Research-intensive Institutions Research Articles

“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution

As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely “serve” Latinx students in STEM fields at HSRIs.

Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

BackgroundFear of negative evaluation, defined as a sense of dread associated with being unfavorably evaluated in a social situation, is the primary factor underlying student anxiety in college science courses and is disproportionately experienced by students who are underserved in science. Yet, it is unknown why fear of negative evaluation disproportionately affects these students and what can be done to reduce student fear of negative evaluation. Academic social comparison describes how students perceive themselves compared to their peers with regard to desirability as a groupmate, the extent they fit in among others in their major, and academic talent. We hypothesize that academic social comparison mediates the relationship between student identities and fear of negative evaluation, where individuals with underserved identities in science may perceive themselves as “less than” their peers, contributing to their fear of negative evaluation. We surveyed 909 undergraduate science majors across 15 research-intensive institutions in the United States (U.S.) to assess: (1) To what extent do student identities predict fear of negative evaluation among science undergraduates? and (2) For identities that significantly predict fear of negative evaluation, to what extent does academic social comparison mediate the relationship? We used regression, single-mediator models, and multi-mediator models to address our research questions.ResultsWomen/non-binary and LGBTQ + science majors reported disproportionately high fear of negative evaluation compared to men and non-LGBTQ + science majors. Women/non-binary and LGBTQ + students also expressed lower academic social comparison relative to their respective counterparts, meaning they perceive themselves as less than their peers with regard to their desirability as a groupmate, the extent to which they fit in among others in their major, and their academic talent. Academic social comparison partially mediated the relationship between fear of negative evaluation and both gender and LGBTQ + status. Major fit, defined as the extent to which students perceive they fit in among others in their major, was found to be the primary mediating subconstruct of academic social comparison for both gender and LGBTQ + identities.ConclusionsWomen/non-binary and LGBTQ + science majors perceive themselves as less than their peers to a greater extent than men and non-LGBTQ + science majors, contributing to their higher fear of negative evaluation in college science course. Major fit, defined as the extent to which students feel they fit in with others in their major, is the subconstruct of academic social comparison that had the strongest influence on fear of negative evaluation in our sample. Academic social comparison is a promising target for future efforts aimed at decreasing fear of negative evaluation in active learning college science courses.

STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: a four-frames model analysis

Academic departments have been highlighted as key targets to sustainably transform the learning environments of postsecondary science, technology, engineering, and mathematics (STEM) courses in the United States. Despite STEM department chairs playing a critical role in shaping their unit, few studies have characterized how chairs view the teaching culture within their department and how cultural features influence instructional change. This study addressed this gap by applying the four-frames model for organizational change to analyze interviews conducted with 14 STEM department chairs at one research-intensive institution in the United States. The department chairs identified several challenges to supporting and advancing teaching culture. These challenges were mostly related to the structures and symbols frames and included an institutional emphasis on research over teaching, inadequate methods to evaluate effective teaching, and weak teaching feedback mechanisms available to faculty. The chairs also described how they leverage their power to affect people and thereby influence the teaching culture. For example, they strategically position teaching as an important aspect of the departmental culture during hiring processes and elevate certain groups of faculty who have demonstrated interest and efficacy in teaching. This study contributes to the literature by providing a rich description of the teaching culture in STEM departments at a research-intensive institution from the perspective of department chairs. This unique focus on department chairs helps identify opportunities for instructional reforms that are grounded in the reality of the departmental environment and provides a framework for considering how change might occur in STEM departments at research-intensive institutions. The opportunities identified emphasize the importance for department chairs to consider and leverage all four frames to enact instructional change.

Acts of Recognition: A Study of Faculty Writers’ Experiences of Engaging Peer Review

This study examines how ten faculty at research-intensive institutions work with peer reviews, a process with potential to support faculty writing development and that plays a central evaluative role in professional success. The grounded theory approach revealed the importance of acts of recognition in the peer review process, facilitating a more collaborative experience.

Patterns and trends of university-industry research collaboration in Ghana between 2011 and 2020

Purpose The ranking of universities and other research-intensive institutions in global ranking systems is based on numerous indicators, including number of articles with external collaboration, number of articles with international collaboration, number of articles with industry collaboration as well as co-patents with industry. The purpose of this paper is to examine university–industry research collaboration in Ghana, with the aim of exploring the relationship between the research output collaborations in the top four universities in Ghana and industry across different geographical scales. Design/methodology/approach This study’s data was obtained from the SciVal database, which drawn its data from the Scopus bibliographic and citation database. The bibliographic and citation data were extracted using a search of the publications affiliated to the University of Ghana, for the period 2011–2020. Findings Key findings demonstrate a constant rise in the number of research publications by the selected universities over time. Research collaboration intensity in the selected universities in terms of co-authored publications was higher as compared to single-authored publications. University–industry research co-authorships were, however, lower when compared to university–university research co-authorships. The university–industry research co-authorships occurred mostly with Europe, Asia-Pacific and North American-based institutions as opposed to African-based institutions. In Ghana, four industry-based institutions were engaged in intensive research with the selected universities. Originality/value This study demonstrates that, for each selected university, it is possible to measure the performance of individual universities in both intra-regional and international collaboration. Such results may be useful in informing policy as well as merit-based public funding of universities in Ghana.

Twinning to reduce research and innovation inequalities in paediatric solid tumours across Europe

Inequalities in research and innovations affect childhood cancer survival across Europe. Vilnius University Hospital Santaros Klinikos (VULSK, the coordinator) and eight research-intensive institutions from seven European countries implemented the TREL project (Twinning in Research and Education to improve survival in childhood solid tumours in Lithuania) supported by the Horizon 2020 Widening programme. TREL aimed to enhance translational, clinical, and survivorship research in paediatric CNS, neuroblastoma, and renal tumours to improve future treatment outcomes in Lithuania. From January 2021 to December 2023, 49 VULSK professionals and 55 peers from partner institutions collaborated in this twinning program. Achievements after three years were: nine educational events, the initiation of basic and clinical research on fertility preservation, ten VULSK researchers joining international research groups, six signed agreements to participate in international academic clinical trials and the implementation of the European Survivorship Passport. Thirty patients received individual treatment recommendations following multidisciplinary discussions with experts from partner institutions. Twenty-five rare genetic variants were classified by the twinning bioinformatician teams with direct consequences on patient management. In conclusion, coordination of the Horizon 2020 project enhanced VULKS’s research capacities, networking channels and attractiveness for industry and academia-initiated innovative actions that will improve survival rates in the long run.

External promotion and tenure review letters at research-intensive institutions: A critical communication analysis of external review practices

External promotion and tenure review letters at research-intensive institutions: A critical communication analysis of external review practices

Development Analysis of Institutional Repository Website In the West Nusa Tenggara: Webometrics Study

The global proliferation of institutional repositories has garnered significant attention, particularly from research-intensive institutions. This trend is crucial for effectively storing, disseminating, and providing access to copious research and scientific output, benefiting both the academic community and society. In Indonesia's research history, repositories have been extensively explored, with a focus on comprehensive research across the country's repositories. This study specifically analyzes institutional repositories in eight West Nusa Tenggara universities. Its objective is a quantitative depiction of higher education institutional repositories in West Nusa Tenggara, utilizing webometrics indicators. This descriptive quantitative research employs a webometrics study with data collected through observation and documentation. The analysis relies on webometrics indicators: Size (S), Visibility (V), Rich File (R), Scholar (Sc), and Weighting. The study showed that Mataram University's institutional repository secured the top webometrics ranking, excelling in Size (S), Visibility (V), and Scholar (Sc). Muhammadiyah University of Mataram follows, securing second place, while Mataram State Islamic University (UIN) claims third. Gunung Rinjani University's institutional repository in East Lombok ranks last among the eight repositories analyzed.

Community engagement and financial arrangements: Navigating institutional change.

Despite their documented benefits, the widespread adoption of community-engaged and participatory approaches among health researchers remains limited. Institutional practices and policies influence the uptake of community engagement and participatory approaches. We examine the role of financial arrangements between university researchers and community partners, by exploring efforts to bridge the gap between research administration and researchers at two research-intensive institutions. The type of financial arrangement a researcher has with a community partner plays an important role in setting the stage for the structure of the partnership as it relates to shared decision-making and ownership of the research. Continued efforts to clarify and streamline subcontracting processes are needed as is infrastructure to support community partners and researchers as they navigate financial arrangements if progress is to be made.

Learning machines or the key to care: a qualitative study exploring the impact of the hidden curriculum on medical students’ longitudinal experiences in primary care

ObjectiveLongitudinal learning often faces implementation challenges within UK medical schools. Some have suggested that the hidden curriculum may be implicated, but there is little evidence regarding how the hidden curriculum...

Addressing the Environmental Impact of Science Through a More Rigorous, Reproducible, and Sustainable Conduct of Research.

The pervasiveness of irreproducible research remains a thorny problem for the progress of scientific endeavor, spawning an abundance of opinion, investigation, and proposals for improvement. Irreproducible research has negative consequences beyond the obvious impact on achieving new scientific discoveries that can advance healthcare and enable new technologies. The conduct of science is resource intensive, resulting in a large environmental impact from even the smallest research programs. There is value in making explicit connections between the conduct of more rigorous, reproducible science and commitments to environmental sustainability. Shared research resources (also commonly known as cores) often have an institutional role in supporting researchers in the responsible conduct of research through training, informal mentorship, and services and are particularly well suited to promulgating essential principles of scientific rigor, reproducibility, and transparency. Shared research resources can also play a role in advancing sustainability by virtue of their inherently efficient science model in which singular shared equipment, technology, and expertise resources can serve many different research programs. Programs that elevate shared research resources, scientific rigor, reproducibility, transparency, and environment sustainability in harmony may achieve a unique synergy. Several case studies and quality paradigms are discussed that offer tools and concepts that can be adapted whole or in part by individual shared research resources or research-intensive institutions as part of an overall program of sustainability.

Synthesis, Crystal Structure, and Conductivity of a Weakly Coordinating Anion/Cation Salt for Electrolyte Application in Next-Generation Batteries.

ConspectusResearch at historically black colleges and universities (HBCUs) started with humble beginnings by G. W. Carver at Tuskegee Institute AL, the nation's first HBCU. He is now remembered as the man who transformed one crop, peanuts to more than 300 useful products such as food, beverages, medicines, cosmetics, and chemicals. However, research was not the focus of most of the newly founded HBCUs to provide, primarily, liberal arts education and training in agriculture for the black minority. HBCUs remained segregated, lacking facilities such as libraries and scientific/research equipment comparable to those at traditionally white institutions. While the Civil Rights Act of 1964 heralded the dawn of "equal opportunity" and progressive desegregation in the South, many public HBCUs had to close or merge with white institutions due to loss of funding and/or students. In order to remain competitive in enrollment and financial support of the best talents, HBCUs have been expanding their research and federal contracts by working in collaboration with research-intensive institutions and/or minority-serving institutions (MSIs). Albany State University (ASU), an HBCU with a great tradition of in-house and extramural undergraduate research, has partnered with the laboratory of Dr. John Miller at Brookhaven National Laboratory (BNL) to offer the best training and mentorship to our undergraduates. Students synthesized and performed conductivity measurements on a new generation of ion-pair salts. One of these constitutes, potentially, a nonaqueous electrolyte for the next generation of high-energy-density batteries owing to its electrochemical properties.The quest for rechargeable batteries with greater energy density and capable of shorter recharge time at the "pump" for electrical vehicles (EVs) is leading the development of electrolytes with higher ionic mobility and greater limiting conductivity. In order to achieve high energy density, it is vital for an electrolyte to be electrochemically stable while operating at high voltages.The development of a weakly coordinating anion/cation electrolyte for energy storage applications offers a challenge of technological significance. This class of electrolytes is advantageous for the investigation of electrode processes in low-polarity solvents. The improvement arises from the optimization of both ionic conductivity and solubility of the ion pair formed between a substituted tetra-arylphosphonium (TAPR) cation and tetrakis-fluoroarylborate (TFAB), a weakly coordinating anion. The chemical "push-pull" between cation and anion affords a highly conducting ion pair in low-polarity solvents such as tetrahydrofuran (THF) and tert-butyl methyl ether (TBME). The limiting conductivity value of the salt, namely, tetra-p-methoxy-phenylphosphonium-tetrakis(pentafluorophenyl)borate or TAPR/TFAB (R = p-OCH3), is in the range of lithium hexafluorophosphate (LiPF6) used in lithium-ion batteries (LIBs). This TAPR/TFAB salt can improve the efficiency and stability of batteries over those of existing and commonly used electrolytes by optimizing the conductivity tailored to the redox-active molecules. LiPF6 dissolved in carbonate solvents is unstable with high-voltage electrodes that are required to achieve greater energy density. In contrast, the TAPOMe/TFAB salt is stable and has a good solubility profile in low-polarity solvents given its relatively great size. And it constitutes a low-cost supporting electrolyte capable of bringing nonaqueous energy storage devices to compete with existing technologies.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

LGBTQ-inclusive fan codes of conduct in US athletic departments: a multilevel analysis

PurposeSport organizations increasingly emphasize their support for lesbian, gay, bisexual, transgender and queer (LGBTQ) inclusion by promoting a perfect score on the Athlete Ally Equality Index, partnering with nonprofits to increase awareness of LGBTQ individuals in sport (e.g. Rainbow Laces campaign), or hosting a pride night for LGBTQ fans. Despite these and similar efforts, LGBTQ fans historically have felt unwelcome in sport settings, thereby signaling the need for inclusive fan codes of conduct. The purpose of this study was to examine both the prevalence and antecedents of such policies.Design/methodology/approachUsing publicly available data sources, the authors focused on 350 Division 1 college athletic departments in the USA.FindingsResults illustrate factors at both the macro (i.e. institution) and meso- (i.e. athletic department) levels interact to explain whether a school will possess a fan code of conduct. Specifically, research-intensive institutions with strong gender equity are more likely to possess a code of conduct than schools that are not research oriented and have weak gender equity. This project extends the understanding of LBGTQ inclusion in the sports industry.Originality/valueThe current study is the first to examine the prevalence and predictors of LGBTQ-inclusive fan codes of conduct. Understanding these dynamics can help athletic programs that want to create safe and inclusive sport spaces for LGBTQ fans and spectators.

How Open Is the U15? A Preliminary Analysis of Open Access Publishing in Canadian Academic Libraries

Introduction: This study offers insight into open access (OA) culture at Canadian university libraries by detailing the degree to which librarians working at Canada’s U15 (a collective of research-intensive institutions in Canada) make their research OA, as well as exploring the depth and reach of any OA mandates these institutions have. Method: This study uses a combination of bibliometric analysis and a review of institutional OA policies, beginning with an examination of a six-year span (2014–2019) of librarian-authored publications, searching four key library and information science databases, followed by a systematic search for a university-wide or library OA statement, policy, or mandate on each of the U15 websites. Results & Discussion: The data suggest that Canadian academic librarians are personally motivated to self-archive and make their research open. The high rate of publication in Gold OA journals, combined with the fact that several of the key library and information science journals for Canadian librarians are already OA, points to the importance of OA publishing for librarians as a community, as does the high number of expressions of commitment to OA publishing. Given the lack of variance comparatively between schools with an expression and without, the authors cannot comment on whether the expressions of support correlate to higher proportions of OA articles. Conclusion: This article provides a snapshot of a positive OA publishing culture at 15 Canadian university libraries by presenting data that show that most libraries have an expression of commitment to OA principles and most Canadian academic librarians working at U15 schools ensure that their research is OA.

Accessibility and Disability Services for Libraries: A Survey of Large, Research-Intensive Institutions

As academic libraries prioritize accessibility for all individuals, they have carried out transformations of their physical and virtual spaces. For example, they have purchased new hardware, software, and furniture; adjusted websites for screen readers; modified handouts used in instruction; and advocated for change with vendors of leased and purchased content. Whether driven by campus mandates, state regulations, lawsuits, or more proactive motives, libraries have reviewed and improved the delivery of their content to better serve the needs of all users. Several surveys cover the disability and accessibility services available at libraries and how they have changed over time, but few studies examine who within the library provides support to users and how changes in campus and state requirements impact the delivery of these services. This article summarizes the results of a survey of Association of Research Libraries (ARL) institutions in October 2020 related to what services the library provides, whether they have changed due to campus or state requirements, which positions within libraries provide support, and what the impetus was for offering services. The authors also discuss implications for scalable support of disability and accessibility services at university libraries.

The impact of COVID-19 on publishing and reviewing in the Journal of Geoscience Education community

COVID-19 has created challenges and opportunities across higher education, with flow-on effects for teaching, research, and publishing. Using an archival case study approach, we analyzed 543 Journal of Geoscience Education submissions from 2018 to 2020 to determine potential impacts of the pandemic on our authors and reviewers. Trends in submission numbers and types, gender, and institutional affiliation were characterized pre- and post-COVID onset. Results indicate that though there was an initial drop in submissions post-COVID onset, submission numbers rose to typical levels a few months later. However, the proportion of Curriculum and Instruction submissions dropped by 10% post-COVID onset, whereas research submissions increased by 12.6%, representing a tenfold increase in the gap between the two. In contrast to other studies that found a decrease in submissions by women authors post-COVID onset, JGE had a 3.8% increase in initial submissions by women corresponding authors. However, there was a 12.2% decrease in revisions by women corresponding authors post-COVID onset. Women reviewers had a 2.2% lower acceptance rate post-COVID onset, though still make up over half of JGE’s reviewers. Although there were more contributions from corresponding authors at research intensive institutions, reviewers from these institutions had lower acceptance rates post-COVID onset. Review and revision durations both increased post-COVID onset, and reviewer decline reasons became more specific. In response to these findings, we recommend that the geoscience education community continue to be openly understanding of work-life balance, encourage more Curriculum & Instruction scholarship, and support more contributions from authors and reviewers at non-research intensive institutions.

Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom

Student incivility, defined as a behavior perceived by the instructor or other students to be disrespectful and/or disruptive to the overall learning environment, can negatively impact student learning and instructors. During the COVID‐19 pandemic, the transition to an online teaching format created a unique environment for undergraduate incivility to take place. Further, student incivility has historically been disproportionately experienced by instructors of particular demographic groups, including women and People of Color, but it is currently unknown whether these demographic differences exist in the online environment. In this study, we designed a survey based on previous literature to measure instructor perceptions of student incivility during the COVID‐19 pandemic. We surveyed 283 science instructors from a random subset of research‐intensive institutions, Masters‐granting institutions, primarily undergraduate institutions, and community colleges who taught undergraduate courses with synchronous online components in the fall 2020 semester about their experiences with student incivility. Using binary logistic regression and open‐coding to analyze our data, we found that over half of instructors surveyed reported experiencing student incivility during fall 2020, with women being significantly more likely to report student incivility than men (Figure 1). Compared to white instructors, Instructors of Color were significantly more likely to report an increase in student incivility in fall 2020 compared to teaching the same course in previous semesters (Figure 1). The most common uncivil behaviors reported by instructors were requests to change student grades, sleeping in class, and excessively communicating with the instructor outside of class. When discussing how they handled experiences of student incivility, over half of instructors reported being irritated or annoyed as a consequence and tolerating or ignoring the behavior as a coping strategy, which could have detrimental effects on the learning environment for all students. This work indicates that student incivility exists in the online synchronous learning environment and that the negative impacts of student incivility are not distributed equally among all instructors, presenting additional burdens for women and Instructors of Color.

Postdocs as Key to Faculty Diversity: A Structured and Collaborative Approach for Research Universities.

Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences (MPCES) has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering (STEM) career pathways into academia. Data comparing the fraction of underrepresented minority (URM) postdoctoral scholars to the fraction of faculty at these institutions offer a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive (R1) universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation’s faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective “apprentice” experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: (1) A collaborative approach in which leading research universities collectively identify outstanding URM candidates; (2) Faculty engagement in recruiting and supporting these postdocs; (3) Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; (4) Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and (5) Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive (R1) institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers.

Education research is still the hardest science: a proposal for improving its trustworthiness and usability

In this essay, we argue that colleges of education, particularly those at research-intensive institutions, favor simplistic notions of scholarly impact and that this trend has concerning implications for the field, for researchers, and for the public at large. After describing the challenges and shortcomings of the current models of research assessment in education, we outline an alternative proposal in which trustworthiness and usability of research would complement traditional metrics of scholarly relevance. This proposal encourages a twofold approach to research assessment that involves (1) a more thorough analysis of the limitations and problems generated by the use of simplistic notions of scholarly impact, and (2) a commitment to the implementation of more equitable systems based on a broader range of assessment measures to assess faculty research contributions.