This file is made available courtesy of, and with the cooperation of Clarion University of Pennsylvania., Tate, Thelma H. "Moving Information Systems and the Implementation of the UNESCO Public Library Manifesto: New Paradigms for Literacy." Rural Libraries 15, no. 1 (1996): 48-54.
This file is made available courtesy of, and with the cooperation of Clarion University of Pennsylvania., National Advisory Board on Rural Information Needs Planning Committee. "The Nabrin Report." Rural Libraries 5, no. 2 (1985): 1-21.
This file is made available courtesy of, and with the cooperation of Clarion University of Pennsylvania., National Advisory Board on Rural Information Needs Planning Committee. "The Nabrin Report: Executive Summary." Rural Libraries 5, no. 2 (1985): i-ii.
As a result of the outbreak of COVID-19 – also known as coronavirus – the NCAA announced in mid-March the cancellation of all remaining championship events during the 2020 school year. That was soon followed by athletic conferences, including the Pennsylvania State Athletic Conference (PSAC), suspending and eventually canceling the remainder of their competition schedules, as well as universities taking unprecedented measures to close their campuses in an effort to slow the spread of the virus. In this video series, you will hear from Golden Eagle student-athletes on how these changes have impacted their lives.
Promoting the inclusion and belonging of international faculty members is a key concern in higher education. Research on this topic has largely focused on faculty experiences and best practices at Anglophone-country universities that employ faculty from around the world. This paper sheds light on inclusivity issues in a different higher education context: offshore international branch campuses of Anglophone-country institutions. The paper explores the views of faculty at Singapore- and Malaysia-based campuses of major Australian universities. These satellite campuses ostensibly promote an Australian ethos, yet they are primarily staffed by local professionals and are influenced by local cultural traditions--including local biases and hierarchies. This paper highlights the inclusivity challenges faced by internationalbranch campus faculty as they navigate these culturally complex settings. The findings presented in this paper draw from the author’s PhD research on the organization-based identity constructions of offshore faculty working at Australian university branch campuses. Employing a subjectivist ontology, constructivist epistemology and the methods of constructivist grounded theory, the author interviewed 37 branch-campus lecturers and leaders across four Southeast Asian campuses and used NVivo to conduct iterative analysis of interview transcripts. This paper presents select findings from this research. This paper overviews the inclusivity challenges of offshore university branch campus lecturers, demonstrating related issues through three participants’ cases. The paper shares extract from interview data with these participants and uses their cases to illustrate various aspects of inclusivity challenges in international branch campus settings. The inner workings of international branch campuses are significantly understudied, and there is a particular lack of knowledge about the views of non-parent-country branch-campus faculty about their roles and contexts. This paper contributes to this research gap, expanding knowledge on international university campuses and the challenges that offshore faculty can face. The paper also contributes to scholarship on higher education diversity, equity and inclusion (DEI), demonstrating the need for global universities to expand their inclusivity efforts to offshore campuses., Swenddal, H. (2022, May 13). Navigating Inclusivity Challenges at Offshore University Branch Campuses [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435
This conceptual paper will holistically discuss diversity, equity, and inclusion (DEI) in the context of higher education institutions in the USA. We will delineate the DEI-related planning and policies higher education institutions are undertaking, the existing challenges and provide recommendations on the best practices. The landscape of Higher education institutions is more diverse now than a decade ago. The shift is more evident among students than faculty and staff. According to the National Center for Education Statistics (NCES), college attendance increased among every racial minority group between 1976 and 2018. We can witness an upward movement in the socioeconomic diversity among students; Pell Grant recipients nearly doubled within the last two decades. The increase in student diversity over the past decades is indicative of the enduring success of the U.S. higher education system. This change also caters to the changing values, priorities, and needs of 21st-century College students. The evolution should be attributed to revising the missions and visions of the higher education institutions, systemic policy changes, diversity, equity, and inclusion (DEI) becoming the strategic priority of institutions and student activism. Higher education-related scholars have generated a robust body of evidence on the significance of DEI on college campuses. "Research has shown that diverse groups are more effective at problem-solving than homogeneous groups, and policies that promote diversity and inclusion will enhance our ability to draw from the broadest possible pool of talent, solve our toughest challenges, maximize employee engagement and innovation, and lead by example by setting a high standard for providing access to opportunity to all segments of our society." (President Obama, October 5, 2016) Even after the steady increase in diversity, U.S. colleges and universities face several challenges with DEI. The proposition that guides the flow of the paper is that institutions need to deepen theirDEI capacity to optimally facilitate the interplay between internal and external constituents that disrupt inequitable policies and practices and seek to create conditions for minoritized student populations to thrive. Consequently, this study draws on the conceptual framework of LePeau's (2015) Cycle of Continuous Commitments to Diversity and Inclusion. LePeau (2015) contextualized barriers to a partnership that are both seen and unseen in Academic Affairs (A.A.) and Student Affairs (S.A.) organizational cultures. LePeau argued that the normative separation between the two is related to "the premise that A.A. and S.A. are rewarded differently, that is, more often faculty are rewarded for working in isolation through individual scholarly pursuits for the tenure and promotion process while S.A. is rewarded for working collaboratively" (p. 99). LePeau's (2015) model points to the need to intentionally explore how institutional subcultures (whether it be academic affairs student affairs) related to the prospect of realizing an organizationally pervasive commitment to DEI (Rall et al., 2020) facilitated by the development of collaborations across subcultures. Another model that guided the paper is Data-Driven Decision Making (DDDM). DDDM is a process for deciding on a course of action based on data. As data systems and technologies have become more accessible and interactive, it has become easier to use data to inform decision-making. DDDM can move an organization toward an evidence-based culture focused on the future. It promotes decisions based on data, experimentation, and evidence rather than opinions or intuition. Based on the framework, this paper will point to the need for data governance in terms of DEI at higher education institutions and intentionally explore how institutional subcultures (whether it be academic affairs student affairs) related to the prospect of realizing an organizationally pervasive commitment to DEI (Rall et al., 2020) facilitated by the development of collaborations across subcultures., Singh, T. & Singh, A. (2022, May 13). Need for Collaboration and Evidence-based Culture for DEI Commitment at Higher Ed [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435
This file is made available courtesy of, and with the cooperation of Clarion University of Pennsylvania., Trapp, Janice. "Networking Information Services to Support Local Businesses." Rural Libraries 19, no. 1 (1999): 36-44.
This file is made available courtesy of, and with the cooperation of Clarion University of Pennsylvania., Sims, Sally R. "'New History' in the Countryside: Material Culture, Local History, and the Role of the Rural Library." Rural Libraries 1, no. 3 (1981): 1-9.
