Pub Date : 2023-06-26DOI: 10.1080/00091383.2023.2213592
Gerardo L. Blanco
In Short Academics in Western universities, especially those in the United States, are frequently called on to serve as quality gatekeepers in other higher education systems. International opportunities for service to the profession can take many forms, ranging from program reviews to expert consultations, and they constitute a great opportunity to learn about a different higher education system and gain perspective about deeply held assumptions. These opportunities are fraught when not approached with intellectual humility and can result in negative outcomes, amplified by power asymmetry and the disproportional weight of the perspective of Western academics. Cultural sensitivity can be learned and, regardless of our area of specialization, we all can become better-quality gatekeepers and have a more positive impact in the world.
{"title":"International Quality Gatekeeping as Service to the Field, and the Need for Epistemic Humility in Its Implementation","authors":"Gerardo L. Blanco","doi":"10.1080/00091383.2023.2213592","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213592","url":null,"abstract":"In Short Academics in Western universities, especially those in the United States, are frequently called on to serve as quality gatekeepers in other higher education systems. International opportunities for service to the profession can take many forms, ranging from program reviews to expert consultations, and they constitute a great opportunity to learn about a different higher education system and gain perspective about deeply held assumptions. These opportunities are fraught when not approached with intellectual humility and can result in negative outcomes, amplified by power asymmetry and the disproportional weight of the perspective of Western academics. Cultural sensitivity can be learned and, regardless of our area of specialization, we all can become better-quality gatekeepers and have a more positive impact in the world.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"51 - 57"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49584915","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 : 2023-06-26DOI: 10.1080/00091383.2023.2213571
H. Thiry, Dana Holland Zahner, T. Weston, R. Harper, Heidi Loshbaugh
In Short Vertical transfer from community college to a university offers a promising, although unrealized, pathway to diversify STEM disciplines. Studying how successful transfer-receiving universities support STEM transfer students can offer insights into the institutional practices that promote transfer student retention and success. Using institutional data is crucial to identify vulnerable populations within the STEM transfer population and to design necessary changes in practice or policy, especially at the department level. Providing discipline-specific multidimensional support throughout STEM transfer students’ undergraduate careers can improve transfer rates and retention and ease students’ transition to the university. Although universities have developed promising practices and programs, support for STEM transfer students is not systematically available and should be more targeted, intentional, and comprehensive throughout the transfer and adjustment process.
{"title":"How Can Universities Support STEM Transfer Students? A Framework for Strategic Planning and Action","authors":"H. Thiry, Dana Holland Zahner, T. Weston, R. Harper, Heidi Loshbaugh","doi":"10.1080/00091383.2023.2213571","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213571","url":null,"abstract":"In Short Vertical transfer from community college to a university offers a promising, although unrealized, pathway to diversify STEM disciplines. Studying how successful transfer-receiving universities support STEM transfer students can offer insights into the institutional practices that promote transfer student retention and success. Using institutional data is crucial to identify vulnerable populations within the STEM transfer population and to design necessary changes in practice or policy, especially at the department level. Providing discipline-specific multidimensional support throughout STEM transfer students’ undergraduate careers can improve transfer rates and retention and ease students’ transition to the university. Although universities have developed promising practices and programs, support for STEM transfer students is not systematically available and should be more targeted, intentional, and comprehensive throughout the transfer and adjustment process.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"11 - 22"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725753","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 : 2023-06-26DOI: 10.1080/00091383.2023.2213572
Jenni Breems, C. Doll
Jenni Breems (jenni.breems@dordt.edu) is the Director of Library Services at Dordt University. She also serves as the Secretary Treasurer for Iowa Private Academic Libraries. The Iowa Private Academic Library Open Educational Resources Project was her first venture in grant administration. Christopher Doll is the Libraries Associate Director for the Collections & Resource Management Division at the University of Wisconsin–Milwaukee. During the Iowa Private Academic Library Open Educational Resources Project, he was the Library Director at the University of Dubuque and a member of the IPAL steering committee.
{"title":"Be the Spark: Institutional Recommendations for Open Educational Resources","authors":"Jenni Breems, C. Doll","doi":"10.1080/00091383.2023.2213572","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213572","url":null,"abstract":"Jenni Breems (jenni.breems@dordt.edu) is the Director of Library Services at Dordt University. She also serves as the Secretary Treasurer for Iowa Private Academic Libraries. The Iowa Private Academic Library Open Educational Resources Project was her first venture in grant administration. Christopher Doll is the Libraries Associate Director for the Collections & Resource Management Division at the University of Wisconsin–Milwaukee. During the Iowa Private Academic Library Open Educational Resources Project, he was the Library Director at the University of Dubuque and a member of the IPAL steering committee.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"23 - 29"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46758803","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 : 2023-06-26DOI: 10.1080/00091383.2023.2213591
Victoria Kim, Denisa Gándara, Catherine Ramirez, Navdeep Kaur, Michael Jones
In Short Colleges and universities can do more to support engagement in public policymaking among faculty of color. Institutional support for public policy engagement among faculty of color would increase the representation of people of color in policymaking settings and advance institutional goals (magnifying their impact and creating new opportunities for partnerships and funding). Recommendations for institutions to better support faculty of color’s policy engagement include formally valuing policy engagement, offering institutional support and protection from the consequences of public policy engagement, and providing resources for such engagement.
{"title":"Supporting Public Policy Engagement for Tenure-Stream Faculty of Color","authors":"Victoria Kim, Denisa Gándara, Catherine Ramirez, Navdeep Kaur, Michael Jones","doi":"10.1080/00091383.2023.2213591","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213591","url":null,"abstract":"In Short Colleges and universities can do more to support engagement in public policymaking among faculty of color. Institutional support for public policy engagement among faculty of color would increase the representation of people of color in policymaking settings and advance institutional goals (magnifying their impact and creating new opportunities for partnerships and funding). Recommendations for institutions to better support faculty of color’s policy engagement include formally valuing policy engagement, offering institutional support and protection from the consequences of public policy engagement, and providing resources for such engagement.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"42 - 50"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491723","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 : 2023-06-26DOI: 10.1080/00091383.2023.2213573
Robert E. Anderson
In Short States have taken different approaches in addressing the need for increased compensation among teachers by spreading pay increases across multiple years, linking increases to performance, and connecting them to sweeping K–12 policy changes, such as school vouchers. The earn-as-you-learn Registered Apprenticeship model is an increasingly popular policy choice, which helps to close equity gaps for students from low-income backgrounds and students of color who want to enter the profession. Some efforts to reduce the teacher shortage, such as easing requirements to be a teacher, remain controversial and potentially counterproductive when considering education quality.
{"title":"In the States: Addressing the Teacher Shortage","authors":"Robert E. Anderson","doi":"10.1080/00091383.2023.2213573","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213573","url":null,"abstract":"In Short States have taken different approaches in addressing the need for increased compensation among teachers by spreading pay increases across multiple years, linking increases to performance, and connecting them to sweeping K–12 policy changes, such as school vouchers. The earn-as-you-learn Registered Apprenticeship model is an increasingly popular policy choice, which helps to close equity gaps for students from low-income backgrounds and students of color who want to enter the profession. Some efforts to reduce the teacher shortage, such as easing requirements to be a teacher, remain controversial and potentially counterproductive when considering education quality.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"30 - 32"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48811424","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 : 2023-06-26DOI: 10.1080/00091383.2023.2213569
Natasha A. Jankowski, Gianina R. Baker
{"title":"Demanding Space for Equity in the Assessment of Student Learning","authors":"Natasha A. Jankowski, Gianina R. Baker","doi":"10.1080/00091383.2023.2213569","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213569","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"4 - 10"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812150","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 : 2023-06-26DOI: 10.1080/00091383.2023.2213575
J. Posselt
{"title":"From Innovations to Isomorphism in Diversity, Equity, and Inclusion Efforts: Opportunities and Cautions for Higher Education","authors":"J. Posselt","doi":"10.1080/00091383.2023.2213575","DOIUrl":"https://doi.org/10.1080/00091383.2023.2213575","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"33 - 41"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42412075","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 : 2023-04-27DOI: 10.1080/00091383.2023.2195272
Nate Johnson
In Short Multiple disaggregated measures of higher education investment help quantify investment gaps. The biggest differences tend to be between sectors rather than within them.
{"title":"Disaggregating Higher Education Finance Data for Student-Centered Decision Making","authors":"Nate Johnson","doi":"10.1080/00091383.2023.2195272","DOIUrl":"https://doi.org/10.1080/00091383.2023.2195272","url":null,"abstract":"In Short Multiple disaggregated measures of higher education investment help quantify investment gaps. The biggest differences tend to be between sectors rather than within them.","PeriodicalId":77065,"journal":{"name":"Change","volume":" ","pages":"20 - 27"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635503","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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