scholarly journals “There Is Never a Break”: The Hidden Curriculum of Professionalization for Engineering Faculty

2018 ◽  
Vol 8 (4) ◽  
pp. 157 ◽  
Author(s):  
Idalis Villanueva ◽  
Taya Carothers ◽  
Marialuisa Di Stefano ◽  
Md. Khan
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Hidden Curriculum ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Institutional Type ◽  
Chi Square ◽  
Self Advocacy ◽  
Engineering Faculty ◽  
Positive Correlations

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

scholarly journals The Woods around the Ivory Tower: A Systematic Review Examining the Value and Relevance of School Forests in the United States

2020 ◽  
Vol 12 (2) ◽  
pp. 531
Author(s):  
Kimberly J. Coleman ◽  
Elizabeth E. Perry ◽  
Dominik Thom ◽  
Tatiana M. Gladkikh ◽  
William S. Keeton ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Systematic Review ◽  
Ecosystem Services ◽  
The United States ◽  
Local Communities ◽  
Ivory Tower ◽  
Institutions Of Higher Education ◽  
Cultural Ecosystem Services ◽  
Research And Teaching

Throughout the United States, many institutions of higher education own forested tracts, often called school forests, which they use for teaching, research, and demonstration purposes. These school forests provide a range of benefits to the communities in which they are located. However, because administration is often decoupled from research and teaching, those benefits might not always be evident to the individuals who make decisions about the management and use of school forests, which may undervalue their services and put these areas at risk for sale, development, or over-harvesting to generate revenue. To understand what messages are being conveyed about the value and relevance of school forests, we conducted a systematic literature review and qualitatively coded the resulting literature content using an ecosystem services framework. While school forests provide many important benefits to academic and local communities, we found that most of the existing literature omits discussions about cultural ecosystem services that people may receive from school forests. We discuss the implications of this omission and make recommendations for addressing it.

scholarly journals Pulse Knowledge, Attitudes, Practices, and Cooking Experience of Midwestern US University Students

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3499
Author(s):  
Donna M. Winham ◽  
Elizabeth D. Davitt ◽  
Michelle M. Heer ◽  
Mack C. Shelley
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Daily Intake ◽  
The United States ◽  
Chi Square ◽  
Convenience Sample ◽  
Attitudes And Practices ◽  
Positive Attitudes ◽  
Chi Square Analysis

Many American college students fail to meet dietary guideline recommendations for fruits, vegetables, and fiber. Pulses are a subgroup of legumes, harvested solely for dry grain seeds within a pod. Commonly consumed pulses include dry beans, dry peas, lentils, and chickpeas. Pulses are high in shortfall nutrients and could fill some nutritional gaps of college students. However, little is known about pulse intakes among young adults. The study aims were: (1) to identify knowledge, attitudes, and practices regarding pulse consumption; and (2) to describe experiences of preparing dry pulses among college students. A convenience sample of 1433 students aged 18–30 enrolled at a Midwestern university in the United States completed an online survey in April 2020. Demographic and attitude variables were compared by the monthly count of pulse types eaten using chi-square, analysis of variance, and logistic regression modeling to predict pulse type intakes. Higher numbers of pulse types eaten was associated with being White, vegetarian/vegan, higher cooking self-efficacy, positive attitudes toward pulses, and greater daily intake of fruits, vegetables, and fiber. Knowledge and experience of cooking dry pulses was low, with canned pulses purchased more often. College students may not be consuming pulses due to unfamiliarity with them, low knowledge of nutrition benefits, and a general lack of cooking self-efficacy. Increased familiarization and promotion surrounding pulses may increase their consumption.

A quantitative assessment of institutions of higher education disaster preparedness and resilience

2019 ◽  
Vol 17 (3) ◽  
pp. 239-250
Author(s):  
Stephen A. Murphy, PhD, MPH, MBA ◽  
Jeff Brown, PhD ◽  
Arti Shankar, PhD, MS ◽  
Maureen Lichtveld, MD, MPH
Keyword(s):  
Higher Education ◽  
Law Enforcement ◽  
Emergency Management ◽  
Disaster Preparedness ◽  
Negative Association ◽  
Institutions Of Higher Education ◽  
Chi Square ◽  
Campus Law Enforcement ◽  
Chi Square Analysis ◽  
Question Survey

Objective: Assess levels of disaster preparedness in institutions of higher education (IHEs) in the United States.Design: An anonymous, 57-question survey targeted individuals responsible for emergency management at IHEs across the US descriptive statistics and bivariate chi-square analysis were reported. Using the established threshold score of the initial Cities Readiness Initiative from the CDC, an individual respondent’s composite score of 70 percent or higher across 23 specific questions within the 57-question survey was labeled as “prepared.”Results: Chi-square analysis identified variables associated with lower preparedness levels at IHEs not achieving the minimum 70 percent score. Having a campus law enforcement officer serve the additional role of emergency manager had a negative association with being prepared [χ 2 (1) = 10.18, p 0.001]. Having emergency management as a separate university function from campus law enforcement had a positive relationship with being prepared [χ 2 (1) = 18.55, p 0.001]. Staffing the emergency management function with a professional having less than 3 years of emergency management experience had a negative association with being prepared.Conclusions: Our results indicate that minimizing the mission of emergency management by simply tasking a campus law enforcement officer with the extra responsibility of emergency management or entertaining less professionally qualified personnel to lead emergency management’s complex mission can lead to disastrous results. Not only is preparedness impacted, but also resilience when facing disaster situations. Our nation continues to strive to become more resilient when facing such adverse events, as formally embraced and emphasized in the 2017 National Security Strategy. Research continues to offer best practices and unfortunately continues to highlight gaps. While the higher education community is not one of the 16 federal critical infrastructure sectors, identified gaps such as those presented in our findings as well as those published by the National Academies of Sciences are cause for alarm. Not only are higher education campuses generating invaluable contributions to society in general, bio-innovation, public health, and medicine, to name a few, they are a core stakeholder in resilience research and implementation. Yet, research continues to indicate preparedness and therefore resilience gaps in this sector. The authors propose implications for practice, policy, and research to assist IHEs in achieving a more comprehensive, sustainable level of resilience.

scholarly journals 3D КАРТУВАННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ В СИСТЕМІ ОСВІТИ УКРАЇНИ

2019 ◽  
Vol 70 (2) ◽  
pp. 28 ◽  
Author(s):  
Nataliia V. Morze ◽  
Viktoriia P. Vember ◽  
Mariia A. Gladun
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Digital Literacy ◽  
The United States ◽  
Educational Process ◽  
Competency Framework ◽  
Institutions Of Higher Education ◽  
3D Mapping ◽  
Educational Trends ◽  
Digital Competency

The article introduces the developed 3D mapping of digital competency. The necessity of radical changes aimed at improving the quality and competitiveness of education, changing the role of scientific and pedagogical staff in Ukraine in accordance with world requirements is substantiated. The analysis of the state policy and regulatory framework in the field of digital skills and competencies in Ukraine, research on information and communication competency in the European educational space, in particular UNESCO recommendations, the digital competency framework for citizens DigComp 2.0 and the digital competency framework for educators DigCompEdu, requirements for digital literacy in the United States, in particular the standards of the International Society of Technology in Education (ISTE), as well as development of digital competency in Ukraine. As a result of the analysis of these documents, questionnaires were developed for three groups of respondents – pedagogical staff and students of institutions of higher education and teachers of general secondary education institutions - and questionnaires were conducted in six Ukrainian universities within the framework of the international project Erasmus + MoPED. The developed 3D mapping reflects the trends of understanding by pedagogical staff and students of institutions of higher education and teachers of secondary education institutions of the main modern educational trends, the use of innovative pedagogical technologies and digital instruments in the educational process. The attitude of the three groups of respondents to the actual educational trends, innovative pedagogical technologies and the level of interest in mastering digital tools and their ability to use them effectively in the educational process according to the results of the questionnaire has been highlighted, which made it possible to compare the attitude of pedagogical staff of institutions of higher education, teachers and students to the above categories at the present stage.

scholarly journals Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)

2021 ◽  
Vol 4 (2) ◽  
pp. 166-199
Author(s):  
Emily M. Walter ◽  
Andrea L. Beach ◽  
Charles Henderson ◽  
Cody R. Williams ◽  
Ivan Ceballos-Madrigal
Keyword(s):  
Higher Education ◽  
Organizational Climate ◽  
Postsecondary Education ◽  
Organizational Support ◽  
Instructional Improvement ◽  
The United States ◽  
System Reform ◽  
Institutions Of Higher Education ◽  
Education Development ◽  
Teaching Innovation

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.

scholarly journals Global competence of employees in Hispanic Enterprises in the south of United States

2017 ◽  
Vol 8 (15) ◽  
Author(s):  
Mónica Blanco Jiménez ◽  
Juan Rositas Martínez ◽  
Francisco Javier Jardines Garza
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Global Market ◽  
Global Competence ◽  
Institutions Of Higher Education ◽  
Global Competency ◽  
Common Assumption ◽  
High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por  los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas 

Workforce Diversity Career Development

2015 ◽  
pp. 129-150 ◽  
Author(s):  
Chaunda L. Scott ◽  
Jeanetta D. Sims
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Career Development ◽  
The United States ◽  
Workforce Diversity ◽  
Institutions Of Higher Education ◽  
Career Options

As workforce diversity careers in organizations continue to increase in the United States, less emphasis has been placed on preparing undergraduate and graduate students with specific workforce diversity competencies to pursue these career options once they graduate. The aim of this chapter is to: 1) highlight the issues, problems, and controversies associated with this effort, 2) provide examples of workforce diversity career positions and competencies that workforce diversity professionals possess today in a variety of fields, and 3) offer recommendations regarding how institutions of higher education can begin preparing students with specific workforce diversity competencies to enter the career field of workforce diversity before they graduate.

Sign in / Sign up

Export Citation Format

Share Document