American Institutions Of Higher Education Research Articles

Quantification of solo librarianship within American academic libraries between fiscal years 2016 and 2019 using IPEDS data

Insufficient reporting of the size of the solo academic librarian population exists. Utilizing Integrated Postsecondary Education Data System (IPEDS) annual data and adhering to the 1989 Solo Librarians Caucus definition of solo librarianship, a method relying on IPEDS UnitIDs and the Human Resources (HR) survey component was designed to quantify this population working within American institutions of higher education for fiscal years 2016 through 2019. Pairing with additional IPEDS institutional data from two fiscal years provided overview insight into the institution types served by these professionals based on geographic region, enrollment full-time equivalents (FTEs), Carnegie Classifications, and annual library expenditure.

Cultural Experiences of International Students in Canadian and American Higher Education Institutions: Implications for Africans in Canadian Universities

Cultural Experiences of International Students in Canadian and American Higher Education Institutions: Implications for Africans in Canadian Universities

A Comparative Study on Piano Teaching in Chinese and American Higher Education Institutions under Different Teaching Values—Taking Zhejiang Normal University and Emporia State University as Examples

A Comparative Study on Piano Teaching in Chinese and American Higher Education Institutions under Different Teaching Values—Taking Zhejiang Normal University and Emporia State University as Examples

Best practices in online education during COVID‐19: Instructors' perspectives on teaching and learning in higher education

AbstractBy the end of 2019, the World Health Organization was informed about the first unknown pneumonia cases, later labeled the COVID‐19 global pandemic. Based on Mezirow's transformative learning theory, COVID‐19 has been the trigger event that challenged adult learners' values, beliefs, and expectations in higher educational institutions. The study sought to identify best practices across American higher education institutions (HEIs) to adapt their teaching approach to the online environment. It answered the question, “What are the best practices for higher education instructors to adapt their teaching approach to online environments?” This study uses a systematic literature review and an online survey for data collection across HEIs in the United States. The web‐based questionnaire includes fixed‐choice, closed‐ended, and open‐ended questions in four sections: demographic information, attitudes about online education, online teaching and learning strategies, and challenges. The study follows ethical procedures, thematic analysis, and discussion of the findings in the context of existing literature to outline best practices in online higher education during the COVID‐19 pandemic.

Dewey, Implementation, and Creating a Democratic Civic University

Dewey, Implementation, and Creating a Democratic Civic University

Supporting Students on the (Academic) Margins: An Equity-Driven Framework

Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.

System of formation of competencies of education seekers taking into account the requirements of stakeholders

Ukraine needs active use of the scientific potential of the state in the creation of progressive information technologies for the management of the quality of the provision of educational services in institutions of higher education. In order to successfully solve the problems of ensuring the quality of education, which appeared before Ukraine on the way to European integration, conceptual changes are needed that take place in relation to the perception and understanding of requirements and values. For this, changes are needed in the education system of Ukraine, which will allow higher education institutions of Ukraine to reach the level of leading European and American higher education institutions. In the conditions of uncertainties and risks, the requirements for the competence of specialists are formed intuitively, and the task of a civilized society is to apply existing and develop new standards of education on the basis of the Laws of Ukraine "On Education", "On Vocational and Technical Education", "On Higher Education", "On Scientific and scientific and technical activity" etc. Challenges and new values are being formed, which accelerate the need to improve the quality of the educational process and set new demands on graduates of higher education institutions. One of these challenges is the transition to project management in the educational sphere, which requires the creation of innovative information technologies for the management of vocational training competencies that take into account the specific requirements of employers aimed at training specialists for the IT labor market. These mechanisms set requirements for specialists of the labor market, and the recommendations of employers form competencies that make up the actual content of educational programs. The creation and research of ensuring the improvement of the quality of educational services of higher education institutions is an urgent scientific task of the development of higher education institutions of Ukraine.

Cultural Experiences of International Students in Canadian and American Higher Education Institutions: Implications for Africans in Canadian Universities

Cultural Experiences of International Students in Canadian and American Higher Education Institutions: Implications for Africans in Canadian Universities

TRAINING OF FUTURE DOCTORS OF PHILOSOPHY IN THE FIELD OF SPECIAL AND INCLUSIVE EDUCATION: U.S. EXPERIENCE

The article reveals the content and features of the organization of the process of PhD training in special and inclusive education in American higher education institutions using the example of the educational and scientific program “Special education: PhD in the field of social, emotional and behavioral health and inclusive education”, introduced by the College of Education and Social Services of the University of Vermont. It is shown that the studied educational and scientific program is interdisciplinary and covers such subject areas as special education, social work and health care, involves post-graduate students within the educational and scientific component in interdisciplinary cooperation for the promotion of justice and inclusiveness in education. The specified program envisages the involvement of PhD students in joint applied research aimed at the development and testing of programs and practices in schools and local communities. The requirements for admission to the educational program and the content of the core courses of the educational component are outlined. Features that can be creatively implemented in the practice of training post-graduate students in Ukrainian higher education institutions have been identified, in particular: a) the interdisciplinary nature of educational and scientific programs, which allows students to form a more thorough understanding of the subject of research and focus on the aspect that best suits their scientific interests; b) sequential mastering of the educational and scientific components of the educational and scientific program with the mandatory completion of a comprehensive qualification exam, which opens the possibility to register for mastering the credits of the scientific component (writing and defending a dissertation); c) applied nature of scientific research of graduate students, their practical orientation, focus on solving problems related to the functioning of the local community, education institutions and families that belong to it.

Structural and functional model of the successful person training in USA colleges and universities

The purpose of the article is to study the training of a successful person in the colleges and universities of the USA as a holistic process and to create a structural and functional model. The methods of retrospective analysis, systematization and generalization, abstraction and specification, modeling and graphic visualization are applied. A structural and functional model of successful person training in colleges and universities of the USA has been created. The focus groups of this process have been defined, in which the work is aimed at applicants, first-year students, second-fourth years students and a special category - students of the last year and graduates, as a significant part of students do not complete their studies on time. Examples of effective use of models and strategies of student training by American institutions of higher education are given. Five stages of successful person training in American institutions of higher education are proposed. It is summarized that the created structural and functional model is the basis for creating a strategy for the development of an educational institution and will contribute to the high-quality organization of the training of specialists in colleges and universities.

COURSES OF SOCIAL SUPPORT FOR STUDENTS IN US UNIVERSITIES

The article raises the topic of social support for students in US universities. It was found that the social support of students is the activity of the social service of the educational institution to help them solve pressing social, psychological and pedagogical problems that arise in the process of learning and life. It was found that the social support of higher education seekers is aimed at creating optimal conditions for learning, stimulating awareness of the nature of problems, preparation for their avoidance or independent solution. The directions of social support in American institutions of higher education are determined: work with freshmen, work with those who have learning difficulties, work on leadership development, work with those who need employment, work with students who came to study from other countries, work with military and military veterans, work with students with disabilities, work with those who use alcohol or drugs, work with lesbians, gays, bisexuals and transgender people, work with representatives of different religious communities. The idea that social support of students in US universities is carried out in the same areas as in Ukrainian universities is substantiated. Special attention is paid to the social support of servicemen, military veterans and their families, as one of the most popular areas of social support in US universities is working with servicemen and military veterans – the number of students in this category to student services is higher than others. The practical experience of social support of this category of students by the student service of Cornell University is summarized. Promising directions of scientific research in this field are offered.

Investigation of Comparative Hispanic Student Success in Calculus I at Four State of Florida Universities

National employment data forecasts a significant need for graduates in the STEM disciplines for middle-income American jobs. If the American labor force is to keep pace with the global economy, it is critically important that American higher education increase STEM degree production. Currently, minority populations lack access and thus opportunity for success in higher education, but, among them, Hispanic groups account for about 59 million Americans, are the youngest demographic, and have the highest growth rate of any ethnic group. Hispanic students are inadequately represented in higher education enrollment numbers, graduation rates, graduate degree attainment, and STEM degree attainment. While only 14% of American institutions of higher education are designated as Hispanic Serving Institutions (HSIs), 64% of Hispanic American college students attend an HSI. As a result, HSIs are in a unique position to improve student success in STEM disciplines. A statistical analysis of the grades of Hispanic and White students in an introductory STEM course, Calculus I, at two Florida HSI universities and two non-HSI universities, revealed 1) white students significantly outperformed Hispanic students in Calculus I at State of Florida non-HSIs and 2) white students did not outperform Hispanic students in Calculus I at State of Florida HSIs.

Development and Application of the Just Employment Policy Assessment in American Higher Education Institutions

The COVID-19 pandemic has heightened the visibility of economic inequality and the inadequacy of current minimum wage laws in the United States. Changes in the minimum wage, a living wage, or just employment practices may be compelled by law or voluntarily enacted by employers. A literature search failed to yield a concise and practical tool to comprehensively assess existing just employment policies or practices in higher education institutions. This article describes the development of a concise and practical assessment based on the Model Just Employment Policy from the Kalmanovitz Initiative for Labor and the Working Poor at Georgetown University. The resulting Just Employment Policy Assessment is used to evaluate the publicly available policies of four disparate higher education institutions in the United States. The article concludes with a discussion of implications for future research and administrative practice.

PECULIARITIES OF FORMATION OF FACTORS OF INCREASING COMPETITIVENESS IN THE INTERNATIONAL MARKET OF EDUCATIONAL SERVICES

This work is devoted to the study of factors that shape the competitiveness of higher education institutions in the international market of educational services. To this end, the work considers the areas of state participation, which provide incentives for the export of educational services that have not only financial but also reputational and innovative benefits. In addition, it is noted that specialized organizations that operate in many countries and are involved in attracting foreign students to their country (for example, national agencies, academic services, educational foundations, international exchange centers, etc.) and educational TNCs (as DAAD, British Council, CIMO, EduFrance 35, IDP Education Australia, etc.) play an important role. International organizations (such as the Council of Europe, UNESCO, the World Bank, the OECD, etc.) also form an information and advisory field for the international market of educational services, public authorities - regulatory. Increasing competition in the international market of educational services encourages the identification of factors that affect the competitiveness of educational institutions and their competitive advantages. These include the following: stability of financial and economic situation and flexible pricing policy, development of international relations and its advertising activities, the formation of a positive image, the availability of innovative educational programs using information technology, geographical location, specifics of public and private funding, teaching quality and training, etc. However, it is necessary not only to have them, but also to use them correctly, depending on the specifics of each educational institution. In addition, rankings are considered an effective tool for ensuring the quality of higher education. In the course of this work the top institutions of higher education according to QS World University Ranking, Academic Ranking of World Universities, Times Higher Education World University Ranking are analyzed. This revealed that American higher education institutions have the greatest competitive advantages in the international market of educational services and accumulate a large percentage of foreign students.

Actual and perceived E-cigarettes behaviors among a national sample of U.S. college students

Objective: Electronic cigarette use represents an important college health concern. This investigation assessed demographic and behavioral correlates associated with actual and perceived e-cigarette use among a national sample of American college students. Methods: Respondents (n = 19,861) comprised college students from over 40 distinct American higher education institutions. Multivariable logistic regression assessed whether (1) alcohol, tobacco or marijuana use were associated with e-cigarette use; (2) perceived peer use of alcohol, tobacco or marijuana were associated with perceived e-cigarette use. Results: Approximately 5% of survey respondents self-reported using e-cigarettes within the past month. More than 7 out of every 10 respondents, however, thought the ‘typical student’ was an e-cigarette user. As perceptions of typical student substance use increased, respondents were far more likely to contend the typical student used e-cigarettes. Discussion: In addition to adopting smoke-free campus policies, university officials should disseminate accurate information regarding e-cigarette behaviors of students.

Institutional Fragility: Structures of Dominance in American Higher Educational Institutions Inhibiting Sustainable Education

Institutional Fragility: Structures of Dominance in American Higher Educational Institutions Inhibiting Sustainable Education

Kazakh culture and Literature in the American Higher Education Curriculum

I am an American educator and researcher working in the Department of Russian and Slavic Studies at the University of Arizona, a large public university in the Southwestern region of the United States. As a longtime student of the Kazakh language and literature, as well as a researcher of the cross-cultural links between Kazakhstan and its neighbor countries, I often encounter a surprised reaction by both Kazakhstanis and my fellow Americans when I describe my topic of research. Both Americans and Kazakhstanis have asked me: Why would an American study Kazakhstan? What use is the Kazakh language to an American? What can American students hope to learn from Kazakhstan? The ultimate purpose of this article is to provide some answers to these questions. I have found the study of Kazakhstan to be enriching in many ways, both for myself and for the students I work with at the University of Arizona. In this article, I will provide an overview of the contemporary status of Kazakhstan as a subject of study in American institutions of higher education, and I will also share some of my personal experiences as both a student and a teacher. I will discuss not only specialized courses on the Kazakh language and culture, but also courses in the humanities and social sciences that incorporate Kazakhstan into broader interdisciplinary topics, such as global studies. Finally I will discuss international connections between American and Kazakhstani institutions of higher education.

MODELLING THE STAKEHOLDER ENVIRONMENT AND DECISION PROCESS IN THE U.S. HIGHER EDUCATION SYSTEM

Purpose – As higher education continues to be buffeted by challenges, college and university leaders must find a way to respond to these environmental forces. In the United States, accreditation plays an increasing role in the quality control and improvement process. The goal of this research is to gain a deeper understanding of this decision environment, and the stakeholders within that system, such that American higher education institutions may set and achieve goals more effectively. Research methodology – Grounded theory is utilized to create a conceptual framework depicting the American higher education stakeholder system. In addition to placing the actors within the system, this research is also designed to generate a stakeholder-focused institutional decision process model. Findings – When viewed in a systemic context, the accreditation process assumes a unique placement among the other critical stakeholders. With this understanding, higher education leaders may better understand, balance, and integrate the concerns of their various stakeholders, in a stakeholder-focused decision process. Research limitations – While integrating multiple theories, to depict the American higher education stakeholder system and a stakeholder-focused decision process, this research does not operationalize or undertake the empirical testing of these theoretical models. Practical implications – The influence of the dynamic external environment and the accreditation process combine to create extremely challenging decision-making conditions for higher education leaders. The ability to improve and balance the quality and ethical nature of decisions that impact their various stakeholders may assist these leaders in more accurately meeting both their institutional goals and the public good goals of higher education. Originality/Value – This study specifically seeks to integrate multiple theoretical constructs within the American higher education environment and accreditation process. The creation of a theoretical model that depicts not only the stakeholder environment but also a stakeholder-focused decision process may assist all higher education institutions.

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

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.

Building collective power amidst white supremacist backlash

Students and community members forcefully tore down a confederate monument known as Silent Sam at the University of North Carolina at Chapel Hill in 2018. This action unleashed brutal retaliation and ongoing strife. The toppling of Silent Sam should be celebrated as an antiracist milestone that can inspire deeper reflection, racial reckoning, and institutional accountability locally and in other North American higher education institutions. While the Jim Crow era monument’s massive concrete plinth held aloft an armed confederate soldier, a brass plaque on its base vividly depicted white women’s moral authority in encouraging militarism. I argue that white supremacy is deeply rooted at UNC, the oldest public university in the country, and is reinforced by layers of official lies such as the invented historical narrative of the Lost Cause, celebrating an idyllic slaveholding past that never existed. In order to build on this moment of rupture, scholars must begin to think of themselves as cultural and intellectual workers and endeavor to build collective power through labor unions, creative activities, American Association of University Professors chapters, professional and antiracist organizations. Only in this way, can scholars protect themselves, their colleagues, and students. Signing petitions is not enough! In this paper, I discuss a few ways antiracists built collective power on our campus in recent years. I also analyze the visual lessons of the confederate monument that was erected at the University of North Carolina at Chapel Hill more than a century ago during an earlier period of brutal white supremacist backlash.