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1975 Master of Arts in Guidance and Counseling & Psychology, Texas A&M University, Kingsville, Texas. The three-year, ,000 fellowship involved working on an Independent Learning Quest focusing on incorporating authenticity, community and wholeness in the academy. in Higher Education Administration, University of Michigan, Ann Arbor, Michigan.She is the author of the book, , as well as numerous publications focusing on student success and contemplative education.She is a Fellow of the Mind and Life Institute, a member of the Board of Directors of the John N Gardner Institute for Excellence in Undergraduate Education and former Fellow of the Fetzer Institute.In 2013 the Texas Diversity Council awarded Rendón the title of being one of the Most Powerful and Influential Women in Texas.
He analyzes Tinto’s theory of student departure and delineates four major limitations of this model in explaining success among racially diverse populations.Rendón developed “validation theory,” an asset-based student success framework that has been employed to frame research studies and programmatic activities in two- and four-year colleges and universities.Rendón is also a teaching and learning theorist and thought leader.Then, the author proposes a Culturally Engaging Campus Environments (CECE) model of success among racially diverse student populations that accounts for the major critiques of Tinto’s theory, is derived from research on diverse student bodies, and consists of a set of quantifiable constructs and testable propositions that can provide the foundation for a new line of inquiry into diverse college students’ success.The chapter ends with a set of conclusions and implications for research and practice in postsecondary education.
Her presentations focus on topics such as student success, Latinx STEM students, and sensing/thinking deep learning experiences, as well as self-care and healing.