University Growth
Inclusive Practices in Health Sciences: Equity Proofing Higher Education Programs View Digital Media
Paper Presentation in a Themed Session Mitzi Brammer
This paper highlights the research and subsequent outcomes of a grant-funded project that addresses inclusive practices in a health sciences college at a private midwestern university in the United States. Quantitative and qualitative data are shared as well as implications for pedagogy in higher education. We share numerous resources that align with equity, diversity, and inclusion in higher education.
Beyond Self-concordance Motivation: A Sequential Mediation Model Examining the Effect of Freshman Students' Role Obligation on Academic Interest in Their Major View Digital Media
Paper Presentation in a Themed Session Chin Lung Chien, Yun Shan Chiang
According to self-concordance theory, students who autonomously choose majors aligned with their interests (self-concordance in major) generally exhibit higher academic interests and better performance. However, research has shown that in Taiwan, numerous university students face challenges in aligning their majors with personal interests. This study posits that, in addition to self-concordance, students' identification with role obligation—an academic motivation emphasized in Confucian culture—can cultivate learning interest through sequential mediating factors. Focused on first-year university students, a two-wave online survey was conducted at the beginning (T1) and the end of the semester (T2). At T1, participants provided data on self-concordance, identification with role obligation, social desirability (control variable), and demographics. At T2, they reported on academic engagement, achievement, basic psychological needs satisfaction, and academic interest. The results, based on a valid sample of 177, reveal that, controlling for role obligation (T1), self-concordance (T1) had a positive effect on academic interest (T2) but did not significantly predict engagement (T2) and performance (T2). Controlling for self-concordance (T1), role obligation (T1) not only contributed to engagement (T2) but also furthered satisfaction of basic psychological needs (T2), especially the need for competence, ultimately giving rise to academic interest (T2). In conclusion, both "self-concordance" and "role obligation" can predict academic interest in one’s major directly or indirectly, with role obligation having a stronger effect on academic engagement. This study provides an alternative pathway for generating academic interest in the major.
Learning and Undergraduate Research in Biology: Assessing the Program in a Small Liberal Arts Christian College View Digital Media
Paper Presentation in a Themed Session Benjamin Navia
Undergraduate research is one high-impact practice in higher education for student engagement, learning and retention. Research has been an integral component of the transformative education offered by the Biology Department at Andrews University over the years. Research opportunities have been available for students as the faculty of the department have remained active in research and thus have provided space for such experience. With the downward trends in college enrollment in the last few years, small colleges have struggled to retain and attract more students. Therefore, the need to implement and improve high impact practices is essential to the healthy functioning of smaller private institutions. Since formalizing the research program, there has been an increasing number of students becoming engaged in research. This paper includes the history and description of the program, data collected on the program, feedback from participants and also discusses implications for both student learning and loads for faculty mentors involved in the program.
Discovery-based Learning at UC Berkeley: Creating Connection For Lower Division University Students in a Diverse Environment View Digital Media
Paper Presentation in a Themed Session Patricia Steenland
For the past three years, Pat has been the co-lead of the First Step Discovery Project, one of four funded projects of the UC Berkeley Discovery Initiative. The First Step project seeks to transform beginning classes from skills-based requirements into gateway inquiry-based experiences connecting first and second year students with the best and most exciting resources fo the university. This paper provides a brief overview of the Discovery Initiative and discusses how this pedagogical approach helps to foster a sense of belonging, both intellectually and socially, at an institution whose student body embodies the diversity of the demographics of the California population. It also features a case study of a student project structured as a Discovery-based learning experience. The case study project was a site-specific installation that also featured a student-created website and multimodal research projects, integrating historical research with digital presentation frameworks.
