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This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to develop College Access Literacy (CAL) among both students and educators in a Professional Development School (PDS) network. With an emphasis on teacher training, supplemental learning opportunities for students, and faculty-student-parent mentor/partnerships, this model was designed to apply a culturally responsive approach to achieving equity in college readiness programming.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about a collective impact school-university partnership initiative focused on supporting underrepresented students in pursuing higher education goals through participation in the FOCUS program. A thematic analysis was completed on focus group data collected for both educators and students who participated in the project. Data focused on the identification of both strengths and challenges of program development and implementation.

The paper provides insights and ideas related to how to structure a college access and success program that focuses on the assets that underrepresented students bring to college readiness opportunities designed for them by centering their struggles while uplifting their personal, unique abilities. Our results validate a college readiness program design and implementation process that relies on asset-based theoretical frameworks including Yosso’s (2005) Community Cultural Wealth (CCW) model and Moll et al.’s (1992) Funds of Knowledge (FoK) framework.

This study shows how school-university partnerships are uniquely positioned to capitalize on the strengths of students and their families in designing college readiness programming. By considering the local context and culturally responsive approaches to program development and implementation, programs like FOCUS can build on community resources and the teacher-student relationship to increase College Access Literacy (CAL) in both students and their teachers.

Homelessness in Greater Boston has been a recurring issue since the 1980s. Massachusetts is the only right to shelter state in the nation, which theoretically guarantees that families with children under the age of 21 must be offered a place to sleep every night. However, research shows that among the various obstacles case managers encounter when trying to assist the homeless, the fragmentation of services and initiatives is one of the most persistent limitations to their actions. At the state and local levels, coordination between service providers has repeatedly proved uncertain. These providers point to an ongoing, unhealthy competition to get funding for their shelters or service centers, which has devastating repercussions on the people they serve. Boston officials hold a difficult position, as the state capital city draws many homeless families and individuals hoping for better support, thus putting pressure on local shelters to provide more beds every night. Unsurprisingly, the onset of the pandemic worsened an already strained homeless assistance network, by forcing clients to seek shelter elsewhere due to reduced capacity and creating a new type of fragmentation. In the context of limited space, where zoning laws have relentlessly favored single-family homes in wealthy neighborhoods, Greater Boston is now facing a dire shortage of housing, while migrants from abroad continue to be drawn to its progressive social policies, hoping to find shelter from poverty and war.

This study aims to investigate the effects of candidates' perceptions of cybervetting – the evaluation of social media profiles by employers – on the perceived attractiveness and prestige of organizations and the role of gender as a moderator in these relationships. Three perceptions – perceived injustice, privacy invasion and surface validity – are used to evaluate candidates' attitudes about cybervetting.

The sample is comprised of third- and fourth-year undergraduate students at a university in Ankara, Türkiye. A survey technique was used to collect research data. The survey form was prepared on an online platform.

Survey results revealed that negative perceptions of cybervetting significantly affected perceived organizational attractiveness, prestige and intention to pursue the organization. Still, no significant difference was found between the women and men groups in this effect. Men candidates are more concerned about the validity and fairness of cybervetting.

The research's findings are anticipated to shed significant light on how cybervetting is conceptualized, specifically whether feelings of injustice, privacy invasion and validity constitute core components of cybervetting. Besides, the findings are expected to reveal whether candidates' attitudes toward cybervetting affect their perceptions regarding the general attractiveness and prestige of the organizations.

The case was developed from interviews with the couple. Josh is a coauthor. The other coauthor was incorporated to offer an unbiased perspective. The names and banking institutions are disguised, but the financial information represents the couple’s actual financial situation at the time.

This case centers on Josh and Selene Stone, a real couple whose identities have been disguised. They are striving to optimize their budget and save for a better home. The case outlines the couple’s goals and details their income and expenses by providing their bank and credit card statements for a 3-month period. Students are tasked with applying their financial planning knowledge and skills to create a budget for the couple and make recommendations to optimize their spending patterns.

The case was designed for use in an introductory undergraduate Personal Finance course where personal budgeting is discussed. The case is best positioned following a lecture/discussion on personal budgeting such as:▪ Chapter 2 of Focus on Personal Finance by Kapoor, Dlabay, Hughes and Hart.▪ Chapter 3 of Personal Finance by Garman and Forgue.▪ Chapter 2 of Personal Finance by Keown.▪ Chapter 5 of Personal Finance by Siegel and Yacht.This paper has seen Personal Finance offered at a general education level, as an elective for Business Administration majors, or even as a required class in a specialized Financial Planning curriculum. Positioning a case in Personal Finance can often be challenging because of the diverse nature of these audiences. In this case, this paper has tried to use plain language whenever possible to make it accessible to a broad range of students while providing enough data for business students to make informed financial planning recommendations.