DOCSLIB.ORG

Shadow Education in the Southeast of South Korea: Mothers’ Experiences and Perspectives of Shadow Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Shadow Education in the Southeast of South Korea: Mothers’ Experiences and Perspectives of Shadow Education View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Minnesota Digital Conservancy Shadow education in the southeast of South Korea: Mothers’ experiences and perspectives of shadow education A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Soo Kyoung Lee IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Gerald Fry August 2014 © Soo Kyoung Lee, August 2014 Acknowledgements This dissertation research project is completed with all the support that I received from faculty, colleagues and friends whom I met in the past six years of my PhD program. First, I would like to express my sincere gratitude to my advisor, Dr. Gerald Fry, for his unconditional support and care throughout my entire journey of this academic program. I am grateful for his cheerful spirit and helpful advice on all matters that influenced my life during the past six years. I am also thankful to Dr. Frances Vavrus, and Dr. Peter Demerath for providing helpful feedback on this dissertation research. Their continuous feedback challenged me to think deeper and kept me being inspired and engaged. Special thanks must go to Dr. Nancy Abelmann in the University of Illinois for being in the dissertation committee. I was touched by her passion for research and her commitment to advising doctoral students. I have benefited from her insights and scholarship in creating and completing this research. I have met great supervisors in the University of Minnesota who had influenced me to grow further as a professional researcher. I am especially thankful for Dr. Joan Dejaeghere for having me as her research assistant and showing me a great example of a research scholar. I have the most memorable research experiences with her and those experiences shaped me as an international educator and researcher. I must say thank you to Dr. Alisa Eland and Beth Isensee in the International Student and Scholar Services for their support during my last year of the program. I am thankful for their generosity with their time and professional advice. i My gratitude extends to my great colleagues and friends, Maren Stoddard Mack, Lucy Hardaker, Nicole Clements, Pamela Geisser, and Kangting Ji. I was greatly helped by them and their assistance and hospitality are with me wherever I will be next. Many thanks go to my amazing CIDE friends; Casey Stafford, Amanda Sanchez, Christiana Kwauk, Li Yang, Somongkol Teng, Ya Lui, Seongdok Kim and Yeeun Shin. I learned so much from these friends how to balance life and work and my graduate student life was full of exciting moments with them. Special thanks are with Maren Stoddard Mack, Nicole Clements, Casey Stafford and Christina Kwauk for providing me with their generous feedback on my initial scripts of this dissertation study. I had the privilege to have many great mentors in the different stages of my PhD program. I am grateful to Diana Yefanova for mentoring me in my first year. I was comforted by her kindness and compassion when I had many questions about the program and graduate student life. I had received helpful advice many times from Soo-Yong Byun, Kyoung-Ah Nam and Jae-Eun Jon in the middle of the program. I thank them for their listening ears and making the time to counsel me what to consider for dissertation writing and career planning. Noro Andriamanalina and Nasreen Mohamed mentored me for my professional development at the end of the program. I was inspired by their mentorship and leadership. Finally, my sincere gratitude goes to my parents, Deok-Hee Lee and Sun- Ryeon, my brother, Dong-Hyun Lee, in South Korea and my aunt, In-Sook Lee, and uncle, Sang-Kuk Lee in Colorado. I am truly blessed with their love and generosity. It was not possible for me to complete this dissertation without their support. ii Abstract This study examines mothers’ experiences and perspectives of shadow education in the southeast regions of South Korea, Daegu and Changwon, in the multiple layered sociocultural and historical context of its society. When I was immersed in the mothers’ world in those selected regions of South Korea in 2011 and 2012, expenditures on shadow education decreased for the first time. While there was still high demand for shadow education in order to secure “the foothold for better life opportunity”, mothers I came across in the selected regions showed ambivalence about the prevalent pervasive shadow education. To fill the gap of literature on Korean shadow education, this study looked at mothers’ motives for their children’s shadow education and perceptions of social changes including education and family involvement. Their lived experiences and ambivalent feelings toward shadow education were scrutinized in order to understand the Korean shadow education phenomenon from the mothers’ viewpoint. The study found that mothers’ perspectives on shadow education practices were extremely complex. It is argued that mothers’ pursuit of shadow education has been their way to adapt to the rapidly changing education and society. The mother participants perceived their role in their children’s education as being most critical and their ways to be involved in their children’s education were ever changing. The gendered practice of providing shadow education to children was changed from the image of ‘mothers watching from behind’ to the image of ‘mothers suggesting ways in front’. What remains the same is, however, the strong connection between prestigious universities and desired occupations. Academic learning was still foundation of all endeavors for school aged children. The complexity of mothers’ iii experiences of shadow education is also found in their ambivalence towards this prevalent phenomenon. Knowing the mothers’ ambivalence and concern about educational migration, mothers wished to live in a society where true learning can take place for their children. Unique contributions of this study are to understand mothers’ experiences and perceptions of Korean shadow education outside of the capital, Seoul, and mothers’ perceptions of the different genres of shadow education. Mothers in the selected regions in the southeast of Korea, Daegu and Changwon, viewed mothers in Seoul as more demanding and motivated to provide shadow education and they legitimized some of their actions of providing extraordinary amounts of shadow education. Their viewpoints of educational environment in different places also went beyond the national border. Seeking a different educational environment abroad was, however, found only in several upper-middle class families who could afford such education. Stratified shadow education also suggests the role of shadow education in reproducing social class through education. Lastly, this study calls for further studies of transnational shadow education through educational migration and other family members’ experiences and perspectives of the shadow education phenomenon. iv Table of Contents Acknowledgements ................................................................................................................. i Abstract .................................................................................................................................. iii Table of Contents.................................................................................................................... v List of Tables ........................................................................................................................ viii List of Figures ........................................................................................................................ ix Chapter 1: Introduction ........................................................................................................ 1 Context ofStudy .................................................................................................................... 1 Problem Statement ............................................................................................................... 4 Purpose of Study .................................................................................................................. 5 Research Questions .............................................................................................................. 6 Significance .......................................................................................................................... 6 Terminology ......................................................................................................................... 8 Limitations ......................................................................................................................... 10 Chapter Outline ................................................................................................................. 10 Chapter 2: Literature Review ............................................................................................. 12 Conceptual Framework...................................................................................................... 12 Korean Development .......................................................................................................... 16 Formal and Shadow Education Development ................................................................ 16 Explanations for the Growth of Shadow Education ....................................................... 17 The Dilemma of Korean Shadow Education ................................................................
Load more

Recommended publications
  • Lei Lo¯Kahi I Ka Lanakila Unity Is Adorned in Victory 2 About OHA
    2016 Office Of Hawaiian affairs annUal repOrt Lei lo¯kahi i ka lanakila Unity is adorned in victory 2 About OHA Vision “Ho‘oulu Lāhui Aloha” - To Raise a Beloved Nation. OHA’s vision statement blends the thoughts and leadership of both King Kalākaua, and his sister, Queen Lili‘uokalani. Both faced tumultuous times as we do today, and met their challenges head on. “Ho‘oulu Lāhui” was King Kalākaua’s motto. “Aloha” expresses the high values of Queen Lili‘uokalani. Mission Statement To mālama (protect) Hawai‘i’s people and environmental resources Table of Contents Table and OHA’s assets, toward ensuring the perpetuation of the culture, the enhancement of lifestyle and the protection of entitlements of Native Hawaiians, while enabling the building of a strong and healthy Hawaiian people and nation, recognized nationally and internationally. Overview The Office of Hawaiian Affairs is a public agency with a high degree of autonomy. OHA is responsible for improving the well-being of Native Hawaiians. OHA is governed by a Board of Trustees made up of nine members who are elected statewide for four-year terms to set policy for the agency. OHA is administered by a Ka Pouhana (Chief Executive Officer) who is appointed by the Board of Trustees to oversee a staff of about 170 people. about OHa Our Focus 2 Our Hawaiian ancestors understood that the well-being of our community rested upon Message the inter-relationship of how we conduct ourselves, steward the islands we call home, and 3 fulfill the responsibility of caring for our families, all within the physical and spiritual executives realms.
    [Show full text]
  • Making Out-Of-School-Time Matter: Evidence for an Action Agenda
    EDUCATION and RAND LABOR AND POPULATION CHILD POLICY This PDF document was made available CIVIL JUSTICE from www.rand.org as a public service of EDUCATION the RAND Corporation. ENERGY AND ENVIRONMENT HEALTH AND HEALTH CARE Jump down to document6 INTERNATIONAL AFFAIRS NATIONAL SECURITY The RAND Corporation is a nonprofit POPULATION AND AGING research organization providing PUBLIC SAFETY SCIENCE AND TECHNOLOGY objective analysis and effective SUBSTANCE ABUSE solutions that address the challenges TERRORISM AND facing the public and private sectors HOMELAND SECURITY TRANSPORTATION AND around the world. INFRASTRUCTURE Support RAND Purchase this document Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Explore RAND Education RAND Labor and Population View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non- commercial use only. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Making Out-of-School- Time Matter Evidence for an Action Agenda Susan Bodilly, Megan K. Beckett Prepared for The Wallace Foundation The research described in this report was conducted by RAND Education and RAND Labor and Population for The Wallace Foundation. Library of Congress Cataloging-in-Publication Data is available for this publication.
    [Show full text]
  • Making the Match: Finding Funding for After School Education and Safety Programs
    Making the Match: Finding Funding for After School Education and Safety Programs AUGUST 2007 ASES Basics Making the Match: Finding Funding for After School Education and Safety Programs Kate Sandel, Cheryl Hayes, Brittany Anuszkiewicz, Carol Cohen and Sharon Deich AUGUST 2007 Contents Foreword 5 Finding Funding to Make the ASES Match 7 How to Make Your ASES Match About This Guide The ABCs of ASES 9 Purposes and Objectives Required Program Elements Operational Requirements Funding Priorities and Requirements Key Steps to Get Funding Using the Match to Expand and Enhance ASES Programs 17 Adopting a Strategic Financing Approach Assessing the Potential Value of Funding Sources and Financing Strategies Choosing Funding Sources and Financing Strategies Strategy 1: Accessing School and Community Resources 33 Who Are Potential School and Community Partners? What Types of Resources Do School and Community Partners Provide? How Should Donations Be Valued and Tracked? Tips for Accessing School and Community Resources Strategy 2: Accessing Business and Foundation Support 53 Who Are Potential Business Partners? Who Are Potential Foundation Partners? What Types of Resources Do Business and Foundation Partners Provide? Tips for Making Successful Connections with Businesses Tips for Successfully Accessing Foundation Funding Strategy 3: Accessing Local Government Resources 69 Who Are Potential Local Government Partners? Making the Case for Local Support What Types of Resources Do Local Government Partners Provide? Tips for Building Support Among Local
    [Show full text]
  • Children's Fall Programs
    Children’s Programs (continued) Trails and Tales Jr. For students in grades K-3 Mini Makerspace Exploration Wednesdays, September 22, October 20, 4:00 to 4:45 pm, Registration required. For students in grades K-3 Elmwood Park Wednesday, December 29, 2:00 to 4:00 pm, Purple Room Do you enjoy the parks around town? Are reading, doing crafts It’s Almost Halloween: A Costume Storytime Drop in anytime from 2:00 to 4:00 pm for some hands-on outside and learning about our parks, trails, and animals your For babies, toddlers, preschoolers & their caregivers activities to explore, create, build, tinker, and invent to stretch idea of fun? Grab your hiking boots and join us to explore Monday, October 18, 9:15 am or your imagination! Check out our new STEAM collection items. nature, local trails, and animals. In case of inclement weather, Wednesday, October 20, 1:30 or 6:30 pm, Auditorium No registration required. rain location will be in the Green Room. Permission slips are Wear your favorite costume and join us for a fun, non-spooky required and parents must remain onsite. storytime with songs and stories. Tween Book Clubs & Fall Programs Smart Art @ Home For ages 5-10 Registration required. Movin’ with Books & Music For ages 4-6 Saturdays, September 25 & November 6 Monday, November 22, 7:00 to 7:30 pm, Purple Room Show us your creativity with Smart Art @ Home. Explore the Join us for a fun-filled 30 minutes of stories, music, and lots of Tween Cooking Club history of famous artists and art techniques.
    [Show full text]
  • Cultural Production in Transnational Culture: an Analysis of Cultural Creators in the Korean Wave
    International Journal of Communication 15(2021), 1810–1835 1932–8036/20210005 Cultural Production in Transnational Culture: An Analysis of Cultural Creators in the Korean Wave DAL YONG JIN1 Simon Fraser University, Canada By employing cultural production approaches in conjunction with the global cultural economy, this article attempts to determine the primary characteristics of the rapid growth of local cultural industries and the global penetration of Korean cultural content. It documents major creators and their products that are received in many countries to identify who they are and what the major cultural products are. It also investigates power relations between cultural creators and the surrounding sociocultural and political milieu, discussing how cultural creators develop local popular culture toward the global cultural markets. I found that cultural creators emphasize the importance of cultural identity to appeal to global audiences as well as local audiences instead of emphasizing solely hybridization. Keywords: cultural production, Hallyu, cultural creators, transnational culture Since the early 2010s, the Korean Wave (Hallyu in Korean) has become globally popular, and media scholars (Han, 2017; T. J. Yoon & Kang, 2017) have paid attention to the recent growth of Hallyu in many parts of the world. Although the influence of Western culture has continued in the Korean cultural market as well as elsewhere, local cultural industries have expanded the exportation of their popular culture to several regions in both the Global South and the Global North. Social media have especially played a major role in disseminating Korean culture (Huang, 2017; Jin & Yoon, 2016), and Korean popular culture is arguably reaching almost every corner of the world.
    [Show full text]
  • Boston, Massachusetts 02115
    If you have issues viewing or accessing this file contact us at NCJRS.gov. U.S. Department of Justice Office of Justice Programs National Institute of Justice Preventing Interpersonal Violence Among Youth An Introduction to School, Community, and Mass Media Strategies 150484 U.S. Department of Justice National Institute of Justice ~ This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in CO this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of Justice. Permission to reproduce this .n'lFtl material has been ~ granted by Pl ill] i c ]"bma j n/O.TP/NIJ o U.S. IBpartment of Justice to the National Criminal Justice Reference Service (NCJRS). l!) Further reproduction outside of the NCJRS system requires permission of the _owner. About the National Institute of Justice The National Institute of Justice (NIJ), a component of the The research and development program that resulted in Office ofJustice Programs, is the research and development the creation of police body armor that has meant the agency of the U.S. Department of Justice. NIJ was estab­ difference between life and death to hundreds of police lished to prevent and reduce crime and to improve the officers. criminal justice system. Specific mandates established by Congress in the Omnibus Crime Control and Safe Streets Pioneering scientific advances such as the research and Act of 1968, as amended, and the Anti-Drug Abuse Act of development of DNA analysis to positively identify 1988 direct the National Institute of Justice to: suspects and eliminate the innocent from suspicion.
    [Show full text]
  • Shadow Education in the Southeast of South Korea: Mothers’ Experiences and Perspectives of Shadow Education
    Shadow education in the southeast of South Korea: Mothers’ experiences and perspectives of shadow education A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Soo Kyoung Lee IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Gerald Fry August 2014 © Soo Kyoung Lee, August 2014 Acknowledgements This dissertation research project is completed with all the support that I received from faculty, colleagues and friends whom I met in the past six years of my PhD program. First, I would like to express my sincere gratitude to my advisor, Dr. Gerald Fry, for his unconditional support and care throughout my entire journey of this academic program. I am grateful for his cheerful spirit and helpful advice on all matters that influenced my life during the past six years. I am also thankful to Dr. Frances Vavrus, and Dr. Peter Demerath for providing helpful feedback on this dissertation research. Their continuous feedback challenged me to think deeper and kept me being inspired and engaged. Special thanks must go to Dr. Nancy Abelmann in the University of Illinois for being in the dissertation committee. I was touched by her passion for research and her commitment to advising doctoral students. I have benefited from her insights and scholarship in creating and completing this research. I have met great supervisors in the University of Minnesota who had influenced me to grow further as a professional researcher. I am especially thankful for Dr. Joan Dejaeghere for having me as her research assistant and showing me a great example of a research scholar.
    [Show full text]
  • North Haverhill Fair Sets Attendance Records
    A1 CLOSE TO HOME A Tale Of Two Summers THURSDAY, AUG. 5, 2021 Page 15 Cyan Magenta Yellow Yellow Black Big Turnout. North Haverhill Fair Sets Attendance Records. Page 4 A2 2 The Record Thursday, August 5, 2021 News Briefs Haverhill School Board Cooperative School District will open the school partment of Transportation emergency order cinated (and eligible) students bringing the del- year on Aug. 30 without a mask mandate. already requires masks on school buses, and ta variant to school with unvaccinated students Stands By No Mask However, if COVID case numbers rise dra- indoor transmission rates remain high. bringing measles to school. Decision matically, the school board could be forced to “I don’t think we should take a risk,” he said. “I agree that the parents know what’s best for revisit its decision as soon as its next meeting Regardless of the criteria, School Board their children. But when their decisions impact HAVERHILL — The Haverhill Cooperative on Sept. 13. Chairman Richard Guy (who abstained from the others at school, it’s a different story,” he School Board on Monday stuck by its decision The highly contagious delta variant, which Monday’s vote) said the Haverhill Cooperative said. to open the 2021-2022 school year without a the Centers for Disease Control has called “as School District needed to have a plan in place. The district will conduct a parent survey be- mask mandate. contagious as chickenpox,” has already been de- He called for a plan with clear guidelines on fore deciding if and when to hold a vaccination By a 3-1 vote, they rejected a proposal by tected in the Upper Valley, noted SAU 23 Super- when mask use would be triggered.
    [Show full text]
  • December 2016
    Hoofbeat J.W. Mitchell High School’s Student Newspaper Volume 15 Issue 3 Jazz Ensemble Showcase Jazz band takes the stage to showcase their skills. Photo by Samantha Burchick (Page 4) 2 HB News The fute section perform “Send my love” The funk band performs “Brick House,” in their small groups, arranged by Jordan arranged by Parker Marchant. Bunker. Photo by Sam Burchick Photo by Sam Burchick Banding together in holiday celebration The annual Prism concert performed by the JWMHS Band, Colorguard, and Chorus shows off the hard work accomplished all year Sam Burchick Reporter Every December the band, that are continuously playing. only choose the music and at Mitchell is so exciting, I feel this event is supported by not chorus, and color guard put The music literally doesn’t stop. rehearse the full group band that I’m a part of something only the band and band family, on a show titled Prism, where As soon as one act is fnished, performances. There’s also really impressive, and I’m but those who have nothing to they showcases their talents to another starts to play,” Noemi not only Christmas music and so proud of my fellow band do with band. It’s something for fellow students. Prism started Rivera (’17) said. instrument performances; some members for making these everyone to enjoy,” Russell Kahn out as a one day production, One way this concert is made students sing, there are dancing programs the best they can be,” (’17) said. but due to the extreme turn special is that it gives the band and color guard performances, Walkup said.
    [Show full text]
  • Volume 15, See ED 401 AVAILABLE from School Age NOTES, PO
    DOCUMENT RESUME ED 423 952 PS 026 092 AUTHOR Scofield, Richard T., Ed. TITLE School-Age NOTES. 1997. ISSN ISSN-0278-3126 PUB DATE 1997-00-00 NOTE 98p.; For volume 14, see ED 382 331; volume 15, see ED 401 998, volume 16, see ED 402 083. AVAILABLE FROM School Age NOTES, P.O. Box 40205, Nashville, TN 37204; phone: 615-242-8464; fax: 615-242-8260 (1-year, 12-issue subscription, $24.95). PUB TYPE Collected Works Serials (022) JOURNAL CIT School-Age NOTES; v17 n1-12 EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *After School Education; *After School Programs; Computer Uses in Education; *Conflict Resolution; Elementary Education; *Elementary School Students; Enrichment; Interfaith Relations; Motivation Techniques; Newsletters; Noise (Sound); Professional Development; *School Age Day Care IDENTIFIERS Pennsylvania (Philadelphia); Philadelphia School District PA ABSTRACT These 12 newsletter issues offer support and information for providers of child care for school-age children. The featured articles for each month are: (1) "ASCAP [American Society of Composers, Authors, and Publishers] Retreats on Camp Song Use";(2) "Walking the Talk: Modeling Conflict Resolution Behaviors"; (3) "10 Staff Motivation Tips"; (4) "Anxious Moments, Friendships and Developmental Needs"; (5) "Interfaith Efforts in Philadelphia Lead to 'SAM'[School-Age Ministry] Program"; (6) "Computer Room Observations: Seeing the Whole Picture"; (7) "Reflections on Our Profession"; (8) "Academic Enrichment Programs: Coming Soon to Your Town!"; (9) "Have We Really Seen the Light?"; (10)"The Noise Factor--A Place for Everything"; (11) "Grace Mitchell's Reflections"; and (12)"Get Jump on $50 Million for After School Learning Centers." (SD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • Super Junior
    Super Junior From Wikipedia, the free encyclopedia For the professional wrestling tournament, see Best of the Super Juniors. Super Junior Super Junior performing at SMTown Live '08 in Bangkok,Thailand Background information Origin Seoul, South Korea Genres Pop, R&B, dance, electropop, electronica,dance-pop, rock, e lectro, hip-hop, bubblegum pop Years active 2005–present Labels S.M. Entertainment (South Korea) Avex Group (Japan) Associated SM Town, Super Junior-K.R.Y., Super Junior-T,Super acts Junior-M, Super Junior-Happy, S.M. The Ballad, M&D Website superjunior.smtown.com,facebook.com/superjunior Members Leeteuk Heechul Han Geng Yesung Kangin Shindong Sungmin Eunhyuk Donghae Siwon Ryeowook Kibum Kyuhyun Korean name Hangul 슈퍼주니어 Revised Romanization Syupeojunieo McCune–Reischauer Syupŏjuniŏ This article contains Koreantext. Without proper rendering support, you may see question marks, boxes, or other symbolsinstead of Hangul or Hanja. This article contains Chinesetext. Without proper rendering support, you may see question marks, boxes, or other symbolsinstead of Chinese characters. This article contains Japanesetext. Without proper rendering support, you may see question marks, boxes, or other symbolsinstead of kanji and kana. Super Junior (Korean: 슈퍼주니어; Japanese: スーパージュニア) is a South Korean boy band from formed by S.M. Entertainment in 2005. The group debuted with 12 members: Leeteuk (leader), Heechul, Han Geng, Yesung, Kangin, Shindong, Sungmin, Eunhyuk, Donghae, Siwon,Ryeowook, Kibum and later added a 13th member named Kyuhyun; they are one of the largest boy bands in the world. As of September 2011, eight members are currently active,[1] due to Han Geng's lawsuit with S.M.
    [Show full text]
  • Analysis of Afterschool Tutoring Programs in Northwest Ohio: A
    A FRAMEWORK FOR TUTORING SERVICES Authors Ryan D. Butt, J.D., M.S.A. Dean, College of Business and Leadership, Lourdes University Chairperson, Department of Business and Leadership Associate Professor, College of Business and Leadership Regular Graduate Faculty B.A., M.S.A. University of Notre Dame J.D. Valparaiso University Joyce Litten, Ed.D., L.I.S.W.-S. Associate Professor, Social Work B.A., University of Akron M.S.S.A., Mandel School of Applied Social Science, Case Western Reserve University E.d.D., Bowling Green State University Patrice McClellan, Ed.D. Director, Masters of Organizational Leadership Associate Professor, College of Business and Leadership B.S., The University of Toledo M.O.D., Ed.D., Bowling Green State University Walter Ryley, MAEcon Instructor, College of Business and Leadership B.Sc., MAEcon., Bowling Green State University Kara Thomas Graduate Assistant, College of Business and Leadership M.B.A. Candidate, Lourdes University B.S., Lourdes University Special Thanks To Information Technology Review: Scott Crow, Chief Information Officer, Lourdes University Cover Design: Carla Woodell, Graphic Designer, Lourdes University A FRAMEWORK FOR TUTORING SERVICES i Table of Contents Acknowledgments ..................................................................................................................................... 1 Scope of the Project .................................................................................................................................. 2 Introduction ..............................................................................................................................................
    [Show full text]