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Minnotte, Krista Lynn; Pedersen, Daphne E. – Innovative Higher Education, 2021
The underrepresentation of women faculty in the STEM fields (Science, Technology, Engineering, and Mathematics) remains a persistent feature of academia, with turnover being a contributing factor. The departmental context is likely implicated in the decision to stay or leave, as it is one of the key defining features of faculty members' work…
Descriptors: Faculty Mobility, Women Faculty, Disproportionate Representation, Intention
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Crowe, Jessica A. – Innovative Higher Education, 2021
Research shows that a lack of peer study support, particularly a lack of friends in the major, is linked to students switching majors. Furthermore, strong relationships with faculty have a significant influence on students' decisions to persist in the major. However, it is unclear how the creation of an environment that fosters student research…
Descriptors: Departments, College Environment, Sense of Community, Teacher Student Relationship
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Guzzardo, Mariana T.; Khosla, Nidhi; Adams, Annis Lee; Bussmann, Jeffra D.; Engelman, Alina; Ingraham, Natalie; Gamba, Ryan; Jones-Bey, Ali; Moore, Matthew D.; Toosi, Negin R.; Taylor, Sarah – Innovative Higher Education, 2021
Student-faculty (S-F) interactions that are conducive to students' learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds. The aim of the study was to explore students' perceptions of their interactions with faculty, and the subjective…
Descriptors: Teacher Student Relationship, Interaction, Caring, Inclusion
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Saroughi, Maryam; Kitsantas, Anastasia – Innovative Higher Education, 2021
The number of immigrant undergraduate students with diverse ethnicities and native languages has been continuously increasing. As a result, Immigrant Language-Minority (ILM) college student wellbeing and retention is the focus of many higher education institutions. The purpose of the present exploratory study was to examine relationships among…
Descriptors: Undergraduate Students, Language Minorities, Immigrants, Well Being
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Ro, Hyun Kyoung; Lee, Jungmin; Fernandez, Frank; Conrad, Brittany House – Innovative Higher Education, 2021
Students may have experiences that relate to long-term retention and success during the summer after completing their first year in college. Research shows that college students' engagement and success varies based on their cultural and social capital. However, there is a dearth of research on how their cultural and social capital is associated…
Descriptors: Student Experience, College Freshmen, School Holding Power, Academic Achievement
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Trolian, Teniell L.; Jach, Elizabeth A.; Archibald, Gwendolyn C. – Innovative Higher Education, 2021
This study examined the relationship between student-faculty interaction in college and students' fourth-year career attitudes toward professional success. Results suggest that some interactions with faculty, such as frequency of student-faculty interaction, are positively associated with students' fourth-year career attitudes toward professional…
Descriptors: College Seniors, Student Attitudes, Careers, Success
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Hengesteg, Paul S.; Doran, Erin; Squire, Dian – Innovative Higher Education, 2021
This study presents data from an online course on Latinx Students in Higher Education taught at a Predominantly White Institution in the Midwest. This case study examines how students engage with content on Latinx issues across the P-20 educational pipeline to better understand and ultimately serve this population in their professional context…
Descriptors: Graduate Students, Hispanic American Students, Social Justice, Online Courses
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Young, Karen R.; Schaffer, Henry E.; James, Jasmine B.; Gallardo-Williams, Maria T. – Innovative Higher Education, 2021
Providing students with timely, targeted, and useful feedback regarding their understanding of course topics is generally accepted as a good educational practice. However, when classes are very large there are challenges that prevent many instructors from accomplishing this goal. This study explores the perceived helpfulness to students and the…
Descriptors: Academic Achievement, Feedback (Response), Individualized Instruction, Large Group Instruction
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Brower, Rebecca L.; Nix, Amanda N.; Daniels, Hollie; Hu, Xinye; Jones, Tamara Bertrand; Hu, Shouping – Innovative Higher Education, 2021
This paper presents an overall educational philosophy of working with students underprepared for college-level work, which we term "a pedagogy of preparation." We consider how instructors scaffolded instruction to foster college readiness in students who were now able to enroll in college-level work regardless of academic preparation…
Descriptors: College Readiness, Community Colleges, Educational Philosophy, Scaffolding (Teaching Technique)
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Howlett, Marc Alan; McWilliams, Melissa A.; Rademacher, Kristen; O'Neill, J. Conor; Maitland, Theresa Laurie; Abels, Kimberly; Demetriou, Cynthia; Panter, A. T. – Innovative Higher Education, 2021
Academic coaching is an increasingly prevalent form of student support in higher education, although empirical research on the intervention is relatively limited (Robinson, 2015). Academic coaching is intended to advance student learning, well-being, and success in a context external but complementary to the classroom (Richman, Rademacher, &…
Descriptors: Coaching (Performance), Academic Support Services, Academic Achievement, Well Being
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Orona, Gabe Avakian – Innovative Higher Education, 2021
Traditional approaches to teaching and learning in large undergraduate STEM lectures has not kept pace with the massification and diversification of higher education. Efforts to alleviate learning obstacles call for improved instruction, stipulating the utility of specific pedagogical techniques delineated as "promising practices";…
Descriptors: STEM Education, Undergraduate Students, Lecture Method, Instructional Effectiveness
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Copridge, Keeley Webb; Uttamchandani, Suraj; Birdwell, Tracey – Innovative Higher Education, 2021
Increasingly, Active Learning Classrooms (ALCs) are being designed and built by higher education institutions to support instructors in adopting and implementing active learning pedagogies. In this study, we explore how instructors perceive changes in their teaching after teaching in ALCs. Our study focuses on the perceptions of faculty members…
Descriptors: College Faculty, Faculty Development, Teacher Attitudes, Classroom Design
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Camus, Rina Marie; Ngai, Grace; Kwan, Kam Por; Yau, Jessie Ho-Yin; Chan, Stephen – Innovative Higher Education, 2021
Reflection is fundamental in experiential pedagogies, and many studies have been carried out to investigate its impact and benefits on student learning outcomes. However, the concept of reflection is not well understood. In this study, we focus on the concept of reflection and ensuing approaches to it in service-learning, an experiential pedagogy…
Descriptors: Reflection, Service Learning, Higher Education, College Faculty
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Ramlo, Susan – Innovative Higher Education, 2021
The purpose of this study is to examine faculty's views about the move from face-to-face (F2F) instruction to online due to the COVID-19 pandemic. The researcher used Q methodology [Q], a mixed method, to determine and describe faculty views about this situation. The participants sorted 36 statements to reveal and describe their subjective…
Descriptors: COVID-19, Pandemics, School Closing, Online Courses
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Lake, Danielle; Flannery, Kathleen; Kearns, Morgan – Innovative Higher Education, 2021
This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education. Building upon prior DT studies, it examined three interlocking research questions: What DT practices are being implemented across the curriculum? What kinds of outcomes do faculty observe?…
Descriptors: Interdisciplinary Approach, Design, Higher Education, College Faculty
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