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Journal Cover Innovative Higher Education
  [SJR: 0.489]   [H-I: 25]   [170 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
   Published by Springer-Verlag Homepage  [2354 journals]
  • Animal-assisted Stress Reduction Programs in Higher Education
    • Authors: Julie M. Haggerty; Megan Kiely Mueller
      Pages: 379 - 389
      Abstract: This study investigated the prevalence of increasingly popular animal-assisted stress relief programs at higher education institutions across the United States. Although research on animal-assisted programs is increasing, there is still a lack of information documenting implementation of these programs. Therefore, the purpose of this study was to explore the prevalence, structure, and policies around animal-assisted programs. Data from 68 schools across the U.S. revealed that animal visitation at higher education institutions is popular, and some schools have instituted formalized programs. However, there is an overall lack of knowledge regarding standards and requirements that would increase the safety and effectiveness of these programs.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9392-0
      Issue No: Vol. 42, No. 5-6 (2017)
  • Reducing Inequality in Higher Education: The Link between Faculty
           Empowerment and Climate and Retention
    • Authors: Lori L. Taylor; Molly I. Beck; Joanna N. Lahey; Jeffrey E. Froyd
      Pages: 391 - 405
      Abstract: Since 2001 the National Science Foundation’s ADVANCE program has distributed over $130 million in grants to improve work climate, enhance professional success, and increase recruitment and retention of female faculty in STEM fields. The process by which each institution designs and implements these interventions is seldom studied, however. Using climate surveys, administrative records, and a difference-in-differences regression approach, we assessed whether exposure to the design and implementation process helps explain improvements in climate and retention during the early years of ADVANCE implementation. We found that departments wherein at least one faculty member participated in ADVANCE committee work experienced significant improvements in job satisfaction among female faculty members and significant reduction in turnover among female full professors, suggesting that the ADVANCE design process was itself an intervention.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9391-1
      Issue No: Vol. 42, No. 5-6 (2017)
  • Identifying and Overcoming Challenges in STEM Reform: a Study of four
           National STEM Reform Communities of Practice
    • Authors: Samantha Bernstein-Sierra; Adrianna Kezar
      Pages: 407 - 420
      Abstract: In this article we report on our examination of the challenges faced by four successful and long-standing national STEM reform communities. Drawing primarily on interview data from a large-scale, multi-year study informed by literature on “communities of practice” (CoPs) (Wenger et al. 2002), we describe five categories of challenges faced by the communities and the solutions employed to overcome them in order to sustain themselves and meet their goals. We chose to focus on these large and dispersed CoPs because, although on-campus CoPs have received some scholarly attention, no research has been conducted on national or regional CoPs. Based on our findings, we conclude that the solutions used to address these challenges reflected a meta-theme of flexibility in matters of design, leadership, and decision-making that contributed to the communities’ success and longevity.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9395-x
      Issue No: Vol. 42, No. 5-6 (2017)
  • Key Strategies for Building Research Capacity of University Faculty
    • Authors: Laura F. Huenneke; Diane M. Stearns; Jesse D. Martinez; Kelly Laurila
      Pages: 421 - 435
      Abstract: Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We review conventional approaches to increasing research, focusing on outcomes for individual faculty members and use one federally-funded effort to build cancer-related research capacity at a public university as an example to explore the impact of various strategies on research outcomes. We close with hypotheses that should be tested in future formal studies.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9394-y
      Issue No: Vol. 42, No. 5-6 (2017)
  • Using Concepts from Complexity Science to Accelerate Curricular Revision
    • Authors: Ellen F. Goldman; Matthew L. Mintz
      Pages: 437 - 449
      Abstract: Curricular revision can be an arduous and challenging process. The literature favors a rational planned process for doing so, but offers little advice regarding how to proceed when the time required for such an approach is not available. This article describes our use of four concepts from complexity science to revise a medical school curriculum in 11 months: process emergence rather than prescription, simple rules to guide and align faculty members, consistent application of fractals to provide a coherent image of organizational activity, and continuous adaptation of the revision process. These concepts can be applied to curricular revision in any field of study.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9396-9
      Issue No: Vol. 42, No. 5-6 (2017)
  • Managing the Process of International Collaboration in Online Course
           Development: A Case-Example Involving Higher Education Institutions in
           Ireland, Switzerland, Austria, and the United Kingdom
    • Authors: Cathal Ryan; Michael Bergin; Sylvia Titze; Wolfgang Ruf; Stefan Kunz; Riccardo Mazza; Trudie Chalder; Sula Windgassen; Dianne Cooney Miner; John S. G. Wells
      Pages: 451 - 462
      Abstract: There has been significant growth recently in online learning and joint programmes of education involving collaborative partnerships between and among higher education institutions in different jurisdictions. Utilising an interdisciplinary team model (Care and Scanlan 2001), we describe in this article the process of collaboration among four European institutions in Austria, Ireland, Switzerland, and the United Kingdom in order to develop and deliver an accredited online course on the management of work-related stress for health and social care workers. This course was also one of the first to pilot a system of equivalency between two European vocational and higher education credit schemes to promote learner mobility and recognition of a new international qualification. Although this process of collaboration occurred within a pan-European context, important lessons may be drawn from this explanation that are of potential interest to the wider international audience.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9399-6
      Issue No: Vol. 42, No. 5-6 (2017)
  • An Examination of the Outcomes of a Brief and Innovative Partnership: SJSU
           and Udacity
    • Authors: Erin L. Woodhead; Preston Brown; Susan Snycerski; Sean Laraway; Nicholas Bathurst; Greg Feist; Ronald F. Rogers
      Pages: 463 - 476
      Abstract: In an examination of a brief and innovative partnership, we compared outcomes for two disciplines, Elementary Statistics and General Psychology, across three formats: online as part of the San José State University-Udacity partnership (termed SJSU Plus), face-to-face (FTF), and online in a redesigned course offering. We also examine predictors of student performance in the SJSU Plus courses. The first offerings of the SJSU Plus courses showed poorer performance compared to their FTF and redesigned online equivalents. Redesigned online courses and FTF courses had similar pass rates. SJSU Plus course performance was significantly improved in the second offering of the Elementary Statistics course. More completed assignments in the SJSU Plus courses were associated with higher exam scores and final grades. We conclude that mode of delivery did not contribute significantly to variations in pass rates.
      PubDate: 2017-12-01
      DOI: 10.1007/s10755-017-9400-4
      Issue No: Vol. 42, No. 5-6 (2017)
  • Thank You to Our Guest Reviewers, 2017!
    • PubDate: 2017-11-23
      DOI: 10.1007/s10755-017-9419-6
  • Characterizing the Pedagogical Beliefs of Future Geoscience Faculty
           Members: a Mixed Methods Study
    • Authors: LeeAnna Young Chapman; David A. McConnell
      Abstract: The next generation of professors will come from today’s graduate students and post-doctoral fellows, but we do not know much about their preparation to use research-validated teaching practices. This study characterizes the teaching beliefs of graduate students and post-doctoral fellows who represent future geoscience instructors though we believe the implications go well beyond one discipline. We analyzed results from more than 600 participants who completed the Beliefs about Reformed Teaching and Learning (BARSTL) survey and a subpopulation of sixty participants who responded to the Teacher Belief Interview (TBI). We compared teaching beliefs on the basis of several factors including gender, teaching assistant experiences, and participation in professional development.
      PubDate: 2017-10-23
      DOI: 10.1007/s10755-017-9416-9
  • Mental Models and Implementing New Faculty Roles
    • Authors: Elizabeth Holcombe; Adrianna Kezar
      Abstract: The nature of the faculty has changed dramatically over the last forty years; and today’s faculty model no longer meets the needs of students, faculty, or institutions. However, the issue of redefining faculty roles is extremely contentious. In this article we report our examination of open-ended, qualitative data from a larger survey study of stakeholders’ beliefs and opinions about new faculty models. We found that different groups, such as non-tenure-track and tenured faculty, deans, and provosts, have constructed very different mental models around the challenges to implementing new faculty roles and that they offered different solutions for moving forward.
      PubDate: 2017-09-23
      DOI: 10.1007/s10755-017-9415-x
  • Undergraduate Students’ Preferences for Constructed Versus
           Multiple-Choice Assessment of Learning
    • Authors: Maya A. Mingo; Hsin-Hui Chang; Robert L. Williams
      Abstract: Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term paper did not differ significantly from the rating for in-class essay exams. Overall, students preferred constructed forms of assessment over more objective assessment. With minor exceptions, student ratings of assessment preferences were generally consistent across gender and academic levels. In the main, student ratings of assessment options did not significantly correlate with exam performance in the course.
      PubDate: 2017-09-14
      DOI: 10.1007/s10755-017-9414-y
  • Moving beyond Critical Thinking to Critical Dialogue
    • Authors: Libby V. Morris
      PubDate: 2017-09-02
      DOI: 10.1007/s10755-017-9413-z
  • Senior Leaders and Teaching Environments: Faculty Perceptions of
           Administrators’ Support of Innovation
    • Authors: Eddie R. Cole; Amber D. Dumford; Thomas F. Nelson Laird
      Abstract: We used data from the 2012 administration of the Faculty Survey of Student Engagement to measure faculty perceptions of senior leaders’ (e.g., deans, provosts, presidents) support for innovation in teaching. Specifically, this study explored what faculty characteristics predict faculty perceptions of leaders’ support for innovation in teaching and how those perceptions relate to several teaching practices (e.g., active classroom practice). The goal for this study was to gain additional insight into how faculty members approach teaching. The implications of these findings are presented along with some considerations for future research.
      PubDate: 2017-09-02
      DOI: 10.1007/s10755-017-9411-1
  • What Institutional Websites Reveal About Diversity-Related Partnerships
           Between Academic and Student Affairs
    • Authors: Lucy A. LePeau; Sarah S. Hurtado; Ryan J. Davis
      Abstract: Little is understood about how campus educators within Academic Affairs and Student Affairs use institutional websites to articulate what their institutional commitments to diversity, inclusion, and social justice are and how they are enacted. Through an exploratory content analysis using LePeau’s (2015) framework on pathways to partnership (i.e., complementary, coordinated, and pervasive) to address diversity, inclusion, and social justice aims, we examined 23 institutional websites to determine what types of Academic Affairs and Student Affairs partnerships institutions employed. Findings revealed predominantly complementary partnerships, which means maintaining the distinct cultures of Academic Affairs and Student Affairs in diversity, inclusion, and social justice efforts.
      PubDate: 2017-08-19
      DOI: 10.1007/s10755-017-9412-0
  • Boyer in the Middle: Second Generation Challenges to Emerging Scholarship
    • Authors: Robert Crow; Laura Cruz; Jill Ellern; George Ford; Hollye Moss; Barbara Jo White
      Abstract: This article reports on an examination of the distinctive second-generation challenges and opportunities faced by an early institutional adopter of the Boyer model of scholarship. Following the first cohort of faculty to be reviewed for tenure and promotion based on these criteria, we report the results of a survey designed to determine the perceptions of faculty and administrators of the degree to which emerging forms of scholarship had been integrated into the university culture including factors such as institutional identity, support structures, and faculty participation. This case study sheds light on the process of adaptation at this single institution and provides glimpses of how cultural change might occur across higher education.
      PubDate: 2017-08-14
      DOI: 10.1007/s10755-017-9409-8
  • “The 400-Pound Gorilla”: The Role of the Research University
           in City Development
    • Authors: Karri A. Holley; Michael S. Harris
      Abstract: In cities across the United States higher education institutions exist in tandem with a range of other socio-cultural and economic organizations, such as businesses, nonprofits, and government agencies. The role of colleges and universities in city development is important, and empirical examination of universities’ role in and relationship with cities provides an avenue for higher education researchers to explore interactions that are potentially key to a thriving knowledge economy. Using data collected from a case study of a large American city and a university within that city, we sought to better understand the university’s role in and relationship with its surrounding city.
      PubDate: 2017-08-07
      DOI: 10.1007/s10755-017-9410-2
  • Is More Always Better? The Curvilinear Relationships between College
           Student Experiences and Outcomes
    • Authors: Nicholas A. Bowman; Teniell L. Trolian
      Abstract: Many higher education studies have examined linear relationships between student experiences and outcomes, but this assumption may be questionable. In two notable examples previous research that assumed a linear relationship reached different substantive conclusions and implications than did research that explored non-linear associations among the same constructs. Indeed, many relationships between college experiences and outcomes may actually be curvilinear; this study explored that possibility within a large, multi-institutional, longitudinal dataset. As expected, most of the significant positive relationships were accompanied by significant curvilinear associations, such that the magnitude of the relationship decreased with higher levels of involvement.
      PubDate: 2017-06-06
      DOI: 10.1007/s10755-017-9403-1
  • Pathways to Undergraduate Research Experiences: a Multi-Institutional
    • Authors: Duhita Mahatmya; Janet Morrison; Rebecca M. Jones; Pamela W. Garner; Shannon N. Davis; Jill Manske; Nancy Berner; Ann Johnson; Jayna Ditty
      Abstract: The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.
      PubDate: 2017-06-06
      DOI: 10.1007/s10755-017-9401-3
  • Once More into the Breach: Examining the Human Capital Impact of a
           University Consolidation over Time
    • Authors: Saundra J. Ribando; Catherine P. Slade; C. Kevin Fortner
      Abstract: Little research examines the sociocultural aspects of consolidating two post-secondary educational institutions. In a previous study we collected baseline data and reported on the initial impact of consolidation of a research-oriented, health sciences university with a teaching-oriented, comprehensive university. In the study we report here we compared our baseline data with data collected two years after consolidation in order to explore the organization’s evolving culture and the effect of that evolution on faculty members, with a focus on faculty retention. We draw lessons about the impact of consolidation for policy makers considering this avenue for reorganization within public higher education.
      PubDate: 2017-06-02
      DOI: 10.1007/s10755-017-9404-0
  • Shared Governance among the new Majority: Non-Tenure Track Faculty
           Eligibility for Election to University Faculty Senates
    • Authors: Willis A. Jones; Neal H. Hutchens; Azalea Hulbert; Wayne D. Lewis; David M. Brown
      Abstract: Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional governance. Using data from highest research activity doctoral universities, this study investigated current standards related to NTTF eligibility for election to institution-wide faculty senates. We also explored what these faculty governance standards and criteria reveal about the status and position of NTTF within the professoriate.
      PubDate: 2017-06-02
      DOI: 10.1007/s10755-017-9402-2
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Heriot-Watt University
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