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Innovative Higher Education最新文献

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Facilitating the Success of Women’s Early Career Grants: A Local Solution to a National Problem 促进妇女早期职业补助的成功:一个全国性问题的地方解决方案
IF 2.2
Innovative Higher Education Pub Date : 2023-07-07 DOI: 10.1007/s10755-023-09661-w
C. Stoop, Rebecca Belou, Jessi L. Smith
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引用次数: 0
Our Students…Our Campus…Their Community: Analyzing Institutional Civic Engagement Websites 我们的学生……我们的校园……他们的社区:分析机构公民参与网站
IF 2.2
Innovative Higher Education Pub Date : 2023-06-27 DOI: 10.1007/s10755-023-09662-9
Quortne R. Hutchings, D. Morgan
{"title":"Our Students…Our Campus…Their Community: Analyzing Institutional Civic Engagement Websites","authors":"Quortne R. Hutchings, D. Morgan","doi":"10.1007/s10755-023-09662-9","DOIUrl":"https://doi.org/10.1007/s10755-023-09662-9","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52351542","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
Free Speech, Cancel Culture, Race, Privilege, and Higher Education: An Intersectional Analysis of Netflix’s The Chair 言论自由、取消文化、种族、特权与高等教育——对Netflix《主席》的交叉分析
IF 2.2
Innovative Higher Education Pub Date : 2023-06-17 DOI: 10.1007/s10755-023-09659-4
Jennifer Esposito
{"title":"Free Speech, Cancel Culture, Race, Privilege, and Higher Education: An Intersectional Analysis of Netflix’s The Chair","authors":"Jennifer Esposito","doi":"10.1007/s10755-023-09659-4","DOIUrl":"https://doi.org/10.1007/s10755-023-09659-4","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 1","pages":"949 - 969"},"PeriodicalIF":2.2,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49327370","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
SoTL Support at the “Best” Undergraduate Teaching Institutions SoTL对“最佳”本科教学机构的支持
IF 2.2
Innovative Higher Education Pub Date : 2023-06-13 DOI: 10.1007/s10755-023-09657-6
A. Gansemer-Topf, Amarjargal Mendee, Yiqi Liang, Barbara Kensington-Miller, Naifa Alqahtani
{"title":"SoTL Support at the “Best” Undergraduate Teaching Institutions","authors":"A. Gansemer-Topf, Amarjargal Mendee, Yiqi Liang, Barbara Kensington-Miller, Naifa Alqahtani","doi":"10.1007/s10755-023-09657-6","DOIUrl":"https://doi.org/10.1007/s10755-023-09657-6","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143355","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: 1
Blended Learning in Algeria: Assessing Students' Satisfaction and Future Preferences Using SEM and Sentiment Analysis. 阿尔及利亚的混合学习：使用SEM和情绪分析评估学生的满意度和未来偏好。
IF 2.2
Innovative Higher Education Pub Date : 2023-06-08 DOI: 10.1007/s10755-023-09658-5
Meriem Laifa, Roya Imani Giglou, Samir Akhrouf
{"title":"Blended Learning in Algeria: Assessing Students' Satisfaction and Future Preferences Using SEM and Sentiment Analysis.","authors":"Meriem Laifa,&nbsp;Roya Imani Giglou,&nbsp;Samir Akhrouf","doi":"10.1007/s10755-023-09658-5","DOIUrl":"10.1007/s10755-023-09658-5","url":null,"abstract":"<p><p>Given the still existing restrictions of COVID-19, blended learning is undoubtedly becoming a better-fitting strategy for higher education institutions in underprivileged countries. Acknowledging the current changes in higher education, this study aims to investigate the elements that influence students' satisfaction and their future preferences regarding blended learning in Algeria. A total of 782 questionnaires were collected from different Algerian universities. A structural Equation Modeling (SEM) analysis was conducted to investigate the relationship among the latent variables of the proposed theoretical model. Moreover, an unsupervised sentiment analysis approach was applied to analyze the qualitative data received in the form of feedback from the participants. The results show that students' perceived ease of use and perceived usefulness of blended learning had a significant positive impact on their satisfaction. Similarly, satisfaction had a positive influence on students' future preferences regarding blended learning. In turn, students' perceived ease of use and usefulness had an indirect effect on their future preferences, mediated by satisfaction. Additionally, qualitative data echoed students' eagerness to adopt more advanced learning technologies and what obstacles currently stand in their way. The contribution of this study is to reflect the current situation of blended learning adoption in developing countries and to support future curriculum planning and development. It can also help teachers, students, and policymakers to make better decisions and recommendations for an improved and more sustainable learning and teaching environment in the future.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-27"},"PeriodicalIF":2.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10248968/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9706629","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
Fostering an Interdisciplinary Campus Community: Faculty Hiring Committee-Work as Successful Interdisciplinary Collaboration 培养跨学科的校园社区:教师招聘委员会-作为成功的跨学科合作的工作
IF 2.2
Innovative Higher Education Pub Date : 2023-05-11 DOI: 10.1007/s10755-023-09655-8
K. Pryor, Laura J. Steinberg
{"title":"Fostering an Interdisciplinary Campus Community: Faculty Hiring Committee-Work as Successful Interdisciplinary Collaboration","authors":"K. Pryor, Laura J. Steinberg","doi":"10.1007/s10755-023-09655-8","DOIUrl":"https://doi.org/10.1007/s10755-023-09655-8","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"1 1","pages":"1-23"},"PeriodicalIF":2.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41965931","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
Monolingual Ideologies in the Discourse of U.S. College Remediation Reform 美国大学补习改革话语中的单语意识形态
IF 2.2
Innovative Higher Education Pub Date : 2023-05-11 DOI: 10.1007/s10755-023-09654-9
Linda Harklau, K. Batson
{"title":"Monolingual Ideologies in the Discourse of U.S. College Remediation Reform","authors":"Linda Harklau, K. Batson","doi":"10.1007/s10755-023-09654-9","DOIUrl":"https://doi.org/10.1007/s10755-023-09654-9","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"1 1","pages":"1-24"},"PeriodicalIF":2.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46877315","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
Taking Developmental Education Reform to Scale: How Texas Institutions Responded to Statewide Corequisite Implementation 将发展性教育改革推向规模:德州院校如何回应全州范围内的共同要求实施
IF 2.2
Innovative Higher Education Pub Date : 2023-05-05 DOI: 10.1007/s10755-023-09656-7
Christine G. Mokher, Toby J. Park-Gaghan
{"title":"Taking Developmental Education Reform to Scale: How Texas Institutions Responded to Statewide Corequisite Implementation","authors":"Christine G. Mokher, Toby J. Park-Gaghan","doi":"10.1007/s10755-023-09656-7","DOIUrl":"https://doi.org/10.1007/s10755-023-09656-7","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"1 1","pages":"1-18"},"PeriodicalIF":2.2,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42973523","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: 1
'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset. 疫情时期的“妈妈教授”和“隐藏服务”：学生们报告称，在美国新冠肺炎危机爆发期间，女教师更加支持和适应。
IF 2.2
Innovative Higher Education Pub Date : 2023-04-24 DOI: 10.1007/s10755-023-09652-x
Danielle Docka-Filipek, Crissa Draper, Janice Snow, Lindsey B Stone
{"title":"'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset.","authors":"Danielle Docka-Filipek,&nbsp;Crissa Draper,&nbsp;Janice Snow,&nbsp;Lindsey B Stone","doi":"10.1007/s10755-023-09652-x","DOIUrl":"10.1007/s10755-023-09652-x","url":null,"abstract":"<p><p>Emerging data suggests the COVID-19 crisis exacerbated preexisting, long-documented gender inequities among U.S. faculty in higher education. During the initial Spring 2020 'lockdown' in the U.S., 80 students conveyed their experiences with faculty across 362 courses. We evaluated whether students' reports of faculty supportiveness, accommodations granted, and pandemic-impacted, anticipated grade outcomes differed according to faculty gender via mixed linear models (data on 362 courses were nested within 80 student reporters). Students perceived their women instructors as more supportive, accommodating, and anticipated lesser course grade decreases across the semester than in courses taught by men. Accordingly, we interpret that amidst the 'lockdown' crisis, women faculty earned higher perceived supportiveness and positive student outcomes than their male counterparts. Further, the data likely reflects women faculty's greater conscription into demonstrated care work, despite the coding of such labor as \"feminine,\" thereby rendering such work devalued. To reframe, to the degree that students expect more 'intensive pedagogies,' which invites faculty and administrators to gender disparate demands, such pressures likely translate to 'hidden service' burdens, and correspondingly, less time for career-advancing activities (such as research). Broader implications are discussed, alongside women faculty's documented experiences of acceleration in career and work/family pressures in pandemic-times, which combine to exacerbate long-standing, yet now-amplified penalties, potentially driving a widening, gendered chasm in academic career outcomes. We conclude by offering constructive suggestions to mitigate any discriminatory impacts imposed by students' gendered assessment inputs and expectations.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-25"},"PeriodicalIF":2.2,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10124703/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9715422","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
Evaluating Learning Outcomes by Applying Interdisciplinary Hands-On Learning to Advanced Technology Courses 通过将跨学科的实践学习应用于先进技术课程来评估学习成果
IF 2.2
Innovative Higher Education Pub Date : 2023-04-10 DOI: 10.1007/s10755-023-09653-w
Huiju Chang, Hsien-Hua Wu, Yi-Ting Chang
{"title":"Evaluating Learning Outcomes by Applying Interdisciplinary Hands-On Learning to Advanced Technology Courses","authors":"Huiju Chang, Hsien-Hua Wu, Yi-Ting Chang","doi":"10.1007/s10755-023-09653-w","DOIUrl":"https://doi.org/10.1007/s10755-023-09653-w","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-18"},"PeriodicalIF":2.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45817330","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
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