Higher Learning Research Communications最新文献_第7页

Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students 创建、实施和重新定义教育博士研究生指导路径的概念框架

Higher Learning Research Communications Pub Date : 2020-09-13 DOI: 10.18870/HLRC.V10I2.1188

Rebecca D. Brown, R. Geesa, Kat R. McConnell

{"title":"Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students","authors":"Rebecca D. Brown, R. Geesa, Kat R. McConnell","doi":"10.18870/HLRC.V10I2.1188","DOIUrl":"https://doi.org/10.18870/HLRC.V10I2.1188","url":null,"abstract":"Supporting the proficiencies scholar-practitioners need to be successful in Doctor of Education (EdD) programs typically differ from the needs of traditional doctoral students in other types of programs; however, EdD students may benefit from participating in a mentoring program during the progression of their academic career. Several theoretical and conceptual frameworks that influence mentoring programs exist at the doctoral level despite the lack of research conducted that is specific to EdD degrees. In this article, we review several frameworks that influenced the creation and redesign of the Mentoring Pathways Program, developed explicitly to address the needs of scholar-practitioners attending a midwestern university. Through this process, we developed a Mentoring Pathways Program Model, by exploring the domains of sustainability, networking, and expected outcomes, with each domain enhanced through the foundational disciplines of readiness, self-efficacy, and progress. The development and implementation of the MPP model guides the mentoring approach for our EdD students while allowing for the flexibility to accommodate changing needs and requests. In this article, we present a reflective and responsive practice towards EdD mentor and mentee relationships, which are assessed yearly through surveys, interviews, and focus groups.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Higher Education, HLRC, Pandemics, and Racism 高等教育、HLRC、流行病和种族主义

Higher Learning Research Communications Pub Date : 2020-06-12 DOI: 10.18870/hlrc.v10i1.1192

G. Burkholder, E. Krauskopf

引用次数: 0

Audio - Resúmenes de artículos del HLRC Volumen 10, Número 2 (español) 音频- HLRC文章摘要第10卷第2期(英文)

Higher Learning Research Communications Pub Date : 2020-01-01 DOI: 10.18870/HLRC.V10.I2.0002

Gary J. Burkholder, Erwin Krauskopf

引用次数: 0

Effects of Ratemyprofessors.com and University Student Evaluations of Teaching on Students’ Course Decision-Making and Self-Efficacy Ratemyprofessors.com和大学生教学评价对学生课程决策和自我效能感的影响

Higher Learning Research Communications Pub Date : 2020-01-01 DOI: 10.18870/HLRC.V10I2.1194

Stefanie S. Boswell

{"title":"Effects of Ratemyprofessors.com and University Student Evaluations of Teaching on Students’ Course Decision-Making and Self-Efficacy","authors":"Stefanie S. Boswell","doi":"10.18870/HLRC.V10I2.1194","DOIUrl":"https://doi.org/10.18870/HLRC.V10I2.1194","url":null,"abstract":"This study investigated effects of Ratemyprofessors.com and university student evaluations of teaching on students’ course decision-making and self-efficacy in an ethnically diverse undergraduate sample. It also investigated if these effects were impacted by evaluation positivity. Additionally, the study explored if attitudes toward Ratemyprofessors.com were related to student gender, college class, and age. Participants were 73 undergraduates who were exposed to positive and negative evaluations about fictitious professors; participants were informed that the evaluations originated from Ratemyprofessors.com or university student evaluations of teaching. Evaluation positivity but not type influenced students’ intention to enroll in the professor’s course, but not how seriously they would consider the feedback. Evaluation positivity also influenced self-efficacy. Beliefs about and use of Ratemyprofessors.com were not related to student gender, college class, or age. Evaluation positivity’s effect on student course decision making and self-efficacy has implications for for university students, faculty, and administrators.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"10 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67688430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Are Universities Using the Right Assessment Tools during the Pandemic and Crisis Times? 大学在大流行和危机时期是否使用了正确的评估工具?

Higher Learning Research Communications Pub Date : 2020-01-01 DOI: 10.18870/HLRC.V11I0.1184

Mohanad Halaweh

引用次数: 16

Adjunct Faculty Perceptions of Participation in Online Collaborative Research Teams 辅助教师对参与在线合作研究团队的看法

Higher Learning Research Communications Pub Date : 2019-11-12 DOI: 10.18870/hlrc.v9i2.459

Rita J. Hartman, Danielle Kearns-Sixsmith, Patricia Akojie, Christa Banton

{"title":"Adjunct Faculty Perceptions of Participation in Online Collaborative Research Teams","authors":"Rita J. Hartman, Danielle Kearns-Sixsmith, Patricia Akojie, Christa Banton","doi":"10.18870/hlrc.v9i2.459","DOIUrl":"https://doi.org/10.18870/hlrc.v9i2.459","url":null,"abstract":"Career professionals who serve as adjunct faculty at the university level are expected to engage in continual research and publishing to maintain their status as adjunct (part-time) faculty, to be considered for potential advancement, and to qualify for additional compensation. One way of meeting this objective is to participate in online collaborative research projects benefiting from a set of multiple lenses, multiple insights, and a multitude of considerations in regard to design, methodology, data interpretations, and broader reaching implications. A narrative inquiry approach was applied to gain an in-depth understanding of the experiences of adjunct faculty working in online collaborative research teams. Data was gathered through phone interviews where adjunct faculty shared their personal experiences and reflections about working as collaborative researchers in an online environment. Using an inductive process, themes were drawn from the responses of the participants to address the research question. The dominant themes found were organizational skills, interpersonal skills, and personal growth and development. The results of the study led to recommendations for supporting adjunct faculty in online collaborative research for building a sense of scholarly community and expanding opportunities for personal professional growth.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44393153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Assessing and Modeling Student Academic Practices and Performance in First-Year Mathematics Courses in Higher Education 评估和建模高等教育一年级数学课程中学生的学术实践和表现

Higher Learning Research Communications Pub Date : 2019-09-16 DOI: 10.18870/hlrc.v9i2.451

K. Ward, Chantal D. Larose

{"title":"Assessing and Modeling Student Academic Practices and Performance in First-Year Mathematics Courses in Higher Education","authors":"K. Ward, Chantal D. Larose","doi":"10.18870/hlrc.v9i2.451","DOIUrl":"https://doi.org/10.18870/hlrc.v9i2.451","url":null,"abstract":"Objectives: This research brief explores literature addressing developmental education to identify successful interventions in first-year math courses in higher education. Our goal is to describe the relationship between students’ academic practices and their final course grade in their first-year math courses. \u0000Method: Data on 3,249 students have been gathered and analyzed using descriptive statistics and predicative analytics. We describe the Math program, which includes a supplemental support component, and the environment under which it was created. We then examine the behavior between students’ participation in supplemental support and their academic performance. \u0000Results: We used classification and regression tree algorithms to obtain a model that gave us data-driven guidelines to aid with future student interventions and success in their first-year math courses. \u0000Conclusions: Students’ fulfillment of the supplemental support requirements by specified deadlines is a key predictor of students’ midterm and final course grades. \u0000Implications for Theory and/or Practice: This work provides a roadmap for student interventions and increasing student success with first-year mathematics courses. \u0000Keywords: First-year mathematics courses, supplemental support, higher education","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44253275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Active learning through community outreach: A case study of service-learning in a natural hazard, vulnerability and risk class 通过社区外展进行主动学习:自然灾害、脆弱性和风险类服务学习的案例研究

Higher Learning Research Communications Pub Date : 2019-08-09 DOI: 10.18870/HLRC.V9I2.452

B. Brand, M. Sass, Kara Brascia

引用次数: 2

Assessment of the Socrative platform as an interactive and didactic tool in the performance improvement of STEM university students 苏格拉底平台作为一种互动和教学工具在提高STEM大学生表现中的评估

Higher Learning Research Communications Pub Date : 2019-07-25 DOI: 10.18870/HLRC.V9I2.438

R. Gómez-Espina, Delia Rodríguez-Oroz, M. Chávez, C. Saavedra, María Jesús Bravo

引用次数: 2

The Internationalization of Higher Education in Japan: Effective Organization for a Sustainable Internationally Cooperative Higher Education Program 日本高等教育国际化：可持续国际合作高等教育计划的有效组织

Higher Learning Research Communications Pub Date : 2019-06-28 DOI: 10.18870/HLRC.V9I1.441

Kiyoko Saito, Kim SoungHee

{"title":"The Internationalization of Higher Education in Japan: Effective Organization for a Sustainable Internationally Cooperative Higher Education Program","authors":"Kiyoko Saito, Kim SoungHee","doi":"10.18870/HLRC.V9I1.441","DOIUrl":"https://doi.org/10.18870/HLRC.V9I1.441","url":null,"abstract":"The goal of this study is to explore the challenges of international collaboration in higher education activities in Japan by identifying the management frameworks and elements necessary to run sustainable, quality-assured, internationally collaborative activities. Internationalization was examined from three perspectives: collaboration between a university’s headquarters and its departments, program management, and quality assurance. A qualitative case study design was used that involved interviews with 48directors of collaborative international higher education programs. Regarding intra-university collaboration, it was found that there were four major system types divided into eight subtypes: 1. Top-down; (A) Leaving the job to departments, (B) Control, and (C) Ownership; 2. Bottom-up; (A) Approval and (B) Independent; 3. Acting as one; and 4. Cooperation; (A) Regional and (B) Field. The most frequent subtype was “Approval” and the most successful subtype was “Independent.” Regarding program management, many institutions have mature systems, but even these systems found it difficult to achieve accreditation by external agencies. To enable Japanese higher education institutions to survive in the global market, central leadership that encourages departmental independence is necessary. Entrepreneurialism, whereby not only executives but also academics and administrators explicitly seek out new strategies is a key element in Japanese higher education institutions.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49587100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3