Innovative Higher Education最新文献_第9页

Barriers to Power: Exploring the Troubled Trajectories of Latinx Executive Leaders at Hispanic-Serving Institutions. 权力的障碍：探索拉美裔服务机构中拉美裔行政领导人的麻烦轨迹。

IF 2.2

Innovative Higher Education Pub Date : 2023-03-15 DOI: 10.1007/s10755-023-09649-6

Guillermo Ortega, Stephanie Aguilar-Smith, Gilberto Lizalde, Chris Porras

{"title":"Barriers to Power: Exploring the Troubled Trajectories of Latinx Executive Leaders at Hispanic-Serving Institutions.","authors":"Guillermo Ortega, Stephanie Aguilar-Smith, Gilberto Lizalde, Chris Porras","doi":"10.1007/s10755-023-09649-6","DOIUrl":"10.1007/s10755-023-09649-6","url":null,"abstract":"Guided by Bornstein's (2003) model focused on legitimacy within leadership and Latinx critical theory (LatCrit), we explored barriers Latinx leaders encounter on their path to executive roles at Hispanic-Serving Institutions (HSIs) and how their race and gender shaped their professional trajectories. Our findings show that some Latinx leaders may feel the need to conform to white-coded institutional practices to secure and succeed in their roles and that raced and gendered practices may permeate their work, including their hiring. Additionally, participants encountered intragroup animosity or competitiveness within the Latinx community, impending and/or complicating their professional experiences and growth. Collectively, the findings encourage HSIs to (a) develop professional development opportunities for Latinxs administrators and (b) actively support their ascension to and experience in executive leadership. The findings also provide insight on how higher education institutions, more broadly, need to consider racial and gender dynamics as part of the ongoing call for leadership transformation.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10014412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10092908","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

Matters of Frequency, Immediacy and Regularity: Engagement in an Online Asynchronous Course. 频率、即时性和规律性问题：参与在线异步课程。

IF 2.2

Innovative Higher Education Pub Date : 2023-03-09 DOI: 10.1007/s10755-023-09646-9

Daniel L Hoffman, Faye Furutomo, Ariana Eichelberger, Paul McKimmy

引用次数: 0

Sexual Harassment, Sexual Harassment Climate, and the Well-Being of STEM Faculty Members 性骚扰，性骚扰气候和STEM教师的福祉

IF 2.2

Innovative Higher Education Pub Date : 2023-02-15 DOI: 10.1007/s10755-023-09645-w

Krista Lynn Minnotte, Daphne E. Pedersen

引用次数: 2

Meeting Students Where They Are: Using Rasch Modeling for Improving the Measurement of Active Research in Higher Education 满足学生的需求:利用Rasch模型改进高等教育中积极研究的测量

IF 2.2

Innovative Higher Education Pub Date : 2023-02-01 DOI: 10.1007/s10755-022-09643-4

Laura S. Dahl, B. Staples, Matthew J. Mayhew, Alyssa N. Rockenbach

引用次数: 1

Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus 社会网络与STEM教学改革：教学研究的纽带

IF 2.2

Innovative Higher Education Pub Date : 2023-01-20 DOI: 10.1007/s10755-022-09642-5

J. Skvoretz, Katherine Kappelman, Ariel Marcy, J. D. McAlpin, J. Lewis, J. Ziker, Karl Mertens, B. Earl, S. Shadle, B. Couch, Stephanie Feola, L. Prevost, A. K. Lane, Blake Whitt, M. Stains

引用次数: 1

Why Aspiring Leaders Choose to Lead Historically Black Colleges and Universities. 有抱负的领导者为何选择领导历史悠久的黑人高校。

IF 2.2

Innovative Higher Education Pub Date : 2023-01-16 DOI: 10.1007/s10755-022-09644-3

Marybeth Gasman, Leslie Ekpe, Alice C Ginsberg, Amanda Washington Lockett, Andrés Castro Samayoa

引用次数: 0

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