Browsing by Author "Hakkola, Leah"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item The Higher Education Redesign Initiative Final Evaluation Report(2014) Hakkola, LeahItem A How-to Manual for the Graduate Review and Improvement Process(University of Minnesota Libraries Publishing, 2017-09) Hakkola, Leah; Moon, Doug; Ginger, MichelleThe inaugural volume of the Minnesota Evaluation Studies Institute (MESI) Program Evaluation Series features the Graduate Review and Improvement Process (GRIP). GRIP is an innovative student-centered process designed to develop actionable steps to enhance student success in graduate programs. MESI staff, primarily graduate students in the Evaluation Studies program, developed and implemented the process in consultation with the University of Minnesota Graduate School as an alternative to the traditional University external review process that typically occurs every five to ten years and produces largely quantitative information about a program (for example, time to degree, retention, and number of publications). With its commitment to active student involvement in the evaluation, GRIP can serve as a complementary process to external monitoring and surveying, one that allows students and program leaders to assess the quality of their curriculum, advising, instruction, and related services and to devise realistic plans to improve them.Item Shifting the Lens: A Critical Examination of Diversity Discourses in College Recruiting(2015-08) Hakkola, LeahThis dissertation examines how diversity is constructed in college recruiting, with a focus on how discourses, language and images regarding diversity influence the college choice process for students and impact the goal to increase diversity in sustainable ways. Use of Critical Discourse Analysis highlights how recruiters' interpretations of diversity are practiced and aligned with those represented in institutional language and messaging in college admissions. Methods include an analysis of college viewbooks and recruiting events and exploring how recruiters understand and give meaning to "diversity" in their engagement with students. Admissions and college recruitment are important sites of study because the leaders and practitioners in these units develop and implement practices and policies that enact certain meanings about diversity in higher education. This research demonstrates how distinct representations of diversity support or reject particular diversity and identity characteristics, which affect recruiting and influence the college choice process. This study also illustrates why the shaping and positioning of diversity from individual and institutional levels matter in supporting accessible, equitable and culturally responsive programming for prospective college students.