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Innovative Higher Education
Journal Prestige (SJR): 0.586
Citation Impact (citeScore): 1
Number of Followers: 317  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
Published by Springer-Verlag Homepage  [2626 journals]
  • Questions, Questions, Questions, and More Questions
    • PubDate: 2020-04-06
  • Adult Students in U.S. Higher Education: an Evidence-Based Commentary and
           Recommended Best Practices
    • Abstract: This article presents 50 year patterns of adult student participation in colleges and universities in the United States. These patterns changed dramatically in the 1970s and 1980s and then stabilized. Following these changes, adult student participation has continued to be significant and predictable in U.S. colleges and universities. In addition to reporting on these national patterns, this article includes commentary that addresses five, evidence-based, best practices for serving adult students in this higher education context. Special attention is given to place-bound, adult students in metropolitan regions.
      PubDate: 2020-03-27
  • Everyday Characteristics of American College Towns: Identification and
    • Abstract: American college towns represent a unique but understudied feature of the global educational landscape. With hundreds of college towns dotting the American geographical landscape, this uniqueness is particularly relevant for rural higher education. This article identifies a taxonomy of characteristics found commonly in the everyday environments of American college towns. The taxonomy, which represents a research-based model to embed higher education into the everyday cultural ecosystems of small towns where there are few, if any, place-based higher education institutions, is a result of a study encompassing 100 American college towns across 34 states. Although the study considered only the surface structures observed through first encounters in college towns, the drive-by nature of the study and its conclusions offer a unique contribution to the body of higher education research. I close with discussion and offer some implications for rural communities.
      PubDate: 2020-03-20
  • Communicating Support: Examining Perceived Organizational Support among
           Faculty Members with Differing Appointment Types
    • Abstract: Given the changing landscape of postsecondary faculty employment, institutions benefit from understanding how organizational policies and behaviors affects the faculty’s perception of organizational support. Using data from faculty members, including those with contingent and part-time appointments, at a single institution in the western United States, this study examined how the faculty’s perceptions of structures and behaviors at the departmental, college, and campus levels affect their perception of organizational support. Results suggest that part-time faculty members are significantly less likely to feel supported; however, as their perceptions of being valued by college and senior administrators increase, so do their perceptions of support. Findings suggest avenues for organizational leaders to promote commitment among all faculty members.
      PubDate: 2020-03-05
  • Comparing First-Generation Students to Continuing-Generation Students and
           the Impact of a First-Generation Learning Community
    • Abstract: This study examined how factors associated with student development and persistence differ between first-generation and continuing-generation students and how participation in a learning community influences development and persistence. The findings show that first-generation students were less involved in academics and had lower gains in intellectual development and engagement with diverse perspectives than did continuing-generation students. There was no significant difference between the two groups on first-to-second year persistence rates. First-generation students who participated in the learning community outperformed continuing-generation students in gains in intellectual development, interpersonal development, and engagement with diverse perspectives. There was no significant difference in persistence between first-generation students who were in the learning community and those who were not.
      PubDate: 2020-02-27
  • Student Success, Research Preeminence, and Unintended Consequences at
           Public Metropolitan Research Universities
    • 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: 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: 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: 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: 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: 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: 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: 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: 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: 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
    • 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: 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
  • Time for the Transition
    • PubDate: 2019-12-13
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