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King of Prussia, PA, United States

Cabrini College is a coeducational Roman Catholic residential liberal arts college in the Philadelphia metropolitan area of Radnor Township, Pennsylvania, founded by the Missionary Sisters of the Sacred Heart of Jesus in 1957. It was one of the first colleges in the United States to make community service a graduation requirement for all undergraduates and now has a core curriculum centered on social justice which includes their signature classes, Engagements in the Common Good or ECG. Wikipedia.

Gasson S.,Drexel University | Waters J.,Cabrini College
European Journal of Information Systems | Year: 2013

This paper discusses how an interpretive theory of action was explored and developed through iterative cycles of grounded theory generation. We establish our motivation for employing the grounded theory method in an area that is overflowing with theories of learning, then move on to the practicalities of generating an interpretive grounded theory by following the vapor trails left by online learners. We describe how we incorporated the use of mixed methods into an interpretive grounded theory process, with a theoretical sampling strategy that used complementary comparison to feed back into a new cycle of constant comparison. We discuss how constant comparison may be enhanced by researcher debate around emerging themes and categories, co-coding of data samples, coding of researcher theoretical memos, and reflection-in-action during explicit explanations of coding schemes to research assistants and the review of research process memos. Finally, we discuss how and why the substantive theory of action that was generated by this process provides an original contribution to theories of collaborative online learning by accounting for both visible and invisible learning strategies that explain the role of thought-leaders in a community of inquiry and account for vicarious learning. © 2013 Operational Research Society Ltd. All rights reserved. Source

Waters J.,Cabrini College
Journal of Asynchronous Learning Network | Year: 2012

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring relevant professional experience into the discussions. Source

Xu J.H.,Cabrini College
Telematics and Informatics | Year: 2012

The paper studies Chinese media discourse on the "Blue Sky Project" in preparation for the 2008 Olympics through a textual analysis of online stories in major daily newspapers in Beijing, to examine the interaction of science and culture in environmental communication. The research finds that the news stories underscore an environmentalism practice predominantly driven by quota measurements and administrative interventions, even though grassroots activities were present. The author also finds extensive use of scientific data that details monitored steps toward periodical results. The author concludes that the concentrated coverage on air quality in Beijing demonstrates growing significance of environmental issues in Chinese media, signaling an increasingly important role of science communication in advancing state development agendas among diverse social groups. © 2011 Elsevier Ltd. All rights reserved. Source

This study assesses the entrance of substance-abusing female offenders (N = 1,209) into the criminal justice system through temporal patterns (using age of first victimization, drug use, and arrest). Nine pathways were identified. Unexpectedly, the leading path was a sequence where drug use preceded arrest in absence of childhood victimization. However, women under a path inclusive of victimization possessed more risk factors. Findings support feminist pathway research, which states that childhood victimization is generally present in female offenders’ lives. Nevertheless, results also revealed that a drug pathway without childhood abuse proved to be as important and even more dominant among criminal justice–involved women. © 2015, Routledge. All rights reserved. Source

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 649.77K | Year: 2016

NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will support 16 highly qualified, low income biology and chemistry majors. Academic and social support activities for the scholars includes (a) cohort-based learning communities, (b) peer and faculty mentoring, and (c) early and consistent research experiences via course-based research and other more traditional student faculty collaborations. The project is anchored in Cabrini Colleges Justice Matters core curriculum, which has been recognized nationally for its innovative approach to integrating civic and social responsibility into student learning. Through it scholars will be provided with opportunities for meaningful community engagement related to their STEM major. This effort will address the national need to increase the number of American STEM majors while at the same time developing future scientists with a strong social justice ethos and commitment to serving the community, both locally and nationally.

This ambitious plan is based on the hypothesis that engaging the S-STEM scholars in STEM learning and career exposure through a framework of social justice will help to secure their retention to graduation and placement in graduate or professional positions in STEM fields. The Justice Matters curriculum will be designed to include a sequence of developmentally linked, writing intensive courses taken each year that will help students to develop knowledge, critical thinking, values, and skills that can benefit others and link issues of social justice, ethical decision making, and civic engagement to science-based topics. Undergraduate research, career preparation activities, and service projects will also bridge science to themes related to social responsibility. All courses, program elements, recruitment strategies, and support services created or modified for the purpose of this project will be carefully evaluated in terms of their impact on student recruitment, learning, retention to graduation, and career/higher education placement. This project will investigate how impactful a social justice curriculum is on students STEM career/higher education choices, and it will also examine the way in which a mentoring program with specifically defined activities contributes to student success. Faculty and students will share results from the project at Faculty Development Workshops and Cabrinis annual Art and Research Symposium. Manuscripts will be submitted for publication and results will be presented at regional and national conferences.

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