Innovative Higher Education最新文献_第6页

LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education LGBTQ+包容:高等教育教师、临床医生和管理人员跨学科专业发展试点项目

IF 2.2

Innovative Higher Education Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09683-4

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

{"title":"LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education","authors":"Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt","doi":"10.1007/s10755-023-09683-4","DOIUrl":"https://doi.org/10.1007/s10755-023-09683-4","url":null,"abstract":"LGBTQ+ communities experience significant healthcare and academic success disparities due to barriers in care, negative attitudes towards them, and lack of awareness among healthcare providers and educators. Addressing the unique health and wellbeing concerns of LGBTQ+ individuals in the classroom and clinic requires cultural competency among educators and health professionals, yet knowledge and training in this content is lacking. Thus, we created, piloted, and assessed a six-month interdisciplinary professional development program to enhance knowledge, attitudes, awareness, and cultural humility around LGBTQ+ health for educators, administrators, and clinicians in higher education. Participants were surveyed with standardized assessments pre- and post-program to measure their knowledge, skills, and readiness to teach these topics and incorporate them into their curricula and practice. Participants (n = 33) completed LGBTQ+ inclusivity training including six structured learning sessions, small group mentoring meetings, and a virtual visit to an LGBTQ+ community center. Participants consistently displayed interest and engaged actively in training sessions. In a follow-up survey seven months post-intervention, respondents reported changes in their practice to create inclusive environments. Data analysis demonstrated improved knowledge and comfort with LGBTQ+ care and readiness and willingness to integrate LGBTQ+ care into their curricula and interactions with students. These findings suggest that this interdisciplinary professional development pilot offers a useful program to enable educators and clinicians to support the unique needs of LGBTQ+ communities.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"46 9","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512797","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

Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors 跨学科学习机会:探讨STEM与非STEM专业学生复杂思维技能发展的差异

IF 2.2

Innovative Higher Education Pub Date : 2023-11-28 DOI: 10.1007/s10755-023-09682-5

Catherine T. Amelink, Dustin M. Grote, Matthew B. Norris, Jacob R. Grohs

{"title":"Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors","authors":"Catherine T. Amelink, Dustin M. Grote, Matthew B. Norris, Jacob R. Grohs","doi":"10.1007/s10755-023-09682-5","DOIUrl":"https://doi.org/10.1007/s10755-023-09682-5","url":null,"abstract":"As higher education institutions look to educate and graduate degree earners that have the skills and knowledge necessary to design, communicate, and collaborate in ways that allow for innovative solutions to complex socio-technical challenges, new approaches to educational efforts are being considered and implemented. Institutional responses have included new courses that have a transdisciplinary focus and embedded course experiences that use problem-based approaches coupled with cross-disciplinary team exposure. Often these initiatives have a singular thematic focus (i.e., sustainability). Little is known about the efficacy of transdisciplinary learning initiatives, especially those that encompass a breadth of thematic areas, as it relates to development of complex thinking skills and whether these learning environments provide for similar benefits across student majors. This study, conducted at a Research I university, was designed to address this gap in the literature by examining whether a university level learning initiative using transdisciplinary approaches was achieving desired goals to advance undergraduate students’ complex thinking skills. Findings among the respondents (n = 592) indicate that the initiative is advancing fundamental complex thinking skills in that specific courses allow students to learn about other disciplines and provide exposure to different disciplinary perspectives. However, results reveal that across all majors courses would benefit from increased real-world problem-based exposure and opportunities to interact with community stakeholders. Additionally, results suggest that undergraduates may need opportunities to develop a deeper understanding of the complexities that exist in cross-disciplinary collaboration, including how to develop integrated solutions that leverage the strengths of technical and non-technical approaches.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"47 9","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512794","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

All in All: Tearing Down Walls in the Scholarship of Teaching and Learning 总而言之:打破教与学的学术壁垒

Innovative Higher Education Pub Date : 2023-11-13 DOI: 10.1007/s10755-023-09684-3

KC Culver

引用次数: 0

Do Higher Levels of Athletic Competition Benefit Small and Medium-Sized Colleges? Investigating the Causal Effect of Reclassification from NCAA Division 2 to Division 1 on Applications, Basketball Revenues, and Athletic Department Expenses 提高体育竞技水平对中小高校有利吗?调查从NCAA二级到一级的重新分类对申请，篮球收入和体育部门费用的因果影响

Innovative Higher Education Pub Date : 2023-11-07 DOI: 10.1007/s10755-023-09680-7

Travis K. Taylor, Rik Chakraborti, Niall Mahaney

引用次数: 0

Characterizing Pedagogical Innovation in Higher Education Characterizing高等教育教学创新

Innovative Higher Education Pub Date : 2023-10-19 DOI: 10.1007/s10755-023-09681-6

Michael S. Palmer, Judith A. Giering

引用次数: 0

Assessing University-Society Engagements: Towards a Methodological Framework 评估大学-社会参与:迈向方法论框架

Innovative Higher Education Pub Date : 2023-10-17 DOI: 10.1007/s10755-023-09678-1

Teklu Abate Bekele, Denis Thaddeus Ofoyuru, Emnet Tadesse Woldegiorgis

引用次数: 0

“Rereading SoTL: Toward New Beginnings” “重读SoTL:走向新的开始”

Innovative Higher Education Pub Date : 2023-10-10 DOI: 10.1007/s10755-023-09679-0

Nancy L. Chick

引用次数: 1

Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience 大学一年级学生退学意向与学业投入的关系研究:动机、主观幸福感和学校经历回顾性判断的作用

Innovative Higher Education Pub Date : 2023-09-18 DOI: 10.1007/s10755-023-09674-5

Raffaella Passeggia, Italo Testa, Giovanna Esposito, Raffaele De Luca Picione, Giancarlo Ragozini, Maria Francesca Freda

{"title":"Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience","authors":"Raffaella Passeggia, Italo Testa, Giovanna Esposito, Raffaele De Luca Picione, Giancarlo Ragozini, Maria Francesca Freda","doi":"10.1007/s10755-023-09674-5","DOIUrl":"https://doi.org/10.1007/s10755-023-09674-5","url":null,"abstract":"Abstract This study examined the relationships between first-year university students’ academic motivation, retrospective evaluation of school experiences, subjective well-being, engagement and intention to drop out. Self-determination theory, the SInAPSi model of academic engagement, the hedonic approach, and the retrospective judgment process were used to frame the study. A final sample of 565 first-year Italian students enrolled in Science-Technology-Engineering-Mathematics (STEM) courses (Biology, Biotechnologies, Chemistry, Computer Science, Physics, Mathematics) was included. Three mediation models based on structural equations were tested to analyse the relationships between the proposed variables: motivation as an antecedent of dropout intention with only commitment as a mediator (model 1); model 1 + subjective well-being as a second mediator (model 2); model 2 + retrospective judgement as an antecedent (model 3). The results showed that in all models the more autonomous motivational styles predicted students’ engagement, which in turn directly and indirectly influenced their intention to drop out. In model 2, subjective well-being acted as a mediator of the relationships between motivation, engagement and dropout intentions. In model 3, we found that subjective well-being also fully mediated the relationships between retrospective judgement and engagement. Overall, our findings provide new insights into the mechanisms underlying student engagement and dropout at university and may inform university policy.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203158","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

Recovering the Heart of SoTL: Inquiring into Teaching and Learning ‘as if the World Mattered’ 重拾SoTL之心:“世界至上”的教与学探究

Innovative Higher Education Pub Date : 2023-09-18 DOI: 10.1007/s10755-023-09675-4

Peter Felten, Johan Geertsema

引用次数: 1

Pencils Down… for Good? The Expansion of Test-Optional Policy After COVID-19 永远放下铅笔?COVID-19后Test-Optional策略扩展

Innovative Higher Education Pub Date : 2023-09-18 DOI: 10.1007/s10755-023-09677-2

Darrell Lovell, Daniel J. Mallinson

引用次数: 0