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Innovative Higher Education
Journal Prestige (SJR): 0.586
Citation Impact (citeScore): 1
Number of Followers: 285  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
Published by Springer-Verlag Homepage  [2351 journals]
  • Curriculum Review: Analysis through a Learning Organization Lens Burcu
           Tezcan-Unal, Wayne Jones, and Suzanne Littlewood
    • Abstract: This retrospective analysis of curriculum change in an academic unit explored the extent to which characteristics of learning organizations developed during the process. Three practitioner researchers designed the study as a practice-based, interpretive, single-case study using mixed methodology with data collected from documentary analysis, an online Learning Organization Survey, and semi-structured interviews. The findings suggest that aspects of a learning organization did indeed develop and that the framework proved useful in evaluating change processes. We present a methodology for higher education practitioners wishing to assess their departmental practices and change processes through the framework of a learning organization.
      PubDate: 2019-07-01
       
  • Studying Professional Development as Part of the Complex Ecosystem of STEM
           Higher Education
    • Abstract: Professional development in teaching is a critical component of ongoing work to improve student learning outcomes in higher education, especially STEM education. While there are many large-scale professional development programs designed to help participants change the way STEM is taught, few have thoroughly evaluated the outcomes to determine whether faculty members have adopted new techniques and transferred what they learned to their teaching practice. Importantly, without substantive assessment of long-term professional development outcomes, we are left with little evidence of program effectiveness. In this article we examine the current state of professional development evaluation in STEM higher education, propose possible study design elements to use when investigating the impact of professional development on instructors, and describe a novel longitudinal research design for the evaluation of professional development activities.
      PubDate: 2019-06-29
       
  • The Distribution of College Grades across Fields in the Contemporary
           University
    • Abstract: Scholars have argued that grade inflation is pervasive throughout colleges and universities and that it is presently at an all-time high. Inflation is, however, a temporal concept: it is theoretically impossible for grades to keep increasing on a fixed scale. In this article we examine a related, though empirically distinct, phenomenon: the distribution of grades across fields in a university. We question global statements about grade inflation and examine if and how the university grading structure is internally differentiated. We use the idea of consensus, the extent to which practitioners of a field agree, as a means to differentiate areas in a university. Based on undergraduate grade data from a large, public university in the U.S., we use cluster analysis to ascertain an “architecture” of grades. The results demonstrate significant variation in how grades are distributed across fields. The work identifies a need to probe further the linkages between field consensus, rigor, student learning, and grade allocation in college.
      PubDate: 2019-06-28
       
  • Reimagining Student Success: Equity-Oriented Responses to Traditional
           Notions of Success
    • Abstract: This study examined how 20 faculty and staff members used a one-time funding initiative to (re)conceptualize and design student success interventions. We found that they selectively adopted traditional notions of student success but also elevated themes of social justice, civic engagement, and overall student well-being as valuable dimensions of student success. This more expansive conception of student success informed how project leads designed interventions, including peer-tutoring supports and programs to support a sense of belonging. We argue that participatory approaches to student success framing and programming might advance more relevant and responsive conceptions of student success and facilitate organizational processes for achieving these more expansive aims.
      PubDate: 2019-06-27
       
  • Exit, Voice, Loyalty: Using an Exit Phone Interview to Mitigate the Silent
           Departure Phenomenon
    • Abstract: Doctoral student attrition is often referred to as a silent epidemic whereby students tacitly withdraw without ever being given an exit interview or follow-up. While most studies focus on the departing students, few studies focus on the institution’s implicit and explicit policies and practices that encourage silence. Drawing upon the “Exit, Voice, Loyalty” framework, we examined how the pathways to student voice that institutions provide for departing students contribute to the silent departure phenomenon. We recommend that campus stakeholders, policymakers, and administrators solicit critical feedback from departing students and develop instruments to assess their own departure process, rather than relying on national assessments.
      PubDate: 2019-06-10
       
  • Cheating is in the Eye of the Beholder: an Evolving Understanding of
           Academic Misconduct
    • Abstract: Research consistently indicates that academic dishonesty is pervasive on college campuses, including in online courses. For our study we administered a survey to two groups of undergraduate criminal justice students, one group of face-to-face students of traditional college-age and the other a group of distance learners employed full-time in criminal justice professions. The survey was designed to assess prevalence, techniques, and definitions regarding online cheating. Findings indicate that a large percentage of both groups engaged in practices normatively defined as “cheating,” yet they did not consider their behaviors to be violations of academic integrity. In closing, we offer suggestions for best practice techniques for communicating expectations to students and reducing online exam cheating.
      PubDate: 2019-06-01
       
  • Are They Worth it': Master’s Degrees and Labor Market Outcomes
           in the STEM Workforce
    • Abstract: Utilizing the 2013 National Survey of College Graduates (Scientists and Engineers Statistical Data System, National Science Foundation, 2015), this study examined three measures of labor market outcomes: annual earning potentials; primary work activity; and education-job match for science, technology, engineering, and mathematics (STEM) bachelor’s degree holders by their master’s degree attainment. Whereas the study found earning differentials across master’s degrees, the results suggest that one’s earnings are explained by other factors, specifically gender. Results reflect a discernible and concerning pay gap between men and women with the same level of degree attainment in the STEM workforce. Also, implications for policy and practice are addressed.
      PubDate: 2019-06-01
       
  • The Conundrum of Work-Life Balance
    • PubDate: 2019-05-31
       
  • A Study of Synchronous, Online Professional Development Workshops for
           Graduate Students and Postdocs Reveals the Value of Reflection and
           Community Building
    • Abstract: Designers of professional development activities and programs within higher education generally believe workshop learning outcomes and learner-created materials are what graduate students and postdoctoral scholars value from participating in these activities. We created a new structure for online synchronous workshops that integrates active learning, participant reflection, and skill development. Our design was informed by the hypothesis that participants value the work that they do and the materials they create during our online workshops. In our evaluations we examined students’ self-reported behavioral and attitudinal changes and perspectives on professional development. We learned that participants considered their sense of community and opportunities for reflection to be valued elements of the workshops. We found that these workshops added to students’ self-reflective practices and skill-building processes. Participants suggested that workshops should integrate active learning and skills application with deliberate reflection and community building to increase the potential for long-term change.
      PubDate: 2019-05-31
       
  • Extreme Apprenticeship: Instructional Change as a Gateway to Systemic
           Improvement
    • Abstract: In this article we describe a long-term departmental change effort in one mathematics department. The change began with one instructor adopting the Extreme Apprenticeship instructional model. This modest shift served as the catalyst for a series of subsequent, systemic improvements. We believe that this innovation and the resultant change demonstrate how instructional change can serve as a catalyst for broader change, rather than a change that focuses solely on instruction. We use four frames from the literature on organizational development to characterize the changes that have occurred in this department. This in-depth case study describes the department’s current culture and how it developed, and we suggest that this explanation could serve as a guide for other departments seeking change.
      PubDate: 2019-05-09
       
  • Helping Students Keep the Promise: Exploring how Kalamazoo Promise
           Scholars’ Basic Needs, Motivation, and Engagement Correlate to
           Performance and Persistence in a 4-Year Institution
    • Abstract: Few studies consider how non-cognitive factors shape outcomes for students served by Promise programs, which are programs that guarantee tuition-free college attendance within a specified geographic area. This single-institution study examined differences between enrolled and stopped-out Kalamazoo Promise scholars’ (N = 142) basic needs, motivation, and engagement. Compared to enrolled Promise scholars, a higher percentage of stopped-out students reported experiencing homelessness. Stopped-out students reported higher amotivation, lower extrinsic motivation, and lower engagement than did enrolled students. The findings revealed that amotivation, faculty engagement, and being male negatively influenced GPA, while staff interaction positively influenced GPA. Stop-out was affected by GPA, amotivation, and staff interactions. Pell eligibility did not directly influence GPA or stopping out.
      PubDate: 2019-04-29
       
  • To Team or Not to Team: an Exploration of Undergraduate Students’
           Perspectives of Two Teachers Simultaneously in Class
    • Abstract: In this article we report on a study that explored undergraduate accounting students’ experience of team teaching. In particular, we assessed and analysed the students’ perspectives of the relative advantages and disadvantages of teaming, as a form of team teaching, in contrast to the more widely adopted equal status model of team teaching. The results suggest that the students assessed the teaming and equal status models of team teaching positively. They were, however, statistically significantly more positive about the advantages of the teaming model with a larger majority of the students indicating a stronger preference for the teaming model, as compared to the equal status model. Our results show that the teaming model provided students with classes that, from their perspective, were more interesting, aided their understanding, and provided them with faster and more individualized support than did the equal status model. In adopting the teaming model, teachers should, however, consider sources of possible confusion and intimidation.
      PubDate: 2019-04-03
       
  • What Are We Teaching Abroad' Faculty Goals for Short-Term Study Abroad
           Courses
    • Abstract: Based on survey data from over 400 faculty members who taught short-term study abroad courses, the purpose of this study was to identify the types of goals that faculty members have in teaching short-term study abroad courses and the relationship between faculty background characteristics (i.e., race, gender, discipline, and prior experience) and their teaching goals. By further understanding the goals that these faculty members have for their study abroad programs, we are better able to assess how these programs may or may not be meeting overall internationalization goals and then to use this information to assist faculty members and higher education administrators in finding ways to further align study abroad goals with the broader goals of international education.
      PubDate: 2019-04-01
       
  • Everybody Needs a Mrs. Strickland! But why'
    • PubDate: 2019-03-28
       
  • The Impact of Multi-Institutional STEM Reform Networks on Member
           Institutions: A Case Study of CIRTL
    • Authors: Lucas B. Hill; Julia N. Savoy; Ann E. Austin; Bipana Bantawa
      Abstract: Multi-institutional networks have become an increasingly common change mechanism in higher education, especially in undergraduate science, technology, engineering, and mathematics (STEM) education reform. However, little is known about the impact of such networks on participating institutions. This study examined one network, the Center for the Integration of Research, Teaching, and Learning (CIRTL), to understand the multi-level impact of network membership on participating campuses. Framed by CIRTL’s mission to prepare future STEM faculty, results showed that the Network provided four major benefits for member institutions, which were translated and used to expand and modify local teaching professional development programs, subsequently impacting program participants and campus perceptions of graduate student professional development.
      PubDate: 2019-02-20
      DOI: 10.1007/s10755-019-9461-7
       
  • Do Classroom Interactions Relate to Considerations of Institutional
           Departure Among Student Veterans and Service Members'
    • Authors: Frank Fernandez; Dan Merson; Hyun Kyoung Ro; Susan Rankin
      Abstract: The number of student veterans in higher education has significantly increased over the last decade; however, many student veterans and service members consider dropping out of higher education and ultimately choose to do so. In this study we conducted a secondary data analysis of a campus climate study that included responses from more than 400 student veterans. We draw on prior literature on student veterans and conceptually ground our study in the literature on campus climates. We found that student veterans who have positive perceptions of their relationships with professors in the classroom environment are less likely to consider leaving their universities.
      PubDate: 2019-02-07
      DOI: 10.1007/s10755-019-9460-8
       
  • Exploring the Effectiveness of Academic Coaching for Academically At-Risk
           College Students
    • Authors: M. Kyle Capstick; Leigh M. Harrell-Williams; Colton D. Cockrum; Steven L. West
      Abstract: The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services (CARES), for 1434 undergraduate students in a cohort-based, nonequivalent groups post-tests design. Results indicated that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, and were more likely to be retained at the university the following semester than were those students who did not participate in the program. Implications for higher education professionals are discussed.
      PubDate: 2019-02-06
      DOI: 10.1007/s10755-019-9459-1
       
  • Roles and Rewards in Editorial Board Service
    • Authors: Libby V. Morris
      PubDate: 2019-01-28
      DOI: 10.1007/s10755-019-9458-2
       
  • The Collective Power of We: Breaking Barriers in Community Engagement
           through Dialogue
    • Authors: Jessica L. De Santis; Sarah P. O’Connor; Kathleen Pritchard; Zeno E. Franco; Syed M. Ahmed; David A. Nelson
      Abstract: How we engage the community within our institutions, from higher education to social services, requires consistent reconceptualization. Many fields benefit from engaging the community; yet research around practical methods for engagement is limited. This study describes the process of using nominal group technique as a practical method for both community and academic members to discuss Community Based Participatory Research. Participants included faculty, staff, students, and community member stakeholders of a medical institution during a community engagement themed conference. The goal of this study was to assess the effectiveness of using the nominal group technique for community and academic members to discuss the principles of Community Based Participatory Research. Through this discussion a significant change in the research paradigm was addressed by focusing on the importance of dialogue in order to have an impact on health disparities. This study serves to illustrate a method for bringing community and academic members together around discussion of a complex topic, while simultaneously identifying general perceptions around Community Based Participatory Research.
      PubDate: 2019-01-11
      DOI: 10.1007/s10755-018-9454-y
       
  • The Research, Advising, and Mentoring Professional: a Unique Approach to
           Supporting Underrepresented Students in Biomedical Research
    • Authors: Lori Gildehaus; Paul Cotter; Sharon Buck; Marsha Sousa; Karsten Hueffer; Arleigh Reynolds
      Abstract: As a pilot intervention strategy to support undergraduate students, especially rural and Alaska Native students who are pursuing biomedical science research and career trajectories, we have developed a unique, mid-level Research, Advising, and Mentoring Professional (RAMP) position. In this article we outline the reasons for creating this position, RAMP qualifications, training, duties, and differences between RAMP and other positions typically found in higher education. Additionally, we discuss the evolution of the position and why it may be of interest to other institutions as they address similar issues involving students from underrepresented groups. Preliminary survey and focus group data from students mentored directly by RAMPs indicated that the holistic advising approach of RAMPs has had a positive impact on student experiences by supporting persistence in degree programs and providing psychosocial support of both personal and professional development.
      PubDate: 2019-01-02
      DOI: 10.1007/s10755-018-9452-0
       
 
 
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