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Innovative Higher Education
Journal Prestige (SJR): 0.586
Citation Impact (citeScore): 1
Number of Followers: 316  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
Published by Springer-Verlag Homepage  [2570 journals]
  • Student Success, Research Preeminence, and Unintended Consequences at
           Public Metropolitan Research Universities
    • Abstract: Abstract This article extends a line of research on intentional change at public metropolitan research universities that aims to improve undergraduate student success (as measured by graduation and retention rates) while improving access (as measured by Pell and minority rates). Some of the issues that have emerged from this line of research involve the dynamics of various competing goals, such as (a) student success and student access and (b) student success with access and research preeminence. This article uses performance data to examine the challenges of improving success with access and research preeminence, simultaneously, at public metropolitan research universities. A case study offers an illustration of the challenges and clarifies the unintended consequences.
      PubDate: 2020-02-01
       
  • Institutional Transformation Reflected: Engagement in Sensemaking and
           Organizational Learning in Florida’s Developmental Education Reform
    • Abstract: Abstract Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We used statewide survey data to examine lead administrators’ perceptions of challenges encountered during the planning process, ways in which colleges engaged in sensemaking (i.e., social processes for developing shared understanding) and organizational learning, and perceptions of the institutional transformation processes and outcomes following the reform. We found that institutions engaged in numerous types of sensemaking and organizational learning practices to promote change. Yet, despite different approaches taken to institutional transformation, almost all respondents reported that the change process was highly collaborative and involved a broad range of stakeholders.
      PubDate: 2020-02-01
       
  • Patterns of PowerPoint Use in Higher Education: a Comparison between the
           Natural, Medical, and Social Sciences
    • Abstract: Abstract PowerPoint is one of the most widely used technological tools in educational contexts, but little is known about the differences in usage patterns by faculty members from various disciplines. For the study we report in this article we used a survey specially designed to explore this question, and it was completed by 106 faculty members from different disciplines. The results suggest the existence of different patterns in the use of PowerPoint. In addition, the importance of habit in its use is highlighted. Those professors who reported greater dependence on PowerPoint tended to use PowerPoint primarily as study material for their students. We discuss the practical relevance of these results.
      PubDate: 2020-02-01
       
  • How Learning Spaces Can Collaborate with Student Engagement and Enhance
           Student-Faculty Interaction in Higher Education
    • Abstract: Abstract This article explains the relationship between learning spaces and the furtherance of student engagement and enhancement of student-faculty interaction. Following a design-driven methodology and considering flexibility, interaction, and connectivity as core elements to classroom design, we have prototyped spaces and implemented them in 96 classrooms. After doing so, we evaluated how the classrooms were used through a mixed-methods study that involved more than a thousand students. The results of this study highlight the importance of the physical space as a factor that contributes to student engagement and connects both students and professors in an active learning process.
      PubDate: 2020-02-01
       
  • Public-private Partnership: How and Why Six Community Colleges Loved and
           Left a For-profit Partner
    • Abstract: Abstract Colleges are increasingly open to partnering with private entities to implement new and innovative programs. Community colleges, in particular, may find such partnerships beneficial, given that these institutions often lack the necessary resources to invest up-front in programs that may yield strong long-term dividends. In this article we report on an examination of a partnership between a privately-held firm and six community colleges, which had established honors programs with the goal of facilitating students’ transfer to highly selective institutions. Our analysis traces the evolution of the partnership and the reasons for its eventual failure, and we offer insights for public institutions and privately-held companies wishing to establish similar partnerships.
      PubDate: 2020-01-30
       
  • Moving Forward: from the Past to the Future
    • PubDate: 2020-01-28
       
  • Recruiting and Enrolling Rural Students: A Model for Increasing Diversity
           in STEM
    • Abstract: Abstract The Rural and Diverse Student Scholars Program at George Mason University is a strategic initiative to recruit and retain rural and diverse Virginia students in STEM majors. A grant facilitated a partnership between an academic college and the Office of Admissions, enabling new recruiting methods to be tested. In this article we describe these recruitment efforts, summarize the outcomes, and share lessons learned. We observed themes of family involvement, finances, and perceived opportunity as relevant to this population’s decision to enroll. Our experience recruiting for this program may inform other institutions that desire to diversify their student body in STEM.
      PubDate: 2020-01-25
       
  • Diversity under Review: HBCUs and Regional Accreditation Actions
    • Abstract: Abstract Regional accreditation remains a central method of accountability in the United States and the gatekeeper to federal financial aid. Without such funding many colleges and universities would not survive. Prior research suggests that Historically Black Colleges and Universities (HBCUs) face disproportionate accreditation sanctions compared with other institutions. Focusing on colleges and universities in the southern states, this study used logistic regression to test whether HBCUs have higher odds of being sanctioned than other institutions after controlling for characteristics such as budgetary resources and graduation rates. Results demonstrate a statistically significant relationship between HBCU-status and negative accreditation actions.
      PubDate: 2020-01-22
       
  • Campus Connections: Student and Course Networks in Higher Education
    • Abstract: Abstract Residential higher education brings thousands of students together for multiple years and offers them an array of shared intellectual experiences and a network of social interactions. Many of these intellectual and social connections are formed during courses. Students are connected to students through courses they take together, and courses are connected to one another by students who take both. These courses and the students who take them form a bipartite network that encodes information about campus structures and student experiences. Because all institutions of higher education collect and maintain precise records of what courses students take, it is possible to assemble a student-course network that quantitatively describes the interactions among students and courses. We provide an example that demonstrates the identification of courses effective at creating unique connections among students and reveals how students and majors can be strongly connected or dispersed. We show how social network analysis can be used to improve our understanding of the learning environment at the University of Michigan, and we hope that this kind of analysis is of interest to persons at other institutions.
      PubDate: 2020-01-13
       
  • An Examination of Higher Education Institutional Level Learning Outcomes
    • Abstract: Abstract In light of the rapid growth of the movement for educating students about sustainability, this study sought to understand the content and context of sustainability-related learning outcomes in higher education institutions in the United States by using data from 47 institutions. Findings show how institutions operationalize learning for sustainability, a continuum of location of these learning outcomes, and a range of pedagogical beliefs about learning for sustainability. Implications include the potential for a new schematic definition for sustainability in learning, and we identify theoretical tools to help define and measure learning for sustainability and provide suggestions for innovative ways for institutions to shape learning about sustainability.
      PubDate: 2020-01-03
       
  • The Terrapin Time Initiative: A Workshop to Enhance Alignment between
           Faculty Work Priorities and Time-Use
    • Abstract: Abstract Faculty members experience a gap between how they would prefer to spend their work time and how they actually do so. In this article we report results from a four-week workshop called “The Terrapin Time Initiative.” It was guided by theories of behavioral economics and behavioral design, which suggest that small changes to the context, or “choice architecture,” in which individuals make choices can enhance decision-making. Results indicate that the workshop was effective in changing the “choice architecture” in which faculty made decisions about their time-use, thereby helping them to develop new strategies for managing their time.
      PubDate: 2020-01-02
       
  • C4 Scholar Program: Promoting Success through Accountability for At-risk
           Students
    • Abstract: Abstract The C4 Scholar Program (Cross Curricular Career Community) is an interdisciplinary, multi-semester learning community for first-year developmental students at a comprehensive midwestern state university. Faculty members from two units, Retention & Student Success and Arts and Sciences, created the program to address a persistent gap in retention between developmental and non-developmental first-year students. This article provides a description of the pilot phase and an explanation of how the ensuing comparative analysis led to adoption of a program framework based on business management literature. The framework, which was implemented with the next two cohorts, contributed to strong comparative gains in performance and retention.
      PubDate: 2020-01-02
       
  • Student Philanthropy and Community Engagement: A Program Evaluation
    • Abstract: Abstract Community engagement in the classroom can take several forms such as engaged scholarship, service learning, and philanthropy. Each of these activities connects course material with the immediate community, creating a multi-directional discourse. In this article we explain and provide a program evaluation of the Student Philanthropy and Community Engagement Program (SPCEP) run in a wide variety of classes at Oakland University in Michigan. The results indicate that SPCEP is effectively increasing students’ philanthropic inclinations while also increasing their engagement with and knowledge of the local community. These findings have important implications for the classroom, university reputation, and the local community.
      PubDate: 2019-12-26
       
  • Thank You to Our Guest Reviewers, 2019!
    • PubDate: 2019-12-17
       
  • An Empirical Typology of the Institutional Diversity of U.S. Colleges and
           Universities
    • Abstract: Abstract Researchers consider a high level of institutional diversity in a higher education system as a strength. While the literature considers key elements of diversity, existing research fails to employ methodological approaches that balance the need for capturing the breadth and depth of similarities and differences across institutions. This article reports on the use of cluster analysis to examine data from the Integrated Postsecondary Education Data System (IPEDS) and to create a typology of six institutional types present across four-year institutions in U.S. higher education. The typology presented here helps identify the main types of institutions and offers useful insights for understanding the current state of institutional diversity. Drawing from the research on institutional diversity and organizational theory, the findings of this study provide a typology that can inform both researchers and practitioners as they compare different institutions. An enhanced understanding of the similarities and differences between institutions can clarify not only the range of characteristics and features within U.S. higher education, but also guide administrative decision-making.
      PubDate: 2019-12-17
       
  • Time for the Transition
    • PubDate: 2019-12-13
       
  • Senior Leadership Teams in Higher Education: What We Know and What We Need
           to Know
    • Abstract: Abstract Senior leadership teams are the key decision-makers invested with authority who work collectively to achieve organizational goals. While there is a rich literature on this topic across many disciplines, there is a dearth of research on this topic in higher education. In this article we argue for the need for research on senior leadership teams given their centrality in facilitating the changes needed in higher education. We summarize the key literature from other sectors in order to provide a foundation for a higher education research agenda on this topic. We also review the limited number of such studies that have been conducted in higher education, and we end with implications for practice and a proposed research agenda.
      PubDate: 2019-12-10
       
  • Student Anxiety in Standards-based Grading in Mathematics Courses
    • Abstract: Abstract This paper describes a study examining how mathematics anxiety, test anxiety, and communication apprehension are related to student behavior in courses using standards-based grading. An observational study of mathematics courses with 221 participants found that test anxiety increased over the semester although many students reported lower stress or anxiety in an open-ended survey question. Mathematics anxiety and test anxiety were positively correlated with the number of voluntary reassessments students attempted, while communication apprehension was negatively correlated. These findings indicate that standards-based grading is an assessment framework that can provide alternate methods for some students to demonstrate content mastery. While this study was conducted in mathematics courses, the findings on test anxiety are likely to extend to other disciplines.
      PubDate: 2019-12-07
       
  • Studying Professional Development as Part of the Complex Ecosystem of STEM
           Higher Education
    • Abstract: 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: 2019-12-01
       
  • Faculty Role in Reforming Teaching and Course Evaluations
    • PubDate: 2019-11-13
       
 
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