Innovative Higher Education最新文献_第10页

The Impact of Smartphone Use on Course Comprehension and Psychological Well-Being in the College Classroom. 智能手机使用对大学课堂课程理解和心理健康的影响。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09638-1

Melissa Huey, David Giguere

引用次数: 0

"Constantly Working on My Attitude Towards Statistics!" Education Doctoral Students' Experiences with and Motivations for Learning Statistics. “不断改变我对统计的态度!”教育学博士生学习统计学的经验与动机。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09621-w

Kyle DeMeo Cook, Brooke A Catanzaro

{"title":"\"Constantly Working on My Attitude Towards Statistics!\" Education Doctoral Students' Experiences with and Motivations for Learning Statistics.","authors":"Kyle DeMeo Cook, Brooke A Catanzaro","doi":"10.1007/s10755-022-09621-w","DOIUrl":"https://doi.org/10.1007/s10755-022-09621-w","url":null,"abstract":"Doctoral students in education-related fields are required to take graduate level statistics courses and often face anxiety and negative attitudes about taking these courses. Using a mixed methods survey research design (N = 95), this study explored students' experiences with statistics anxiety and how course instructors can support them to mitigate statistics anxiety and improve attitudes. Analyses of quantitative survey data found that students who had never taken a statistics course before beginning their doctoral program, and students that had completed less doctoral coursework had higher negative attitudes towards learning statistics; and older students had higher statistics anxiety. Plans to use research in the future predicted more positive attitudes and lower statistics anxiety. Analysis of qualitative survey data found that students: (1) expressed that their attitude towards learning statistics was very important and played a big role in how they approached their coursework; (2) considered their plans to use research skills in the future as motivation to learn statistics; and (3) believed that their instructors' attitudes and instructional practices supported learning and decreased statistics anxiety. This study has implications for how statistics and research methods courses are taught in higher education, and how the experiences of graduate students in education may have lasting implications for research use in Prek-12 education settings.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 2","pages":"257-284"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9380669/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9114935","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

The Costs of Staying: Experiences of Racially Minoritized LGBTQ + Faculty in the Field of Higher Education. 停留的代价:少数族裔LGBTQ +教师在高等教育领域的经验。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09620-x

Raquel Wright-Mair

引用次数: 1

Research and Scholarship During the COVID-19 Pandemic: A Wicked Problem. COVID-19大流行期间的研究和奖学金:一个邪恶的问题。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09639-0

Asli Sezen-Barrie, Lisa Carter, Sean Smith, Deborah Saber, Mark Wells

{"title":"Research and Scholarship During the COVID-19 Pandemic: A Wicked Problem.","authors":"Asli Sezen-Barrie, Lisa Carter, Sean Smith, Deborah Saber, Mark Wells","doi":"10.1007/s10755-022-09639-0","DOIUrl":"https://doi.org/10.1007/s10755-022-09639-0","url":null,"abstract":"This study focuses on the impacts of the COVID-19 pandemic on research and scholarship at a research university in the United States. Building on studies in higher education policy, we conceptualized the COVID-19 pandemic as a 'wicked problem' that is complex, nonlinear, unique, and requiring urgent solutions. Wicked problems highlight pre-existing struggles, and therefore, recent challenges in higher education inform the methods and the findings of this study. Qualitative and quantitative survey data from 408 faculty, staff, and students explicate the reasons for reduced research output and adaptations made for increased or sustained productivity, health, and wellness that influenced research activities. The analysis showed that most respondents experienced reduced productivity mostly due to increased work responsibilities, limited access to research fields, and inadequate resources. Despite self-reported reduced productivity, participants from the University we studied experienced increases in funding during the pandemic. Thus, the findings also reported on the adaptations for sustained or increased productivity. These included new research pursuits, participation in conference and learning opportunities across geographic regions, and purchase of computer equipment/accessories for home offices. A small percentage of respondents mentioned improved health and well-being; however, many linked reduced research activities to health and well-being issues such as anxiety and fear about the pandemic and being overwhelmed due to work and home-life expectations. Knowledge of the challenges and opportunities presented within the first year of the pandemic can provide a basis for solutions to wicked problems higher education may face in the future.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 3","pages":"501-525"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9433370","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: 1

"A Place to Be Heard and to Hear": the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research. "一个可以倾听和倾听的地方"：作为本科生研究中跨学院合作和关系建立模式的人文合作实验室。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 Epub Date: 2022-06-10 DOI: 10.1007/s10755-022-09612-x

Caitlin Larracey, Natalie Strobach, Julie Lirot, Thai-Catherine Matthews, Samanda Robinson

{"title":"\"A Place to Be Heard and to Hear\": the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research.","authors":"Caitlin Larracey, Natalie Strobach, Julie Lirot, Thai-Catherine Matthews, Samanda Robinson","doi":"10.1007/s10755-022-09612-x","DOIUrl":"10.1007/s10755-022-09612-x","url":null,"abstract":"This article reports findings from a study of laboratory-styled humanities undergraduate research (UR) programming designed to increase access to this high-impact practice, better reaching historically excluded students and less visible institutions. The Humanities Collaboratory (HLAB) is a ten-week summer research program that emerged from the partnership of a research university and the area community college system. Aimed at actively addressing educational inequity, and the more specific lack of access humanities students have to impactful UR opportunities, HLAB offers an intensive humanities research experience to first-generation students, low-income students, and Students of Color currently enrolled in two-year colleges, HBCUs, MSIs, and HSIs. Since the program's creation in 2018, qualitative data collected from 50 participating students over three years of self-evaluations illustrates why HLAB presents a significant learning opportunity for students and highlights the critical importance of relationship-building in UR. Analyzing students' responses through the heuristic of communities of practice provides insight into a community-focused UR pedagogy that emphasizes relationality among students, mentors, and institutions. Students detail the importance of collaborative skill-building, opportunities for peer support, networking connections, and possibilities for more holistic personal growth in UR experiences. Our findings describing the benefits of relational UR signal the need for cooperative programming designs that increase access to undergraduate research for humanities students across institutions of higher education.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 2","pages":"219-238"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9185128/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9115852","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

"Ok-I Need Help from Somewhere": 'The Educational Value of Multiplex Student Relationships in a Commuter College'. “ok -我需要某处的帮助”:“通勤学院多元学生关系的教育价值”。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09611-y

Annika Fjelkner-Pihl

{"title":"\"Ok-I Need Help from Somewhere\": 'The Educational Value of Multiplex Student Relationships in a Commuter College'.","authors":"Annika Fjelkner-Pihl","doi":"10.1007/s10755-022-09611-y","DOIUrl":"https://doi.org/10.1007/s10755-022-09611-y","url":null,"abstract":"The present mixed-methods study provides insight into how students in higher education describe and form multiplex relationships in a cohort of students attending a commuter college, thereby improving our understanding of the complex relationships within student groups and their relation to learning. The main aim was to understand the student experience of networking with other students, particularly how commuter students perceive their academic multiplex relationships. Relational data were collected in a cohort of students (n = 109), complemented by 15 semi-structured interviews. One main finding was that students perceived that their largely homophilous multiplex relationships were central to academic achievement, but if students also had limited friendship relations these multiplex relationships could limit students' academic experience. Another finding was how orientation week and group work done during the first semester mainly supported the formation of multiplex networks but were also perceived as barriers by some students. Likewise, commuting both scaffolded network building and became a barrier, especially for students with an immigrant background. One important implication for curriculum development is that faculty cannot leave relationship building to the students alone. A strategic model is discussed that supports emerging multiplex relationships, which can lead to gains in learning, retention, and integration.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 1","pages":"83-104"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9178316/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9157934","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: 1

Transitioning to Online Teaching During the Pandemic Period: The Role of Innovation and Psychological Characteristics. 疫情时期网络教学转型:创新的作用与心理特征

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09613-w

Alex Ntsiful, Michael Adu Kwarteng, Michal Pilík, Christian Nedu Osakwe

引用次数: 3

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation. 为成功的博士生之旅奠定基础:教与学调查奖学金。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09624-7

Dannelle D Stevens, Micki M Caskey

{"title":"Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation.","authors":"Dannelle D Stevens, Micki M Caskey","doi":"10.1007/s10755-022-09624-7","DOIUrl":"https://doi.org/10.1007/s10755-022-09624-7","url":null,"abstract":"Doctoral students' program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their university doctoral programs. One purpose of this case study was to describe how 12 EdD students in a program seminar responded to instruction in research and writing strategies during their first year of a four-year program. The second purpose was to examine student responses to formative assessments and describe and explain ongoing instructional adjustments using a Scholarship of Teaching and Learning (SoTL) framework within our own faculty community of practice. Analysis of surveys and student work indicated that writing and research strategies were instructive, engaging, and useful in building research and writing foundations. Analysis of multiple formative assessments helped us refine our instructional strategies during the year. Because all students completed the first high stakes program milestone (comprehensive paper) in year two, our findings suggested that the seminar's instructional strategies established a foundation for student success and timely program progress. Using multiple formative assessments over time was critical in strengthening our teaching practice as well. We recommended instructional practices associated with student research and writing skill development as well as student progress and retention.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 3","pages":"433-455"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9686258/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10287054","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

The Complementarity Investment in University-Industry Collaboration 产学研合作中的互补性投资

IF 2.2

Innovative Higher Education Pub Date : 2022-12-22 DOI: 10.1007/s10755-022-09641-6

Jeffrey C. Sun, H. Turner

引用次数: 0

Toward the Development of a Two-Way Loop of a Scholarship of Practice for Independent College and University Presidents 论独立学院与大学校长实践奖学金的双向循环发展

IF 2.2

Innovative Higher Education Pub Date : 2022-11-24 DOI: 10.1007/s10755-022-09640-7

Carolyn J. Stefanco, V. Lloyd, John M. Braxton

引用次数: 0