Assessing Faculty Perspectives on Rewards and Incentives for Community-Engaged Teaching, Research, and Scholarship: Findings from a Multi-National Exploratory Study
This document summarizes a presentation on a study assessing faculty perspectives on rewards and incentives for community-engaged teaching, research, and scholarship from a multi-national exploratory study. The study involved a survey of 38 faculty members from 14 universities in 11 countries. Key findings included that engaged faculty agreed they are seen as innovators but disagreed they are often relegated to marginalized roles. Statistical tests found some potential relationships between demographic factors and perceptions of rewards, such as full-time faculty being more likely to say the greatest authority for determining rewards is their work type. Next steps discussed expanding the study with additional surveys and case studies.
4 Widening Paritcipation in Higher Education in Ghana and Tanzania, Fiona LeachThe Impact Initiative
This document summarizes a research project on widening participation in higher education in Ghana and Tanzania. The project used both quantitative and qualitative data, including 100 equity scorecards and 400 interviews, to examine access, retention, and achievement across gender, age, and socioeconomic status in 4 programs at 2 public and 2 private universities in each country. Key findings included low representation of low-SES and mature students, especially women. The research impacted policies and practices at the university and national level in both countries. It also informed international organizations and was disseminated through publications and presentations globally.
Inclusive Innovation for Admission to Higher Education by Nicolas Jonas (OECD)EduSkills OECD
This presentation was given by Nicolas Jonas of the OECD at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
College Student Satisfactions & Assessment9600763376
Academic advising, campus life, learning experiences, student support services, and safety/security all contribute to student satisfaction in higher education. Student satisfaction is a multidimensional concept that impacts student retention. It can be measured through surveys, interviews, and suggestions to help colleges understand student needs and improve programs.
Symposium D: 'Physiology learning through social education' by Aléchia van Wykmdxaltc
This document describes a new educational model called PuLSE (Physiology Learning through Social Education) that was implemented to address challenges with the current clinical placement model. PuLSE is an online interactive learning platform where students can apply theory, discuss case studies, and share experiences via social media while on clinical placement. Two student groups had the same on-campus learning but Group B participated in additional online case discussions via PuLSE during their 10-week placements. Assessments found Group B performed better, and students reported PuLSE enhanced learning by allowing independent study and knowledge sharing to develop skills. The new model aimed to improve consistency and efficiency during clinical placements through supplemental e-learning.
Supporting Technology Enhanced Learning within UK Higher EducationJulie Voce
This document summarizes research on supporting technology enhanced learning (TEL) in UK higher education. It discusses themes that emerged from the research including common TEL support structures, how the support model can help or hinder TEL adoption, and the influence of organizational culture. For support structures, it found TEL teams often work with other departments and local support has emerged. Governance structures vary but three-level models including top-level university committees are effective. Location and credibility of TEL teams can impact adoption. Both top-down and bottom-up approaches to culture are needed. A framework is proposed to review TEL models.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
This document outlines a proposal submitted by the University of Maryland's Office of University Communications to host a CASE Media Fellowship on AI and robotics. The proposal provides an overview of the fellowship, which would examine how far reality has diverged from past predictions about computers, robots, and artificial intelligence. It also includes draft implementation plans outlining recruitment of journalists, development of the program, logistics, and marketing. The goal is to boost the reputation of both UMD and CASE by hosting an engaging fellowship that increases media coverage of UMD's expertise in these areas.
4 Widening Paritcipation in Higher Education in Ghana and Tanzania, Fiona LeachThe Impact Initiative
This document summarizes a research project on widening participation in higher education in Ghana and Tanzania. The project used both quantitative and qualitative data, including 100 equity scorecards and 400 interviews, to examine access, retention, and achievement across gender, age, and socioeconomic status in 4 programs at 2 public and 2 private universities in each country. Key findings included low representation of low-SES and mature students, especially women. The research impacted policies and practices at the university and national level in both countries. It also informed international organizations and was disseminated through publications and presentations globally.
Inclusive Innovation for Admission to Higher Education by Nicolas Jonas (OECD)EduSkills OECD
This presentation was given by Nicolas Jonas of the OECD at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
College Student Satisfactions & Assessment9600763376
Academic advising, campus life, learning experiences, student support services, and safety/security all contribute to student satisfaction in higher education. Student satisfaction is a multidimensional concept that impacts student retention. It can be measured through surveys, interviews, and suggestions to help colleges understand student needs and improve programs.
Symposium D: 'Physiology learning through social education' by Aléchia van Wykmdxaltc
This document describes a new educational model called PuLSE (Physiology Learning through Social Education) that was implemented to address challenges with the current clinical placement model. PuLSE is an online interactive learning platform where students can apply theory, discuss case studies, and share experiences via social media while on clinical placement. Two student groups had the same on-campus learning but Group B participated in additional online case discussions via PuLSE during their 10-week placements. Assessments found Group B performed better, and students reported PuLSE enhanced learning by allowing independent study and knowledge sharing to develop skills. The new model aimed to improve consistency and efficiency during clinical placements through supplemental e-learning.
Supporting Technology Enhanced Learning within UK Higher EducationJulie Voce
This document summarizes research on supporting technology enhanced learning (TEL) in UK higher education. It discusses themes that emerged from the research including common TEL support structures, how the support model can help or hinder TEL adoption, and the influence of organizational culture. For support structures, it found TEL teams often work with other departments and local support has emerged. Governance structures vary but three-level models including top-level university committees are effective. Location and credibility of TEL teams can impact adoption. Both top-down and bottom-up approaches to culture are needed. A framework is proposed to review TEL models.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
This document outlines a proposal submitted by the University of Maryland's Office of University Communications to host a CASE Media Fellowship on AI and robotics. The proposal provides an overview of the fellowship, which would examine how far reality has diverged from past predictions about computers, robots, and artificial intelligence. It also includes draft implementation plans outlining recruitment of journalists, development of the program, logistics, and marketing. The goal is to boost the reputation of both UMD and CASE by hosting an engaging fellowship that increases media coverage of UMD's expertise in these areas.
The document discusses using technology to improve student motivation and retention in education. It covers using technology to improve the admissions process, identify at-risk learners, and support student motivation. Presenters then discuss their experiences using technology for these purposes and audience members discuss whether their institutions invest enough in technological solutions to improve retention and motivation.
This document discusses the use of learning analytics in higher education. It begins with definitions of key terms and an overview of how learning analytics works. Specifically, it collects and analyzes student data from various systems to generate insights about performance and risk of failure. Examples are given of universities that have implemented learning analytics to improve outcomes like graduation rates. Challenges discussed include privacy concerns and integrating diverse data sources. The future may see broader use of learning data and standards to further personalize learning.
UEmploy: citizenship, rights and employment- UEmploy and inclusive strategies...Alan Bruce
This document summarizes a conference presentation on employment strategies for people with disabilities in a changing Europe. It discusses the role of the EU in social policy, achievements of the UEmploy project which involved several European countries, and common challenges around issues like declining resources, unemployment, and rights. Key trends are noted like the need for a human rights approach to disability employment and the legacy of institutionalization. The future directions discussed include dissemination, sustainability, identifying changes to support inclusive employment, and ensuring programs are evidence-based and question existing approaches.
Adoption of social media for sustainable development learning and teaching. A...ESD UNU-IAS
- The document discusses adoption of social media for sustainable development learning and teaching.
- It outlines several theories of adoption including the Diffusion of Innovations theory, Technology Adoption Model, and Unified Theory of Acceptance and Use of Technology.
- The author presents the objectives as determining factors for sustainable teaching/learning, deriving a model, and evaluating the model. A literature review analysis compares existing models and the proposed model considers additional parameters.
The document discusses the development of a community-based learner support system for a blended learning teacher education program. It describes designing the support system around commonality, situativity, and interdependence. A shared online space was created with seven support areas organized by activity. However, issues arose with limited learner ownership, leadership roles, and staff buy-in. Moving forward, the support system would benefit from increased community involvement, more explicit roles for students and staff, and clarifying relationships between course and program support.
This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
College Admissions: What Do Admissions Directors Consider? [Infographic]Hobsons
More and more, higher education institutions in America are reviewing their admissions and recruitment efforts to develop effective strategies to connect with students who are the best fit for their institutions. Here are just a few of the key issues many admissions directors are grappling with.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
Developmental evaluations for institutional impactRhona Sharpe
This document outlines Dr. Rhona Sharpe's developmental evaluations of support services at Edge Hill University from 2010-2013. The evaluations used iterative, participatory methods including surveys, interviews, and focus groups with students and staff. Key findings included a preference among students for academic advisors over other support services. Based on the evaluations, the university implemented mandatory advisor training, meeting requirements for advisors, and clarified advisor roles. The evaluations demonstrated an effective developmental approach for understanding programs and enacting positive change.
This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.
The document discusses university extension work, which involves engaging communities outside universities through activities like knowledge transfer and strengthening community development. It notes that extension work is important for universities and development, but faces constraints like lack of funding, resources, and trained staff. The ACU aims to address these issues through its extension network, which connects extension professionals across universities.
The document discusses university extension work, which involves engaging communities outside universities through activities like knowledge transfer and strengthening community development. It notes that extension work is important for universities and development, but faces constraints like lack of funding, resources, and trained staff. The ACU aims to address these issues through its extension network, which connects extension professionals across universities.
This document summarizes a study examining factors that influence student retention in further education (FE) programs. The study aimed to identify strategies that support retention and inform future practice. It found that relationships with peers, teachers, and the institution can impact retention. Explicit links between courses and jobs are also important. Induction processes were updated based on findings to improve retention, including involving employers and allowing customization. Themes like teachers' roles and bespoke courses will be explored further. Student retention has emerged as an important topic for ongoing discussion and reflection based on this research.
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Distance Learning for Health Workshop: Public Health Online Courses - Jessica...LIDC
The Peoples-uni initiative aims to build public health capacity in developing countries by providing open online education. It develops modules on topics like epidemiology and health economics using open educational resources. Courses are facilitated by volunteers and have had success, with over 200 students enrolled in the first semester. Student feedback has been positive and Peoples-uni is working to improve the experience through additional structure, clearer expectations, and implementing fees. It partners with local institutions and individuals to increase relevance and credibility while contributing to capacity building.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
Developmental Education Program Survey (DEPS)Colby Stoever
This document summarizes the results of a statewide survey of developmental education programs and policies in Texas for fiscal year 2011. Some key findings include:
- Developmental education plans were not standardized across institutions previously, so the Developmental Education Program Survey (DEPS) was created to collect consistent information across institutions.
- DEPS includes sections on general information, academic advising, college readiness assessments, course information, and faculty development.
- Most institutions require academic advising and monitoring of academic performance for developmental students, and many have early warning systems to identify struggling students.
- The most commonly used college readiness assessments are ACCUPLACER, COMPASS, and THEA for math, reading, and writing.
-
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
Over the past decade, the OMG Center for Collaborative Learning has served as the research and evaluation partner in more than a dozen foundation-supported efforts to improve college access and success outcomes, not just within individual programs, but also at a community level. In this workshop, the presenters will: a) present lessons learned from these community-level efforts; and b) guide participants in using a systems lens to identify how and where they fit in their local college access and completion system.
Big Data Analysis on Student Learning & Course Evaluation in Waseda Universit...CHES_waseda_univ
This document summarizes a presentation about big data analysis on student learning and course evaluation at Waseda University in Japan. It discusses how accountability in higher education has increased in Japan due to globalization and demographic changes. Waseda University established the Center for Higher Education Studies to strengthen institutional research functions and use data analytics to support decision making. As a case study, the presentation analyzes data from an integrated data warehouse on student time spent studying and course grades. It argues this type of analysis can open a dialogue about benchmarks for student learning and theories of education within higher education.
The document discusses using technology to improve student motivation and retention in education. It covers using technology to improve the admissions process, identify at-risk learners, and support student motivation. Presenters then discuss their experiences using technology for these purposes and audience members discuss whether their institutions invest enough in technological solutions to improve retention and motivation.
This document discusses the use of learning analytics in higher education. It begins with definitions of key terms and an overview of how learning analytics works. Specifically, it collects and analyzes student data from various systems to generate insights about performance and risk of failure. Examples are given of universities that have implemented learning analytics to improve outcomes like graduation rates. Challenges discussed include privacy concerns and integrating diverse data sources. The future may see broader use of learning data and standards to further personalize learning.
UEmploy: citizenship, rights and employment- UEmploy and inclusive strategies...Alan Bruce
This document summarizes a conference presentation on employment strategies for people with disabilities in a changing Europe. It discusses the role of the EU in social policy, achievements of the UEmploy project which involved several European countries, and common challenges around issues like declining resources, unemployment, and rights. Key trends are noted like the need for a human rights approach to disability employment and the legacy of institutionalization. The future directions discussed include dissemination, sustainability, identifying changes to support inclusive employment, and ensuring programs are evidence-based and question existing approaches.
Adoption of social media for sustainable development learning and teaching. A...ESD UNU-IAS
- The document discusses adoption of social media for sustainable development learning and teaching.
- It outlines several theories of adoption including the Diffusion of Innovations theory, Technology Adoption Model, and Unified Theory of Acceptance and Use of Technology.
- The author presents the objectives as determining factors for sustainable teaching/learning, deriving a model, and evaluating the model. A literature review analysis compares existing models and the proposed model considers additional parameters.
The document discusses the development of a community-based learner support system for a blended learning teacher education program. It describes designing the support system around commonality, situativity, and interdependence. A shared online space was created with seven support areas organized by activity. However, issues arose with limited learner ownership, leadership roles, and staff buy-in. Moving forward, the support system would benefit from increased community involvement, more explicit roles for students and staff, and clarifying relationships between course and program support.
This presentation was given by Diana Koroleva at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
College Admissions: What Do Admissions Directors Consider? [Infographic]Hobsons
More and more, higher education institutions in America are reviewing their admissions and recruitment efforts to develop effective strategies to connect with students who are the best fit for their institutions. Here are just a few of the key issues many admissions directors are grappling with.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
Developmental evaluations for institutional impactRhona Sharpe
This document outlines Dr. Rhona Sharpe's developmental evaluations of support services at Edge Hill University from 2010-2013. The evaluations used iterative, participatory methods including surveys, interviews, and focus groups with students and staff. Key findings included a preference among students for academic advisors over other support services. Based on the evaluations, the university implemented mandatory advisor training, meeting requirements for advisors, and clarified advisor roles. The evaluations demonstrated an effective developmental approach for understanding programs and enacting positive change.
This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.
The document discusses university extension work, which involves engaging communities outside universities through activities like knowledge transfer and strengthening community development. It notes that extension work is important for universities and development, but faces constraints like lack of funding, resources, and trained staff. The ACU aims to address these issues through its extension network, which connects extension professionals across universities.
The document discusses university extension work, which involves engaging communities outside universities through activities like knowledge transfer and strengthening community development. It notes that extension work is important for universities and development, but faces constraints like lack of funding, resources, and trained staff. The ACU aims to address these issues through its extension network, which connects extension professionals across universities.
This document summarizes a study examining factors that influence student retention in further education (FE) programs. The study aimed to identify strategies that support retention and inform future practice. It found that relationships with peers, teachers, and the institution can impact retention. Explicit links between courses and jobs are also important. Induction processes were updated based on findings to improve retention, including involving employers and allowing customization. Themes like teachers' roles and bespoke courses will be explored further. Student retention has emerged as an important topic for ongoing discussion and reflection based on this research.
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Distance Learning for Health Workshop: Public Health Online Courses - Jessica...LIDC
The Peoples-uni initiative aims to build public health capacity in developing countries by providing open online education. It develops modules on topics like epidemiology and health economics using open educational resources. Courses are facilitated by volunteers and have had success, with over 200 students enrolled in the first semester. Student feedback has been positive and Peoples-uni is working to improve the experience through additional structure, clearer expectations, and implementing fees. It partners with local institutions and individuals to increase relevance and credibility while contributing to capacity building.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
Developmental Education Program Survey (DEPS)Colby Stoever
This document summarizes the results of a statewide survey of developmental education programs and policies in Texas for fiscal year 2011. Some key findings include:
- Developmental education plans were not standardized across institutions previously, so the Developmental Education Program Survey (DEPS) was created to collect consistent information across institutions.
- DEPS includes sections on general information, academic advising, college readiness assessments, course information, and faculty development.
- Most institutions require academic advising and monitoring of academic performance for developmental students, and many have early warning systems to identify struggling students.
- The most commonly used college readiness assessments are ACCUPLACER, COMPASS, and THEA for math, reading, and writing.
-
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
National Careers Week webinar — Careers and student equity: Key influencers a...
Similar to Assessing Faculty Perspectives on Rewards and Incentives for Community-Engaged Teaching, Research, and Scholarship: Findings from a Multi-National Exploratory Study
Over the past decade, the OMG Center for Collaborative Learning has served as the research and evaluation partner in more than a dozen foundation-supported efforts to improve college access and success outcomes, not just within individual programs, but also at a community level. In this workshop, the presenters will: a) present lessons learned from these community-level efforts; and b) guide participants in using a systems lens to identify how and where they fit in their local college access and completion system.
Big Data Analysis on Student Learning & Course Evaluation in Waseda Universit...CHES_waseda_univ
This document summarizes a presentation about big data analysis on student learning and course evaluation at Waseda University in Japan. It discusses how accountability in higher education has increased in Japan due to globalization and demographic changes. Waseda University established the Center for Higher Education Studies to strengthen institutional research functions and use data analytics to support decision making. As a case study, the presentation analyzes data from an integrated data warehouse on student time spent studying and course grades. It argues this type of analysis can open a dialogue about benchmarks for student learning and theories of education within higher education.
This document discusses complexity theory and its application to remote education systems in Australia. It finds that remote education systems exhibit characteristics of complex adaptive systems, with many interacting elements at different levels. Past interventions have often failed to recognize this complexity, instead assuming simple causal relationships. To better address complexity, the document suggests taking an emergent practice approach, engaging all stakeholders collaboratively, using collective inquiry processes, and developing a shared long-term vision.
I just had the opportunity of presenting at the inaugural 'World Congress on Access to Post-Secondary Education' in Montreal. It was my first attempt at a synthesis of four projects that the Pearson Think Tank is involved in; on rising tuition fees, school-based careers guidance, university admissions and open education data. In different ways all of these projects explore the 'wicked problem' (complex, evolving and interdependent) of fair access to higher education.
The work highlights three of the common barriers that restrict fair access to higher education;
1) Information asymmetry
2) Unequal distribution of resources
3) Variable and sometimes unequal access
As well as three potential solutions that have been developed over the course of the projects:
1) Deliver truly personalised information and support
2) Develop sustainable local learning ecosystems
3) Make appropriate use of open data
This is an emerging strand of thinking so please do share your feedback.
This research explores the barriers and drivers for adoption of e-learning among healthcare professional students in rural Thailand. The study aims to inform lecturers on online course delivery and policymakers on supporting students. It will use a mixed social methods approach, collecting data from over 200 students and faculty across four universities in different regions of Thailand through questionnaires, interviews, and group discussions. The analysis will identify key themes in university policies, cultural factors, infrastructure issues, and financing that impact e-learning for this student population. Findings hope to help engage healthcare professionals in developing countries through distance learning programs.
This document discusses the need for a pan-Canadian e-learning research agenda. It notes that while many research opportunities and questions exist, there have been no systematic efforts to define or address issues through research. Developing an agenda could catalyze action, create a shared community, focus ideas, provide direction, allow for collaboration, and attract funding. The document reviews different approaches to developing an agenda and barriers to e-learning research. It argues that an integrated, pan-Canadian agenda is needed to energize the research community and ensure discovery and adoption of innovations.
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
ICWES15 - The Outcomes of 19 Institutional Transformation Efforts to ADVANCE ...Engineers Australia
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Assessing Faculty Perspectives on Rewards and Incentives for Community-Engaged Teaching, Research, and Scholarship: Findings from a Multi-National Exploratory Study
1. Assessing Faculty Perspectives
on Rewards and Incentives for
Community-Engaged Teaching,
Research, and Scholarship:
Findings from a
Multi-national
Exploratory Study
Amy Newcomb Rowe, Talloires Network
Trang Vuong, Talloires Network and Hanoi Architectural University
IARSLCE Conference, November 18 2015
2. Presentation
1. The Problem and Gap
2. The Talloires Network
3. Survey: Method and Findings
4. Next Steps
5. Looking Forward
2
3. Carnegie Community Engagement Classification:
Do institutional policies for promotion and tenure
reward and incentivize CES?
How does the institution categorize CES?
How is CE related to the retention and success of
underserved students?
Our research aligns with these questions.
3
Why this Topic?
4. Problem
Engaged work is often discounted.
“reforms change the input to and process of
promotion and tenure, not the outcomes” (O’Meara,
2005)
moderate support (Nokes et al., 2013)
not enough support and even harm one’s profile
as a ‘proper’ academic; lip service as the rhetoric
of higher education policy (Watermeyer & Lewis, 2014;
Butt, 2015; Havergal, 2015).
4
5. Gap
Engaged scholars often expect greater
acknowledgement and support (Goldberg-Freeman et
al., 2010; Kennedy, Vogel, Goldberg-Freeman, Kass, & Farfel,
2009; Nyden, 2003)
Sparseness of literature on faculty perspectives
(Gelmon, Ryan, Blanchard, & Seifer, 2012)
Little information on faculty perspectives at non-U.S.
institutions is available for analysis
Existing: O’Meara, Eatman, & Petersen; Annette, 2010; Hartley,
Winter, Ii, Muirhead, & Harkavy, 2005; Muirhead & Graham,
2002; Muirhead & Woolcock, 2008; Favish & McMillan, 2009;
Smout, 2005; Hazelkorn & Ward, 2012; Saltmarsh, Giles, Ward, &
Buglione, 2009; Rice, 2006.
5
7. Who
Are
We?
Talloires Network, an international coalition
committed to strengthening the civic roles and
social responsibilities of higher education
350 universities and institutions in 75 countries.
7
8. Talloires Network Projects
Supporting Carnegie Classification with Campus
Engage, Ireland
Launching Faculty Support Grants in Africa
Contributing to changes in the global university
rankings assessment
Awarding prizes for global engagement
programs with the MacJannet Prize
Support Regional Network Leaders.
8
9. Multi-national Exploratory
Study: Pilot Survey
How do faculty members perceive the support of
their respective institutions for their engaged work,
in light of institutional policies, procedures and
practices?
9
10. Method
Study participants: 14 universities; 11 countries
Instrument: March 2015; Qualtrics, 17-item web-
based survey in English, French, and Spanish
Data collection: 38 respondents after 4 weeks
10
Respondents are considered “engaged faculty and staff”.
14. Diverse Respondents
Natural sciences (mathematics,
computer science, parasitology, agro-
ecology, neurophysiology, statistics…)
Social sciences and humanities
(sociology, psychology, theatre, culture,
economics…)
Professions (medicine, nursing,
dentistry, obstetrics and gynecology,
public health, education, management,
business, finance, marketing,
architecture, human resource,
entrepreneurship…).
14
15. Findings
Agree
“seen as innovators”
“involved in some of the university’s most interesting
work”
“widely respected for conducting research that
addresses important societal issues”
“often praised in their academic unit”
Disagree
“often relegated to marginalized roles”
“considered to be generally less productive”.
15
18. Statistic Tests
Null hypothesis: There is no relationship between
the demographic & background information of
respondents and their perception on rewards
and incentives for the engaged work
Criterion for rejecting: p < 0.05
18
19. Independent Variables:
1. Age (<40, 40-55. >55)
2. Gender
3. Region (Africa/Asia/Oceania/North America/South America)
4. Discipline (natural sciences/social sciences and
humanities/professions)
5. Title (teaching staff/administrators and researchers)
6. Institution type (public/private)
7. Work type (part time/full time)
19
20. Dependent Variables:
Opinions on
1. Statements about engaged faculty: No relationship
2. The greatest authority for determining rewards:
Potential relationships
3. The work that is most rewarded: Potential relationships
4. Work is considered most important: Potential
relationships
5. The existence of written policies: Potential
relationships.
20
21. Findings:
Potential relationships
Opinion on Influential Factor(s) p value
The greatest authority for
determining rewards
Work type (fulltime) 0.001**
The work that is most rewarded (only
significant relationships with
conducting research that leads to
publication)
Age (40 - 55) 0.001**
Gender (female) 0.000**
Discipline
(professions)
0.01
Title (teaching) 0.000**
Work is considered most important
(about raising the profile and/or
rankings of the university)
Institution type
(public)
0.042
21
22. 22Opinion on Influential Factor(s) p value
Existence of policies that reward
research that has societal impact
Region (Africa, South
America)
0.021
Discipline
(professions)
0.18
Work type (fulltime) 0.000**
Existence of policies that reward
teaching students to be active
citizens
Age (40 - 55) 0.23
Gender (female) 0.028
Discipline
(professions)
0.009**
Title (teaching) 0.015
Work type (fulltime) 0.020
Existence of policies that reward
public service beyond the institution
Age (40 - 55) 0.44
**: <0.01
23. Discussion
Nuances in language and culture in how
engaged scholarship is defined
A set of universal factors regarding
perceptions of and rewards for engaged
scholarship that transcend institutional and
cultural boundaries.
23
24. Discussion
Next generation of faculty approaches
engagement with a strong connection to the work
of diversity on campus.
24
25. Next Steps
1. Launch an effort of collecting the existing
policies from participating institutions and the
Talloires Network membership
2. Draft case studies
3. Draft second survey with specific questions
4. Learn how policies are implemented.
25
26. Looking Forward
What strategies or questions can we focus on for
next global faculty survey?
Recommend possible case studies for further
research?
Recommend contacts of engaged faculty at
non-U.S. institutions that would like to participate
in future studies?
26
The CCEC working group recently revised the 2015 application to include such questions as:...
Engaged work is often discounted and judged to be neither as “scholarly” nor as “rigorous” as more traditional forms of discipline-based scholarship.
We know from O’Meara’s research that “chances for individual success stay the same despite formal policy reforms, according to surveyed Chief Academic Officers.”
We also know from Kathleen Nokes and others, that a US-based survey with 59 faculty from 37 institutions received awards and moderate support for their work.
Another study of qualitative interviews with 40 early and mid-career scholars known for their engaged work from universities in the U.K, found that most complained about the
undesirable side-effects of engaged work;
the shortage of institutional acknowledgement, interest, incentives, and rewards;
the rareness of promotion; and
the fact that public engagement sometimes receives hollow words…
There is a huge gap between expectations of the engaged faculty and research about their perspective.
Also, there is gap between US and non-US resources: A number of scholars are observing faculty perceptions in western systems with an intense concentration on the U.S., but literature about the same topic on the international scale, particularly in the Global South, is not well-documented or available for analysis.
There is literature on higher education policies, institutional perspectives and programs, reward systems, faculty engagement, and faculty roles, yet very little on their perceptions at non-U.S. institutions.
Annette focuses exclusively on institutional perspective on promoting community engagement in higher education in the U.K
Looking at Australian higher education, Muirhead et al uses an international lens to compare policy programs and make suggestions to increase university community engagement
Favish from University of Cape Town focuses exclusively on South Africa higher education policy, and offers a comprehensive insider’s take on the structure of the South African faculty reward system and the rapid changes that have taken place there since the end of apartheid
Ward engages in a typological examination of faculty engagement and extends her analysis to include Irish institutions and higher education policy in the E.U.
Examining Athens, Berlin and Los Angeles, R. Eugene Rice advocates for the expansion of the role of faculty to include civic engagement and supports restructuring systems to reflect this
All in all, most writing points to national contexts and institutional policies related to engaged work, and some scrutinize the faculty role, but none specify the faculty attitude.
The resources and literature review often concentrate on the Global North while the Global South is obviously still a fertile realm about community-engaged scholarship for researchers to dig deeper.
A network of networks, the TN is the largest international network focused particularly on university community engagement.
The TN, currently based at Tufts University, was established by a group of 29 presidents, vice-chancellors, and rectors in September 2005. In Talloires, France, they drafted and co-signed the Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education, and launched a network to support collaborative action. Today, it has 350 universities and institutions in 75 countries across all the continents.
Programs that directly participated in the pilot survey were selected based on their on-going participation and interaction with members of the network, and who are recipients of Talloires Network research and award programs. Thus, all respondents of our survey are considered engaged faculty members at their institutions. The three-year programs include: the Youth Economic Participation Initiative and the Regional Perspectives on University Civic Engagement.
Other Talloires Network programs that play a role in action research on faculty rewards and incentives, but did not participate in the pilot survey, are the University Education for Transformative Leadership in Africa Faculty Support Grants, and the Carnegie Classification pilot project with Campus Engage, Ireland, both launched in 2015.
In order to examine the problem of discounted engaged work and bridge the gap of information at non-U.S institutions, TN conducted a pilot faculty survey on a multinational scale.
Base on the theoretical foundation such as the work of O&apos;Meara (2006) and others in the described LR, our broad question of the survey is…
We defined engaged work as teaching, research and scholarship, such as service learning, community-based learning, volunteerism, applied research, and participatory action research.
(This definition is not identical to the one of New England Resource Center for Higher Education, but the meaning is similar and consistent.)
We, the TN staff, worked with liaisons /lee-ey-zawnz/ as key contacts at 14 member universities currently participating in our two continuous programmatic research in addition to the this faculty survey. (Youth Economic Development Initiative and Regional Perspectives on University Civic Engagement)
We asked each 14 liaison to provide the names and contacts of four engaged faculty members at their institution. Criteria for identifying the faculty members included:
mix of tenure /ten-yer/ track, pre-tenure and non-tenure track instructors;
even distribution of new and seasoned instructors,
male and female,
racial, ethnic and religious /ri-lij-uhs/ diversity;
and a selection from different disciplines.
2. We’re grateful to Dr. Carol Carrier and Dr. Andrew Furco (University of Minnesota /min-uh-soh-tuh/) and Dr. Lorlene Hoyt (Tufts University) for contributing to the creation and reviewing of the survey instrument in the preparation time in early January 2015. After peer review edits, we launched the official pilot survey in March 2015.
We used Qualtrics to create a 17-item web-based survey, and we had 3 versions in E, F, and S. A sample of E version can be found in the appendix of our paper.
We chose diverse types of questions:
mostly open-ended for background information,
multiple-choice and rank order for opinions about incentives and rewards,
and matrix table (Likert scale) for scales of agreement with statements about engaged faculty.
3. This diagram shows how our survey was distributed and then how data were collected. Most, if not all, respondents are considered engaged scholars.
Although the sample size is small, we did achieved a diverse pool.
The respondents come from various regions of the world: from the Global North (U.S. and Australia) - that is well-cited in literature - to the Global South (Burkina Faso, Egypt, Rwanda, South Africa, Zimbabwe, Chile, Mexico, Malaysia, and Pakistan) – this is obviously still a fertile realm /relm/ about community-engaged scholarship for researchers to dig deeper.
One third of the respondents come from Africa, one third from South America, and one quarter from Asia.
We applied both observation and statistic tests to analyze the data. By observation, we can see that:
Nearly half of the respondents aged 40-55
And two thirds are female
Also, there is wide coverage across the sectors from NS, SS&H, to P. Moreover,
two thirds are associated with teaching positions,
half of them work in the public institutions,
and three quarters work on a full time basis.
Regarding the faculty perspective, we observed that there is consensus /kuh n-sen-suh s/ that the majority of respondents
agreed that engaged faculty in their university are….
And most of them disagree that such faculty are…
This is quite contradict to the LR we mentioned before, as the small population we are asking are the engaged faculty themselves. Since their identities are confidential, we cannot tell their profile, but we assume that they are probably successful scholars in their careers and their own institutions due to our recruitment process.
For this question, respondents can choose all that apply. Highest: applied research & learning.
Civic studies: 0 is an example of nuances in language and cultures. This is our mistake to use the terms that can provoke misunderstanding/disagreement.
(In VN, the word community is also preferred than civic in many context, from legal documents to public discourse)
Half of all respondents noted that written policies that reward research done with community members exist at their university.
What struck me most is that half of all respondents indicated that such policies are not taken seriously or do not exist.
Reasons can be:
Either lack of university policies, procedures, guidelines, or lack of knowledge from faculty members
O’Meara: External, cultural, and leadership factors
Difficulties in documenting existing policies and practices from institution to institution
We ran chi-square tests to answer the question: can demographic & background factors be predictors of how the respondents perceive community-engaged research and related policies?
These factors are….
After running 140 tests based on five research questions, we found that such demographic and background information are influential factors in their opinions about reward and incentives for the engaged work.
There are statistically significant relationships except the 1st one.
However, because of the nature of a pilot survey, the sample is pretty small (38), we need a larger size to confirm these potential relationships. We’re curious how they will definitely change when we conduct the broad survey.
It seems that work type is an influential predictor here (p value = 0.001): full time employees understand more deeply about their workplace structure and most of them believe that the greatest authority is the senior administration of their institution. (the senior administration of my university)
When asked about the work that is most rewarded, three highest votes went to conducting research that leads to publication (97%), conducting research that garners grants or other external resources (64%), and conducting high quality teaching of academic content (47%). Statistical tests show there are relationships between background information with only one of the types of work: conducting research that leads to publication. Respondents had a tendency to agree with the rewarding value of publication when they belong to one of the following categories: aged 40-55, female, working in professions, having teaching positions, and working fulltime.
Regarding what work is considered most important, there was no relationship between the background information and the answer yes or no to each statement about work importance by institution, except institution type and the statement about raising the profile and/or rankings of the university (p=0.042). Many respondents from public institutions think that raising the profile and/or rankings of the university is merely “somewhat important”, whereas private institutions have a stronger tendency to choose “important” and “strongly important”.
African and South American are stronger believers that such policy exist; faculty work in professions is also dominant in believing in the existence of this policy; work type is another predictor to confirm the previous conclusion that fulltime employees usually have deeper understanding about the workplace. They have stronger tendency either in saying yes or no to the existence of such policy in which saying yes is more often
respondents in the middle group (aged from 40 to 55) have stronger tendency either in saying yes or no to the existence of such policy; more women think that there is no written policies exist that reward teaching students to be active citizens; almost all respondents work in professions thinks that no written policies exist; faculty with teaching positions tend to think that no written policies exist more than ones with administrative or reaching positions; work type is predictor again to confirm the previous conclusion that fulltime employees usually have deeper understanding about the workplace. They have stronger tendency either in saying yes or no to the existence of such policy in which saying no is outweighed.
respondents in the middle group (aged from 40 to 55) have stronger tendency either in saying yes or no to the existence of such policy and naysaying is predominant
There are 2 main lessons learned during the creation, administration and collection of the survey.
1. Through our research, we seek to begin to explore the nuances in language and culture, as well as ascertain the extent to which faculty who conduct engaged scholarship share similar or different concerns across institutional and national contexts.
This has implications for how survey questions are asked and how individual might respond to the survey items.
2. Despite variations in definition among institutions..
1. Faculty and students.
2. In terms of limitation of this study, due to the small sample size of this pilot survey, we may not draw definite conclusions about global trends.
3. Understanding different perceptions among groups of faculty may inform future policy recommendations. A larger sample size is needed to confirm the potential relationships or reveal new patterns, and then suggest the policy change. The policies exist that reward research that has societal impact, for instance, may need to target more at faculty of some disciplines (natural and social sciences) and regions (Asia). Policies exist that reward teaching students to be active citizens, as another example, may need to target more at younger faculty (less than 40), teaching staff (versus administrators and researchers), and again, some groups of disciplines (natural and social sciences)
Culturally, ethnically, and racially diverse faculty express tendencies toward shaping their research agenda and academic careers with attention to social issues and community work, and are seeking academic homes that validate their scholarly identities.
A greater diversity of students also brings a greater diversity of learning styles and attention to how student learn as it relates to whether students persist and succeed academically.
General description of universities if asked; Profile 14 universities.
Photo credit: pictures belong to TN and TN members.
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