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Assessing and Developing Higher Education Faculty Digital Competency for Workplace Preparation in a Digital Society
Get PDFA shared global theme across higher education institutions is the need for training and development regarding digital competencies for higher education, yet there are little to no digital competency frameworks for faculty at higher educational institutions, like there are for K12. What can leaders in higher educational institutions do to prepare adult learners for a digital society and workplace that continues to expand globally in every field? Should every school adopt XYZ College’s approach, where leadership collaborated and developed an emerging technologies academy (ETA) to provide support and training on emerging technologies provided and supported by the college to self-enrolled faculty and staff? The ETA aimed to impact faculty’s attitudes and beliefs towards technology integration, increase digital competency self-efficacy, and impact student learning to prepare them for a digital society and workplace. The integrated theoretical framework approach to the academy included a mix of self-efficacy, connectivism learning theory, and heutagogy. Following the theoretical framework of pragmatism, the purpose of this qualitative case study was to examine existing higher education faculty beliefs and attitudes in all subject areas about the use of emerging technologies and digital competency self-efficacy after engaging in professional development on the adopted emerging technologies provided in a higher educational institution, particularly the ETA. A sample of 16 faculty out of 23 consenting participants responded to a qualitative Likert-type scale questionnaire, along with five open-ended questions to determine the impact on faculty digital competency, attitudes, beliefs, and teaching practices. In addition to the questionnaires, six structured interviews were conducted. A reflexive thematic analysis was applied to the dataset. Key findings included the ETA increased faculty’s digital competence and self-efficacy in using new technologies for teaching, positively impacted faculty’s beliefs and attitudes towards technology integration in teaching and learning, and had a positive impact on instructors, increasing their confidence and competence in using interactive technologies like Padlet, Yuja, and Poll Everywhere. The integration of new technologies in the classroom led to improved student engagement, learning, and digital competence
Beyond Leadership Turnover: Examining the Relationship Between Principal Supervisor Coaching and Student Academic Performance
Get PDFSchools that maintain stable leadership report increased student achievement outcomes. The problem is that over 21% of U.S. principals leave their positions in the first year in high-poverty contexts. Principals leave their roles due to high job demands, inadequate support, and limited professional development, leading to decreased performance and poor school culture. The problem examined in this study was the lack of evidence on whether coaching principal supervisors contributed to improved student achievement outcomes. The study aimed to determine whether coaching principal supervisors through a regional service center was associated with higher student achievement in low-performing elementary and middle schools. A quantitative causal-comparative research design examined the relationship between principal supervisor coaching and student achievement on the State of Texas Assessment of Academic Readiness reading and mathematics tests. Data were collected from existing campus performance records from the Texas Education Agency public records. Research involved comparing the reading and math performance between schools whose principal supervisors participated in coaching and those whose supervisors did not. Group differences were analyzed by overall school and subgroups, including urban, rural, elementary, and middle schools. Results suggested no statistically significant differences in reading and math achievement between campuses with coached principal supervisors and those without. Results indicated that while principal supervisor coaching may support leadership capacity, there was no significant increase in student test scores within the study’s timeframe. The results contribute to research and practice by showing evidence that principal supervisor coaching is a potential long-term strategy to increase leadership stability and principal retention, but did not show immediate academic gains. They showed the importance of possible sustained, multiyear coaching initiatives, specific support for diverse school environments, and the continuation of leadership development
Predictive Factors of Academic Success During Transition to Undergraduate Studies in STEM Programs in Kansas
No full textIn tThis dissertation the researcher exploreds the correlations between high school GPA, ACT Math, ACT cComposite scores, and first -semester GPA for first-time freshmen at a mid-sized university in the Midwest. This quantitative correlational study uses multiple regression analysis to discover correlations that may exist between these interval variables. Data for this study was collected through a request to the study site’s oOffice of pPlanning and aAnalysiss at the university and was all archival data at a record level for the students. Data had been collected through the admissions process and was stored in Banner and SLATE, both data management platforms used by the institution. The sample size for this study was 77 students, 63 of whom had standardized test scores. Key results for this study showed that the high school GPA was the only predictive factor of success for a first -semester college GPA outcome, and that the ACT scores were not statistically significant. Recommendations based on these findings include early intervention from STEM faculty and staff, and that a contextualized, holistic approach to admissions may be more beneficial than the use of test scores and GPA alone. Future research could be conducted, if data is available, about gatekeeper coursework, such as calculus, biology, and chemistry, performance during high school and how those successes or failures correlate to first-semester performance in college STEM majors
The Effectiveness of a First-Year Experience Course: A Case Study From a Public Regional University in the Central United States
No full textStudent retention has become an increasingly popular topic for colleges and universities as they look for ways to keep students amid ever-changing budget climates. Research shows that high quality first-year experience (FYE) courses can provide crucial support to new students as they enter the college or university. Additionally, many researchers have found that supporting students through their transition to a new college environment, developing their sense of belonging, and helping them get involved on campus lead to increased student retention. The purpose of this study was to explore the curriculum, format, and delivery of the FYE course at Blue University (a pseudonym) to better understand how the course impacts a student’s transition, sense of belonging, and involvement. The qualitative case study consisted of semistructured interviews with FYE course instructors, peer leaders called orientation leaders, and students to answer the following research questions: (a) What are the participants’ perceptions regarding how the FYE course assists new students in their transition to Blue University? (b) What are the participants’ perceptions regarding how the FYE course assists new students in developing a sense of belonging at Blue University? and (c) What are the participants’ perceptions regarding how the FYE course assists new students in getting involved at Blue University? The results showed that the course has a positive impact on new students’ transition to the university by delivering basic campus information; offering an environment for positive interactions with faculty, staff, and peers; and providing opportunities for involvement
Response to Intervention Implementation With Culturally Diverse Students
No full textThis qualitative descriptive study examined how elementary educators implement response to intervention (RTI) and multitiered systems of support with culturally and linguistically diverse students. Drawing on self-determination theory and culturally relevant pedagogy, the researcher conducted semistructured interviews with five participants, three classroom teachers, one interventionist, and one campus administrator from three Title I elementary schools in a large suburban Texas district. Transcripts were analyzed through thematic coding. Four themes emerged: (1) training and preparedness for RTI implementation, (2) administrator support and follow-through, (3) understanding and application of culturally responsive teaching, and (4) RTI meeting structure and process. Participants reported a foundational understanding of tiers and universal screening but limited formal training in progress monitoring, Tier 2 practices, and databased decision making. They described language-related assessment challenges for emergent bilinguals, a lack of culturally responsive materials within interventions, and procedural inconsistencies across campuses. Teachers’ self-efficacy in culturally responsive practice stemmed more from personal commitment and experience than from systemwide guidance. Administrator involvement, clear expectations, monitoring, and resources were a key driver of fidelity. Findings suggest districts should provide sustained, job-embedded RTI training, integrate culturally responsive practices into intervention design, strengthen administrator preparation and accountability, and align RTI procedures across campuses. Limitations include the small, single-district sample, reliance on self-report, and a cross-sectional design. Implications and recommendations for policy, leadership, and professional learning are discussed
Opening Doors: Employer Perspectives on Hiring Individuals With Disabilities
No full textAbstract
This qualitative instrumental case study explored the perceptions of rural Florida employers regarding hiring individuals with disabilities (IWDs). Through in-depth interviews with nine microbusiness owners, this study identified key themes related to employers\u27 experiences, perceived barriers, and potential solutions to increase employment opportunities for IWDs. Findings revealed that while employers expressed openness to hiring IWDs, most had limited or no direct experience due to a lack of relevant applicants limited knowledge of existing policies and incentives. A recurring theme was the perception that IWDs could be valuable employees if given appropriate support and accommodations. However, barriers included concerns over workplace accessibility, required competency exams, communication challenges, and inadequate rural transportation. Employers highlighted a significant lack of awareness regarding government policies, incentives, and available resources that support hiring IWDs but expressed a willingness to learn and engage in training programs to enhance their ability to provide workplace support. Recommended solutions included fostering partnerships with local organizations that assist IWDs, implementing training initiatives for employers and staff, expanding transportation options, and increasing awareness of policies that provide financial or logistical support. One participant advocated for statewide accommodations on workplace competency exams to ensure that IWDs have equal opportunities to succeed.The study highlights the need for targeted interventions to bridge the gap between employers and IWDs. Increasing employer awareness, strengthening community partnerships, and addressing systemic barriers may better equip rural microbusinesses to foster an inclusive workforce. These findings provide valuable insights for policymakers, disability advocacy organizations, and small business networks seeking to improve employment opportunities for IWDs in rural communities
Women Overcoming Barriers in STEM: How Mentors, Allies, and Sponsors Assist Career Trajectories in Higher Education
No full textThis study focused on the personal narratives of women in STEM in both public and private higher education institutions within various roles. Specifically, the researcher aimed to determine the following: (a) if mentors/allies influence the career trajectories of women in STEM in higher education institutions and (b) if mentors/allies aid in the support of women in STEM in higher education institutions. The researcher used semistructured interviews with a narrative analysis to determine areas of struggle for the sample within their careers and how mentors, allies, and sponsors were present throughout their careers to help the women overcome these challenges. Data was collected and analyzed through the lens of feminist research theory, which also guided the development of the interview protocol and questionnaire. Through this analysis, the researcher found seven themes emerging across interviews: Passion for STEM, Misconceptions of Women, Representation/Underrepresentation of Women in STEM, Sense of Belonging, Work-Life Balance, Challenges Faced by Women in STEM, and the Importance of Mentors, Allies, and Sponsorships. Findings suggested that although mentorships exist for women within STEM fields in higher education institutions, some women found that their own more meaningful and intentional mentorships were more effective than formal, pre-established mentorships. Participants also cited the importance of both having allies and sponsors as well as serving as allies and sponsors for other women in marginalized areas. The researcher recommended that universities provide mentorship groups with motivated leaders to replace one-on-one mentorships that may be ineffective across areas of study or position to position. Having group mentorships may provide more resources in the form of more opportunities for mentors, allies, and sponsors to help assist women in these groups. The researcher also suggested that mentorship groups with motivated leaders may also serve to help support women in any area, not just areas of marginalization and underrepresentation, such as STEM.
Keywords: STEM, sexism, mentors, allies, sponsors, women, career advancement, opportunitie
An Exploration in Using Aesthetic Creative Modalities in Professional Supervision
No full textThis project examines the integration of aesthetic and creative modalities into professional supervision, traditionally dominated by conversation-based methods. Drawing on over thirty years of experience in education, ministry, and supervision, it addresses the need for more creative, diverse, expressive, and reflective tools to be used in professional supervision practice. The study proposes a theoretically and theologically grounded curriculum to equip supervisors in postgraduate training with creative approaches that enrich learning, insight, and practice within the evolving landscape of professional supervision in Australia
