Innovative Higher Education最新文献

Community-Based, Culturally Relevant STEM: Engaging Rural and Indigenous Students Through Partnerships, Institutional Flexibility, and One Health. 以社区为基础，与文化相关的STEM：通过伙伴关系，制度灵活性和同一健康吸引农村和土著学生。

IF 2.4

Innovative Higher Education Pub Date : 2026-01-01 Epub Date: 2025-07-02 DOI: 10.1007/s10755-025-09819-8

Ellen Chenoweth, Paul Cotter, Janice Straley, Kari Lanphier

{"title":"Community-Based, Culturally Relevant STEM: Engaging Rural and Indigenous Students Through Partnerships, Institutional Flexibility, and One Health.","authors":"Ellen Chenoweth, Paul Cotter, Janice Straley, Kari Lanphier","doi":"10.1007/s10755-025-09819-8","DOIUrl":"https://doi.org/10.1007/s10755-025-09819-8","url":null,"abstract":"Rural and Indigenous students face many barriers to persistence in biomedical and STEM trajectories including poor access to science experiences, a dearth of relatable educational resources, and educational structures misaligned with rural and Indigenous student and community needs. Rural Alaska Students in One Health Research (RASOR) is designed to provide a positive first college experience for rural and Indigenous students. Key innovations include 1) a partnership between the University of Alaska and tribal governments to allow for culturally relevant, locally-mentored research experiences and 2) a customizable program structure. We also surveyed adults in the region regarding attitudes about science, its community relevance, and science opportunities for young people. One Health-the connection of human, animal, and environmental health-resonated with both adults and students. Student interest in both animal/environmental and human research increased during RASOR, as did measures of science self-efficacy, identity, and science aspirations. Community members view science as important and strongly support students' scientific interests. However, perceptions remain that science training results in students leaving their communities, despite tribal leadership efforts to \"grow-their-own\" STEM opportunities and professionals in these same communities. We suggest One Health is a culturally meaningful pathway to promote engagement of rural and Indigenous students in biomedical and STEM fields and is enhanced by educator and institutional flexibility and community partnership.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"51 2","pages":"659-680"},"PeriodicalIF":2.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13106257/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Support of Underrepresented and Early-Stage Faculty at a Research Center for Minority Institutions: A Social Network Analysis of Research Productivity over a Five-Year Period. 少数民族机构研究中心对代表性不足和早期教师的支持：五年来研究生产力的社会网络分析。

IF 2.4

Innovative Higher Education Pub Date : 2025-02-28 DOI: 10.1007/s10755-025-09794-0

Heidi A Wayment, Kelly A Laurila, Julie A Baldwin

{"title":"Support of Underrepresented and Early-Stage Faculty at a Research Center for Minority Institutions: A Social Network Analysis of Research Productivity over a Five-Year Period.","authors":"Heidi A Wayment, Kelly A Laurila, Julie A Baldwin","doi":"10.1007/s10755-025-09794-0","DOIUrl":"https://doi.org/10.1007/s10755-025-09794-0","url":null,"abstract":"This study describes how an innovative form of support strengthened diversity goals in an institution of higher learning. The Southwest Health Equity Research Collaborative (SHERC) at Northern Arizona University recently completed its first funding cycle supported by the National Institute on Minority Health and Health Disparities. This study examines progress on two of SHERC's principal goals: support the expansion of health equity research produced by SHERC-affiliated faculty and advance early-stage investigators (ESI) and underrepresented (UR) faculty research productivity. SHERC-affiliated faculty publications are described and the focus of a series of social network analyses (SNA). SHERC-affiliated faculty had access to an array of professional development opportunities. The number of supported faculty increased from 32 to 100 with a growing percentage of ESI and UR faculty. The number of UR and ESI faculty authors increased most rapidly over time. ESI and UR SHERC-affiliated faculty were co-authors in 72% and 45%, respectively, of the 139 total publications in the 5-year publication record. SNA centrality metrics revealed the important influence of ESI and UR faculty in the demonstrated increases in research publications over time. The increase of health-equity related research publications and concomitant expansion of ESI and UR faculty participation in these efforts can be facilitated by coordinated types of support offered by faculty development programs such as SHERC. The results from this study reinforce the importance of networks in organizational change efforts at institutions of higher learning seeking to build research capacity and increase scientific and community impact by advancing workforce diversity.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369643/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors Influencing Science Career Intention: The Power of Counterspace. 影响科学职业意向的因素：抗衡空间的力量。

IF 2.2

Innovative Higher Education Pub Date : 2025-01-01 Epub Date: 2024-10-11 DOI: 10.1007/s10755-024-09752-2

Judith C P Lin, Sungmin Moon, Shu-Sha Angie Guan, Patchareeya P Kwan, Gilberto E Flores, Gabriela Chavira

{"title":"Factors Influencing Science Career Intention: The Power of Counterspace.","authors":"Judith C P Lin, Sungmin Moon, Shu-Sha Angie Guan, Patchareeya P Kwan, Gilberto E Flores, Gabriela Chavira","doi":"10.1007/s10755-024-09752-2","DOIUrl":"10.1007/s10755-024-09752-2","url":null,"abstract":"The current study examined how participation in an undergraduate research experience (URE) that provides a counterspace affects sociocognitive factors (science self-efficacy, science identity, and academic self-concept) and how they, in turn, may shape science career intention in a sample of STEM undergraduate students. STEM majors from a public university in California completed surveys from 2017 to 2020 and rated their science identity, science self-efficacy, academic self-concept, and their intention to pursue a science-related research career. Structural equation modeling shows that URE participants reported higher (a) science self-efficacy, (b) science identity, and (c) academic self-concept relative to students who did not participate in the URE. While there was an indirect effect of science self-efficacy on science career intention mediated by science identity, higher science self-efficacy and academic self-concept were negatively associated with the intention to pursue a science career. MANOVA results suggest that URE participants fared better than non-URE students in all outcomes across all sub-groups. These results highlight the importance of an identity-focused UREs and the counterspace it fosters among STEM majors from diverse backgrounds.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"50 2","pages":"641-663"},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12003595/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Informed Self-Placement: A Case Study of the Florida College System. 知情自我安置：佛罗里达大学系统的个案研究。

IF 2.4

Innovative Higher Education Pub Date : 2025-01-01 Epub Date: 2025-01-28 DOI: 10.1007/s10755-024-09777-7

Amanda N Nix, Shouping Hu

{"title":"Informed Self-Placement: A Case Study of the Florida College System.","authors":"Amanda N Nix, Shouping Hu","doi":"10.1007/s10755-024-09777-7","DOIUrl":"10.1007/s10755-024-09777-7","url":null,"abstract":"Traditional college advising, whereby advisors provide course assignments according to standardized placement test scores, has undergone major transformation in recent years. New placement models, like \"informed self-placement\" based on multiple measures of documented student achievement, are growing in popularity but remain understudied. To address this gap in scholarship, we took advantage of a unique opportunity presented by statewide reform in Florida to explore how Florida College System advisors described the implementation of informed self-placement and multiple measures between 2014 and 2019, paying special attention to emergent challenges and corresponding solutions. Our findings, drawn from the perspectives of 275 advisors representing 19 different institutions shared during semi-structured focus group sessions, revealed that advisors used a combination of high school experiences, non-cognitive factors, and continued placement testing to inform course recommendations that students could then choose to act upon or ignore when registering for their classes. We also observed several challenges (i.e., increased workload, insufficient information, and student resistance) that advisors managed through group advising, advanced preparation, and self-diagnostic tools.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"50 4","pages":"1335-1353"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12354489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144875962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of a Bystander Intervention Training Program to Interrupt Gender and Race Bias Among U.S and Foreign Faculty. 旁观者干预培训项目在美国和外国教师中消除性别和种族偏见的有效性。

IF 2.2

Innovative Higher Education Pub Date : 2025-01-01 Epub Date: 2024-12-16 DOI: 10.1007/s10755-024-09765-x

Suzanna M Rose, Sanaz Farhangi, Michelle Hospital, Kirsten Wood

{"title":"Effectiveness of a Bystander Intervention Training Program to Interrupt Gender and Race Bias Among U.S and Foreign Faculty.","authors":"Suzanna M Rose, Sanaz Farhangi, Michelle Hospital, Kirsten Wood","doi":"10.1007/s10755-024-09765-x","DOIUrl":"10.1007/s10755-024-09765-x","url":null,"abstract":"This study evaluates the effectiveness of a Bystander Leadership™ Program (BLP) designed to mitigate gender and racial biases among faculty at a research university. The BLP workshop, grounded in comprehensive local research, provided faculty with practical intervention skills to address observed biases in academic settings. A quasi-experimental design was employed, involving tenured and tenure-track faculty (N = 253) from STEM and Social and Behavioral Science (SBS) departments. Participants were surveyed before and three months after the workshop (Intervention Group) or three months apart (Comparison Group), assessing five variables: notice bias, self-efficacy, perceived benefits of action, perceived risks of action, and actual intervention in bias incidents. The findings reveal that the Intervention Group exhibited significant increases in self-efficacy and actual interventions from pretest to posttest, unlike the Comparison Group, which showed no changes. Notably, foreign-born faculty initially had lower notice bias scores compared to U.S.-born faculty. Post-intervention, notice bias significantly increased among foreign-born faculty in the Intervention Group. Furthermore, a 60% faculty participation rate was identified as the threshold for perceiving departmental endorsement of inclusive practices. These results underscore the BLP's potential to enhance faculty's confidence and proactive engagement in addressing bias, particularly among foreign-born faculty, and highlight the importance of broad participation for fostering inclusive academic environments.Supplementary information: The online version contains supplementary material available at 10.1007/s10755-024-09765-x.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"50 3","pages":"967-995"},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12181101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering Underrepresented Minority Students: a STEM-Focused Research Internship Program Bridging the Path to Graduate and Professional Success. 赋予少数族裔学生权力：一个以stem为重点的研究实习项目，为毕业和职业成功架起桥梁。

IF 2.4

Innovative Higher Education Pub Date : 2025-01-01 Epub Date: 2025-04-12 DOI: 10.1007/s10755-025-09797-x

Ihsan Elkhider, Nishika T Edwards, Richard L Goodwin, Renee J Chosed, Larry Lenard Lowe, Steffani Driggins, Randall H Harris, Kimberly Shorter, Zhi Gao, Stephen Ojo, Olukayode Karunwi, Nnenna Igwe, Thomas I Nathaniel

{"title":"Empowering Underrepresented Minority Students: a STEM-Focused Research Internship Program Bridging the Path to Graduate and Professional Success.","authors":"Ihsan Elkhider, Nishika T Edwards, Richard L Goodwin, Renee J Chosed, Larry Lenard Lowe, Steffani Driggins, Randall H Harris, Kimberly Shorter, Zhi Gao, Stephen Ojo, Olukayode Karunwi, Nnenna Igwe, Thomas I Nathaniel","doi":"10.1007/s10755-025-09797-x","DOIUrl":"10.1007/s10755-025-09797-x","url":null,"abstract":"The goal of this Research Education Program (REP) is to increase diversity in science, technology, engineering, math, and medicine (STEMM) fields. However, few programs include research internship opportunities and summer education programs for student participants. In our REP we integrated a research internship program into the summer curriculum and provided stipends aimed to alleviate the financial stress for underrepresented minority (URM) students, allowing them to focus on research, academics, and professional development. More than 90% of research mentors were satisfied with interns' ability in various aspects of STEM research, including integrating research with academic work, developing research skills, engaging in research, formulating scientific hypotheses, implementing constructive feedback, and their readiness to become independent researchers. Over 80% of student interns reported satisfaction with the positive impact of the internship program on their professional development in scientific research, oral presentation, and written communication skills. This improvement was attributed to experiences such as preparing posters and manuscripts, collaborating in teams, working independently, and engaging in overall program activities. There was a significant positive association (r(9) = .60, P < 0.05) between student satisfaction and research mentors' evaluation of their satisfaction with students' performance during the research internship program.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"50 6","pages":"2043-2065"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12630149/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145589330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating Belonging as a Mediator between Culturally Engaging Campus Environments and Satisfaction 调查归属感在文化参与型校园环境与满意度之间的中介作用

IF 2.2

Innovative Higher Education Pub Date : 2024-09-07 DOI: 10.1007/s10755-024-09739-z

Seijoon Park, Michael Steven Williams, Marjorie L. Dorimé-Williams, Amanda M. Carr, Scott Hovey, Jae-Kur Lockhart, Caleb Austin Sewell, N’ya Fritz, Christopher D. Slaten

{"title":"Investigating Belonging as a Mediator between Culturally Engaging Campus Environments and Satisfaction","authors":"Seijoon Park, Michael Steven Williams, Marjorie L. Dorimé-Williams, Amanda M. Carr, Scott Hovey, Jae-Kur Lockhart, Caleb Austin Sewell, N’ya Fritz, Christopher D. Slaten","doi":"10.1007/s10755-024-09739-z","DOIUrl":"https://doi.org/10.1007/s10755-024-09739-z","url":null,"abstract":"Reducing student attrition and drop-out rates is of paramount concern for higher education scholars, policymakers, and practitioners in evaluating institutional effectiveness. There is some evidence that students’ satisfaction can be critical to the success of any postsecondary educational institution, but little is known about how campus environments shape students’ satisfaction. Using structural equation modeling techniques, the authors use multi-institutional survey data to examine the relationship between Culturally Engaging Campus Environments (CECE), sense of belonging, and satisfaction. Specifically, we explore the direct effects of CECE indicators on satisfaction and the mediating role of sense of belonging. Our results showed that a direct effect of CECE indicators is positively associated with satisfaction. Results also indicated that an indirect effect of CECE indicators contributes to a significant increase in satisfaction through sense of belonging. Implications for research and practice are discussed.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214794","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

Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency 改进大规模课程重新设计的实施：平衡 "忠实 "与 "代理 "的创新方法

IF 2.2

Innovative Higher Education Pub Date : 2024-09-06 DOI: 10.1007/s10755-024-09736-2

Derek Thurber, Amy Markos, Lydia Ross, Quincy Conley, Jill Wendt

{"title":"Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency","authors":"Derek Thurber, Amy Markos, Lydia Ross, Quincy Conley, Jill Wendt","doi":"10.1007/s10755-024-09736-2","DOIUrl":"https://doi.org/10.1007/s10755-024-09736-2","url":null,"abstract":"This study aimed to improve the implementation of a redesign of teacher preparation programs at a large public university in the United States. This complex redesign impacted over 150 courses across 27 programs, involving over 200 faculty and 2,500 students annually. Implementing the redesign posed significant challenges for supporting fidelity and agency across all faculty involved, including many part-time faculty and new hires. We aimed to improve implementation by improving the faculty’s knowledge, confidence, and perceived usefulness of implementation fidelity practices. To do so, we developed two interventions: a series of individualized course fact sheets and an online orientation module. To study the effects of these interventions, we used a convergent mixed methods approach. Results showed that those faculty who used the new course fact sheets had significant increases in their knowledge and confidence of implementation fidelity practices and significant increases in their sense of teaching agency. The results also showed more positive outcomes for those using the fact sheets than those who participated in an orientation module. This study has important implications for faculty and administrators in higher education, demonstrating the potential of course fact sheets as an innovative, scalable solution to improve the implementation of large-scale redesigns.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214795","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

Postdoctoral Scholars’ Emancipatory Strategies to Socialization through Agency 博士后学者通过代理实现社会化的解放战略

IF 2.2

Innovative Higher Education Pub Date : 2024-09-05 DOI: 10.1007/s10755-024-09738-0

Elizabeth A. Jach, Chelsea O’Brien

引用次数: 0

Are Scientists Changing their Research Productivity Classes When They Move Up the Academic Ladder? 科学家在学术阶梯上更上一层楼时，是否会改变他们的研究生产力等级？

IF 2.2

Innovative Higher Education Pub Date : 2024-08-28 DOI: 10.1007/s10755-024-09735-3

Marek Kwiek, Wojciech Roszka

{"title":"Are Scientists Changing their Research Productivity Classes When They Move Up the Academic Ladder?","authors":"Marek Kwiek, Wojciech Roszka","doi":"10.1007/s10755-024-09735-3","DOIUrl":"https://doi.org/10.1007/s10755-024-09735-3","url":null,"abstract":"We approach productivity in science in a longitudinal fashion: We track scientists’ careers over time, up to 40 years. We first allocate scientists to decile-based publishing productivity classes, from the bottom 10% to the top 10%. Then, we seek patterns of mobility between the classes in two career stages: assistant professorship and associate professorship. Our findings confirm that radically changing publishing productivity levels (upward or downward) almost never happens. Scientists with a very weak past track record in publications emerge as having marginal chances of becoming scientists with a very strong future track record across all science, technology, engineering, mathematics, and medicine (STEMM) fields. Hence, our research shows a long-term character of careers in science, with one’s publishing productivity during the apprenticeship period of assistant professorship heavily influencing productivity during the more independent period of associate professorship. We use individual-level microdata on academic careers (from a national registry of scientists) and individual-level metadata on publications (from the Scopus raw dataset). Polish associate professors tend to be stuck in their productivity classes for years: High performers tend to remain high performers, and low performers tend to remain low performers over their careers. Logistic regression analysis powerfully supports our two-dimensional results. We examine all internationally visible Polish associate professors in five fields of science in STEMM fields (N = 4,165 with Nart = 71,841 articles).","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"6 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142214807","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