key feature of the VRILE is an AI-powered instructor capable of not only guiding the learners through the tasks but also responding intelligently to their actions in real-time. The AI constituent of the VRILE uses the GPT-2 model for text generation in the field of Natural Language Processing (NLP). To ensure the generated instructions were contextually relevant and meaningful to lab participants, the model was trained on a dataset derived from an augmentation over user interactions within the VR environment. By pushing the boundaries of how AI can be utilized in educational VR environments, this research paves the way for broader adoption across other domains of engineering education. Furthermore, it provides a solid foundation for future research in this interdisciplinary field. It marks a significant stride in the integration of technology and education, encouraging more ventures into this promising frontier. ItemExamining the Legal Consciousness of Residence Life Staff(Association of College and University Housing Officers - International, 2018) Nguyễn, David Hòa Khoa; Collier, Joan; Watts, Angela; Cartwright, Camille; King-Kostelac, Amelia; School of EducationUnderstanding the law has become an integral part of the work of higher education professionals, especially residence life staff. For decades, courts have contributed an increasingly important role in shaping the litigious nature of society at large and within higher education (Greenleaf, 1982). Barr and Associates (1988) noted the increasingly major influence of the law on campus life. Even in the mid-1990s, Gehring and Penney (1995) highlighted the critical need to understand legal issues for those professionals entering the field of higher education and student affairs. Since Olivas (2013) found that higher education law is a rapidly changing area in the field, knowledge of the law is critical to anyone in a professional position in higher education. [Discussion questions developed by Amelia King-Kostelac.] ItemThe Experience of Burmese Refugee Students in Higher Education: Blooming out of Concrete(2022-09) Lim, Minyoung; Adamek, Margaret E.; Pierce, Barbara; Lee, Jessica E.; Huber, LesaThe United States is the world’s top resettlement country for refugees and the third largest community of Burmese refugees lives in the state of Indiana. Many refugee families look to their college-age youth to enhance their well-being. This study explored the lived experiences of Burmese refugee college students’ resettlement and the role that social support plays in that approach. In order to explore the refugee students’ resettlement experiences and the role of social support, social support theory and conservation of resources theory were used to explain the importance of social support for refugee students’ successful resettlement. A qualitative study using thematic analysis was conducted using 32 in-depth individual interviews with Burmese refugee students in higher education. Through an indepth examination of the lived experiences of Burmese refugee college students’ resettlement, four main themes were identified: challenges of resettlement, resettlement needs, the resources of social support, and resettlement experiences. Refugee students actively cultivated their life and showed aspirations of being successful members of this new environment. Even though they faced many challenges and needs identified through interviews, the participants overcame these barriers including a different culture and language and prosper in their lives in the host country. The social support from the coethnic community and people in the host country both affected the participants’ successful resettlement. Co-ethnic community also plays an important role to pursue higher education. The study findings will be used by social work practice, programs, and policies to improve the success of Burmese refugee students' resettlement. This study would serve as a foundation for enhancing refugee students’ resettlement and understanding the critical role of social support resources during the resettlement period. Burmese refugee students would be an important avenue to develop international relations and achieve social justice. In spite of a variety of barriers and prejudices, Burmese refugee students bloom and flourish in their new environment in the United States. They are beneficiaries but also currently benefactors. The perspectives on refugees need to change and move from victims to the citizens of the world.