Department of Educational Foundations, Leadership and Technology https://aurora.auburn.edu/handle/11200/44224 2026-05-14T22:36:12Z 2026-05-14T22:36:12Z Critical review of Beauboeuf-Lafontant's “To Live More Abundantly: Black Collegiate Women, Howard University and the Audacity of Dean Lucy Diggs Slowe” https://aurora.auburn.edu/handle/11200/50776 2026-05-04T13:46:01Z Critical review of Beauboeuf-Lafontant's “To Live More Abundantly: Black Collegiate Women, Howard University and the Audacity of Dean Lucy Diggs Slowe” Program Assessment: Career Development Services as Informed by Black Female Undergraduates in Engineering https://aurora.auburn.edu/handle/11200/50775 2026-05-04T13:47:21Z Program Assessment: Career Development Services as Informed by Black Female Undergraduates in Engineering Shaping a Path Forward: Critical Approaches to Civic Education in Tumultuous Times https://aurora.auburn.edu/handle/11200/50766 2026-03-06T21:50:21Z Shaping a Path Forward: Critical Approaches to Civic Education in Tumultuous Times The purpose of this chapter is to offer an exploration of civic education by focusing on its emancipatory potential in a democratic society. It highlights a suite of critical approaches to civic education that can inform our understanding and practice of democracy, liberation, and struggle. In particular, this chapter enacts Freire’s notion of dialogue as a pathway for civic education that challenges the status quo and transforms society to be more just for all. It focuses on the educational, social, and political imperative to develop a critical consciousness among citizens in tumultuous times characterized by threats to the common good. The Power of Interest: Connecting the Real World to the Finance Classroom https://aurora.auburn.edu/handle/11200/50764 2026-02-27T16:41:10Z The Power of Interest: Connecting the Real World to the Finance Classroom This study examines how the incorporation of a project utilizing real- world financial data from the Bloomberg Professional Service affects student engagement in an introductory finance course. This mixed methods study demonstrates that the project provides insight into the role played by receptivity, relevance, discipline, and integration in bridging the gap between teaching and learning and between theory and practice.