Review of Higher Education最新文献

Community college career and technical education (CTE) represents one potential way in which students can receive important postsecondary education and training. Yet, existing research suggests rural community college students experience stratified access to CTE. Using a joint human capital theory and geography of opportunity theoretical framework, the current study examined the degree to which students residing in rural locales pursued CTE areas of study that were different from students in non-rural locales and whether patterns in community college CTE participation were associated with student movement or “mobility” across and within rural locales.

Scholars have analyzed debates about controversial faculty speech inside and outside of the classroom, but none have paid close attention to the facet of academic freedom related to professors’ decisions about daily teaching methods. This omission, along with obstacles to enacting pedagogical norms, has caused the scholarly community to overlook the manner in which academic freedom entails collective supervision of teaching. By viewing instructional choices through the prism of academic freedom, this essay encourages faculty members to engage with the scholarship of teaching in a manner that is similar to how we consult disciplinary literature when conducting research or determining course content.

Low-income students struggle with resources while trying to achieve future financial stability. As colleges explore ways to support students, one solution is integration with public benefits. This study focuses on Temporary Assistance for Needy Families (TANF), a program that offers cash assistance to low-income adults with children. Statistical analysis of New Jersey data on applications from students (N = 1,064) is complemented by interviews with higher education experts (N = 6). Findings indicate that knowledge about the program is lacking. Among students who do apply, many either withdraw their application or do not complete the requirements. Findings offer recommendations to improve access for students.

College affordability concerns have led to new “solutions’’ for financing college costs, such as income share agreements (ISAs). Drawing on a racialized understanding of academic capitalism, we explore the intersection of higher education, markets, and the state in how ISAs are marketed by two public universities. We find ISAs are advertised as market-based solutions, framing universities as altruistic problem-solvers and students as philanthropic investors. Yet, we also find that institutions’ website promotion of ISAs is raced and classed, targeting current “traditional,” White, upper-middle class students. Finally, we compare institutional narratives to federal guidance regarding ISAs, revealing further blurring between the public sector and private marketplace.

Oudenampsen, et al. / The State of the Empirical Evidence 1 The Review of Higher Education Volume xx, No. x, pp. 1–XXX Copyright © 202X Association for the Study of Higher Education All Rights Reserved (ISSN 0162–5748) Jessica Oudenampsen is a PhD candidate at Radboudumc and Radboud University Nijmegen, the Netherlands. Her research addresses the development and learning outcomes of interdisciplinary education, with a special focus on interdisciplinary learning in healthcare communication . Please send responses to j.oudenampsen@uu.nl https://orcid.org/0000-0003-2722-324X Enny Das is Professor at the Department of Language and Communication at the Radboud University Nijmegen, the Netherlands. She has a chair in communication and persuasion. Her research addresses communication and its effect on behavior, with a special focus on healthcare communication. https://orcid.org/0000-0002-0367-6757 Nicole Blijlevens is a Professor at the Department of Hematology at Radboudumc Medical Center Nijmegen, the Netherlands. Her research addresses personalized supportive care to reduce side effects of cancer therapy. She is an MD and PhD in internal medicine and Head of the Department of Hematology (Radboudumc). https://orcid.org/0000-0002-1801-2072 Marjolein H.J. van de Pol is a Professor in well-being and vitality of students with emphasis on education. She is also Director of Medicine Studies (Radboudumc) and general practitioner. Her research addresses training programs aimed at increasing well-being and vitality. She is interested in educational involvement, including projects in interdisciplinary education. https://orcid.org/0000-0002-0977-7954 The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review Jessica Oudenampsen, Enny Das, Nicole Blijlevens & Marjolein H.J. van de Pol 2 The Review of Higher Education 202X Abstract: This review systematically synthesizes empirical evidence on learning outcomes of interdisciplinary learning. A meta-synthesis approach was used to synthesize data in two rounds, based on strict (n = 38) versus more lenient (n = 60) operationalizations of interdisciplinary learning. The results revealed a variety of interdisciplinary learning outcomes that were categorized into three overarching themes: 1) academic and disciplinary engagement, 2) metacognitive skills, and 3) perspective taking skills. Process results revealed that empirical evidence in the field is still in its infancy. The findings of this review can be considered as a starting point for the further operationalization of interdisciplinary learning outcomes, so that robust evidence for various aspects of interdisciplinary learning can be collected, and compared with other forms of learning such as cross or transdisciplinary learning. Keywords: Interdisciplinary education, interdisciplinary collaboration, student outc

Academic advising has been described as the second-most important function in the community college (behind only instruction) toward helping students achieve their goals. Using interview data from 78 students and 33 advisors at one of the nation’s largest and most racially diverse community college systems, our qualitative case study examined how academic advisors inform, and directly influence, students’ enrollment decisions. Advisors emphasized their role as supporting and scaffolding student decision-making, but not making decisions for students. Most advisors endorsed a developmental approach focused on building students’ knowledge and capacity to make better decisions about their own academic trajectory. However, some students had conflicting expectations of the advising relationship (e.g., advisors should tell them exactly what to study, which courses and how many to take), which resulted in frustration and desires for highly prescriptive advising.

Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate how we make meaning of our academic experiences, and challenge grand narratives that are rooted in anti-Blackness, anti-Muslim, anti-immigration, sexism, classism, racism, and other forms of social oppressions in order to provide and develop humanizing approaches to be seen and valued within higher education. This study expands on strategies to support and empower graduate and faculty women of color in the Academy as they navigate and find humanizing approaches to succeed in PHWIs.

This study highlights the nuanced ways ten undergraduate students who stutter can experience ableism. A critical framework of stuttering ableism at the community and public policy levels are used to interrogate how ableism oppresses persons who stutter. Inclusive language humanizes the experiences of participants who experienced an academic oratory tax and invisibility. Participants paid an academic oratory tax through co-curricular participation and felt invisible, being cast into material participation and passive involvement. Implications for practice include new ways of thinking about belonging for persons who stutter in college.

Misinterpretations and caricatures of Critical Race Theory (CRT) abound in popular media and in higher education scholarship. Given the confusion surrounding what CRT is and is not, I write this conceptual essay as an invitation to engage seriously with CRT’s legal foundations. I offer four guideposts to aid scholars in engaging the legal roots of CRT on a deeper level: thinking with and beyond tenets, leveraging the scope of CRT work by legal scholars, understanding the CRT critique of Critical Legal Studies, and appreciating CRT’s theoretical depth and complexity. Further, I highlight characteristics of CRT legal scholarship that are not always explicit in higher education research. Specifically, I describe CRT as an anti-subordination project, a materialist project, a critical intellectual project, and an activist project. Through engaging with CRT’s legal scholarship, I demonstrate how higher education scholars’ understanding and employment of CRT will be enriched.

State funding for public higher education institutions is crucial in supporting college access and completion, particularly among students from historically under-represented groups, yet little is known about the mechanisms that states use to allocate funds and how they are affected by financial challenges. This article provides the first detailed longitudinal typology of state funding strategies, focusing particularly on formula volatility and equity. We find a gradual shift toward funding models that include a combination of base-adjusted and enrollment and performance metrics, along with a growing focus on equity. During recessions, states frequently revert to across-the-board funding cuts, further disadvantaging under-resourced institutions.