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Living Beyond a Purpose: Creating a Legacy is a book about being the giver, building relationships, and teamwork through giving. However, it all starts with the love of serving others, an attitude of philanthropy to achieve personal and social greatness, and fulfillment. Creating a legacy is simply
living after death through the inheritance of self-sacrifice and giving. Living beyond your purpose is living beyond your personal needs to attend to the needs of others. It is being conscious of the gift of life and all life has provided them, and the need to share those gifts with others. Philanthropy is one of those needed traditions and practices, if taught through early education, the entire human race would benefit. Many people maintain their joy for life by giving to other people. These people can be called givers or philanthropists. The book is about giving in the moment, and self-sacrifice for the betterment of humankind. Self-sacrifice of giving that can change the direction of the world, a country, a state, a city, a village, a block or a person. All of the children of the world can benefit from the efforts of giving, but it starts with synergy and understanding the equality of all humankind. I truly believe that each person was born for this greater good.
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An Analysis of Faculty Perceptions of Nontraditional Degree Programs
The most important factor that made this study significant is that it describes the impact on the institutions’ philosophy and their ability to change, survive, and thrive. The study examined prior experiences, educational ideologies, and perceptions of those faculty who educate the nontraditional (24 or older) student, how those experiences may have changed and created new norms, values, and psychosocial interactions among others within their environment. Employing the Community College Student Experiences Questionnaire (CCSEQ) instrument as a reference and Andrew Halpin's 1963 pioneering work of mapping the domain of the organizational climate of schools, a 42-item instrument was developed. The instrument, a self-administered survey, measuring characteristic differences formed from faculty experiences with nontraditional degree programs, was mailed to 207 participants of whom 129 responded. This resulted in a 62.3 response rate. Variables included experience with students, other faculty, chairpersons, and institutional values and norms, policies and procedures. The data indicated that faculty perceptions of their experiences were positive. The results of the study reiterate other data in the literature, which indicated a strong attainment by nontraditional students in the programs studied. Among all faculty members surveyed, there was a slightly higher than average sense of accomplishment working with the program and the students. However, for faculty in both rural and urban areas, there were positive correlates between the two variables --perception of their experiences and of the quality of the degree. In total, the data indicated an overall positive perception. Alternately, results contradicted the investigator’s bias, which had posited a negative response in perceived quality of the degree. I think it is important to note that after the completion of this analysis in 2006 all of the programs have changed their names and most have changed their curriculum to fit the status quo, which was identified in the study.
The most important factor that made this study significant is that it describes the impact on the institutions’ philosophy and their ability to change, survive, and thrive. The study examined prior experiences, educational ideologies, and perceptions of those faculty who educate the nontraditional (24 or older) student, how those experiences may have changed and created new norms, values, and psychosocial interactions among others within their environment. Employing the Community College Student Experiences Questionnaire (CCSEQ) instrument as a reference and Andrew Halpin's 1963 pioneering work of mapping the domain of the organizational climate of schools, a 42-item instrument was developed. The instrument, a self-administered survey, measuring characteristic differences formed from faculty experiences with nontraditional degree programs, was mailed to 207 participants of whom 129 responded. This resulted in a 62.3 response rate. Variables included experience with students, other faculty, chairpersons, and institutional values and norms, policies and procedures. The data indicated that faculty perceptions of their experiences were positive. The results of the study reiterate other data in the literature, which indicated a strong attainment by nontraditional students in the programs studied. Among all faculty members surveyed, there was a slightly higher than average sense of accomplishment working with the program and the students. However, for faculty in both rural and urban areas, there were positive correlates between the two variables --perception of their experiences and of the quality of the degree. In total, the data indicated an overall positive perception. Alternately, results contradicted the investigator’s bias, which had posited a negative response in perceived quality of the degree. I think it is important to note that after the completion of this analysis in 2006 all of the programs have changed their names and most have changed their curriculum to fit the status quo, which was identified in the study.
- Paperback: 206 pages
- Publisher: Diane Martin (December 17, 2012)
- Language: English
- ISBN-10: 0980217660
- ISBN-13: 978-0980217667
- Price: $18.00
