for Journals by Title or ISSN
for Articles by Keywords
help
Journal Cover Innovative Higher Education
  [SJR: 0.489]   [H-I: 25]   [154 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  [2352 journals]
  • Academic Advising, Remedial Courses, and Legislative Mandates: An
           Exploration of Academic Advising in Florida Community Colleges with
           Optional Developmental Education
    • Authors: Chenoa S. Woods; Keith Richard; Toby Park; David Tandberg; Shouping Hu; Tamara Bertrand Jones
      Pages: 289 - 303
      Abstract: Abstract In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of survey responses from college administrators uncovered academic advising patterns across these 19 community colleges. Our findings indicated that many administrators agreed that their advising practices were effective and that most colleges used a variety of advising tools. In an era of greater student choice, colleges diversified their advising protocols and methods of guiding students in a variety of ways.
      PubDate: 2017-08-01
      DOI: 10.1007/s10755-016-9385-4
      Issue No: Vol. 42, No. 4 (2017)
       
  • Examining the Effectiveness of a Learning Outcomes Assessment Program: a
           Four Frames Perspective
    • Authors: Kevin Schoepp; Burcu Tezcan-Unal
      Pages: 305 - 319
      Abstract: Abstract Assessment of learning outcomes at the program level is essential to evaluate whether students are achieving what is expected of them as graduates. In this article we present the results of a study in which faculty focus groups were consulted so as to understand the subjective issues that surround the learning outcomes assessment program of an institution. We hope that our study contributes to continuous improvement in institutional assessment practices and to the improvement of student learning. We analysed the data through the lens provided by a leadership model since leadership is a key driver of assessment practices that lead to changes to improve student learning.
      PubDate: 2017-08-01
      DOI: 10.1007/s10755-016-9384-5
      Issue No: Vol. 42, No. 4 (2017)
       
  • Justice in the Higher Education Classroom: Students’ Perceptions of
           Unfairness and Responses to Instructors
    • Authors: Rebecca M. Chory; Sean M. Horan; Marian L. Houser
      Pages: 321 - 336
      Abstract: Abstract We investigated college students’ perceptions of instructor unfairness and their emotional and behavioral reactions to perceived injustice. Results obtained from 397 undergraduates from three universities in the United States indicate that anger and dissent were the strongest emotional and behavioral responses to injustice. Furthermore, disgust mediated the influence of injustice on student behaviors most damaging to professors—taking action, expressing verbal aggression, and dissenting to authority. Stress mediated the effect of injustice on the most constructive student behaviors—changing their approach and engaging in the class. We discuss the implications of the results of our study for the student-instructor relationship and learning in the contemporary higher education environment.
      PubDate: 2017-08-01
      DOI: 10.1007/s10755-017-9388-9
      Issue No: Vol. 42, No. 4 (2017)
       
  • Examining the Impact of Interdisciplinary Programs on Student Learning
    • Authors: Lisa R. Lattuca; David Knight; Tricia A. Seifert; Robert D. Reason; Qin Liu
      Pages: 337 - 353
      Abstract: Abstract We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs.
      PubDate: 2017-08-01
      DOI: 10.1007/s10755-017-9393-z
      Issue No: Vol. 42, No. 4 (2017)
       
  • Faculty Learning Matters: Organizational Conditions and Contexts that
           Shape Faculty Learning
    • Authors: KerryAnn O’Meara; Mark Rivera; Alexandra Kuvaeva; Kristen Corrigan
      Pages: 355 - 376
      Abstract: Abstract This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning.
      PubDate: 2017-08-01
      DOI: 10.1007/s10755-017-9389-8
      Issue No: Vol. 42, No. 4 (2017)
       
  • Mental Models and Implementing New Faculty Roles
    • Authors: Elizabeth Holcombe; Adrianna Kezar
      Abstract: 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: 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: 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: 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: 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: 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
       
  • Evaluation of a High-Engagement Teaching Program for STEM Graduate
           Students: Outcomes of the Future Academic Scholars in Teaching (FAST)
           Fellowship Program
    • Authors: Luanna B. Prevost; Claudia E. Vergara; Mark Urban-Lurain; Henry Campa
      Abstract: Abstract Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic years and identified the components most influential upon their teaching professional development. Participants found the year-long teaching assessment project and the disciplinary and reflective focus instrumental for improving their knowledge of teaching and learning. We recommend these components for the design of other such high-engagement programs.
      PubDate: 2017-07-21
      DOI: 10.1007/s10755-017-9407-x
       
  • The Role of Threshold Concepts in an Interdisciplinary Curriculum: a Case
           Study in Neuroscience
    • Authors: Karri A. Holley
      Abstract: Abstract Threshold concepts have been widely utilized to understand learning in academic disciplines and student experiences in a disciplinary curriculum. This study considered how threshold concepts might operate within an interdisciplinary setting. Data were collected through interviews with 40 doctoral students enrolled in an interdisciplinary program as well as content analysis of interdisciplinary curricula. The findings emphasize the importance of the integrative process to interdisciplinary initiatives. Interdisciplinary threshold concepts do not result from the addition of multiple disciplines, but rather are fostered through unique facets of the interdisciplinary experience.
      PubDate: 2017-07-12
      DOI: 10.1007/s10755-017-9408-9
       
  • Is More Always Better? The Curvilinear Relationships between College
           Student Experiences and Outcomes
    • Authors: Nicholas A. Bowman; Teniell L. Trolian
      Abstract: 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
           Study
    • Authors: Duhita Mahatmya; Janet Morrison; Rebecca M. Jones; Pamela W. Garner; Shannon N. Davis; Jill Manske; Nancy Berner; Ann Johnson; Jayna Ditty
      Abstract: 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: 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: 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
       
  • Reverse Mentoring: Untapped Resource in the Academy?
    • Authors: Libby V. Morris
      PubDate: 2017-05-31
      DOI: 10.1007/s10755-017-9405-z
       
  • Letter to Parents: The Purpose of College
    • Authors: Libby V. Morris
      PubDate: 2017-03-27
      DOI: 10.1007/s10755-017-9398-7
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.80.211.135
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016