Innovative Higher Education最新文献_第4页

Developing Relational Leaders Through Sorority Engagement: A Quantitative Approach 通过联谊会参与培养关系型领导：定量方法

IF 2.2

Innovative Higher Education Pub Date : 2024-02-12 DOI: 10.1007/s10755-024-09697-6

Benjamin S. Selznick, Michael A. Goodman, Adam M. McCready, Antonio Duran

引用次数: 0

Models of Building a Faculty: Institutional Transformation and the Disruption of the Professoriate in Public Higher Education 师资队伍建设模式：公立高等教育机构的转型与教授制度的瓦解

IF 2.2

Innovative Higher Education Pub Date : 2024-02-09 DOI: 10.1007/s10755-024-09699-4

Barrett Taylor, Karri Holley

引用次数: 0

Associations of Intrinsic Motivation and External Pressures with Engaged Learning Pedagogies by Faculty Teaching Capstone Experiences: A Mixed Methods Approach 内在动机和外部压力与教授顶点实习的教师的参与式学习教学法的关联：混合方法

IF 2.2

Innovative Higher Education Pub Date : 2024-02-03 DOI: 10.1007/s10755-023-09690-5

Olivia S. Anderson, Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, Matthew J. Laye

{"title":"Associations of Intrinsic Motivation and External Pressures with Engaged Learning Pedagogies by Faculty Teaching Capstone Experiences: A Mixed Methods Approach","authors":"Olivia S. Anderson, Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, Matthew J. Laye","doi":"10.1007/s10755-023-09690-5","DOIUrl":"https://doi.org/10.1007/s10755-023-09690-5","url":null,"abstract":"Capstone experiences (CEs) are established high impact practices (HIPs) designed so students can synthesize their knowledge and skills obtained across their academic training. Understanding how instructors’ intrinsic motivation and external expectations influence the design of CEs can help institutions create resources to support instructors when developing and teaching CEs. We aimed to determine whether different levels of intrinsic motivation were associated with: (1) demographics of faculty teaching CEs, (2) structure of CEs, (3) pedagogy or assignments used by faculty teaching CEs, and (4) use of resources and/or perceived resource effectiveness available to faculty teaching CEs. We used a fixed convergent mixed methods approach in which quantitative and qualitative research questions were distributed via survey and interviews, respectively. Data were collected and analyzed independently. Analyzed data were merged to compare and interpret qualitative and quantitative results pertaining to faculty perceptions of motivation related to teaching CEs. Instructors who develop and teach CEs are highly intrinsically motivated. The quantitative and qualitative data reveal the instructors’ perceptions of value of and their interest in the CE were the most common intrinsic motivators. The participants with the highest levels of intrinsic motivation used more evidence-based pedagogical approaches, reported higher colleague recognition, and reported access to more teaching resources. Understanding the factors that promote motivation to develop and teach CEs is imperative to support instructor and student success when engaging in this type of HIP.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"14 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679569","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

Teaching About and Through Human-Centered Design in Higher Education Classrooms: Exploring Instructors’ Experiences 在高等教育课堂中开展以人为本的设计教学：探索教师的经验

IF 2.2

Innovative Higher Education Pub Date : 2024-02-02 DOI: 10.1007/s10755-023-09696-z

Saadeddine Shehab, Carrie L. James

{"title":"Teaching About and Through Human-Centered Design in Higher Education Classrooms: Exploring Instructors’ Experiences","authors":"Saadeddine Shehab, Carrie L. James","doi":"10.1007/s10755-023-09696-z","DOIUrl":"https://doi.org/10.1007/s10755-023-09696-z","url":null,"abstract":"In higher education settings, instructors play a critical role in integrating Human-Centered Design (HCD) in existing and new courses. This study explores how instructors teach about and through HCD in higher education settings and what challenges they encounter as they do so. Participants were four faculty members and four graduate teaching assistants from four different courses. The participants were interviewed after their course ended for the semester. A phronetic iterative analysis approach was used to analyze the transcribed interview data. Findings indicated that when teaching about and through HCD, instructors intentionally and purposefully plan to integrate HCD, implement targeted instructional strategies to scaffold students’ learning of disciplinary content and HCD concepts, provide multiple forms of assessment and feedback, and facilitate collaboration between students, peers, and classroom visitors for deeper engagement in learning. Nevertheless, teaching about and through HCD is challenging and requires further specific teaching competencies that can empower instructors to integrate HCD in their courses.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679386","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

Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables 黑人宗教参与和大学毕业后的教育途径：人口变量的作用

IF 2.2

Innovative Higher Education Pub Date : 2024-02-02 DOI: 10.1007/s10755-024-09698-5

Emy Nelson Decker, Benjamin Lugu

{"title":"Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables","authors":"Emy Nelson Decker, Benjamin Lugu","doi":"10.1007/s10755-024-09698-5","DOIUrl":"https://doi.org/10.1007/s10755-024-09698-5","url":null,"abstract":"This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen’s Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today’s views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"31 1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679963","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

Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning 提高 EAL 国际博士生的英语语言能力和幸福感：个性化自主学习的影响

IF 2.2

Innovative Higher Education Pub Date : 2024-01-18 DOI: 10.1007/s10755-023-09695-0

Mira Kim, Jemma Clifton, Anneli Strutt

{"title":"Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning","authors":"Mira Kim, Jemma Clifton, Anneli Strutt","doi":"10.1007/s10755-023-09695-0","DOIUrl":"https://doi.org/10.1007/s10755-023-09695-0","url":null,"abstract":"Research has shown that English language proficiency (ELP) plays a crucial role in the psychological well-being of international students (e.g. Li et al., Journal of International Students, 4(4), 301-313, 2014). However, few studies have reported positive correlations between their improved English skills and well-being. The present study examines how a new pedagogy called personalised autonomous (PA) model can induce a virtuous cycle in international PhD students to enhance their English language proficiency and consequently, their well-being. We collected both quantitative and qualitative data from two groups of students: those who experienced the PA model in a course entitled Personalised English Language Enhancement (PELE) and those who did not. We conducted surveys at the beginning and end of the term to compare entry and exit data. Comparison of the entry and exit survey data for PELE students showed significant improvements across almost all dependent variables including self-efficacy, well-being and a sense of belonging to the university community. In contrast, the non-PELE students did not significantly improve in any variable. In focus groups, students indicated how their improved communicative confidence sparked a virtuous cycle leading to greater well-being and a stronger sense of community. Our data strongly suggests that ELP extends beyond mere linguistic ability; it embodies a dynamic interplay between one’s language skills and their self-confidence. Diminished confidence may trigger a vicious cycle of fear of communication, unwillingness to engage, unproductive research, and estranged relationships with supervisors. Therefore, it is imperative for educators and policymakers to critically review and enhance their approaches to supporting the ELP of international PhD students.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139497780","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

Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals 对指导高等教育期刊中种族和种族主义研究的理论视角的系统回顾

IF 2.2

Innovative Higher Education Pub Date : 2024-01-06 DOI: 10.1007/s10755-023-09694-1

Gloria Crisp, Luis Alcázar, Jeff Ryan Sherman, Joseph Schaffer-Enomoto, Natalie Rooney

引用次数: 0

Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work? STEM 计划对学生跨文化发展的评估：跨文化干预有用吗？

IF 2.2

Innovative Higher Education Pub Date : 2024-01-05 DOI: 10.1007/s10755-023-09691-4

Aparajita Jaiswal, Lan Jin, Kris Acheson

引用次数: 0

Determinants of the Innovation Behaviour of Teachers in Higher Education 高校教师创新行为的决定因素

IF 2.2

Innovative Higher Education Pub Date : 2024-01-04 DOI: 10.1007/s10755-023-09689-y

引用次数: 0

Correction: LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education 更正：LGBTQ+ 融合：针对高等教育中的教师、临床医生和管理人员的跨学科职业发展试点计划

IF 2.2

Innovative Higher Education Pub Date : 2024-01-03 DOI: 10.1007/s10755-023-09693-2

Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt

引用次数: 0