Pub Date : 2024-05-11DOI: 10.1007/s10755-024-09711-x
Linda DeAngelo, Danielle V. Lewis, Erica McGreevy
Although the effects of COVID-19 were felt by all students, the pandemic exacerbated the barriers to belonging for women in engineering. Little work to date has investigated women’s experiences during the pandemic in disciplines that are hallmarked by masculinity. What scholarship has been completed on pandemic-necessitated virtual instruction has not examined how women’s experiences and sense of belonging differed by the college year in which this disruption in their learning environment occurred. Utilizing data from seven focus groups conducted in March 2022 with 22 students, this study investigates how pandemic-induced virtual instruction is related to sense of belonging for women within their engineering majors. We found not only that the disruption caused by the pandemic had differential outcomes for students, but that these differences were mainly related to the year in which pandemic-induced virtual instruction occurred. This study highlights the importance of focusing on belonging and related issues as women transition into their major. We offer implications and recommendations for practice and research based on the differential outcomes found.
{"title":"Belonging Interrupted: Toward an Understanding of How Virtual Learning Impedes Women Students’ Belonging in Engineering","authors":"Linda DeAngelo, Danielle V. Lewis, Erica McGreevy","doi":"10.1007/s10755-024-09711-x","DOIUrl":"https://doi.org/10.1007/s10755-024-09711-x","url":null,"abstract":"<p>Although the effects of COVID-19 were felt by all students, the pandemic exacerbated the barriers to belonging for women in engineering. Little work to date has investigated women’s experiences during the pandemic in disciplines that are hallmarked by masculinity. What scholarship has been completed on pandemic-necessitated virtual instruction has not examined how women’s experiences and sense of belonging differed by the college year in which this disruption in their learning environment occurred. Utilizing data from seven focus groups conducted in March 2022 with 22 students, this study investigates how pandemic-induced virtual instruction is related to sense of belonging for women within their engineering majors. We found not only that the disruption caused by the pandemic had differential outcomes for students, but that these differences were mainly related to the year in which pandemic-induced virtual instruction occurred. This study highlights the importance of focusing on belonging and related issues as women transition into their major. We offer implications and recommendations for practice and research based on the differential outcomes found.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"2016 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942077","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 : 2024-04-30DOI: 10.1007/s10755-024-09709-5
Tilanka Chandrasekera, Zahrasadat Hosseini, Aditya Jayadas, Lynn M. Boorady
Near-Peer Mentoring (NPM) is an innovative form of Peer-assisted Learning that has been gaining traction in educational settings. Traditionally, NPM is characterized by a more experienced student (typically a year or more advanced) offering guidance and support to newer, less experienced students, with the aim of helping them navigate the complexities of their educational journey. This concept, however, has evolved to encompass a more inclusive and interdisciplinary approach, wherein students from different fields share their expertise, enhancing the learning experience for all involved. Research has shown that near-peer groups can significantly ease the stress associated with transitioning into higher education environments. Additionally, they play a crucial role in fostering cognitive and psychomotor development in students. The benefits of peer mentoring extend beyond academic development, contributing to a stronger sense of belonging to the educational institution, increasing student success and retention rates, and enhancing science identity and self-efficacy. In a practical application of this concept, a NPM program was implemented in an Interior Design undergraduate program at a southwestern university. The program was designed with several objectives improving student retention, reducing the workload of studio instructors, creating learning opportunities through near-peer interactions (such as workshops and brown bag sessions), and fostering a sense of belonging within the department. The outcomes of this initiative were encouraging, indicating that near-peer mentorship positively influenced students’ academic motivation, sense of belonging, and confidence in their abilities, skills, and knowledge pertaining to the college environment.
{"title":"PeTe (Peer Teaching) Mentors: How Near Peer Mentoring (NPM) Affects Academic Success and Retention in Design Education","authors":"Tilanka Chandrasekera, Zahrasadat Hosseini, Aditya Jayadas, Lynn M. Boorady","doi":"10.1007/s10755-024-09709-5","DOIUrl":"https://doi.org/10.1007/s10755-024-09709-5","url":null,"abstract":"<p>Near-Peer Mentoring (NPM) is an innovative form of Peer-assisted Learning that has been gaining traction in educational settings. Traditionally, NPM is characterized by a more experienced student (typically a year or more advanced) offering guidance and support to newer, less experienced students, with the aim of helping them navigate the complexities of their educational journey. This concept, however, has evolved to encompass a more inclusive and interdisciplinary approach, wherein students from different fields share their expertise, enhancing the learning experience for all involved. Research has shown that near-peer groups can significantly ease the stress associated with transitioning into higher education environments. Additionally, they play a crucial role in fostering cognitive and psychomotor development in students. The benefits of peer mentoring extend beyond academic development, contributing to a stronger sense of belonging to the educational institution, increasing student success and retention rates, and enhancing science identity and self-efficacy. In a practical application of this concept, a NPM program was implemented in an Interior Design undergraduate program at a southwestern university. The program was designed with several objectives improving student retention, reducing the workload of studio instructors, creating learning opportunities through near-peer interactions (such as workshops and brown bag sessions), and fostering a sense of belonging within the department. The outcomes of this initiative were encouraging, indicating that near-peer mentorship positively influenced students’ academic motivation, sense of belonging, and confidence in their abilities, skills, and knowledge pertaining to the college environment.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"39 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835554","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 : 2024-04-15DOI: 10.1007/s10755-024-09707-7
Christopher D. Slaten, Wolfgang Wiedermann, Michael Steven Williams, Bini Sebastian
Student persistence and retention in community colleges concern scholars, policymakers, and academics in higher education at large. Previous literature suggests that a strong sense of belonging in higher education and at the institution the student is attending may be one significant factor that impacts persistence and retention. However, belonging on campus in community college settings is complex given the nature of open enrollment, lack of on-campus housing, employment status of most students, and the limited amount of time students stay at the institution. Furthermore, previous correlational studies linking a sense of belonging and academic outcomes leave scholars wondering about causation without the science to support the inquiries. Standard statistical methods of association do not allow scholars to draw causal conclusions. Direction dependence analysis (DDA) provides a new way of statistically examining the causal directionality of relationships between constructs. The current study introduces principles of direction dependence modeling and examines the causal direction of the relationship between belonging and academic self-efficacy in a large community college setting. DDA results suggest that there is evidence to suggest a causal relationship between belonging and academic self-efficacy, a strong indication that belonging causes academic motivation rather than the other way around. Implications for higher education research and potential limitations of DDA are discussed.
{"title":"Evaluating the Causal Structure of the Relationship Between Belonging and Academic Self-Efficacy in Community College: An Application of Direction Dependence Analysis","authors":"Christopher D. Slaten, Wolfgang Wiedermann, Michael Steven Williams, Bini Sebastian","doi":"10.1007/s10755-024-09707-7","DOIUrl":"https://doi.org/10.1007/s10755-024-09707-7","url":null,"abstract":"<p>Student persistence and retention in community colleges concern scholars, policymakers, and academics in higher education at large. Previous literature suggests that a strong sense of belonging in higher education and at the institution the student is attending may be one significant factor that impacts persistence and retention. However, belonging on campus in community college settings is complex given the nature of open enrollment, lack of on-campus housing, employment status of most students, and the limited amount of time students stay at the institution. Furthermore, previous correlational studies linking a sense of belonging and academic outcomes leave scholars wondering about causation without the science to support the inquiries. Standard statistical methods of association do not allow scholars to draw causal conclusions. Direction dependence analysis (DDA) provides a new way of statistically examining the causal directionality of relationships between constructs. The current study introduces principles of direction dependence modeling and examines the causal direction of the relationship between belonging and academic self-efficacy in a large community college setting. DDA results suggest that there is evidence to suggest a causal relationship between belonging and academic self-efficacy, a strong indication that belonging causes academic motivation rather than the other way around. Implications for higher education research and potential limitations of DDA are discussed.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"51 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579420","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 : 2024-04-12DOI: 10.1007/s10755-024-09708-6
Ashley N. Robinson
Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators’ aims, responses resulted in limited change or adequate support for students harmed by racist incidents. Rather, investigative practices drew on white interpretations, emphasized individual responsibility, and excluded frontline educators from meaningful involvement. The findings of this study suggest that the social organization of who gets to be involved in institutional bias response processes may be racialized in ways that further harm both racially minoritized students and staff. However, the ways the educators in this study recognized the tensions and challenges in their work and actively worked to center students’ needs provide important insights for policies and practices that re-center the knowledge and aims of those at the frontline educators.
{"title":"Whiteness, Hierarchy, and Information Hoarding: Examining a University Bias Response Process from the Frontline","authors":"Ashley N. Robinson","doi":"10.1007/s10755-024-09708-6","DOIUrl":"https://doi.org/10.1007/s10755-024-09708-6","url":null,"abstract":"<p>Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators’ aims, responses resulted in limited change or adequate support for students harmed by racist incidents. Rather, investigative practices drew on white interpretations, emphasized individual responsibility, and excluded frontline educators from meaningful involvement. The findings of this study suggest that the social organization of who gets to be involved in institutional bias response processes may be racialized in ways that further harm both racially minoritized students and staff. However, the ways the educators in this study recognized the tensions and challenges in their work and actively worked to center students’ needs provide important insights for policies and practices that re-center the knowledge and aims of those at the frontline educators.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"273 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579630","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 : 2024-04-10DOI: 10.1007/s10755-023-09692-3
Matthew T. Hora, Changhee Lee
A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.
{"title":"Does Industry Experience Influence Transferable Skills Instruction? Implications for Faculty Development and Culture Theory","authors":"Matthew T. Hora, Changhee Lee","doi":"10.1007/s10755-023-09692-3","DOIUrl":"https://doi.org/10.1007/s10755-023-09692-3","url":null,"abstract":"<p>A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"10 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579416","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 : 2024-04-10DOI: 10.1007/s10755-024-09706-8
Heidi H. Meyer, Lauren A. Stutts
Stress levels are high among college students in the United States. Growth mindset and stress-is-enhancing mindset interventions offer ways to reduce stress, but minimal research has examined them. This study’s aim was to examine the effect of mindset interventions on mindsets, stress, academic motivation, and responses to hypothetical academic scenarios. Participants included 210 college students who were randomized to one of four groups: growth mindset (intelligence is malleable), stress mindset (stress is beneficial), synergistic (intelligence is malleable, and stress is beneficial), or control (brain functions). The growth mindset and the synergistic mindset group increased in growth mindset, and the growth mindset group had higher growth mindset than the stress mindset and control group post-intervention. The stress mindset and the synergistic group increased in stress-is-enhancing mindset, and both groups had higher stress-is-enhancing mindsets than the growth mindset and control group post-intervention. All groups decreased in stress and increased in academic motivation. The synergistic group was the only group to improve on all the main outcomes, and students in this group were less likely to want to withdraw from a course in both negative hypothetical academic scenarios (if they failed an assignment or were faced with a professor with a fixed mindset). Our findings suggest that students would benefit from increased access to mindset interventions.
{"title":"The Effect of Mindset Interventions on Stress and Academic Motivation in College Students","authors":"Heidi H. Meyer, Lauren A. Stutts","doi":"10.1007/s10755-024-09706-8","DOIUrl":"https://doi.org/10.1007/s10755-024-09706-8","url":null,"abstract":"<p>Stress levels are high among college students in the United States. Growth mindset and stress-is-enhancing mindset interventions offer ways to reduce stress, but minimal research has examined them. This study’s aim was to examine the effect of mindset interventions on mindsets, stress, academic motivation, and responses to hypothetical academic scenarios. Participants included 210 college students who were randomized to one of four groups: growth mindset (intelligence is malleable), stress mindset (stress is beneficial), synergistic (intelligence is malleable, and stress is beneficial), or control (brain functions). The growth mindset and the synergistic mindset group increased in growth mindset, and the growth mindset group had higher growth mindset than the stress mindset and control group post-intervention. The stress mindset and the synergistic group increased in stress-is-enhancing mindset, and both groups had higher stress-is-enhancing mindsets than the growth mindset and control group post-intervention. All groups decreased in stress and increased in academic motivation. The synergistic group was the only group to improve on all the main outcomes, and students in this group were less likely to want to withdraw from a course in both negative hypothetical academic scenarios (if they failed an assignment or were faced with a professor with a fixed mindset). Our findings suggest that students would benefit from increased access to mindset interventions.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"93 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579605","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 : 2024-03-09DOI: 10.1007/s10755-024-09703-x
Rajkumar Bhimgonda Patil, Prachi Vinod Ingle, Padmakar A. Deshmukh
Research article publication is often considered a critical indicator of academic institutions' success and productivity. It improves the institution's reputation, attracts talented students and faculty members, and increases the institution's chances of receiving funding opportunities from different funding agencies. This paper provides a reliable and sustainable methodology for improving the quality and quantity of research article publications for engineering institutions in India. The various tools, techniques, and initiatives that promote research culture and improve its outcome in terms of research papers are also discussed. A case study of Pimpri Chinchwad College of Engineering (PCCOE), Pune, India, depicts how predictive, prescriptive, descriptive, and diagnostic data analytics approaches help to identify the barriers in the research article publications in academic institutions and provides the ways to overcome them. It also helps to set the publication targets and develop the path to perceive the targets. The outcomes and effectiveness of the case study are discussed using the papers published in Scopus, Web of Science, and Google Scholar databases. The challenges, opportunities, and recommendations are also provided for the smooth and effective implementation of the developed methodologies.
研究文章的发表通常被视为学术机构成功与否和生产力高低的关键指标。它能提高学术机构的声誉,吸引优秀学生和教师,增加学术机构从不同资助机构获得资助的机会。本文提供了一种可靠、可持续的方法来提高印度工程院校研究文章发表的质量和数量。本文还讨论了促进研究文化和提高研究论文成果的各种工具、技术和举措。印度浦那 Pimpri Chinchwad 工程学院(PCCOE)的案例研究描述了预测性、规范性、描述性和诊断性数据分析方法如何帮助学术机构识别研究文章发表方面的障碍,并提供克服这些障碍的方法。它还有助于设定发表目标,并制定实现目标的途径。利用 Scopus、Web of Science 和 Google Scholar 数据库中发表的论文,讨论了案例研究的成果和效果。此外,还提出了挑战、机遇和建议,以便顺利有效地实施所开发的方法。
{"title":"A Methodology for Improving the Quality of the Research Article Publications in Engineering Institutions in India: A Case Study","authors":"Rajkumar Bhimgonda Patil, Prachi Vinod Ingle, Padmakar A. Deshmukh","doi":"10.1007/s10755-024-09703-x","DOIUrl":"https://doi.org/10.1007/s10755-024-09703-x","url":null,"abstract":"<p>Research article publication is often considered a critical indicator of academic institutions' success and productivity. It improves the institution's reputation, attracts talented students and faculty members, and increases the institution's chances of receiving funding opportunities from different funding agencies. This paper provides a reliable and sustainable methodology for improving the quality and quantity of research article publications for engineering institutions in India. The various tools, techniques, and initiatives that promote research culture and improve its outcome in terms of research papers are also discussed. A case study of Pimpri Chinchwad College of Engineering (PCCOE), Pune, India, depicts how predictive, prescriptive, descriptive, and diagnostic data analytics approaches help to identify the barriers in the research article publications in academic institutions and provides the ways to overcome them. It also helps to set the publication targets and develop the path to perceive the targets. The outcomes and effectiveness of the case study are discussed using the papers published in Scopus, Web of Science, and Google Scholar databases. The challenges, opportunities, and recommendations are also provided for the smooth and effective implementation of the developed methodologies.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"26 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140099523","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 : 2024-03-02DOI: 10.1007/s10755-024-09702-y
Barbara King, Caroline E. Simpson, Suzanna M. Rose, Sanaz Farhangi, Kirsten E. Wood
Administrators and faculty at many colleges and universities are dedicated to making the faculty hiring process fair and equitable. One program that has shown promise is to train and appoint a Diversity Advocate (DA) to serve on each faculty search and screen committee. In this study, we created and examined the early stages of a DA program at a single institution. After undergoing special training, the DA works on the search committee to encourage best practices and to discourage schemas and stereotypes from interfering with the process. Our DA program differs from some in that efforts are made to train DAs who are demographically in the majority, work in the area where the search is taking place, and have earned tenure or promotion. Training those who are demographically in the majority helps meet our goal of broadening the responsibility for evidence-based and equitable hiring practices across faculty members. While reliable data on hiring outcomes is not yet available, we developed a survey to evaluate the DA training and conducted focus groups to understand the DA experience better. Our results highlight how DAs intervened in the search process to make it more equitable. The interventions included encouraging the use of best practices, such as leading the committee in creating a rubric for evaluating candidates and intervening when bias was present. Our study provides evidence that a DA program is one way to expand the pool of faculty committed to inclusive excellence.
许多高校的管理者和教职员工都致力于使教职员工的聘用过程公平公正。其中有一项计划很有前景,那就是培训并任命一名多元化倡导者(DA),在每个教职员工搜索和筛选委员会中任职。在本研究中,我们创建并考察了一所院校的 DA 计划的早期阶段。经过特殊培训后,DA 在遴选委员会中工作,以鼓励最佳实践,并阻止模式和刻板印象干扰遴选过程。我们的发展议程项目与其他一些项目的不同之处在于,我们努力培训那些在人口统计学上占多数、在进行遴选的领域工作并已获得终身教职或晋升的发展议程项目人员。对那些在人口统计学上占多数的人进行培训,有助于实现我们的目标,即在所有教职员工中扩大循证和公平聘用实践的责任。虽然目前还没有关于聘用结果的可靠数据,但我们开展了一项调查,以评估发展议程培训,并进行了焦点小组讨论,以更好地了解发展议程的经验。我们的结果强调了检察官如何干预搜索过程,使其更加公平。这些干预措施包括鼓励使用最佳实践,如领导委员会创建评估候选人的标准,以及在出现偏见时进行干预。我们的研究提供的证据表明,DA 计划是扩大致力于实现包容性卓越的教师队伍的一种方法。
{"title":"Sharing the Work: Using Diversity Advocates to Develop Inclusive Excellence","authors":"Barbara King, Caroline E. Simpson, Suzanna M. Rose, Sanaz Farhangi, Kirsten E. Wood","doi":"10.1007/s10755-024-09702-y","DOIUrl":"https://doi.org/10.1007/s10755-024-09702-y","url":null,"abstract":"<p>Administrators and faculty at many colleges and universities are dedicated to making the faculty hiring process fair and equitable. One program that has shown promise is to train and appoint a Diversity Advocate (DA) to serve on each faculty search and screen committee. In this study, we created and examined the early stages of a DA program at a single institution. After undergoing special training, the DA works on the search committee to encourage best practices and to discourage schemas and stereotypes from interfering with the process. Our DA program differs from some in that efforts are made to train DAs who are demographically in the majority, work in the area where the search is taking place, and have earned tenure or promotion. Training those who are demographically in the majority helps meet our goal of broadening the responsibility for evidence-based and equitable hiring practices across faculty members. While reliable data on hiring outcomes is not yet available, we developed a survey to evaluate the DA training and conducted focus groups to understand the DA experience better. Our results highlight how DAs intervened in the search process to make it more equitable. The interventions included encouraging the use of best practices, such as leading the committee in creating a rubric for evaluating candidates and intervening when bias was present. Our study provides evidence that a DA program is one way to expand the pool of faculty committed to inclusive excellence.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140017848","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 : 2024-02-27DOI: 10.1007/s10755-024-09700-0
Ramy Cappellino Abbady
Following the 2016 U.S. presidential election, Islamophobia became increasingly visible across the U.S, impacting anyone perceived to be Muslim. Despite being named after a religion, Islamophobia is a racial ideology predominantly targeting people of Middle Eastern, North African, and South Asian (MENASA) descent. In this qualitative study, the author explores how MENASA students navigated their college campuses in the period shortly following the 2016 election through examining the ways in which MENASA-focused cultural centers provided spaces of inclusion and belonging. The findings suggest that processes of racial formation and panethnic identity formation influenced the experiences of MENASA students in this period. Students demonstrated both a clear sense of racialization outside of whiteness, and the beginnings of panethnic identity formation across groups. These findings are situated in the particular temporal context of college-aged adults who both experienced 9/11 as young children and the 2016 presidential election in early adulthood.
{"title":"MENASA Campus Cultural Centers as Sites of Inclusion and Belonging in the Aftermath of the U.S. Presidential 2016 Election","authors":"Ramy Cappellino Abbady","doi":"10.1007/s10755-024-09700-0","DOIUrl":"https://doi.org/10.1007/s10755-024-09700-0","url":null,"abstract":"<p>Following the 2016 U.S. presidential election, Islamophobia became increasingly visible across the U.S, impacting anyone perceived to be Muslim. Despite being named after a religion, Islamophobia is a racial ideology predominantly targeting people of Middle Eastern, North African, and South Asian (MENASA) descent. In this qualitative study, the author explores how MENASA students navigated their college campuses in the period shortly following the 2016 election through examining the ways in which MENASA-focused cultural centers provided spaces of inclusion and belonging. The findings suggest that processes of racial formation and panethnic identity formation influenced the experiences of MENASA students in this period. Students demonstrated both a clear sense of racialization outside of whiteness, and the beginnings of panethnic identity formation across groups. These findings are situated in the particular temporal context of college-aged adults who both experienced 9/11 as young children and the 2016 presidential election in early adulthood.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"25 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140010308","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 : 2024-02-23DOI: 10.1007/s10755-024-09701-z
Gino Galvez, David W. Killilea, Sharla Berry, Vasanthy Narayanaswami, Ellen B. Fung
This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program’s inclusivity. The SSRP also positively influenced students’ postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program’s sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP’s effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.
{"title":"Increasing STEM Skills, Knowledge and Interest Among Diverse Students: Results from an Intensive Summer Research Program at the University of California, San Francisco","authors":"Gino Galvez, David W. Killilea, Sharla Berry, Vasanthy Narayanaswami, Ellen B. Fung","doi":"10.1007/s10755-024-09701-z","DOIUrl":"https://doi.org/10.1007/s10755-024-09701-z","url":null,"abstract":"<p>This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample <i>t</i>-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program’s inclusivity. The SSRP also positively influenced students’ postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program’s sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP’s effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"89 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950476","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}