Enhancing achievement in Science, Technology, Engineering, and Mathematics (STEM) is a long-standing national concern. The current national agenda, to instill an "all hands on deck" approach to creating a STEM literate citizenry, calls for broadening the scope of inclusion in STEM efforts. A critical population, higher education administrators, faculty, and staff are a valuable resource to advancing this agenda. Under the proposed Agenda Setting Communication Theory (ASCT) model developed for this study, their level of exposure to needed information is an important indicator of their potential participation in this agenda. As the leading news medium for the higher education community, the Chronicle of Higher Education was examined, through Content Analysis, to identify the frequency of reporting on STEM education from January 2001 to December 2015, to discern the themes in STEM education which appear in the Chronicle of Higher Education from January 2001 to December 2015, and to determine the frequency of reporting on the need for collaboration in STEM education in the Chronicle of Higher Education during that same period. The results of the Content Analysis indicate that there has been a significant increase in the Chronicle's reporting on STEM education in the past five years. Also, matters relating to the recruitment and retention of underrepresented populations were reported on most frequently. Further, reporting on the need for collaboration did not emerge as a primary theme. These results indicate that while the Chronicle is somewhat participating in reflecting aspects of the national STEM education agenda, it is not yet functioning to advance the breadth of that agenda within the higher education community.

No description available.

Through the centuries, institutions of higher education, and the people who labor in those institutions, have helped countless millions to learn—to stretch their boundaries, to think creatively, to find joy in discovery, and to create new knowledge that benefits the world in a myriad of ways. Yet while the knowledge produced through our educational process has transformed the world, the process of teaching and learning within these institutions has remained largely unexplored and unchanged over the centuries (Bass, 2009; Duderstadt, Atkins, & Van Houweling, 2002; Woolsey, 2008). In recent years, the advent and rapid development of information technology has provided us with a previously unimaginable opportunity to rethink how teaching and learning take place in higher education. In order to make the most of potential gains in teaching and learning, academic technology initiatives require both technological and pedagogical expertise. However, while the need for effective collaborations between the groups responsible for these two areas, the Offices of Academic Computing and Centers for Teaching at institutions of higher education has been articulated (Albright & Nworie, 2008; Allison & DeBlois, 2008; Woolsey, 2008), the mechanisms for developing and maintaining such collaborations are not clearly understood (Albright & Nworie, 2008; Ives & Steinbrenner, 2005). In an effort to fill this gap in knowledge, this study focuses on generating a portrait of successful collaborative efforts between academic technology professionals and pedagogical specialists. Using multiple case studies as a methodological approach, this study examines the characteristics of collaboration at three universities, including their history; factors that lead to the successful establishment of collaborations; challenges and barriers and how these are approached; and whether there is evidence that collaborations result in better outcomes in the implementation of academic technology. The study is particularly timely given that information technology is playing an increasingly central role in every aspect of higher education. A better understanding of the characteristics of inter-group collaborations around academic technology, including the barriers to creating effective collaborative relationships, will help institutions respond to the challenge of harnessing technology’s potential to positively transform the process of teaching and learning in contemporary higher education.

Colleges and universities have become increasingly diverse since Brown .v Board of Education requiring that institutions figure out how to manage a more racially diverse student body. Unfortunately, many predominantly White institutions (PWIs) continue to fall short in attending to the specific needs for students of color to feel included and supported. The primary purpose of this study is to learn more about how students of color experience and make meaning of cross-racial relationships in designated multicultural program. I intend to specifically focus on the experiences of students of color who have self-selected to live in a designated multicultural community. To capture individual student stories and realities that illuminate the complexities of how students of color make meaning at a PWI, group and individual interviews will be facilitated during the academic year. Observation/field notes of the community and the use of a group interview will be used to triangulate the data. Qualitative research will provide the greatest opportunity for an in-depth understanding of individual student experiences.

As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which was adapted into the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to focus on faculty teaching fully online courses. The ITSI-DE measured the following seven constructs: (a) Accommodations, (b) Accessible Course Materials, (c) Course Modifications, (d) Inclusive Lecture Strategies, (e) Inclusive Classroom, (f) Inclusive Assessment, and (g) Disability Law and Concepts (Lombardi et al., 2015). Exploratory factor analyses (EFA) affirmed a five-factor structure for action subscales, and seven-factor structure for attitudinal subscales for the ITSI-DE. The internal consistency calculated for the ITSI-DE was consistent with prior values reported for the ITSI, which ranged from .70 to .85 (Lombardi et al., 2013). A Pearson product moment correlation was performed, which confirmed a statistically significant correlation between faculty attitudes and actions. Next, a multivariate analyses of variance (MANOVA) was performed to examine if significant differences existed between faculty attitudes and actions based on instructional rank, college, age, or gender. Results affirmed statistically significant differences between faculty attitudes and actions based on gender. Lastly, no significant findings were associated with the three chi square test of association that were performed to identify if college, age, or gender influenced preferred methods of training on inclusive teaching practices. Descriptive statistics indicated the largest percentage of faculty preferred to receive information and training on inclusive teaching practices via online methods (46.8%) versus face-to-face methods (34.3%) and hard copy print methods (18.9%).

The purpose of this descriptive research study was to analyze the student recruitment processes employed by The College of William and Mary, one of the Commonwealth of Virginia's foremost public institutions of higher education, to recruit African-American undergraduates. This analysis was completed using Kotler & andreasen's (1991) Systematic Marketing Audit Model--a six-part conceptual framework of marketing for non-profit organizations--to determine the marketing effectiveness of current strategies implemented for the successful recruitment of African-American undergraduates and provide useful guidance to assist admission and financial aid personnel in improving their interpersonal relations with African-American prospects/applicants and their parent(s).;Data were collected from admission/financial aid administrators, financial aid counselors, admission representatives, African-American students, and parents using qualitative research methods that included 114 in-depth interviews and an analysis of historical documents.;Findings revealed that multicultural recruitment processes at The College of William and Mary were generally the same as its competition with campus visitation programs being the most successful method of attracting African-American undergraduates while national college fairs and college search tapes were the least effective. The study also revealed that students relied heavily upon the input of their parent(s) rather than upon the advice of high school guidance counselors and teachers in making a college choice decision. The social climate on campus for students of color, the general financial aid application process, and the availability of support services for students of color were the primary issues and concerns of African-American students and their parent(s). In addition, admission/financial aid representatives of African-American heritage were more desirable for parents than students.;Further, it was the finding of this case study that the African-American undergraduate recruitment strategies of a selective, state-supported four-year university (The College of William and Mary) were not "optimally adapted to the current and forecasted marketing environment" as prescribed by Kotler & andreasen's (1991) Systematic Marketing Audit Model. This first research hypothesis was supported by several weaknesses uncovered that included: (1) little in the way of measuring overall marketing achievement of the current African-American undergraduate recruitment plan to attribute success to the elements that are effective and identifying strategies that do not produce admission results; (2) lack of recruitment objectives that were defined in specific, measurable terms to better enable The College of William and Mary in evaluating its African-American undergraduate recruitment program; and (3) limited research conducted to determine if the marketing effort is "optimally structured to meet the demands" of a changing student market environment.;Consequently, the results of the case study did support the second hypothesis--if Kotler & andreasen's (1991) Systematic Marketing Audit Model reveals main marketing problem areas facing The College of William and Mary, then it will be possible to recommend various initiatives to improve the institution's overall efforts to attract African-American undergraduates.;The case study offers several recommendations for improving the current African-American undergraduate recruitment program and suggestions for future research.

This study is based on leadership frame theory as developed by Drs. Lee Bolman and Terrence Deal who merged several different schools of theory into four different frames: structural, human resource, political, and symbolic. In July, 1998 the Leadership Orientation (Self) survey, developed by Bolman and Deal (1990a) was distributed to 343 campus safety directors at American public four-year postsecondary institutions. A return of 190 (55.4%) useable survey instruments was obtained in this study. The utilization of leadership frames by campus safety directors was examined as well as the relationship between frame usage and age, education level, length of time in current position, length of time as director of campus safety at any institution, length of time in any law enforcement officer/campus safety position, size of institution, number of officers employed by the department, and the type of institution. Major findings of this study included the following: (1) approximately two-thirds (67.4%) of the campus safety directors utilized multiple frames; (2) the human resource frame was the principal frame utilized by the campus safety directors; (3) the structural frame was the second most often used frame by campus safety directors; (4) two professional characteristics influenced the utilization of frames, the length of time that the campus safety directors held their current position affected their use of the political frame, and experience as a campus safety director at any institution affected their use of the human resource frame; (5) student population, department size, classification of campus, total years in law enforcement or campus security, and highest level of education did not influence the directors' utilization of the four frames.

The purpose of this research was to explore the impacts of the COVID-19 pandemic on the experiences of adjunct faculty. The COVID-19 pandemic resulted in unparalleled disruption around the globe. Challenges that were faced in higher education included health and safety protocols, social distancing, emergency remote teaching, and closing campuses while trying to maintain quality of the education and perceived value for the student. Adjunct faculty play a significant role in higher education, teaching and supporting academic programs. Given the reliance on the use of adjunct faculty and recognizing the link between job satisfaction and performance, the experiences of adjunct faculty should be taken under consideration by higher education policymakers. The purpose of this narrative analysis study was to understand how the impacts of the COVID-19 pandemic affected the experiences of adjunct faculty related to institutional supports and student relationships, as well as desire to persist teaching as adjunct faculty. The findings of the study revealed the following themes: adjunct faculty as trusted professionals, prior experience and technical support, disinclination to integrate technology into teaching, lacking student interactions during the pandemic, student camera usage, fair compensation for adjunct faculty, adjunct faculty commitment and dedication, and teaching practices adopted following the pandemic.

Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy, complexity, and gatekeeping guided this research. This descriptive correlational study used a cross-sectional design to survey a purposeful sample of full-time faculty teaching in nurse education programs in a southeastern state. Descriptive analyses, independent t test, and a Lambda analyses were employed on self-reported program practices, teaching philosophy, and demographic data. Descriptive analysis documented that nurse education was a limited access major with 73% reporting either very or extremely competitive admission. Descriptive analysis identified 35 distinct admission criteria that were usually combined into a weighted scoring system that favored empirical evidence aligned to accreditation and licensure requirements. Independent t test revealed that associate degree programs employed significantly more criteria than did baccalaureate programs to select students. Lambda analysis found no association linking faculty teaching philosophy to the complexity of admissions criteria. This study demonstrated that competitive admission processes exist but vary significantly across programs, and suggests that more research is required since this variability in criteria may impact diversity within nursing education. Positive social change can be achieved by a critical review of admission requirements to ensure a more diverse nursing workforce able to deliver culturally competent care.

As the enrollment of Chinese international students (CIS) increased at a private institution in the Midwest, so did suspected cases of plagiarism. This study addressed the problem of how faculty members grappled with CIS' interpretation and application of Western-based views of plagiarism. The purpose of the study was to identify similarities and differences in the views of these 2 groups. Social cognitive theory, intercultural adaptation theory, and neutralization theory framed this qualitative case study. The research questions focused on how these particular CIS interpreted and applied the Western concept of plagiarism to assignments and exams, the impact of classroom practices and instructional processes on their view and experience, how the faculty members experienced CIS' interpretation and use of Western concepts of plagiarism, and respectively the differences in perceptions of U.S. faculty and of CIS. Eight full-time CIS and 8 faculty members who taught or currently teach CIS were purposefully selected. Data were collected using individual interviews, course syllabi, and plagiarism-related institutional policies. The interview data were analyzed using an ecological perspective to reveal themes; these data were triangulated with the data from course syllabi and institutional policies to ensure research credibility. The results of the study indicated a disconnect between student and faculty perceptions of Western-based contextualized plagiarism, the plagiarism ethos, and academic cultural differences between faculty and CIS that led to the creation of a faculty professional development plan using blended learning focused on cultural differences and teaching methods to deter plagiarism. The results may advance positive social change by improving faculty understanding of CIS and educational practices about plagiarism to better service these students.