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Academic Immigrants in DEI Discussions: Another Blind Spot DEI讨论中的学术移民：另一个盲点
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054200
Dafna Lemish
{"title":"Academic Immigrants in DEI Discussions: Another Blind Spot","authors":"Dafna Lemish","doi":"10.1080/00091383.2022.2054200","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054200","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"51 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49356054","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
Faculty Change Agent Model: Cultivating Faculty to Catalyze Change 教师变革代理模型:培养促进变革的教师
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054173
Kristin O’Connell, Pamela L. Eddy, Ellen R. Iverson, R. Macdonald
{"title":"Faculty Change Agent Model: Cultivating Faculty to Catalyze Change","authors":"Kristin O’Connell, Pamela L. Eddy, Ellen R. Iverson, R. Macdonald","doi":"10.1080/00091383.2022.2054173","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054173","url":null,"abstract":"• Faculty professional development (PD) remains a powerful tool in activating inclusive teaching practices that increase success for a broader diversity of students. • The Supporting and Advancing Geoscience Education at Two-Year Colleges: Two-Year Faculty as Agents of Change program demonstrates a PD model that increases use of evidencebased teaching practices and cultivates faculty as change agents. Curated resources from the project are available using the following link: https://serc.carleton.edu/60425 • Classroom observations coupled with interviews and surveys of participants across three cohorts and student course outcomes data attest to the influence of the program in changes in practice at the classroom and program level and increased agency of faculty as leaders at their institution. • Development of faculty leaders on campus supports classroom changes and provides a lever to scale institutional and regional change.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"11 - 18"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252802","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
Mind the Gap: Understanding the Disconnect Between Student Services Offered and Used 注意差距：理解学生服务提供和使用之间的脱节
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054187
Merve N. Kursav, R. Hos, Ryan D. Sweeder, S. Valles
{"title":"Mind the Gap: Understanding the Disconnect Between Student Services Offered and Used","authors":"Merve N. Kursav, R. Hos, Ryan D. Sweeder, S. Valles","doi":"10.1080/00091383.2022.2054187","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054187","url":null,"abstract":"In Short The Determinants of STEM Retention (DSR) model recognizes students’ social capital and social cohesion as critical components for modulating students’ ability to take advantage of resources. The DSR model identifies important aspects to consider when developing interventions designed to support student success to increase positive outcomes for all students. The DSR model adapts a highly successful model for understanding inequities in health outcomes.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"40 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46362757","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
The Meaning of Merit 功德的意义
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054186
J. Tagg
{"title":"The Meaning of Merit","authors":"J. Tagg","doi":"10.1080/00091383.2022.2054186","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054186","url":null,"abstract":"• Higher education has defined merit largely in terms of speed. It rewards not those who learn the most or the best, but those who report their learning back by the deadline, whether that’s the time limit for the test or the end of the semester. • Resilient learning takes time. More time spent in study results in longer retention, and elapsed time between reinforcements stabilizes learning. The emphasis on speed leads to less retention and less substantive performance. And because different students learn at different rates, inflexible time limits waste time for some while imposing failure on others. • Extended time for learning and alternatives to the conventional term could increase the success rates of many students, especially those most disadvantaged by conventional practices. John Tagg is Professor Emeritus of English at Palomar College in San Marcos, California. He has written and lectured widely on higher education reform. His most recent book is The Instruction Myth: Why Higher Education Is Hard to Change, and How to Change It (2019).","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"34 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43137084","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
Leading Culture Change: Moving from Transformational Initiatives to a Transformational Institution 领导文化变革:从转型计划到转型机构
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054172
Russell Lowery-Hart
{"title":"Leading Culture Change: Moving from Transformational Initiatives to a Transformational Institution","authors":"Russell Lowery-Hart","doi":"10.1080/00091383.2022.2054172","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054172","url":null,"abstract":"ABSTRACT In Short Fundamental of Higher Education are broken. Changing higher education, and any organization, requires a new way of listening (and from whom to listen). A clear theory of change, with values that matter at its center, should drive decision making, budgeting, and even organizational structures. Through data summits, an organization can identify initiatives that work and then must scale them for impact. Organizational charts should not be confused with a communication plan. Intentional conversations between leadership, employees, students, and community created a foundation for trust and transformation. A culture that is focused on loving students to success leads to a culture that transforms an organization’s culture, impact, and communication.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"5 - 10"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49238614","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
Expanding Educational Opportunities Through Strategic Partnerships 通过战略伙伴关系扩大教育机会
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054192
Robert E. Anderson
{"title":"Expanding Educational Opportunities Through Strategic Partnerships","authors":"Robert E. Anderson","doi":"10.1080/00091383.2022.2054192","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054192","url":null,"abstract":"Anderson focuses on expanding educational opportunities through strategic partnerships. Postsecondary education has faced many challenges, opportunities, and disappointments over the last year. Within states, the unknown health and economic impacts of myriad COVID-19 surges and variants has resulted in an unsteady fiscal footing that, when combined with declining enrollment in many regions, finds state higher education leaders searching for a stable path forward to provide education opportunities beyond high school. Optimism emerged for many as President Biden's Build Back Better agenda advanced with its inclusion of significant investments within higher education. Unfortunately, its progress has stalled after months of planning and discussion, leaving many to wonder whether these efforts were for naught.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"48 - 50"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45551246","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
Unpacking the Facets of Systemic and Transformational Change 拆解系统和转型变革的各个方面
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054168
Adrianna Kezar
{"title":"Unpacking the Facets of Systemic and Transformational Change","authors":"Adrianna Kezar","doi":"10.1080/00091383.2022.2054168","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054168","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":" ","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42793253","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
Charting Pathways of Intellectual Leadership: An Initiative for Transformative Personal and Institutional Change 绘制智力领导的路径:个人和制度变革的倡议
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054175
Sonja Fritzsche, W. Hart-Davidson, Christopher Long
{"title":"Charting Pathways of Intellectual Leadership: An Initiative for Transformative Personal and Institutional Change","authors":"Sonja Fritzsche, W. Hart-Davidson, Christopher Long","doi":"10.1080/00091383.2022.2054175","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054175","url":null,"abstract":"ABSTRACT In Short Across higher education there is a misalignment between the policies and practices of evaluation and the core values for which universities profess to stand. Values of inclusion, transdisciplinarity, and publicly engaged scholarship are routinely undervalued in university practices of evaluation. Shifting attention toward high-impact ends of sharing knowledge, expanding opportunity, and mentorship and stewardship empower all members of the academic community, from faculty to staff, to create meaningful careers that contribute to the mission of the university. Implementing the Charting Pathways of Intellectual Leadership initiative in the College of Arts & Letters at Michigan State University has required reckoning with practices of exclusion and the privileging of tenure-system faculty.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"19 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41744775","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
Rural-Serving Institutions Aren’t Who You Think They Are 农村服务机构不是你想象的那样
Change Pub Date : 2022-05-03 DOI: 10.1080/00091383.2022.2054181
Andrew Koricich, Vanessa A. Sansone, Alisa Hicklin Fryar
{"title":"Rural-Serving Institutions Aren’t Who You Think They Are","authors":"Andrew Koricich, Vanessa A. Sansone, Alisa Hicklin Fryar","doi":"10.1080/00091383.2022.2054181","DOIUrl":"https://doi.org/10.1080/00091383.2022.2054181","url":null,"abstract":"Abstract In Short Absent a formal definition or measure, it has not been possible to comprehensively identify rural-serving institutions (RSIs) for the purpose of research and policy making. RSIs enroll a considerable share of students from underrepresented backgrounds, and many are also minority-serving institutions. These institutions serve a larger share of students receiving Pell grants, as well as communities facing persistent poverty, low employment, and population loss. Given the important role they play, RSIs deserve greater investment from state legislatures, the federal government, and philanthropic gifts.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"28 - 33"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41430932","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: 2
Higher Education and COVID-19: Global and Local Responses 高等教育与新冠肺炎：全球和地方应对措施
Change Pub Date : 2022-03-04 DOI: 10.1080/00091383.2022.2030156
I. Harkavy, R. Hodges
{"title":"Higher Education and COVID-19: Global and Local Responses","authors":"I. Harkavy, R. Hodges","doi":"10.1080/00091383.2022.2030156","DOIUrl":"https://doi.org/10.1080/00091383.2022.2030156","url":null,"abstract":"5 By Ira Harkavy and Rita A. Hodges Ira Harkavy is Founding Director of the Barbara and Edward Netter Center for Community Partnerships, University of Pennsylvania, where he teaches history, urban studies, and Africana studies, as well as in the Graduate School of Education. Harkavy has written and lectured widely on the history and current practice of urban university–community–school partnerships and the democratic and civic engagement of higher education. Harkavy is Chair of the International Consortium for Higher Education, Civic Responsibility, and Democracy.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"5 - 11"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45729170","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
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