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Journal Cover Innovative Higher Education
  [SJR: 0.489]   [H-I: 25]   [195 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  [2351 journals]
  • The Role of Threshold Concepts in an Interdisciplinary Curriculum: a Case
           Study in Neuroscience
    • Authors: Karri A. Holley
      Pages: 17 - 30
      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: 2018-02-01
      DOI: 10.1007/s10755-017-9408-9
      Issue No: Vol. 43, No. 1 (2018)
  • Evaluating Discipline-Based Education Research for Promotion and Tenure
    • Authors: Erin L. Dolan; Samantha L. Elliott; Charles Henderson; Douglas Curran-Everett; Kristen St. John; Phillip A. Ortiz
      Pages: 31 - 39
      Abstract: Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process.
      PubDate: 2018-02-01
      DOI: 10.1007/s10755-017-9406-y
      Issue No: Vol. 43, No. 1 (2018)
  • 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
      Pages: 41 - 55
      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: 2018-02-01
      DOI: 10.1007/s10755-017-9407-x
      Issue No: Vol. 43, No. 1 (2018)
  • Reconsidering the Future of Undergraduate Education
    • Authors: Libby V. Morris
      PubDate: 2018-02-16
      DOI: 10.1007/s10755-018-9426-2
  • Nuanced Perspectives about Online Teaching: Mid-Career and Senior Faculty
           Voices Reflecting on Academic Work in the Digital Age
    • Authors: Jessica Mansbach; Ann E. Austin
      Abstract: Students’ demand for online learning continues. At the same time, results of multiple studies from the early 2000s through the present day point to a set of common concerns that may explain faculty members’ hesitation and resistance to online teaching. However, less is known about how faculty members experience online teaching, especially the “essential elements” of work that the literature shows relate to positive workplace outcomes. Essential elements of work, as defined by Gappa, Austin, and Trice (2007) include flexibility and balance, academic freedom and autonomy, professional relationships, and professional growth. Findings from interviews with 19 faculty members showed that online teaching simultaneously enabled and frustrated faculty’s experiences of the “essential elements.” We recommend ways in which administrators can address these frustrations and highlight the positive aspects of online teaching.
      PubDate: 2018-02-16
      DOI: 10.1007/s10755-018-9424-4
  • Not Just Figureheads: Trustees as Microfoundations of Higher Education
    • Authors: Sondra N. Barringer; Karley A. Riffe
      Abstract: Despite the importance of trustees for higher education institutions, few studies address how they influence the institutions they steward. To address this gap, we used a social network approach within a comparative case study design to evaluate how trustees interacted with two private, elite universities: Harvard University and the Massachusetts Institute of Technology. While trustees interacted with these institutions in differing ways, results indicated that some of them significantly influenced institutional behaviors, structures, and policies. This suggests that the role of trustees should be re-conceptualized to reflect their ability to influence higher education institutions, making them a fundamental part of the microfoundations of these institutions.
      PubDate: 2018-02-16
      DOI: 10.1007/s10755-018-9422-6
  • Inside the College Writing Gap: Exploring the Mixed Messages of
           Remediation Support
    • Authors: Stefani R. Relles; Julia C. Duncheon
      Abstract: This case study offers a qualitative perspective on a relationship between institutional structures and student outcomes. The data describe the conditions in 10 English remediation classrooms at one urban community college district. The study uses new literacies as a theoretical framework with which to understand how these conditions supported classroom-level teaching and learning. Findings suggest that classroom conditions undermined new literacies’ assumptions that college writing is a social practice. The authors discuss the implications of these findings for research to improve writing remediation policies.
      PubDate: 2018-02-01
      DOI: 10.1007/s10755-018-9423-5
  • University Advertising and Universality in Messaging
    • Authors: Stan R. Diel; Stephen Katsinas
      Abstract: University and college institutional advertisements, which typically are broadcast as public service announcements during the halftime of football games, were the subject of a quantitative analysis focused on commonality in messaging and employment of the semiotic theory of brand advertising. Findings indicate advertisements focus on students’ social lives at the expense of depictions related to an academic focus and that, at statistically significant levels, smaller universities are more likely than large ones to depict their research as having an impact beyond their own campus. Findings suggest that institutions recruit out-of-state students in pursuit of revenue rather than using the advertisements in service of efforts to raise funds.
      PubDate: 2018-01-20
      DOI: 10.1007/s10755-018-9421-7
  • Ignis Fatuus Effect of Faculty Category: Is the Tenure Versus Non-Tenure
           Debate Meaningful to Students’ Course Experiences'
    • Authors: Jessica Ostrow Michel; Diana Chadi; Marisol Jimenez; Corbin M. Campbell
      Abstract: The American professoriate is shifting its majority makeup from tenure track to non-tenure track faculty members. Less known, though, is what the implications of this shift are for students’ course experiences. We sought to examine the extent to which the teaching practices, with regard to academic rigor and cognitively responsive teaching, differ between faculty category using observational measures of teaching in the classroom. We found that broad categorizations of faculty may not be meaningful unless they are examined in particular contexts, such as discipline and class size.
      PubDate: 2018-01-17
      DOI: 10.1007/s10755-017-9420-0
  • 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)
  • 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)
  • 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)
  • Faculty Members Have a Story to Tell: Communicating the Value of Colleges
           and Universities
    • Authors: Libby V. Morris
      PubDate: 2017-12-05
      DOI: 10.1007/s10755-017-9418-7
  • Aligning Institutional and National Contexts with Internationalization
    • Authors: Christopher Johnstone; Douglas Proctor
      Abstract: In this article we report on our study that explored internationalization in higher education institutions as it relates to two levels of “culture” -- institutional culture and national higher education culture. We examined two leading research-intensive universities, “Coastal University” (Australia) and “Prairie University” (U.S.A.), which have similar institutional cultures (as theorized by Bergquist & Pawlak, 2008) yet reside in different national higher education contexts. Through cross-case analysis, we examined internationalization strategies as they relate to institutional culture and sought to draw inferences about the influence of national higher education cultures on these strategies. We propose the need to examine these cultures when developing internationalization strategies within institutions.
      PubDate: 2017-12-02
      DOI: 10.1007/s10755-017-9417-8
  • Thank You to Our Guest Reviewers, 2017!
    • PubDate: 2017-11-23
      DOI: 10.1007/s10755-017-9419-6
  • 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
  • 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
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Heriot-Watt University
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Fax: +00 44 (0)131 4513327
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