Pub Date : 2024-01-01Epub Date: 2024-06-18DOI: 10.1080/00091383.2024.2348425
Kacy Redd, Mica Estrada, Harriet B Nembhard, Courtney Ngai
{"title":"Eight Indicators for Measuring Equitable Student Success in STEM.","authors":"Kacy Redd, Mica Estrada, Harriet B Nembhard, Courtney Ngai","doi":"10.1080/00091383.2024.2348425","DOIUrl":"10.1080/00091383.2024.2348425","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":"56 3","pages":"4-14"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11370658/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/00091383.2023.2235241
Todd T. Holm
In Short Being a subject matter expert does not make someone a good instructor. Most institutions do little to prepare first-time instructors. The Marine Corps puts new instructors of graduate-level programs through a rigorous 4-week program to prepare them as first-time instructors. They are exposed to adult learning theory, assessment processes, and classroom management and are given the opportunity to teach for the first time in front of peers who serve as the types of students who often present problems for the first-time teacher. Following a similar approach, traditional institutions could ensure a more positive experience for first-time faculty and their students.
{"title":"What Four-Year Institutions Could Learn From Marine Corps New Faculty Preparation","authors":"Todd T. Holm","doi":"10.1080/00091383.2023.2235241","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235241","url":null,"abstract":"In Short Being a subject matter expert does not make someone a good instructor. Most institutions do little to prepare first-time instructors. The Marine Corps puts new instructors of graduate-level programs through a rigorous 4-week program to prepare them as first-time instructors. They are exposed to adult learning theory, assessment processes, and classroom management and are given the opportunity to teach for the first time in front of peers who serve as the types of students who often present problems for the first-time teacher. Following a similar approach, traditional institutions could ensure a more positive experience for first-time faculty and their students.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"5 - 9"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47729788","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235240
Adrianna J. Kezar
{"title":"Provocation 6: Higher Education Needs to Invest in and Transform Leadership Development to Foster a Healthy Enterprise","authors":"Adrianna J. Kezar","doi":"10.1080/00091383.2023.2235240","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235240","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":" ","pages":"2 - 4"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47802369","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235250
M. McNaughton-Cassill, Stella G. Lopez, Aaron Cassill
{"title":"What If the Faculty Are Not Alright? Burnout and Compassion Fatigue in Higher Education","authors":"M. McNaughton-Cassill, Stella G. Lopez, Aaron Cassill","doi":"10.1080/00091383.2023.2235250","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235250","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"23 - 34"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43262697","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235253
Julie J. Park, Jia Zheng, Brian H. Kim
In Short Many institutions adopted test-optional policies during the COVID-19 pandemic, meaning that nonstandardized parts of the application may play a more influential role in admissions. Our research team examined extracurricular activities reporting in more than six million applications submitted from the Common Application dataset and found that White, Asian American, higher socioeconomic status, and private-school students reported more activities, more top-level leadership positions, and more activities with honors and awards. These disparities are influenced by inequitable access to extracurricular activities and the various dynamics of admissions at selective institutions. We recommend institutions reassess the weight that extracurricular activities are given in admissions, provide training for admissions staff, and for institutions and application platforms to consider reducing the maximum number of activities that students are allowed to list on their applications.
{"title":"Unveiling the Inequalities of Extracurricular Activities in Admissions","authors":"Julie J. Park, Jia Zheng, Brian H. Kim","doi":"10.1080/00091383.2023.2235253","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235253","url":null,"abstract":"In Short Many institutions adopted test-optional policies during the COVID-19 pandemic, meaning that nonstandardized parts of the application may play a more influential role in admissions. Our research team examined extracurricular activities reporting in more than six million applications submitted from the Common Application dataset and found that White, Asian American, higher socioeconomic status, and private-school students reported more activities, more top-level leadership positions, and more activities with honors and awards. These disparities are influenced by inequitable access to extracurricular activities and the various dynamics of admissions at selective institutions. We recommend institutions reassess the weight that extracurricular activities are given in admissions, provide training for admissions staff, and for institutions and application platforms to consider reducing the maximum number of activities that students are allowed to list on their applications.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"45 - 54"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41423040","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235252
Matthew T. Hora
In Short Higher education is responding to the climate emergency through disaster preparedness, climate research, and carbon-neutral pledges, but the sector is failing to prepare students for likely disruptions and changes in their future careers and lives. While curriculum on climate science and information about “green” jobs are important steps, academic programs and career services have yet to prioritize sharing information with students about climate-induced changes to their chosen professions. What if the higher education sector had the opportunity to prepare students for how the COVID-19 pandemic would disrupt their studies, lives, and futures—and we failed to do so? Departments and career services units should catalog known risks and disruptions to students’ likely professions (and the world of work in general) and embed this information in coursework and academic and career advising. Higher education also needs a new ethos guiding institutional responsibility and action, where a sense of service and mission rejects neoliberalism’s commitment to self-interest to extend to our entire biosphere.
{"title":"Higher Education’s Response to the Climate Emergency Is Failing to Help Prepare Students for the Future of Work: Why Preparing Our Students for Lives and Careers Within a Disrupted Biosphere is a Critical, Sectorwide Responsibility","authors":"Matthew T. Hora","doi":"10.1080/00091383.2023.2235252","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235252","url":null,"abstract":"In Short Higher education is responding to the climate emergency through disaster preparedness, climate research, and carbon-neutral pledges, but the sector is failing to prepare students for likely disruptions and changes in their future careers and lives. While curriculum on climate science and information about “green” jobs are important steps, academic programs and career services have yet to prioritize sharing information with students about climate-induced changes to their chosen professions. What if the higher education sector had the opportunity to prepare students for how the COVID-19 pandemic would disrupt their studies, lives, and futures—and we failed to do so? Departments and career services units should catalog known risks and disruptions to students’ likely professions (and the world of work in general) and embed this information in coursework and academic and career advising. Higher education also needs a new ethos guiding institutional responsibility and action, where a sense of service and mission rejects neoliberalism’s commitment to self-interest to extend to our entire biosphere.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"35 - 44"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43110183","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235245
M. Hinton
In Short An honest reckoning must begin with acknowledging that historically marginalized groups, including women, do not exist in a neutral leadership space, and sporadic movements are not sufficient to bring about change. Leaders who emerge from marginalized spaces have learned how to navigate against the odds, often using defiance, and employ leadership skills in ways that those in the center may not have developed and that have a uniquely important role and purpose in higher education. In addition to defiance, it is equally important for leaders, especially those who identify as women, to identify and claim what they deserve and desire as leaders. We must cocreate a path forward that holds space for a still-necessary defiance and an acknowledgment and embrace of what we deserve.
{"title":"Defy, Deserve, Desire: Leading From the Margins in Higher Education","authors":"M. Hinton","doi":"10.1080/00091383.2023.2235245","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235245","url":null,"abstract":"In Short An honest reckoning must begin with acknowledging that historically marginalized groups, including women, do not exist in a neutral leadership space, and sporadic movements are not sufficient to bring about change. Leaders who emerge from marginalized spaces have learned how to navigate against the odds, often using defiance, and employ leadership skills in ways that those in the center may not have developed and that have a uniquely important role and purpose in higher education. In addition to defiance, it is equally important for leaders, especially those who identify as women, to identify and claim what they deserve and desire as leaders. We must cocreate a path forward that holds space for a still-necessary defiance and an acknowledgment and embrace of what we deserve.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"10 - 15"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42392927","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235247
T. Strayhorn
In Short Commit to lifelong learning and ongoing development, even while leading through crises. Acknowledge the individuality and uniqueness of people, while also celebrating and recognizing the meaningful contributions of/to teams. Put people first by prioritizing beings over buildings, people over profit. When leaders show up for their people, people show up for them too, especially in times of crisis when people may be feeling unsure, uncertain, and unseen.
{"title":"Lessons Learned Navigating Uncertainties of the Global Pandemic: Insights From Two-Year Higher Education Institution Leaders","authors":"T. Strayhorn","doi":"10.1080/00091383.2023.2235247","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235247","url":null,"abstract":"In Short Commit to lifelong learning and ongoing development, even while leading through crises. Acknowledge the individuality and uniqueness of people, while also celebrating and recognizing the meaningful contributions of/to teams. Put people first by prioritizing beings over buildings, people over profit. When leaders show up for their people, people show up for them too, especially in times of crisis when people may be feeling unsure, uncertain, and unseen.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"16 - 22"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530622","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 : 2023-08-08DOI: 10.1080/00091383.2023.2235255
N. Lacy
In Short The barriers for Black doctoral students are a long-term higher education issue that needs to be addressed and considered seriously as an academic pipeline issue. Anti-Blackness in higher education admissions and curriculum not only harms educational democracy but directly affects the limited number of Black doctoral students. Black doctoral students are often “the only” in their programs and may contend with microaggressions in addition to their wages not meeting their basic needs. Faculty mentors can employ critically reflexive (co-)mentoring to develop meaningful relationships with Black doctoral students. Faculty mentors can improve the retention and graduation of Black doctoral students by validating them.
{"title":"Improving the Black Doctoral Pipeline Through Critically Reflexive (Co-)mentoring","authors":"N. Lacy","doi":"10.1080/00091383.2023.2235255","DOIUrl":"https://doi.org/10.1080/00091383.2023.2235255","url":null,"abstract":"In Short The barriers for Black doctoral students are a long-term higher education issue that needs to be addressed and considered seriously as an academic pipeline issue. Anti-Blackness in higher education admissions and curriculum not only harms educational democracy but directly affects the limited number of Black doctoral students. Black doctoral students are often “the only” in their programs and may contend with microaggressions in addition to their wages not meeting their basic needs. Faculty mentors can employ critically reflexive (co-)mentoring to develop meaningful relationships with Black doctoral students. Faculty mentors can improve the retention and graduation of Black doctoral students by validating them.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"55 - 64"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49308628","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：