Pub Date : 2022-06-22DOI: 10.1080/07377363.2022.2069984
David A. Housel
Abstract Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.
{"title":"An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States","authors":"David A. Housel","doi":"10.1080/07377363.2022.2069984","DOIUrl":"https://doi.org/10.1080/07377363.2022.2069984","url":null,"abstract":"Abstract Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46700390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/07377363.2022.2067729
Ann D. Bagchi, Elise Corasmin, Charles E. Menifield, P. Weber, A. Baveja, Kasny Damas, Dalvin Hill, Dwight Peavy
Abstract Scholars have begun to call for more formalized training of clinicians in “structural competency” as a way to address health inequities. Existing programs tend to focus on physicians. This continuing education program brought together a diverse group of academics and community partners to provide a more comprehensive and inclusive approach to structural competency training. The objective of this article is to outline the processes and procedures utilized to address structural determinants of health in a collaborative, community-based participatory research model. Study participants attended 12 weekly, two-hour seminars and completed electronic pre/post-knowledge surveys and a program evaluation form. The principal investigator and a graduate student reviewed open-ended survey responses using a grounded theory approach and summarized findings using narrative and descriptive statistics. Participants demonstrated an increased understanding of the distinction between structural competency and the social determinants of health. The program also led to successful collaborations on two research proposals. Even though structural determinants of health are distinct from the social determinants of health, many clinicians are unfamiliar with these distinctions. Working with an interdisciplinary team that includes community partnerships and individuals with diverse non-clinical areas of expertise can help healthcare professionals better understand these distinctions and how they influence patient outcomes. A multidisciplinary structural competency course can improve practical understanding of the structural determinants of health through an engaged community partnership platform.
{"title":"An Academic-Community Research Partnership to Enhance Structural Competency for Health Equity","authors":"Ann D. Bagchi, Elise Corasmin, Charles E. Menifield, P. Weber, A. Baveja, Kasny Damas, Dalvin Hill, Dwight Peavy","doi":"10.1080/07377363.2022.2067729","DOIUrl":"https://doi.org/10.1080/07377363.2022.2067729","url":null,"abstract":"Abstract Scholars have begun to call for more formalized training of clinicians in “structural competency” as a way to address health inequities. Existing programs tend to focus on physicians. This continuing education program brought together a diverse group of academics and community partners to provide a more comprehensive and inclusive approach to structural competency training. The objective of this article is to outline the processes and procedures utilized to address structural determinants of health in a collaborative, community-based participatory research model. Study participants attended 12 weekly, two-hour seminars and completed electronic pre/post-knowledge surveys and a program evaluation form. The principal investigator and a graduate student reviewed open-ended survey responses using a grounded theory approach and summarized findings using narrative and descriptive statistics. Participants demonstrated an increased understanding of the distinction between structural competency and the social determinants of health. The program also led to successful collaborations on two research proposals. Even though structural determinants of health are distinct from the social determinants of health, many clinicians are unfamiliar with these distinctions. Working with an interdisciplinary team that includes community partnerships and individuals with diverse non-clinical areas of expertise can help healthcare professionals better understand these distinctions and how they influence patient outcomes. A multidisciplinary structural competency course can improve practical understanding of the structural determinants of health through an engaged community partnership platform.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45876640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/07377363.2022.2065435
Blake J. Renner, Elizabeth Skursha
Abstract Adult students represent one of the fastest growing student populations within higher education. While their educational goals are similar to traditional students, the challenges and barriers they may encounter differ. Higher education institutions must assess their support services, coursework, and resources to determine if they meet the needs of adult students and assist in overcoming these obstacles. This study reviews one institution’s approach to supporting adult student persistence. Efforts included student support both within and outside of the classroom experience, with an emphasis on proactive engagement strategies focused on interventions and opportunities to engage with students throughout their entire educational journey. Significant modifications as well as new initiatives were implemented beginning in 2019 to address gaps and areas of opportunity within the adult student support offerings to improve persistence. The strong foundation of support resources, connection building with key staff and faculty, and a commitment to student engagement were all essential in the observed improved persistence and retention rates during the 2019–2020 academic year.
{"title":"Support for Adult Students to Overcome Barriers and Improve Persistence","authors":"Blake J. Renner, Elizabeth Skursha","doi":"10.1080/07377363.2022.2065435","DOIUrl":"https://doi.org/10.1080/07377363.2022.2065435","url":null,"abstract":"Abstract Adult students represent one of the fastest growing student populations within higher education. While their educational goals are similar to traditional students, the challenges and barriers they may encounter differ. Higher education institutions must assess their support services, coursework, and resources to determine if they meet the needs of adult students and assist in overcoming these obstacles. This study reviews one institution’s approach to supporting adult student persistence. Efforts included student support both within and outside of the classroom experience, with an emphasis on proactive engagement strategies focused on interventions and opportunities to engage with students throughout their entire educational journey. Significant modifications as well as new initiatives were implemented beginning in 2019 to address gaps and areas of opportunity within the adult student support offerings to improve persistence. The strong foundation of support resources, connection building with key staff and faculty, and a commitment to student engagement were all essential in the observed improved persistence and retention rates during the 2019–2020 academic year.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/07377363.2022.2067728
Julie Fox-Horton, L. Campbell
Abstract As a concept for preparing and promoting adult student success in an undergraduate, Interdisciplinary Studies degree program with an online senior capstone, this article analyzes how the senior capstone serves as the penultimate component in the students’ degree completion. To capitalize on student success, academic advisors and faculty members initiate steps to create student buy-in and discovery of the intersection of academic interests, previous life and work experiences, and future goals. Discussions of the senior capstone begin with initial advisement and ultimately lead to the completion of their undergraduate degrees and beyond. Faculty and academic advisors must impress upon students the benefits of an interdisciplinary senior capstone and its usefulness to student endeavors after graduation. More than just a barrier to getting their diplomas, the senior capstone enables students to visualize and connect the practicalities of the interdisciplinary degree program.
{"title":"Cultivating an Authentic Culminating Experience for Adult Learners in an Interdisciplinary Studies Senior Capstone","authors":"Julie Fox-Horton, L. Campbell","doi":"10.1080/07377363.2022.2067728","DOIUrl":"https://doi.org/10.1080/07377363.2022.2067728","url":null,"abstract":"Abstract As a concept for preparing and promoting adult student success in an undergraduate, Interdisciplinary Studies degree program with an online senior capstone, this article analyzes how the senior capstone serves as the penultimate component in the students’ degree completion. To capitalize on student success, academic advisors and faculty members initiate steps to create student buy-in and discovery of the intersection of academic interests, previous life and work experiences, and future goals. Discussions of the senior capstone begin with initial advisement and ultimately lead to the completion of their undergraduate degrees and beyond. Faculty and academic advisors must impress upon students the benefits of an interdisciplinary senior capstone and its usefulness to student endeavors after graduation. More than just a barrier to getting their diplomas, the senior capstone enables students to visualize and connect the practicalities of the interdisciplinary degree program.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46592830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1080/07377363.2022.2037310
Kim C. O’Halloran, M. Delaney
Abstract All students experience challenges and obstacles during their college years, yet an underexplored topic in higher education is the gender gap that exists for college students and how it manifests in college student development. It is important for higher education professionals to understand not only the gender gap in college but also how women experience college in the United States. This conceptual article will explore how adult women experience college and how continuing studies and adult education professionals working with college women may draw upon both counseling and student development theory to assist the students with whom they work and to foster their development.
{"title":"Gender and College Women: Supporting Adult Women’s Development Through a Multidisciplinary Lens","authors":"Kim C. O’Halloran, M. Delaney","doi":"10.1080/07377363.2022.2037310","DOIUrl":"https://doi.org/10.1080/07377363.2022.2037310","url":null,"abstract":"Abstract All students experience challenges and obstacles during their college years, yet an underexplored topic in higher education is the gender gap that exists for college students and how it manifests in college student development. It is important for higher education professionals to understand not only the gender gap in college but also how women experience college in the United States. This conceptual article will explore how adult women experience college and how continuing studies and adult education professionals working with college women may draw upon both counseling and student development theory to assist the students with whom they work and to foster their development.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44489866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1080/07377363.2022.2037067
D. Stoten
Abstract The well-being of doctoral students is a matter of concern for the Higher Education sector, not least during the Covid pandemic. The challenge of a doctorate is regarded as a test of a student’s capability as an independent researcher and for future career potential. However, this challenge extends beyond the formal examination process to include a test of the student’s resilience and the ability to cope with a multitude of pressures that emanate from a variety of sources. Hitherto, much of the research into doctoral students’ well-being has concentrated on the experience of full-time Ph.D. students. This article reports on the well-being of part-time students enrolled onto a professional doctorate—the Doctor of Business Administration (DBA). Unlike full-time campus-based doctorates, many part-time professional doctorates are often remote, take longer to complete, and present a range of challenges that affect work, family life, and health, albeit to varying degrees. This article set out to ascertain how British and Dutch DBA students cope with the challenges of studying for a part-time doctorate. In doing so, Interpretative Phenomenological Analysis (IPA) was used to elicit students’ experiences of their doctoral journey and their subjective well-being. The findings point not only to the stress placed on personal well-being and family life but also the resilience of students and the sense of fulfilment that is associated with doctoral study. This article offers a conceptualisation of this complex phenomenon through the Individual, Institutional, Challenge, and Coping strategies (IICC) model.
{"title":"“I’ve Been in a Box Too Long and I Didn’t Even Realise That I Was.” How Can We Conceptualise the Subjective Well-Being of Students Undertaking a Part-Time DBA? The IICC Model","authors":"D. Stoten","doi":"10.1080/07377363.2022.2037067","DOIUrl":"https://doi.org/10.1080/07377363.2022.2037067","url":null,"abstract":"Abstract The well-being of doctoral students is a matter of concern for the Higher Education sector, not least during the Covid pandemic. The challenge of a doctorate is regarded as a test of a student’s capability as an independent researcher and for future career potential. However, this challenge extends beyond the formal examination process to include a test of the student’s resilience and the ability to cope with a multitude of pressures that emanate from a variety of sources. Hitherto, much of the research into doctoral students’ well-being has concentrated on the experience of full-time Ph.D. students. This article reports on the well-being of part-time students enrolled onto a professional doctorate—the Doctor of Business Administration (DBA). Unlike full-time campus-based doctorates, many part-time professional doctorates are often remote, take longer to complete, and present a range of challenges that affect work, family life, and health, albeit to varying degrees. This article set out to ascertain how British and Dutch DBA students cope with the challenges of studying for a part-time doctorate. In doing so, Interpretative Phenomenological Analysis (IPA) was used to elicit students’ experiences of their doctoral journey and their subjective well-being. The findings point not only to the stress placed on personal well-being and family life but also the resilience of students and the sense of fulfilment that is associated with doctoral study. This article offers a conceptualisation of this complex phenomenon through the Individual, Institutional, Challenge, and Coping strategies (IICC) model.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44902067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/07377363.2021.2024001
Kevin M. Roessger, James D. Weese, Daniel A. Parker, Michael S. Hevel
Abstract The issue of proximity for adult students has become increasingly salient as age demographics shift in higher education and states propose initiatives to increase adult degree completers. One way of alleviating proximity barriers for adults at universities has been to increase online courses and degrees. Nationally, online education experienced double-digit expansion between 1999 and 2010, followed by moderate but consistent growth in the years that followed. Using county-level data from 1999 to 2018 in Arkansas, we examined how a community’s proximity to public universities is associated with its adult participation in public universities. To understand how this relationship may have changed with the proliferation of online education, we created growth models that control for time-varying community factors during this time (e.g., unemployment, population density, community college participation, and poverty). Our findings illustrate that participation grew sharply from 1999 to 2010 before stabilizing between 2011 and 2018, mirroring national online education trends. As proximity decreased, so did a county’s adult participation, but this effect was not mitigated by the growth of online education. Interestingly, unemployment and poverty did not account for variation in a county’s adult student participation. Implications for higher education policy and future research on adult participation are discussed.
{"title":"Bridging the Distance? How Proximity and Online Learning Shape Communities’ Adult Participation in Public Universities","authors":"Kevin M. Roessger, James D. Weese, Daniel A. Parker, Michael S. Hevel","doi":"10.1080/07377363.2021.2024001","DOIUrl":"https://doi.org/10.1080/07377363.2021.2024001","url":null,"abstract":"Abstract The issue of proximity for adult students has become increasingly salient as age demographics shift in higher education and states propose initiatives to increase adult degree completers. One way of alleviating proximity barriers for adults at universities has been to increase online courses and degrees. Nationally, online education experienced double-digit expansion between 1999 and 2010, followed by moderate but consistent growth in the years that followed. Using county-level data from 1999 to 2018 in Arkansas, we examined how a community’s proximity to public universities is associated with its adult participation in public universities. To understand how this relationship may have changed with the proliferation of online education, we created growth models that control for time-varying community factors during this time (e.g., unemployment, population density, community college participation, and poverty). Our findings illustrate that participation grew sharply from 1999 to 2010 before stabilizing between 2011 and 2018, mirroring national online education trends. As proximity decreased, so did a county’s adult participation, but this effect was not mitigated by the growth of online education. Interestingly, unemployment and poverty did not account for variation in a county’s adult student participation. Implications for higher education policy and future research on adult participation are discussed.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"199 - 214"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43785387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1080/07377363.2021.2023975
Michael T. Dreznick
Abstract Nontraditional students represent a large percentage of the population in higher education, yet some institutions may be better suited than others to serve their needs. This research took place at a small, healthcare-focused university that attracts many nontraditional students, so I sought to gather information about the quality of their experiences. I conducted online interviews with a sample of nontraditional students (seven female, one male) to see if they felt welcomed, if their needs were being served, and how they coped with challenges due to the COVID-19 pandemic. Transcriptions of the recorded interviews were reviewed, and an inductive approach was taken in analyzing them. Statements were coded into six themes: the welcoming environment of the university, comparisons to other schools, relations between traditional and nontraditional students, helpful services offered by the university, suggestions for ways to help nontraditional students at the university, and social support received by the students. Analysis revealed that the students were highly satisfied with their university experience and the quality of the academic support they received. Future research could assess the effectiveness of services for both traditional and nontraditional students in terms of student satisfaction, student success, or retention rate.
{"title":"A Welcoming Environment: Nontraditional Students’ Experiences at a Small, Healthcare-Focused University","authors":"Michael T. Dreznick","doi":"10.1080/07377363.2021.2023975","DOIUrl":"https://doi.org/10.1080/07377363.2021.2023975","url":null,"abstract":"Abstract Nontraditional students represent a large percentage of the population in higher education, yet some institutions may be better suited than others to serve their needs. This research took place at a small, healthcare-focused university that attracts many nontraditional students, so I sought to gather information about the quality of their experiences. I conducted online interviews with a sample of nontraditional students (seven female, one male) to see if they felt welcomed, if their needs were being served, and how they coped with challenges due to the COVID-19 pandemic. Transcriptions of the recorded interviews were reviewed, and an inductive approach was taken in analyzing them. Statements were coded into six themes: the welcoming environment of the university, comparisons to other schools, relations between traditional and nontraditional students, helpful services offered by the university, suggestions for ways to help nontraditional students at the university, and social support received by the students. Analysis revealed that the students were highly satisfied with their university experience and the quality of the academic support they received. Future research could assess the effectiveness of services for both traditional and nontraditional students in terms of student satisfaction, student success, or retention rate.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"152 - 167"},"PeriodicalIF":1.2,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1080/07377363.2021.2005759
A. Payne, C. Stone, R. Bennett
Abstract This conceptual article asserts the importance of building and sustaining trust between higher education students and practitioners within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. In this article, we highlight and investigate the conceptual construct of trust and its antecedents. Considering the nature and purpose of interpersonal trust in student-instructor relationships within online higher education institutions, we explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities, and the digital divide) which influence the development of trust. We also investigate the role of trust in influencing student engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion and reflection on institutional practices and performance measures in the digital environment, particularly in terms of whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.
{"title":"Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students","authors":"A. Payne, C. Stone, R. Bennett","doi":"10.1080/07377363.2021.2005759","DOIUrl":"https://doi.org/10.1080/07377363.2021.2005759","url":null,"abstract":"Abstract This conceptual article asserts the importance of building and sustaining trust between higher education students and practitioners within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. In this article, we highlight and investigate the conceptual construct of trust and its antecedents. Considering the nature and purpose of interpersonal trust in student-instructor relationships within online higher education institutions, we explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities, and the digital divide) which influence the development of trust. We also investigate the role of trust in influencing student engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion and reflection on institutional practices and performance measures in the digital environment, particularly in terms of whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"134 - 151"},"PeriodicalIF":1.2,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-04DOI: 10.1080/07377363.2021.2001615
Kimberley A. Reilly, Ekaterina M. Levintova
Abstract High Impact Practices (HIPs) have become a flashpoint of efforts to create transformative higher education experiences that lead not only to greater success while in college but also result in life-long educational and personal benefits. In this article, we identify a growing category of students who are systematically excluded from engaging in many types of HIPs: student parents. Based on a survey of both student parents and non-parents at a regional comprehensive public university in the upper Midwest, we demonstrate, through both qualitative and quantitative data, the consistent barriers that student parents face in accessing HIPs as well as the self-help strategies and campus resources they employ to mitigate these challenges. We conclude by discussing implications and offering recommendations on both the institutional and individual levels designed to change the current status quo. On a theoretical level, the article brings together concerns and insights of two types of scholarship: higher education literature on HIPs and the research on equity and inclusion in higher education, especially advocacy on behalf of student parents. We find that previous studies of HIPs did not discuss this demographic, and it remains underserved in the new educational efforts to provide all students with richer and more impactful learning experiences.
{"title":"Student Parents and HIPs: Missing Out on High-Impact Practices","authors":"Kimberley A. Reilly, Ekaterina M. Levintova","doi":"10.1080/07377363.2021.2001615","DOIUrl":"https://doi.org/10.1080/07377363.2021.2001615","url":null,"abstract":"Abstract High Impact Practices (HIPs) have become a flashpoint of efforts to create transformative higher education experiences that lead not only to greater success while in college but also result in life-long educational and personal benefits. In this article, we identify a growing category of students who are systematically excluded from engaging in many types of HIPs: student parents. Based on a survey of both student parents and non-parents at a regional comprehensive public university in the upper Midwest, we demonstrate, through both qualitative and quantitative data, the consistent barriers that student parents face in accessing HIPs as well as the self-help strategies and campus resources they employ to mitigate these challenges. We conclude by discussing implications and offering recommendations on both the institutional and individual levels designed to change the current status quo. On a theoretical level, the article brings together concerns and insights of two types of scholarship: higher education literature on HIPs and the research on equity and inclusion in higher education, especially advocacy on behalf of student parents. We find that previous studies of HIPs did not discuss this demographic, and it remains underserved in the new educational efforts to provide all students with richer and more impactful learning experiences.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"98 - 110"},"PeriodicalIF":1.2,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47455452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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