Pub Date : 2023-03-04DOI: 10.1080/00091383.2023.2180273
Scott A. Bass
In Short This article is an examination of intersecting outcomes of deteriorating student mental health, disrupted socialization skills, declining preparatory academic performance, and the impact of traumatic domestic and global events on a diverse and digitally immersed Generation Z. Highly fragmented and specialized bureaucratic structures designed in a different era are mismatched to the current diverse and stressed student population, harming student success and well-being. This article identifies educational options and resources that are student-centered, holistic, inclusive of structural reform, and targeted at student success and well-being.
{"title":"Redesigning College for Student Success: Holistic Education, Inclusive Personalized Support, and Responsive Initiatives for a Digitally Immersed, Stressed, and Diverse Student Body","authors":"Scott A. Bass","doi":"10.1080/00091383.2023.2180273","DOIUrl":"https://doi.org/10.1080/00091383.2023.2180273","url":null,"abstract":"In Short This article is an examination of intersecting outcomes of deteriorating student mental health, disrupted socialization skills, declining preparatory academic performance, and the impact of traumatic domestic and global events on a diverse and digitally immersed Generation Z. Highly fragmented and specialized bureaucratic structures designed in a different era are mismatched to the current diverse and stressed student population, harming student success and well-being. This article identifies educational options and resources that are student-centered, holistic, inclusive of structural reform, and targeted at student success and well-being.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"4 - 13"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48356208","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 : 2023-03-04DOI: 10.1080/00091383.2023.2182071
In Short The Delphi Project on the Changing Faculty and Student Success is a national effort to better support the professoriate. In 2018, The Delphi Project launched an award for campuses that had made significant efforts to better support their nontenure-track faculty, including exploring and implementing new faculty models that lead to more secure and professional faculty positions. This article summarizes insight from winners at three institutions from varying sectors in higher education who have received the award.
{"title":"Lessons From Three Institutional Winners of the Delphi Award Supporting Nontenure-Track Faculty on Campus","authors":"","doi":"10.1080/00091383.2023.2182071","DOIUrl":"https://doi.org/10.1080/00091383.2023.2182071","url":null,"abstract":"In Short The Delphi Project on the Changing Faculty and Student Success is a national effort to better support the professoriate. In 2018, The Delphi Project launched an award for campuses that had made significant efforts to better support their nontenure-track faculty, including exploring and implementing new faculty models that lead to more secure and professional faculty positions. This article summarizes insight from winners at three institutions from varying sectors in higher education who have received the award.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"28 - 32"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47381758","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 : 2023-03-04DOI: 10.1080/00091383.2023.2182059
Courtney Adkins, L. L. García
Courtney Adkins (adkins@cccse.org) is the Associate Director of Publications at the Center for Community College Student Engagement (CCCSE) at The University of Texas at Austin. In addition to supervising CCCSE’s college relations, Courtney manages all publication and website content for CCCSE. She has authored several of CCCSE’s national reports, most recently on first-time-in-college student persistence, the working learner, and the impact of the COVID-19 pandemic.
Courtney Adkins(adkins@cccse.org)是德克萨斯大学奥斯汀分校社区学院学生参与中心（CCCSE）的出版物副主任。除了监督CCCSE的大学关系外，Courtney还为CCCSE管理所有出版物和网站内容。她撰写了CCCSE的几份国家报告，最近一份是关于大学一年级学生的坚持性、在职学习者和新冠肺炎大流行的影响。
{"title":"Dual Enrollment in Community Colleges: The Importance of Understanding the Student Experience","authors":"Courtney Adkins, L. L. García","doi":"10.1080/00091383.2023.2182059","DOIUrl":"https://doi.org/10.1080/00091383.2023.2182059","url":null,"abstract":"Courtney Adkins (adkins@cccse.org) is the Associate Director of Publications at the Center for Community College Student Engagement (CCCSE) at The University of Texas at Austin. In addition to supervising CCCSE’s college relations, Courtney manages all publication and website content for CCCSE. She has authored several of CCCSE’s national reports, most recently on first-time-in-college student persistence, the working learner, and the impact of the COVID-19 pandemic.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"20 - 27"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199610","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 : 2023-01-02DOI: 10.1080/00091383.2022.2140320
Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu
Christine G. Mokher is an associate professor of higher education in Florida State University’s Department of Educational Leadership and Policy Studies, where she is also a senior research associate with the Center for Postsecondary Success (CPS). Her research examines state and local policies focused on collegeand career readiness and success, with a particular emphasis on student transitions from secondary to postsecondary education.
Christine G. Mokher是佛罗里达州立大学教育领导与政策研究系的高等教育副教授，同时也是高等教育成功中心(CPS)的高级研究员。她的研究考察了州和地方政策，重点关注大学和职业准备和成功，特别强调学生从中学到高等教育的过渡。
{"title":"Who Benefits and under What Conditions from Developmental Education Reform? Key Takeaways from Florida’s Statewide Initiative","authors":"Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu","doi":"10.1080/00091383.2022.2140320","DOIUrl":"https://doi.org/10.1080/00091383.2022.2140320","url":null,"abstract":"Christine G. Mokher is an associate professor of higher education in Florida State University’s Department of Educational Leadership and Policy Studies, where she is also a senior research associate with the Center for Postsecondary Success (CPS). Her research examines state and local policies focused on collegeand career readiness and success, with a particular emphasis on student transitions from secondary to postsecondary education.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"64 - 72"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45581396","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 : 2023-01-02DOI: 10.1080/00091383.2023.2151802
T. Cumming, M. Miller, Isana Leshchinskaya
In Short The Council for Higher Education Accreditation recently announced new standards that include assessing and addressing diversity, equity, and inclusion (DEI) in higher education. Institutionalization of DEI initiatives in postsecondary education is important to creating an equitable environment for all students. A DEI assessment was developed that is unique in addressing DEI at the institution level rather than aggregating individual-level data to describe the institution with strong reliability and validity evidence. Focus groups indicated that the assessment provided a framework for improving DEI, as well as a launching pad for discussing and planning DEI initiatives. While 73% of institutions reported that DEI is addressed directly through their mission statements, there is still much work to be done to improve the gaps in student outcomes.
{"title":"DEI Institutionalization: Measuring Diversity, Equity, and Inclusion in Postsecondary Education","authors":"T. Cumming, M. Miller, Isana Leshchinskaya","doi":"10.1080/00091383.2023.2151802","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151802","url":null,"abstract":"In Short The Council for Higher Education Accreditation recently announced new standards that include assessing and addressing diversity, equity, and inclusion (DEI) in higher education. Institutionalization of DEI initiatives in postsecondary education is important to creating an equitable environment for all students. A DEI assessment was developed that is unique in addressing DEI at the institution level rather than aggregating individual-level data to describe the institution with strong reliability and validity evidence. Focus groups indicated that the assessment provided a framework for improving DEI, as well as a launching pad for discussing and planning DEI initiatives. While 73% of institutions reported that DEI is addressed directly through their mission statements, there is still much work to be done to improve the gaps in student outcomes.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"31 - 38"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47255034","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 : 2023-01-02DOI: 10.1080/00091383.2023.2151799
Hans de Wit, P. Altbach
In Short We need to use the inherent power, and moral force, of academe for addressing and enacting solutions to the major challenges of our times, including growing inequalities, climate change, and the emerging Cold War, in all three missions of higher education: education, research and service to society. We offer several recommendations for international higher education: Make higher education and its internationalization more carbon-neutral by reducing physical mobility of students, academics, and administrators and using more virtual collaborative models Stimulate diversification and inclusiveness in academic mobility Place more emphasis on internationalization of the curriculum at home See digitalization not as replacement, but as an integrative dimension of education and research Strive for academic collaboration on equal terms; and Base global academic engagement on common academic values of inclusion, autonomy, and academic freedom.
{"title":"International Higher Education for the Future: Major Crises and Post-Pandemic Challenges","authors":"Hans de Wit, P. Altbach","doi":"10.1080/00091383.2023.2151799","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151799","url":null,"abstract":"In Short We need to use the inherent power, and moral force, of academe for addressing and enacting solutions to the major challenges of our times, including growing inequalities, climate change, and the emerging Cold War, in all three missions of higher education: education, research and service to society. We offer several recommendations for international higher education: Make higher education and its internationalization more carbon-neutral by reducing physical mobility of students, academics, and administrators and using more virtual collaborative models Stimulate diversification and inclusiveness in academic mobility Place more emphasis on internationalization of the curriculum at home See digitalization not as replacement, but as an integrative dimension of education and research Strive for academic collaboration on equal terms; and Base global academic engagement on common academic values of inclusion, autonomy, and academic freedom.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"17 - 23"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48580038","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 : 2023-01-02DOI: 10.1080/00091383.2023.2151800
Jennifer Ahern-Dodson, Monique Dufour
In Short Productivity is so entrenched in our visions of good work and a successful academic career that it has become normalized and thus very hard to question. Valorizing exceptional productivity normalizes escalating standards. It is hard to know how much is enough, especially when more always seems better. The myopic focus on productivity feeds the illusion that we can and should live up to its demands. Academia will not be inclusive as long we fixate on productivity. If we continue to equate productivity with good work, the only people left will be those who have the privilege and the willingness to conform to expectations that many other capable people cannot or will not pay the price to meet. When we shift the primary goal of writing support to sustainability, we acknowledge that faculty writers are valuable resources worth protecting. From this perspective, valorizing peak productivity is extractive and exploitative—of individual writers, one another, and the larger scholarly ecosystem.
{"title":"The Productivity Trap: Why We Need a New Model of Faculty Writing Support","authors":"Jennifer Ahern-Dodson, Monique Dufour","doi":"10.1080/00091383.2023.2151800","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151800","url":null,"abstract":"In Short Productivity is so entrenched in our visions of good work and a successful academic career that it has become normalized and thus very hard to question. Valorizing exceptional productivity normalizes escalating standards. It is hard to know how much is enough, especially when more always seems better. The myopic focus on productivity feeds the illusion that we can and should live up to its demands. Academia will not be inclusive as long we fixate on productivity. If we continue to equate productivity with good work, the only people left will be those who have the privilege and the willingness to conform to expectations that many other capable people cannot or will not pay the price to meet. When we shift the primary goal of writing support to sustainability, we acknowledge that faculty writers are valuable resources worth protecting. From this perspective, valorizing peak productivity is extractive and exploitative—of individual writers, one another, and the larger scholarly ecosystem.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"24 - 30"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579816","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 : 2023-01-02DOI: 10.1080/00091383.2023.2151809
Mark Lee, Cassandra Volpe Horii, Ann E. Austin, Leanne M. Avery, Marielena DeSanctis, N. Finkelstein, Emily R. Miller, Barbara Schaal
In Short The work of higher education instructors across many types of positions and institutions has been widely recognized as central to systemic change in undergraduate STEM education, and this work likely plays a strong role in other disciplines. The quality of instruction and other educational practices relates directly to the quality of student learning and to equitable and just outcomes for students. We propose an instructional-workforce framework that aligns and links three levers, key facets of organizations that, when applied appropriately, propel changes: the professional development leading to and throughout instructors’ careers, their roles in academic governance, and the evaluation and reward systems related to their work. This framework provides guidance for change agents and initiatives in departments, schools, institutions, and disciplinary and other organizations, as well as for funding agencies, on how to engage with, support, and seek to improve conditions and practices for and with those who teach undergraduates.
{"title":"An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education","authors":"Mark Lee, Cassandra Volpe Horii, Ann E. Austin, Leanne M. Avery, Marielena DeSanctis, N. Finkelstein, Emily R. Miller, Barbara Schaal","doi":"10.1080/00091383.2023.2151809","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151809","url":null,"abstract":"In Short The work of higher education instructors across many types of positions and institutions has been widely recognized as central to systemic change in undergraduate STEM education, and this work likely plays a strong role in other disciplines. The quality of instruction and other educational practices relates directly to the quality of student learning and to equitable and just outcomes for students. We propose an instructional-workforce framework that aligns and links three levers, key facets of organizations that, when applied appropriately, propel changes: the professional development leading to and throughout instructors’ careers, their roles in academic governance, and the evaluation and reward systems related to their work. This framework provides guidance for change agents and initiatives in departments, schools, institutions, and disciplinary and other organizations, as well as for funding agencies, on how to engage with, support, and seek to improve conditions and practices for and with those who teach undergraduates.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"54 - 63"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45709376","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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