Rebuilding Trust through Journalism Education

This study details the development of a public affairs reporting course for journalism schools in resource-limited communities offered at a land-grant institution surrounded by a resource-strapped community. This chapter focuses on inequalities related to opportunities for engagement, both when it comes to newsrooms and academic settings. More specifically, we address the challenges of teaching a multimedia-based curriculum while maintaining historical relationships with local citizens in Michigan. Our approach of combining survey, content analysis, in-depth interviews, and a field experiment provides a framework for connecting journalism education with communities surrounding land-grant institutions.

Faculty Beliefs about the Nature of Intelligence

Educators shape the learning experiences of students in the classroom. Their views on intelligence influence the beliefs students have about their own abilities to learn. Astin (2016) cautioned, "The faculty culture regards smartness in an almost reverential fashion" (p. 4). Research on academic mindsets has focused mainly on secondary education (e.g., Dweck, 2016; Yeager & Dweck, 2012). There is a gap in the literature about educator views about intelligence in higher education. The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in an eight-term Mindset survey. Position was the only statistically significant demographic factor.

Engineering Pathways in a U.S. Public Institution of Higher Education

This chapter relates a strategy that emerged from a larger effort of a land-grant institution in the U.S. to more rapidly increase the number of international students on campus and diversify its student body through the development and implementation of pathway programs. Pathway students are international students that do not meet the criteria for direct entry into a university due to lower levels of English language proficiency and/or GPA. The authors discuss strategies for ensuring success in these endeavors.