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Illuminating the Opportunities and Challenges of Institutionalizing Queer and Trans* Student Inclusion Efforts at Historically Black Colleges and Universities 揭示历史悠久的黑人高校将同性恋和变性学生纳入学校工作的机遇和挑战
IF 2.2 Q2 Social Sciences Pub Date : 2023-12-26 DOI: 10.1007/s10755-023-09688-z
Jarrel T. Johnson, Adrien M. Barrios, Taylor R. Johnson

Using a qualitative multiple case study research design, the authors investigated the leadership and collaboration strategies of HBCU administrators seeking to drive queer and trans* student inclusion initiatives on their campuses. Further, organizational challenges were examined to make sense of infrastructure elements that needed to be added to these efforts. Analyzed employing the transformational change process (Kezar & Eckel, 2002), three themes were developed: (1) leadership matters, (2) institutional and external collaboration, and (3) institutionalizing on unstable grounds. Implications for future research, theory, practice, and policy are shared at the conclusion of this manuscript.

作者采用定性多案例研究设计,调查了寻求在校园内推动同性恋和变性学生包容计划的高职高专院校管理人员的领导力和合作策略。此外,作者还研究了组织所面临的挑战,以了解这些工作所需的基础设施要素。通过采用转型变革过程(Kezar & Eckel, 2002)进行分析,形成了三个主题:(1)领导力问题,(2)机构和外部合作,(3)在不稳定的基础上实现制度化。本手稿的最后还分享了对未来研究、理论、实践和政策的启示。
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引用次数: 0
How do we Address Faculty Burnout? Start by Exploring Faculty Motivation 如何解决教师职业倦怠问题?从探索教师动机开始
IF 2.2 Q2 Social Sciences Pub Date : 2023-12-01 DOI: 10.1007/s10755-023-09685-2
Jessica Dewey, Michelle C. Pautz, Martha K. Diede

The discourse around the discontent of faculty, staff, and students has been growing since the beginning of the COVID-19 pandemic. While much of the conversation about how to address the issues facing higher education is well-intentioned, efforts to help faculty do not go deep enough to the core of their identity. In this work, we describe a survey we designed and implemented that explores faculty motivation and perceptions of the faculty job. What we have learned through this limited sample is that intellectual engagement and a passion for education motivate faculty rather than some of the more conventional dimensions of motivation such as money or benefits. Faculty find teaching to be enjoyable, interesting, and important–arguably the best part of their job–and they have positive views of their students. These findings suggest that faculty developers might rethink their approach to working with faculty and do so in a way that aligns with the faculty motivations revealed in this research.

自COVID-19大流行开始以来,围绕教职员工和学生不满的言论一直在增长。虽然很多关于如何解决高等教育面临的问题的讨论都是出于善意,但帮助教师的努力并没有深入到他们身份的核心。在这项工作中,我们描述了我们设计和实施的一项调查,该调查探讨了教师的动机和对教师工作的看法。我们通过这个有限的样本了解到的是,智力投入和对教育的热情是激励教师的因素,而不是一些更传统的激励因素,如金钱或利益。教师们认为教学是愉快的、有趣的、重要的——可以说是他们工作中最好的部分——他们对学生有积极的看法。这些发现表明,教师开发人员可能会重新思考他们与教师合作的方法,并以一种与本研究中揭示的教师动机相一致的方式进行。
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引用次数: 0
“A Broader Audience to Affect Change?”: How Education Faculty Conceptualize “Audience” When Producing Public Scholarship “更广泛的受众来影响变革?”:教育教师在公共学术研究中如何概念化“受众”
IF 2.2 Q2 Social Sciences Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09687-0
Z. W. Taylor, M. Yvonne Taylor, Joshua Childs

Many faculty perform work as public intellectuals, producing essays, op-eds, interviews, and other forms of media to amplify their academic work. However, educational research has not examined how faculty conceptualize non-academic audiences, influencing who faculty address in their public scholarship and what they work on as public intellectuals. This study engaged with 14 education faculty members to explore how these individuals conceptualized the audiences for their public scholarship. Findings suggest faculty often conceptualize audiences of public scholarship as larger, non-academic audiences, speaking to the constraints of academic audiences. However, faculty often described their audiences as being educated, being educators, and being passionate about education—identities that they held—possibly perpetuating a public echo chamber between education faculty and educators in the public sphere. Implications for faculty development and public scholarship are addressed.

许多教师以公共知识分子的身份工作,撰写文章、专栏、访谈和其他形式的媒体来扩大他们的学术工作。然而,教育研究并没有考察教师如何将非学术受众概念化,从而影响教师在公共学术研究中所关注的对象以及他们作为公共知识分子所从事的工作。本研究邀请了14位教育教师来探讨这些人如何为他们的公共奖学金概念化受众。研究结果表明,教师通常将公共学术的受众概念化为更大的非学术受众,这与学术受众的局限性有关。然而,教师们经常把他们的听众描述为受过教育的人,是教育者,对教育充满热情——他们所拥有的身份——可能会在公共领域中使教育教师和教育者之间的公共回音室永久化。讨论了对教师发展和公共奖学金的影响。
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引用次数: 0
Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology 高等教育中学生对ChatGPT的接受:技术接受与使用统一理论的扩展
IF 2.2 Q2 Social Sciences Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09686-1
Artur Strzelecki

AI-powered chat technology is an emerging topic worldwide, particularly in areas such as education, research, writing, publishing, and authorship. This study aims to explore the factors driving students' acceptance of ChatGPT in higher education. The study employs the unified theory of acceptance and use of technology (UTAUT2) theoretical model, with an extension of Personal innovativeness, to verify the Behavioral intention and Use behavior of ChatGPT by students. The study uses data from a sample of 503 Polish state university students. The PLS-SEM method is utilized to test the model. Results indicate that Habit has the most significant impact (0.339) on Behavioral intention, followed by Performance expectancy (0.260), and Hedonic motivation (0.187). Behavioral intention has the most significant effect (0.424) on Use behavior, followed by Habit (0.255) and Facilitating conditions (0.188). The model explains 72.8% of the Behavioral intention and 54.7% of the Use behavior variance. While the study is limited by the sample size and selection, it is expected to be a starting point for more research on ChatGPT-like technology in university education, given that this is a recently introduced technology.

人工智能聊天技术在世界范围内是一个新兴的话题,特别是在教育、研究、写作、出版和创作等领域。本研究旨在探讨高等教育中促使学生接受ChatGPT的因素。本研究采用技术接受与使用统一理论(UTAUT2)理论模型,扩展个人创新能力,验证学生ChatGPT的行为意向和使用行为。这项研究使用了503名波兰州立大学学生的样本数据。利用PLS-SEM方法对模型进行了测试。结果表明,习惯对行为意向的影响最显著(0.339),其次是绩效期望(0.260)和享乐动机(0.187)。行为意向对使用行为的影响最为显著(0.424),其次是习惯(0.255)和便利条件(0.188)。该模型解释了72.8%的行为意向和54.7%的使用行为方差。虽然这项研究受到样本量和选择的限制,但鉴于这是一项最近引入的技术,预计它将成为更多关于大学教育中类似chatgpt技术研究的起点。
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引用次数: 0
LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education LGBTQ+包容:高等教育教师、临床医生和管理人员跨学科专业发展试点项目
IF 2.2 Q2 Social Sciences Pub Date : 2023-11-30 DOI: 10.1007/s10755-023-09683-4
Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt

LGBTQ+ communities experience significant healthcare and academic success disparities due to barriers in care, negative attitudes towards them, and lack of awareness among healthcare providers and educators. Addressing the unique health and wellbeing concerns of LGBTQ+ individuals in the classroom and clinic requires cultural competency among educators and health professionals, yet knowledge and training in this content is lacking. Thus, we created, piloted, and assessed a six-month interdisciplinary professional development program to enhance knowledge, attitudes, awareness, and cultural humility around LGBTQ+ health for educators, administrators, and clinicians in higher education. Participants were surveyed with standardized assessments pre- and post-program to measure their knowledge, skills, and readiness to teach these topics and incorporate them into their curricula and practice. Participants (n = 33) completed LGBTQ+ inclusivity training including six structured learning sessions, small group mentoring meetings, and a virtual visit to an LGBTQ+ community center. Participants consistently displayed interest and engaged actively in training sessions. In a follow-up survey seven months post-intervention, respondents reported changes in their practice to create inclusive environments. Data analysis demonstrated improved knowledge and comfort with LGBTQ+ care and readiness and willingness to integrate LGBTQ+ care into their curricula and interactions with students. These findings suggest that this interdisciplinary professional development pilot offers a useful program to enable educators and clinicians to support the unique needs of LGBTQ+ communities.

LGBTQ+社区经历了巨大的医疗保健和学业成功差异,这是由于护理障碍,对他们的消极态度,以及医疗保健提供者和教育工作者缺乏认识。在课堂和诊所中解决LGBTQ+个体独特的健康和福祉问题需要教育工作者和卫生专业人员的文化能力,但缺乏这方面的知识和培训。因此,我们创建、试点和评估了一个为期六个月的跨学科专业发展项目,以提高高等教育教育者、管理人员和临床医生对LGBTQ+健康的知识、态度、意识和文化谦逊。参与者在课程前和课程后接受了标准化的评估,以衡量他们的知识、技能和教授这些主题并将其纳入课程和实践的准备情况。参与者(n = 33)完成了LGBTQ+包容性培训,包括六次结构化学习课程、小组指导会议和虚拟访问LGBTQ+社区中心。参与者始终表现出对培训课程的兴趣和积极参与。在干预后7个月的后续调查中,受访者报告了他们在实践中创造包容性环境的变化。数据分析表明,他们对LGBTQ+护理的知识和舒适度有所提高,并且愿意将LGBTQ+护理融入他们的课程和与学生的互动中。这些发现表明,这个跨学科的专业发展试点提供了一个有用的项目,使教育者和临床医生能够支持LGBTQ+社区的独特需求。
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引用次数: 0
Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors 跨学科学习机会:探讨STEM与非STEM专业学生复杂思维技能发展的差异
IF 2.2 Q2 Social Sciences Pub Date : 2023-11-28 DOI: 10.1007/s10755-023-09682-5
Catherine T. Amelink, Dustin M. Grote, Matthew B. Norris, Jacob R. Grohs

As higher education institutions look to educate and graduate degree earners that have the skills and knowledge necessary to design, communicate, and collaborate in ways that allow for innovative solutions to complex socio-technical challenges, new approaches to educational efforts are being considered and implemented. Institutional responses have included new courses that have a transdisciplinary focus and embedded course experiences that use problem-based approaches coupled with cross-disciplinary team exposure. Often these initiatives have a singular thematic focus (i.e., sustainability). Little is known about the efficacy of transdisciplinary learning initiatives, especially those that encompass a breadth of thematic areas, as it relates to development of complex thinking skills and whether these learning environments provide for similar benefits across student majors. This study, conducted at a Research I university, was designed to address this gap in the literature by examining whether a university level learning initiative using transdisciplinary approaches was achieving desired goals to advance undergraduate students’ complex thinking skills. Findings among the respondents (n = 592) indicate that the initiative is advancing fundamental complex thinking skills in that specific courses allow students to learn about other disciplines and provide exposure to different disciplinary perspectives. However, results reveal that across all majors courses would benefit from increased real-world problem-based exposure and opportunities to interact with community stakeholders. Additionally, results suggest that undergraduates may need opportunities to develop a deeper understanding of the complexities that exist in cross-disciplinary collaboration, including how to develop integrated solutions that leverage the strengths of technical and non-technical approaches.

由于高等教育机构希望教育和研究生学位获得者具备必要的技能和知识,能够设计、沟通和合作,为复杂的社会技术挑战提供创新的解决方案,因此正在考虑和实施新的教育方法。机构的回应包括以跨学科为重点的新课程,以及使用基于问题的方法和跨学科团队接触的嵌入式课程体验。这些倡议往往有一个单一的主题重点(即可持续性)。我们对跨学科学习计划的有效性知之甚少,尤其是那些涵盖广泛主题领域的学习计划,因为它涉及复杂思维技能的发展,以及这些学习环境是否能在不同的学生专业中提供类似的好处。本研究在一所研究型大学进行,旨在通过检查大学水平的学习倡议是否使用跨学科方法实现了提高本科生复杂思维技能的预期目标,从而解决文献中的这一差距。受访者(n = 592)的调查结果表明,该计划在特定课程中提高了基本的复杂思维技能,使学生能够学习其他学科,并提供不同学科视角的机会。然而,结果显示,所有专业的课程都将受益于增加现实世界中基于问题的暴露和与社区利益相关者互动的机会。此外,研究结果表明,本科生可能需要有机会深入了解跨学科合作中的复杂性,包括如何开发综合解决方案,利用技术和非技术方法的优势。
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引用次数: 0
All in All: Tearing Down Walls in the Scholarship of Teaching and Learning 总而言之:打破教与学的学术壁垒
Q2 Social Sciences Pub Date : 2023-11-13 DOI: 10.1007/s10755-023-09684-3
KC Culver
{"title":"All in All: Tearing Down Walls in the Scholarship of Teaching and Learning","authors":"KC Culver","doi":"10.1007/s10755-023-09684-3","DOIUrl":"https://doi.org/10.1007/s10755-023-09684-3","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346538","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}
引用次数: 0
Do Higher Levels of Athletic Competition Benefit Small and Medium-Sized Colleges? Investigating the Causal Effect of Reclassification from NCAA Division 2 to Division 1 on Applications, Basketball Revenues, and Athletic Department Expenses 提高体育竞技水平对中小高校有利吗?调查从NCAA二级到一级的重新分类对申请,篮球收入和体育部门费用的因果影响
Q2 Social Sciences Pub Date : 2023-11-07 DOI: 10.1007/s10755-023-09680-7
Travis K. Taylor, Rik Chakraborti, Niall Mahaney
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引用次数: 0
Characterizing Pedagogical Innovation in Higher Education Characterizing高等教育教学创新
Q2 Social Sciences Pub Date : 2023-10-19 DOI: 10.1007/s10755-023-09681-6
Michael S. Palmer, Judith A. Giering
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引用次数: 0
Assessing University-Society Engagements: Towards a Methodological Framework 评估大学-社会参与:迈向方法论框架
Q2 Social Sciences Pub Date : 2023-10-17 DOI: 10.1007/s10755-023-09678-1
Teklu Abate Bekele, Denis Thaddeus Ofoyuru, Emnet Tadesse Woldegiorgis
{"title":"Assessing University-Society Engagements: Towards a Methodological Framework","authors":"Teklu Abate Bekele, Denis Thaddeus Ofoyuru, Emnet Tadesse Woldegiorgis","doi":"10.1007/s10755-023-09678-1","DOIUrl":"https://doi.org/10.1007/s10755-023-09678-1","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032614","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}
引用次数: 0
期刊
Innovative Higher Education
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