Browsing by Subject "higher education"

Now showing 1 - 10 of 59
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    The 2016 Planned Giving Study
    (2016-09-21) Osili, Una; Kou, Xiaonan; Bergdoll, Jonathan; St. Claire, Mallory; Yang, Le
    Charitable bequests and other planned gifts have historically played a significant role in the funding of higher education institutions. Prominent institutions such as Harvard University, Johns Hopkins University, and the Julliard School have been established as a direct result of bequests, and these gifts continue to have a profound impact today. The field of planned giving has become more sophisticated over time. However, the complexity of various planned giving vehicles and the comparatively long time period required for planned gifts to be formalized make it difficult for researchers to systematically track and examine planned giving behavior. Existing studies, therefore, heavily rely on self-reported survey data or tax returns. This study is one of the first efforts that seek to understand the changing landscape of planned giving and to explore donor life-cycle trajectories at higher education institutions. This whitepaper is the first in what is hoped to be a series of reports based upon data on planned gifts and donors in the field of higher education. The whitepaper discusses findings from five case-study universities located across the U.S. As the study expands the sample to include more universities and colleges in the next phase, this report series will offer richer data and insights into more underexplored, yet important, questions in planned giving.
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    2016 top trends in academic libraries A review of the trends and issues affecting academic libraries in higher education
    (ACRL, 2016-06) Chabot, Lisabeth; Bivens-Tatum, Wayne; Coates, Heather L.; Kern, M. Kathleen; Leonard, Michelle; Palazzolo, Chris; Tanji, Lorelei; Wang, Minglu; University Library
    Every other year, the ACRL Research Planning and Review Committee produces a document on top trends in higher education as they relate to academic librarianship. The 2016 Top Trends report discusses research data services, digital scholarship, collection assessment trends, content provider mergers, evidence of learning, new directions with the ACRL Framework for Information Literacy, altmetrics, emerging staff positions, and open educational resources.
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    2023 Higher Education and Philanthropy Workshop Report
    (Indiana University Lilly Family School of Philanthropy, 2022-12) School of Philanthropy, Lilly Family
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    A measurement of faculty views on the meaning and value of student privacy
    (Springer, 2022-06-04) Jones, Kyle M. L.; VanScoy, Amy; Bright, Kawanna; Harding, Alison; Vedak, Sanika; Library and Information Science, School of Computing and Informatics
    Learning analytics tools are becoming commonplace in educational technologies, but extant student privacy issues remain largely unresolved. It is unknown whether faculty care about student privacy and see privacy as valuable for learning. The research herein addresses findings from a survey of over 500 full-time higher education instructors. In the findings, we detail faculty perspectives of their privacy, students’ privacy, and the high degree to which they value both. Data indicate that faculty believe privacy is important to intellectual behaviors and learning, but the discussion argues that faculty make choices that put students at risk. While there seems to be a “privacy paradox,” our discussion argues that faculty are making assumptions about existing privacy protections and making instructional choices that could harm students because their “risk calculus” is underinformed. We conclude the article with recommendations to improve a faculty member’s privacy decision-making strategies and improve institutional conditions for student privacy.
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    A Six-Year Retrospective of ePortfolio Implementation: Discovering Inclusion through Student Voice and Choice
    (WAC Clearinghouse, 2024) Urtel, Mark; Fallowfield, Stephen M.; Angermeier, Lisa; Swinford, Rachel; Exercise & Kinesiology, School of Health and Human Sciences
    Designing then implementing ePortfolios as a High Impact Practice (HIP) (Watson et al., 2016) across an academic program in kinesiology presents many opportunities and challenges. The authors document their six-year journey and ensuing lessons along the way, as they strive to uncover and enact best practices for department-wide implementation. After a first attempt implementing the ePortfolio when they realized their efforts fell short, this faculty team immersed themselves in comprehensive professional development and worked together with students to recast how each knew and understood an ePortfolio. To achieve the newly crafted outcomes of an ePortfolio project, the authors found that promoting student voice and choice is essential to fostering student engagement and inclusivity. Informed by findings of a mixed methods study, the faculty team hopes to provide a meaningful perspective that supports faculty exploration within ePortfolios and offer guidance to be sure students are partners in this journey.
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    Addressing Gender Disparity Through International Higher Education: Use of Contextually Appropriate Global Policy Framework
    (OJED, 2023-11-12) Soetan, Taiwo O.; Nguyen, David Hoa Khoa; School of Education
    This article examines the globally important topic of gender disparity in higher education and how to, contextually address it by formulating and implementing an appropriate globally-recognized policy framework. Although gender equality is one of the seven Sustainable Development Goals of the United Nations, it is a known fact that globally, there is gender disparity that systemically limits or curtails the progress of the girl-child or women either in terms of their educational attainments or professional development. Several countries and international agencies continue to commit to eradicating gender disparity in their countries in particular and in the world in general. In spite of the efforts of the United Nations and international agencies, there is still a long way to go in achieving gender parity. This paper looks at the attainment of gender parity through the use of higher education to bring about a contextually appropriate framework that is global in its operation and implementation in the effort to eliminate gender disparity. This is an attempt to unleash the potential of marginalized people, particularly women, who have been curtailed for several decades because of their gender for the overall good of our global world.
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    Advancing Faculty Diversity Through Self-Directed Mentoring
    (2017) Dutton, Yvonne M.; Ryznar, Margaret; Shaver, Lea
    Mentoring is widely acknowledged to be important in career success, yet may be lacking for female and minority law professors, contributing to disparities in retention and promotion of diverse faculty. This Article presents the results of a unique diversity mentoring program conducted at one law school. Mentoring is often thought of as something directed by the mentor on behalf of the protégé. Our framework inverts that model, empowering diverse faculty members to proactively cultivate their own networks of research mentors. The studied intervention consisted of modest programming on mentorship, along with supplemental travel funds to focus specifically on travel for the purpose of cultivating mentors beyond one’s own institution. Participants were responsible for setting their own mentorship goals, approaching mentors and arranging meetings, and reporting annually on their activities and progress. Both quantitative and qualitative evidence demonstrate that the program has been effective along its measurable goals in its first year. Participants report growing their networks of mentors, receiving significant advice on research and the tenure process, and being sponsored for new opportunities. The authors conclude that this type of mentoring initiative, if more broadly applied, could have a significant impact on reducing disparities in retention and promotion in the legal academy. To facilitate such replication, the Article describes both the process of designing the program and the actual operation of the program as carried out at one school. In sum, the Article offers a concrete starting point for discussions at any law school interested in advancing faculty diversity through improved mentoring.
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    Advising the whole student: eAdvising analytics and the contextual suppression of advisor values
    (Springer, 2018) Jones, Kyle M. L.; Library and Information Science, School of Informatics and Computing
    Institutions are applying methods and practices from data analytics under the umbrella term of “learning analytics” to inform instruction, library practices, and institutional research, among other things. This study reports findings from interviews with professional advisors at a public higher education institution. It reports their perspective on their institution’s recent adoption of eAdvising technologies with prescriptive and predictive advising affordances. The findings detail why advisors rejected the tools due to usability concerns, moral discomfort, and a belief that using predictive measures violated a professional ethical principle to develop a comprehensive understanding of their advisees. The discussion of these findings contributes to an emerging branch of educational data mining and learning analytics research focused on social and ethical implications. Specifically, it highlights the consequential effects on higher education professional communities (or “micro contexts”) due to the ascendancy of learning analytics and data-driven ideologies.
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    Applying Bibliometric Techniques: Studying Interdisciplinarity in Higher Education Curriculum
    (Computation, 2022) Herzog, Patricia Snell; Ai, Jin; Ashton, Julia
    Bibliometric methods are relevant for a range of applications and disciplines. The majority of existing scholarship investigating citation and reference patterns focuses on studying research impact. This article presents a new approach to studying the curriculum using bibliometric methods. Through a review of existing definitions and measures of interdisciplinary research and standardization procedures for comparing disciplinary citations, three measures were considered: variety, balance and dissimilarity. Bibliometric algorithms for assessing these measures were adopted and modified for a curriculum context, and three interdisciplinary programs were investigated that span undergraduate and graduate degrees. Data objects were course syllabi, and required references were coded for disciplinary affiliations. The results indicated that—despite purportedly pursuing a singular goal in the same academic unit—the programs employed distinct citation patterns. Variety was highest in the master’s program, and balance was highest in the doctoral program. Dissimilarity was highest in the doctoral program, yet a novel technique for disambiguating disciplinary composition was implemented to improve interpretation. The analysis yielded unexpected findings, which underscore the value of a systematic approach in advancing beyond discourse by harnessing bibliometric techniques to reveal underlying curricula structure. This study contributed a well-grounded bibliometric method that can be replicated in future studies.
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    The Attack on Critical Race Theory and Higher Education: A Legal Analysis of the Impact of State Action on Faculty Free Speech
    (Peter Lang, 2022) Iftikar, Jon S.; Nguyễn, David Hòa Khoa; Byers, Tevin; School of Education
    In this article, the authors review proposed and passed state legislation that aim to ban Critical Race Theory and other social justice content from public higher education institutions. Using the law as the theoretical framework and legal analysis as the methodology, the authors examine these state actions, focusing on implications for higher education faculty speech and academic freedom. The authors discuss the history and current state of the law in the areas of free speech and academic freedom, including U.S. Supreme Court and other federal courts of appeal cases on how free speech in scholarship and teaching have been viewed. They also briefly discuss the legislation that states have proposed or passed which ban Critical Race Theory in higher education institutions, and end by discussing the implications such bans have on faculty free speech in scholarship and teaching. Overall, the authors detail the ways that these laws have a chilling and limiting effect on faculty speech, which in turn, have important consequences for students, institutions, and society as well.