Innovative Higher Education最新文献_第10页

Top Chief: A Critical Assessment of a Cross-disciplinary Case Study as Common Intellectual Experience. 首席执行官:作为共同智力经验的跨学科案例研究的批判性评估。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09598-6

Laura Cruz, Maung Min, Denise T Ogden, Jennifer Parker, Eileen Grodziak, Paul Ko, Kelsey Klinger

引用次数: 0

Impact of a First-Year Place-Based Learning Community on STEM Students' Academic Achievement in their Second, Third, and Fourth Years. 一年级在地学习社区对STEM学生二、三、四年级学业成绩的影响

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09616-7

Matthew D Johnson, Steven T Margell, Katlin Goldenberg, Raven Palomera, Amy E Sprowles

{"title":"Impact of a First-Year Place-Based Learning Community on STEM Students' Academic Achievement in their Second, Third, and Fourth Years.","authors":"Matthew D Johnson, Steven T Margell, Katlin Goldenberg, Raven Palomera, Amy E Sprowles","doi":"10.1007/s10755-022-09616-7","DOIUrl":"https://doi.org/10.1007/s10755-022-09616-7","url":null,"abstract":"Learning communities for college students have been shown to improve first-year student outcomes and narrow equity gaps, but longer-term data to evaluate whether these benefits persist through multi-year retention and graduation are rare. This is especially important for students in science, technology, engineering and math, who often confront gateway courses and challenging academic cultures in their second and subsequent years. Here, we report on the second, third, and fourth year academic outcomes of three cohorts of a first-year placed-based learning community. Relative to a reference group, participants in the learning community generally showed similar grade acquisition in second- and third-year STEM courses, and initially higher GPAs for learning community participants later diminished to be statistically indistinguishable from the reference group. Nonetheless, units completed after one, two, and three years were slightly higher for learning community participants than for the reference group, and with narrower equity gaps. The learning community also increased and narrowed equity gaps in second- and third-year retention at the institution and in STEM specifically (+6 to +17%). Four-year graduation rates from the institution and in STEM specifically also increased (+8 to +17%), but equity gaps were only narrowed slightly. These results suggest that while benefits of first-year learning communities on grades decline over time, benefits for retention and graduation can persist, though they are insufficient to erase equity gaps. Future work should examine how scaffolding practices in students' second and third years can better sustain and even magnify inclusive success improvements initiated by first year learning communities.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 1","pages":"169-195"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9892106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10661665","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

Faculty Motivation for OER Textbook Adoption and Future Use. 教师对OER教科书采用和未来使用的动机。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09625-6

Michael J Herbert, Virginia Clinton-Lisell, Robert H Stupnisky

引用次数: 3

"The Perception of Visiting Holocaust Sites on Undergraduate Students Learning Process". “参观大屠杀遗址对大学生学习过程的影响”。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s10755-022-09606-9

Anna Bussu, Peter Leadbetter, Michael Richards

{"title":"\"The Perception of Visiting Holocaust Sites on Undergraduate Students Learning Process\".","authors":"Anna Bussu, Peter Leadbetter, Michael Richards","doi":"10.1007/s10755-022-09606-9","DOIUrl":"https://doi.org/10.1007/s10755-022-09606-9","url":null,"abstract":"This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 1","pages":"55-81"},"PeriodicalIF":2.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9098791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10611313","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: 3

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