NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 35 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Capstick, M. Kyle; Harrell-Williams, Leigh M.; Cockrum, Colton D.; West, Steven L. – Innovative Higher Education, 2019
The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services…
Descriptors: Instructional Effectiveness, Coaching (Performance), At Risk Students, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Holzweiss, Peggy C.; Polnick, Barbara; Lunenburg, Fred C. – Innovative Higher Education, 2019
Higher education institutions of today are offering different courses in different formats in order to attract students and increase enrollment. Courses that can be completed in a shorter time frame are growing in popularity but can come with challenges. This case study research examined the experiences of students and instructors in online…
Descriptors: Online Courses, Time Factors (Learning), Student Experience, Teaching Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Peirone, Amy; Maticka-Tyndale, Eleanor – Innovative Higher Education, 2017
Academic entitlement, a term that defines students' expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey.…
Descriptors: Student Attitudes, Educational Attainment, Correlation, Multivariate Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Robert L. – Innovative Higher Education, 2017
This article integrates a series of studies conducted over a 15-year period in a multi-section educational course taught by the same supervising professor and his GTAs . The purpose of each study was to determine whether particular interventions or student characteristics affected performance levels in the course. Over the extended period of…
Descriptors: Educational Psychology, Courses, Intervention, Student Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Kelley, Martha J.; Salisbury-Glennon, Jill D. – Innovative Higher Education, 2016
Doctoral student enrollment and study require significant resources such as faculty time, student time, and funding. However, doctoral student attrition is a serious problem nationwide, especially at the dissertation level. When doctoral students do not complete their dissertations, their potential contributions to society are substantially…
Descriptors: Graduate Students, Student Attrition, Doctoral Dissertations, Independent Study
Peer reviewed Peer reviewed
Direct linkDirect link
Fish, Marian C.; Gefen, Dalia R.; Kaczetow, Walter; Winograd, Greta; Futtersak-Goldberg, Rachel – Innovative Higher Education, 2016
One of the essential factors related to student success and satisfaction with a higher education experience is the college environment in which learning takes place. The purpose of this study was to develop a scale, the College Campus Environment Scale (CCES), to measure characteristics of college campus environments valued by students. A model…
Descriptors: Higher Education, Academic Achievement, Educational Experience, Campuses
Peer reviewed Peer reviewed
Direct linkDirect link
Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L. – Innovative Higher Education, 2015
Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…
Descriptors: College Students, Homework, Tests, Introductory Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Bowman, Nicholas A. – Innovative Higher Education, 2014
Openness to diversity and challenge (ODC) constitutes an integral outcome of the undergraduate experience. However, ODC may also serve as a form of generalized openness to experience; if so, then it should be positively related to a host of college experiences as well as student success. The study reported here explored this possibility within a…
Descriptors: Longitudinal Studies, College Freshmen, Hierarchical Linear Modeling, Grade Point Average
Peer reviewed Peer reviewed
Direct linkDirect link
Kogan, Marina; Laursen, Sandra L. – Innovative Higher Education, 2014
As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades…
Descriptors: Inquiry, Active Learning, Case Studies, College Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Fitzgerald, Shawn M.; Mahony, Daniel; Crawford, Fashaad; Hnat, Hope Bradley – Innovative Higher Education, 2014
For the study we report here we used the theoretical framework of organizational justice to examine academic administrator's perceptions of resource distribution decisions. We asked deans, school directors, and department chairs in one midwestern state about their perceptions of the fairness and likelihood of use of various distribution principles…
Descriptors: Higher Education, Administrator Attitudes, Educational Resources, Decision Making
Peer reviewed Peer reviewed
Direct linkDirect link
Kezar, Adrianna – Innovative Higher Education, 2013
This article explores the organizational impediments and facilitators that influence the implementation of student learning outcomes assessment (SLOA). This review points to the importance of culture, leadership, and organizational policies to the implementation of SLOA. However, we need to approach research differently, both conceptually and…
Descriptors: College Outcomes Assessment, Higher Education, Academic Achievement, Leadership
Peer reviewed Peer reviewed
Direct linkDirect link
Berk, Ronald A. – Innovative Higher Education, 2012
PowerPoint[R] presentations in academia have a reputation for being less than engaging in this era of learner-centered teaching. The Net Generation also presents a formidable challenge to using PowerPoint[R]. Although the research on the basic elements is rather sparse, the multimedia elements of movement, music, and videos have a stronger…
Descriptors: Video Technology, College Faculty, Multimedia Instruction, Visual Aids
Peer reviewed Peer reviewed
Direct linkDirect link
Hu, Shouping; McCormick, Alexander C.; Gonyea, Robert M. – Innovative Higher Education, 2012
Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we examined the relationships between three approaches to measuring student learning outcomes (direct-assessment learning gains, self-reported gains, and college grades) and student persistence from the first to second year. Results from a series of logistic…
Descriptors: Academic Achievement, Liberal Arts, Academic Persistence, Cohort Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Wright, Mary C.; Bergom, Inger; Brooks, Michael – Innovative Higher Education, 2011
As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants (TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments they make when teaching student-centered courses. This study examined a student-centered…
Descriptors: Feedback (Response), Teaching Assistants, Student Centered Curriculum, Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Ahuna, Kelly H.; Tinnesz, Christine Gray; VanZile-Tamsen, Carol – Innovative Higher Education, 2011
In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on…
Descriptors: Undergraduate Students, Critical Thinking, Cognitive Psychology, School Holding Power
Previous Page | Next Page ยป
Pages: 1  |  2  |  3