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The escalation in online learning post-COVID has created a pressing need to consider faculty-student interactions in a virtual environment. A sequential explanatory, mixed-method design was used to investigate university students' perceptions of faculty caring online following the COVID-19 pandemic. Participants were 46 undergraduate and graduate students enrolled in one of four programs offered either fully online or with a significant number of required courses offered in an asynchronous online format at the same university in a single semester. Results from the Student Perspectives of Caring Online Survey indicated participants' feeling strongly about effective communication, specifically a detailed class calendar with a schedule and due dates as well as clear instructions regarding expectations for online communications, as a faculty behavior that conveyed caring. Qualitative data supported this finding and indicated that empathy and support from faculty were also highly valued. Implications of findings for online teaching practices are presented.

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' selfefficacy to teach in a blended curriculum. This qualitative study aimed to examine the perceptions of occupational therapy educators' self-efficacy when teaching in a blended curriculum. The theoretical framework for this study was Bandura's self-efficacy theory. Ten occupational therapy educators teaching in a blended curriculum were interviewed for this study. Content analysis, descriptive, in vivo, and pattern coding were used to code and analyze the data. Four themes emerged that may contribute to an enhanced self-efficacy when teaching in a blended curriculum: (a) Personal agency enhances performance in teaching, (b) university resources support growth as an educator, (c) feedback as an opportunity for reflection and growth, and (d) coping to overcome frustration teaching in a blended curriculum. Results of the study may provide university leaders insight on creating structured professional and mentoring programs that focus on educational learning theories and instructional design, training on educational technology, and providing feedback from peers and supervisors to promote reflection and behavior change which may lead to enhanced self-efficacy as a blended learning educator.

Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

Although many Nigerian universities are making efforts to provide access to digital library resources, the level of utilization of these resources have not been encouraging due to several factors. Information literacy has been identified as a major factor when considering the factors that enhance use of digital resources. In view of this, this study was designed to investigate how "information literacy skills" predict the utilization of digital library resource by university teaching staff. The study was built around two theoretical models, that is, SCONUL's information literacy model, and the Technology Acceptance Model. A correlational research design guided the study. The population consisted of 6,653 teaching staff from six federal universities in Southern, Nigeria, and six hundred and sixty-five (665) persons comprised the sample, proportionately chosen via stratified random sampling. The test instruments designed for this study were: Test tool titled "Skill Test on Information Literacy" (STIL), and a questionnaire titled "Usage of Digital Library Resources" (UDLR). The study used the Kuder-Richardson technique to determine the items' reliability yielding results of 0.77, 0.78, 0.75, 0.64, 0.81, and 0.81 for digital library resources usage. The study used multiple regression analysis for the research question. The findings revealed that in terms of extent, a weak positive relationship exists between the skills of university teaching staff in information literacy and utilization of digital library resources. On the whole, the findings showed a significant correlation between university teaching staff skills in information literacy and utilization of digital resources. It implies that in improving the usage of digital resources by university teaching staff, attention must be focused on their abilities to utilize these resources. It was recommended that librarians should have a strategy for training lecturers on digital skills as part of the overall plan for promoting the usage of digital resources by lecturers.

Netnography, a qualitative research approach, entails observing, analysing, and interpreting online data. This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher's reflective journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers' identity development and emotion but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.

Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution's unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.

Social work education prioritizes the use of research to inform practice. As university students, prospective social workers have a wealth of research available to them as well as librarians to help them find, evaluate, and use that information. However, access to much of this research ends once the student graduates - at a time when it is most needed to inform their professional practice. To address this challenge, a librarian and a social work faculty member worked with one class of students in their final semester of a bachelor's degree in social work program to promote awareness of information privilege and barriers to access, to expand their understanding of authority to include marginalized voices, and to utilize an open pedagogy assignment as a means of proactively addressing these challenges. This article describes what was learned from this effort, including the results of surveys conducted with students before and after instruction.

The objective of this research is twofold: firstly, to examine the level of local food security and the community members' understanding of environmental education; and secondly, to develop a model that enhances local food security by implementing the environmental education practices of the community residents. Utilized mixed-methods research. Data were gathered via a questionnaire, a group discussion, and a workshop. A total of 378 respondents were chosen for the questionnaire using multi-stage selection, while 45 respondents were chosen using purposive sampling. Furthermore, a total of 32 community volunteers were extended an invitation to participate in the workshop. This study included descriptive statistics and content analysis. The findings indicate that the target communities have an average perception level of 3.19 regarding local food security, while their knowledge about the environment is at a high level of 4.01. The study identifies five key components for establishing local food security, namely: (1) learning local food identity; (2) inheriting local wisdom; (3) transmitting local food knowledge; (4) managing sources of local food; and (5) building local networks.

There is a plethora of evidence to suggest that academics of colour remain under represented in higher education; they are less likely to be professors and occupy senior managerial roles compared to White groups and report regular incidents of overt and covert racism. Equality, Diversity and Inclusion initiatives such as training programmes to progress the position of academics of colour into senior roles have been used to address their under representation. Drawing on Critical Race Theory this paper examines how within the neoliberal marketised university, such training programmes are used for the benefit of White groups to perpetuate White privilege.

Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed.

One way to achieve equitable design is to directly include users who will be impacted the most in the planning and facilitation of a project. Common financial, logistical, and/or temporal constraints reveal that direct inclusion of the people most impacted is not always possible. If this barrier arises, one promising alternative is the creation and use of personas. Using a vignette and case study qualitative methodological approach, three researchers at a large urban university in the Pacific Northwest detail personas and journey mapping as an equitable design practice during a LMS migration on a rapid development timeline. This paper details how personas were created using empirical data, how journey mapping impacted various teams, and how centering equity better prepared staff to support instructors throughout the migration while addressing the student learning impact.

In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library's shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future.

The discourse around the discontent of faculty, staff, and students has been growing since the beginning of the COVID-19 pandemic. While much of the conversation about how to address the issues facing higher education is well-intentioned, efforts to help faculty do not go deep enough to the core of their identity. In this work, we describe a survey we designed and implemented that explores faculty motivation and perceptions of the faculty job. What we have learned through this limited sample is that intellectual engagement and a passion for education motivate faculty rather than some of the more conventional dimensions of motivation such as money or benefits. Faculty find teaching to be enjoyable, interesting, and important - arguably the best part of their job - and they have positive views of their students. These findings suggest that faculty developers might rethink their approach to working with faculty and do so in a way that aligns with the faculty motivations revealed in this research.

Many faculty perform work as public intellectuals, producing essays, op-eds, interviews, and other forms of media to amplify their academic work. However, educational research has not examined how faculty conceptualize non-academic audiences, influencing who faculty address in their public scholarship and what they work on as public intellectuals. This study engaged with 14 education faculty members to explore how these individuals conceptualized the audiences for their public scholarship. Findings suggest faculty often conceptualize audiences of public scholarship as larger, non-academic audiences, speaking to the constraints of academic audiences. However, faculty often described their audiences as being educated, being educators, and being passionate about education--identities that they held--possibly perpetuating a public echo chamber between education faculty and educators in the public sphere. Implications for faculty development and public scholarship are addressed.

Recognizing the socioeconomic importance of STEM-based entrepreneurial initiatives, several entrepreneurship education programs (EEPs) have been initiated to foster and incentivize the translational of academic scientific and technological research into commercially offered products. However, STEM-focused entrepreneurship continues to be challenged by diversity, equity, and inclusion issues, with limited research examining women STEM faculty's perspectives in regard with EEPs. We argue that to develop EEPs that are inclusive to women, one of the foremost needs is to better understand their intentions behind engagement in EEPs. The purpose of this qualitative study is to investigate women STEM faculty's intentions to engage in entrepreneurship education programs. In-depth, semi-structured interviews were conducted with 32 self-identified women STEM faculty who have (n = 13), and have not participated (n = 19) in EEPs. The participants represented different STEM fields and were situated across multiple institutions in the USA. Five core themes emerged from analyzing the qualitative interviews using first and second cycle coding methods. These themes identify different intentions behind women STEM faculty's engagement in entrepreneurship programming - translation intent, innovation intent, intent to engage students, personal intent, and entrepreneurial intent. Overall, the findings suggest that the singular "venture-creation" focus in EEPs does not sufficiently capture the varied intentions that inform women STEM faculty's engagement in EEPs. Implications of the findings in regard with improving inclusivity in entrepreneurship program development and implementation, and entrepreneurship education research are discussed. We call for further research that examines how women STEM faculty navigate academic entrepreneurial pathways that include broader issues within the mainstream entrepreneurial ecosystems. We anticipate that continued research efforts paired with administrative implementations will assist in addressing systemic issues and contribute to the broadening participation of STEM women faculty in EEPs.

The Institute of Teacher Education and Development (INTED) was founded in Accra, Ghana, in 2011, thanks to a fellowship from Stanford University. The institute is a nongovernmental organization whose objective is to improve learner outcomes by supporting the professional growth of educators. At the center of INTED's model is a professional learning initiative for teacher leaders called the Master Fellows Program. The Masters Fellow Program builds the capacity of teachers to become instructional leaders who support professional learning communities, engage other educators in the institute's professional learning activities, share their experiences at conferences and community events, and act as mentors and champions of teachers. Looking into the future, INTED is seeking to expand offerings to include online learning opportunities to ensure that greater numbers of teachers and schools can access its programs at lower costs and improved convenience.

Student engagement is a key factor in promoting learning and academic achievement. This study explores the factors underlying student engagement and the best practices advocated by students and faculty to engage students. Results revealed that student motivation to learn and self-efficacy are positively associated with student engagement. In addition, self-efficacy partially mediated the relationship between motivation to learn and student engagement. Finally, both faculty and students suggested diverse and inclusive techniques to engage students. Online education may become our new reality, and adjustment to this new world requires shifting to a new pedagogical paradigm.

Higher education institutions (HEIs) globally heavily depend on the resilience of academic staff members to achieve excellence in teaching and learning. The extant scholarly work on resilience seems to take the relationship between workplace environmental factors (WEFs) and the adverse experiences of resilience among women academics for granted. Using South Africa as an example, this research mainly focused on the WEFs acknowledged as the primary sources of adversity and the overall perceptions and experiences of resilience among women academics in South African HEIs. This research employed a mixed methods sequential explanatory design comprising an online quantitative survey of 135 women academics, and individual in-depth/semi-structured qualitative interviews of 27 women academics. The aim of this article was to illustrate how resilience can shape the way women academics interpret and respond to adversity. More specifically, the mixed-method findings presented in this article thought to document the perceived experiences of PR among women academics in South African Higher Education institutions (SA-HEIs), with a particular focus on the University of KwaZulu-Natal (UKZN) which is located in the province of KwaZulu-Natal in South Africa. The findings unpack how four building blocks of psychological resilience (BBPRs) -- neuroticism, mindfulness, self-efficacy, and coping -- moderated the effects of WEFs-related adversities; and provide insights into the impacts of human resources management practices (HRMP) on women academics' resilience. We conclude that a higher self-reported level of resilience is not necessarily indicative of positive experiences of WEFs amongst women academics in South African universities.

The university curriculum has been urged to incorporate 21st-century digital competence and skills, particularly information literacy, in accordance with recommendations made by numerous organizations, including the Scientific and Cultural Organization (UNESCO) and the International Society for Technology in Education (ISTE). Instructors are then considered true facilitators in this sense. Therefore, recent studies investigated the factors that shape teachers' competence in developing learners' information literacy by exploring contextual factors such as the availability of information and communication technologies (ICTs) and internal factors such as their attitudes. This study aims to shift the focus from exploring contextual factors or teachers' attitudes to exploring instructors' individual ICT-related factors. Through a bi-phenomenon analysis, this study leveraged teachers' professional knowledge and ICT-related teaching skills in shaping their competence to develop learners' information literacy. To do so, 346 university English as a Foreign Language (EFL) lecturers in Iran voluntarily participated and answered the study instruments. The result of the partial least square modeling approach (PLS-SEM) revealed that lectures' skills in designing the procedure to develop university language learners' information literacy and integrating psychological factors, such as self-regulation and attitude, as well as the skills to implement the procedure and handle unforeseen challenges effectively cultivate information literacy. The professional knowledge areas of planning, exertion, and ethics were also recognized as preconditioning factors in this manner. In addition to introducing a new conceptual framework to the literature, the findings of this study also make recommendations on how lecturers can upgrade their action-oriented skills and professional knowledge to increase learners' information literacy. Executive managers should also update their recruitment criteria and evaluate lecturers' skills and knowledge during recruitment.

This longitudinal study explores persistence in research productivity at the individual level over academic lifetime: can highly productive scientists maintain relatively high levels of productivity. We examined academic careers of 2326 Polish full professors, including their lifetime biographical and publication histories. We studied their promotions and publications between promotions (79,027 articles) over a 40-year period across 14 science, technology, engineering, mathematics, and medicine (STEMM) disciplines. We used prestige-normalized productivity in which more weight is given to articles in high-impact than in low-impact journals, recognizing the highly stratified nature of academic science. Our results show that half of the top productive assistant professors continued as top productive associate professors, and half of the top productive associate professors continued as top productive full professors (52.6% and 50.8%). Top-to-bottom and bottom-to-top transitions in productivity classes occurred only marginally. In logistic regression models, two powerful predictors of belonging to the top productivity class for full professors were being highly productive as assistant professors and as associate professors (increasing the odds, on average, by 179% and 361%). Neither gender nor age (biological or academic) emerged as statistically significant. Our findings have important implications for hiring policies: hiring high- and low-productivity scientists may have long-standing consequences for institutions and national science systems as academic scientists usually remain in the system for decades. The Observatory of Polish Science (100,000 scientists, 380,000 publications) and Scopus metadata on 935,167 Polish articles were used, showing the power of combining biographical registry data with structured Big Data in academic profession studies.

Physical accessibility at colleges and universities is a perennial and challenging issue. Some campuses have made efforts to address these challenges through a variety of advocacy initiatives, while others have used disability simulations to bring greater awareness of physical accessibility to campus communities. An alternative approach to disability simulations and other accessibility awareness exercises is the Accessibility Expedition (AE). The AE engages participants in an exploration of campus spaces facilitated by disabled individuals and individuals knowledgeable of ADA Standards for Accessible Design and/or universal design (UD). The exploration is followed by a debriefing session to discuss barriers to equitable participation, as well as evidence of accessible or universal design practices. The description, rationale, steps for implementation, and observed outcomes of the AE practice are discussed.

One pathway to creating more equitable schooling is through schools becoming trauma sensitive. Students exposed to trauma are more likely to struggle in school compared to their non-trauma-exposed peers. Changing the school environment allows trauma-exposed students more opportunities to access academics. This qualitative study explores the practices and strategies employed by one elementary school (K-5) to become trauma sensitive. Based on the data, five subthemes emerged that coalesce around the overarching theme of creating a caring community to achieve a trauma-sensitive school. For the purposes of this study, a "caring community" is defined as a group of people sharing a common workplace who have a true interest in the well-being of others in the community. The five subthemes include (1) the faculty's commitment to creating a safe school, (2) intentional school design to foster support (covered in Ballin, 2022), (3) a commitment to engaging families, (4) a desire to make school fun, and (5) the principal's support of the school community. By embracing practices aligned with trauma-sensitive schooling, this small school changed the learning environment to give more children chances for success despite current and past traumatic experiences.

The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level.

In the Spring of 2020, the COVID-19 global pandemic impacted all aspects of life throughout the world, including education. Teachers who had never taught online before, all of a sudden had one week to get ready to engage with their students in a virtual setting. On top of these changes, our small post-degree Canadian teacher education program had teacher candidates on practicum in K-12 schools. That meant our faculty mentors, responsible for recommending teacher candidates for certification, had to figure out how to mentor, support, and evaluate teacher candidates who were teaching remotely. This research aimed to address the following two questions: a) What were these faculty mentors' experiences when having to move mentoring of teacher candidates on a remote practicum? and b) What recommendations do these faculty mentors have for teacher education programs trying to support faculty mentors having to mentor teacher candidates who are teaching remotely? Results illustrate challenges with workload, anxiety, screen time, teacher mentors limiting teacher candidate opportunities, and figuring out how to evaluate certification readiness.

The objectives of this study were to: (1) investigate the efficiency of Organization Learning via Information Technology Teaching for FOSHAN University of Higher Education, (2) compare students' achievements before and after learning through Organization Learning via Information Technology Teaching, and (3) examine students' satisfaction with of using Organization Learning via Information Technology Teaching. The study successfully collected 356 valid surveys from Foshan's vocational schools, resulting in a total of 370 questionnaires and a response rate of 96.2%, providing valuable insights into the reality of the situation in these institutions at FOSHAN University of Higher Education in China, derived through purposive sampling technique. The instruments used for collecting the data were: (1) The questionnaire to enhance learning achievement, (2) a student's pre-test and a post-test for FOSHAN University of Higher Education students., and (3) a teacher satisfaction form. The data analysis statistics were percentage, mean, standard deviation, and the t-test for the dependent sample. The research findings revealed that the survey data from the Guangdong Vocational College of Environmental Protection Engineering revealed that most teachers were female, with a higher proportion of females than males. Most teachers were between 30-40 and 40-50, with a higher proportion of those between 50 and 60. The survey also revealed that 59% of the teachers held postgraduate degrees, while 14.6% held doctoral degrees. Most teachers at the college were lecturers, with 46.6% holding the lecturer position and 41.3% being associate professors. The proportion of teachers at the college was 28.4%, compared to 21.3%. The dependent variables in this study pertain to college teachers' information-based teaching capacity, including the ability to use information-based tools, develop teaching methods, create resources, and execute teaching practices. The National Guide to Teachers' Educational Technical Capacity in Colleges and Universities was used to evaluate the information-based teaching capacity of college instructors. The study found a significant association between technology perception, task flexibility, convenience, social influence, and the transfer of information in college classroom education. The convenience factor, which refers to the teachers' ability to utilize and implement technology efficiently, was a significant factor in adopting information-based teaching. The study highlights the importance of assessing the instructional proficiency of college educators and the social impact of information-based teaching.

This research study focused on understanding changes that were taking place in Promotion and Tenure (P and T) practices in eight selected institutions of higher education in the state of Georgia and examined factors, if any, that were acting as a catalyst for change. The research team used both quantitative and qualitative analyses of the P and T dossier reviews. The study did broaden our understanding of important and complex issues in higher education. The results have implications for higher education faculty and administrators as they contemplate tenure and promotion decisions and policies, and complete future research studies.

In recent years, higher education enrollment has become increasingly diverse, particularly in online programs. Accordingly, institutions are increasingly aware of the importance of retaining these students and supporting them through successful degree/program completion. While there has been substantial declaration of the need for promoting improvement in equity and inclusion, the strategies for effectively achieving this are still lacking or, at best, are in experimental stages. The result is a gap between the acknowledgement of the need for serving diverse students and the culture shift necessary to effectively foster an environment that advances equity and inclusion. While truly achieving equity and inclusion requires a multi-faceted approach, we assert that an under-utilized strategy is the use of faculty-led Professional Learning Communities (PLCs), which aim for incremental transformation of teaching practices through ongoing, inquiry-based learning. Forming and implementing PLCs for cross-discipline faculty of all backgrounds to convene and collaborate on the development of enhanced curriculum and teaching strategies that leverage diversity and prompt equity and inclusion in the classroom can accelerate the culture shift required to truly serve diverse learners.

To advance and encourage partnerships between institutions and their greater communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This study investigates how school- and department-level promotion and tenure committees define, understand, and "evaluate" faculty's engaged research. Specifically, this study explored what goes into making evaluative decisions and how evaluative decisions are made (e.g., how review committees define and categorize faculty's engaged research, what metrics are used to assess it). In this single case multi-site qualitative study 12 participants across five R1 institutions classified as "engaged" by the Carnegie Foundation participated in semi-structured interviews. All participants were tenured, engaged scholars with experience serving on a school- and/or department-level promotion and tenure review committee. Findings demonstrate that review committees struggle to define, categorize, and evaluate community engaged research in promotion and tenure, as they are forced to exclusively rely on a traditional set of metrics to evaluate the engaged work of their peers. Though universities are making strides to institutionalize engagement, appropriate recognition of engaged research within promotion and tenure is not yet a reality.

The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The research approach used in this paper belongs to the qualitative paradigm. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas. Ti was used to analyze the data. The program created three categories: andragogical heterotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

Spreadsheets have long played a key role in business operations. The use and adoption of data analytics has significantly increased over the last few years and amplified this role. Spreadsheets are often a first tool for data analytics as such applications provide ease of calculation of basic statistics and chart development. For much of the last two decades universities have provided training in Microsoft Excel because that was what companies used and wanted. Since mid-2020, there has been an increase in use of Google Sheets causing some faculty to believe that MS Excel should be replaced. Faculty must always be aware of current and future employers demands and ensure programs meet the expectations of employers especially expectations for recent graduates. This study reviews business job postings seeking employees with two years or fewer years of work experience between 2019 and 2021 and examines demand for spreadsheet application experience. Results overwhelming indicate that Microsoft Excel still is the most required spreadsheet application by employers and faculty should pause before changing MS Excel training or removing certifications.

The COVID-19 pandemic stimulated education system worldwide to employ online learning to support learning despite difficult times. To respond to this challenge and to promote Sustainable Development Goal (SDG) 4, advocating quality education, a virtual learning material (VLM) for Biology was articulated in Google Classroom. Accordingly, this study aimed to evaluate its acceptability and conformity to the international standards for online courses using the Open SUNY Course Quality Review (OSCQR) rubric as the questionnaire. Respondents (N=40) involved four stakeholders: Senior High School Students, Pre-service Science Teachers, High School Teachers, and Science Instructors/Professors, with n=10 representatives each group. Their perspectives of the VLM acceptability in terms of Overview and Information, Technology and Tool, Design and Layout, Content and Activities, Interaction, and Assessment and Feedback were obtained through a Google Form by rating the 50-item questionnaire on a 4-point Likert scale together with two open-ended questions. With a grand mean of 3.81(SD=0.40), the findings revealed highly acceptable results. The qualitative responses also substantiated this result. Significant differences in the responses are also discussed, while the Cronbach alpha reliability test is high ([alpha]=0.923). Significantly, the VLM conforms with the international standards for online course design, suggesting it can be implemented among target students.

The launch of ChatGPT has been revolutionary. This AI chatbot can produce conversations which are indistinguishable from that of humans. This exploratory qualitative study is foregrounded in a constructivist-interpretative perspective. The principal objective of this paper is to explore the views of academics on ChatGPT as an AI-based learning strategy at an open distance e-learning (ODeL) institution of higher education. Thirteen academics, who were enrolled as study participants, posted their views of ChatGPT as an AI-based learning strategy on a Teams chat at an institution of higher learning. The results support a few research studies on ChatGPT. The academics recognized the benefits and risks of using ChatGPT for teaching and learning. Further investigations are recommended to explore similar studies in higher education spaces and specifications.

This study contributes to a better understanding of instructors' perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion--with access as a baseline expectation and inclusion operationalized as relationship building--rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

The purpose of this study was to investigate Mor Hom natural dye using a qualitative research approach and local knowledge. Relevant primary and secondary data were collected through in-depth interviews with three sets of key informants, including community scholars, natural-dyed Mor Hom clothing businesses, and academics, and a participatory observation procedure involving a total of 15 participants from five local wisdom areas in Phrae province, Thailand. The content analysis revealed that the natural dye Mor Hom is inherited from the progenitors through communion with the inheritors through narrating, remembering, following, trial and error, and testing until completed. In order to determine Mor Hom local knowledge from the respondent's implicit information, knowledge management technologies are required. In wisdom management, knowledge storage is demonstrated and organised using a method of learning by practise, learning from previous teachings, and studying from successful individuals in natural dyeing, or "best practice", to generate explicit knowledge. In addition, they were developing a knowledge management guideline for natural dyeing wisdom that the community could use to learn and share information. In addition, the local perception of the district is extremely conservative because Mor Hom represents Phrae when people discuss this region. For the community and all concerned parties, the outcome of this research is a handbook and an electronic book for managing the local knowledge of Mor Hom natural dyes.

The integration of machine translation (MT) and artificial intelligence (AI) has significantly enhanced the precision of MT systems producing translations that rival the quality of skilled human translators. This innovation has broadened the applicability of AI-enabled MT systems attracting users for a variety of purposes. This paper explores the following areas: the application of AI-enabled MT, specifically Google Translate (GT) in English as a Foreign Language (EFL) classroom. Empirical findings and recent research indicate that students are increasingly reliant on MT particularly in higher educational settings where English is not their first language. The purpose of this research is to provide insight on the practices, beliefs and goals of EFL learners who use GT in the classroom. Data was gathered from 234 university students through a questionnaire along with pre- and post-tests to compare the quality of writing drafts created with and without the aid of GT. The findings are consistent with those of previous research conducted worldwide highlighting the immense potential of AI-enabled MT in not only boosting students' learning experiences but also cultivating more independent learners. The study also indicates that students have positive attitudes towards GT and employ diverse search strategies to address various language-related challenges.

The study was designed to investigate the perception of teaching faculty and learners regarding blended learning, i.e. the mixture of classroom and computer-equipped learning. The population of the study was comprised of students and teachers of university of Okara. The researchers used purposive sampling technique to collect the data. The interview protocol was used to collect the data. The interview protocol was drafted and finalized in the light of expert opinion. Total 15 (7 teachers and 8 students) interviews were conducted. The participants were personally contacted by the researchers and finalized the time for interview. The study concludd that the participants have sufficient understanding and know-how about blended learning. The way of teaching was adopted to disseminate educational information and up-to-date knowledge to the students sitting at home. As it was a newly adopted method so it has many procedural pros and cons thus it was the need of us to explore the perception of the teachers as well as students.

With the pandemics still an ongoing issue and the sudden shift to full distance learning, English language learning in Indonesia has been severely impacted. The current study sheds light on the current teaching practices within Academic writing Classes of Full-time online learning in Indonesian Higher Education Context during the pandemics. The aim of the study focuses on (1) the impact of the change in learning process during the pandemics in terms of EFL students' second language acquisition within academic writing environment and (2) lecturers' perception on the shift in the approaches they used to accommodate safety protocols during the pandemics (3) how lecturers cope with the technological changes made to provide a successful SLA input in a hybrid learning setting. This study was carried out through a qualitative approach with a case study design in mind. The study analyzed the current teaching process based on Westhoff's effective second language acquisition which served as the framework of the study. The study employed a qualitative approach using observation and interview as the instrument and analyzed based on Miles & Huberman's qualitative data analysis technique. The present study found that there were three approaches that the lecturers preferred, they are (1) Hybrid-led second language Acquisition, (2) Synchronous-led second language acquisition, and (3) Asynchronous-led second language acquisition. These approaches were influenced by the lecturers' views which was categorized into three namely; (1) hybrid-led which focuses both on theoretical and practical, (2) theoretical-led which leans solely on writing and reading skills, and (3) practical-led which emphasized on oral output production. The study presents a finding on how Indonesian lecturers current teaching practices during the pandemics within academic writing setting by looking into the teaching performance and how their views shape the learning process for students to learn the target language.

This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality--synchronous versus asynchronous--and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor's learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.

The abrupt switch to online teaching and learning in response to the COVID-19 pandemic caused a disruption to the instructional practices professors and students had grown accustomed to prior to March 2020. After 18+ months of virtual instruction, many colleges and universities returned to face-to-face classrooms. In order to understand how faculty planned to use their COVID-based virtual teaching experience to inform future face-to-face instruction, 436 faculty members from colleges and universities in the mid-Atlantic and southeast US were asked to reflect on their experiences teaching during the pandemic. These faculty members were asked two questions: Considering your COVID-based teaching over the past 18 months, (1) What did you learn during that COVID teaching that you will apply in your Fall 2021 course(s)? and (2) As we move toward classes in the Fall, keeping in mind your experiences over the past 18 months, what can we do to better support our students' learning? The 119 responses fell into several themes, (a) reflections on the consequences of the change to online learning, (b) the necessity of flexibility in instruction and policy, (c) the importance of student engagement and open communication, and (d) the increased need to prioritize relationships. Ultimately, the faculty members acknowledged the value in reframing students as individuals with lives outside the classroom, acknowledging that these pressures can impact learning, and the necessity to remember as we come together that we can support students by following this advice: "Be humane. Be human."

The COVID-19 pandemic brought about sudden changes in pedagogical strategies in higher education. How faculty processed these changes, as well as their lived experiences during these shifts, has informed fundamental shifts in higher education that will last long into the future. The aim of this phenomenological investigation was to explore the lived experience of new and experienced faculty at one midwestern university during the COVID-19 pandemic. In a qualitative phenomenological study using a stratified purposive sample, through learning management virtual LMS tours and semi-structured interviews, investigators explored the experiences of 27 new and experienced faculty members across 20 disciplines. Findings included themes of panic and stress, teaching during quarantine (quaranteaching), innovation and technology, acknowledging loss (something lost), giving grace, and carrying new learning forward (something gained). Investigators link findings to the literature, compare and contrast faculty experiences with those of a student, and discuss implications for teaching and research. This study contributes to the literature chronicling the fundamental shifts in higher education occurring as a result of the COVID-19 pandemic, and the impact of these shifts on faculty and students.

The syllabus is an essential learning resource for students. Previous studies have highlighted the importance of the syllabus but to date, no studies have addressed whether the syllabus needs to continue as a stand-alone document given the information contained within it can be, and often is, shared with students via the learning management system. At conference sessions focused on the syllabus, faculty have questioned the need for essential course information to be conveyed in a document format as technology has progressed. In this study, 396 students and 75 faculty members at a community college and a public university granting undergraduate and graduate degrees completed a survey. Results indicated that both students and faculty agreed that a separate syllabus document is still preferred, with faculty more strongly agreeing. No significant differences among students were found based on race or type of institution, but women as compared to men were more likely to indicate a preference for a separate syllabus. Graduate students, as compared to undergraduate students, were also more likely to prefer a separate syllabus document. No significant differences in terms of the type of institution, years teaching overall or online, or race or gender were found in the faculty sample. Suggestions for future research are provided.

The primary objective of the present study was to comprehensively evaluate the utilization, requisites, and contentment associated with the implementation of the Massive Open Online Course (MOOC) system in general education courses at Rajamangala University of Technology Srivijaya. Furthermore, a comparative analysis was conducted to examine potential variations in usage status, requirements, and satisfaction among different demographic groups, including gender, age, year of study, campus, and faculty. A meticulously designed questionnaire was administered to a sample of 279 students selected by stratified random sampling. The findings unequivocally demonstrate the educational advantages of employing the MOOC system, underscoring its effectiveness in augmenting participants' learning experiences. The study unequivocally identified accessibility, interaction, independence, collaborative learning, learning resources, and teaching methods as pivotal prerequisites for an optimal MOOC system. Moreover, the overall level of contentment among the participants was consistently high. Significantly, the faculty variable exhibited a substantial influence on satisfaction with the MOOC system. This notable disparity in satisfaction may be ascribed to the distinctive learning characteristics, technological proficiency, and educational backgrounds prevalent across diverse faculties. The outcomes of this study make a valuable contribution to the existing body of literature by highlighting the significance of customizing MOOC systems to align with the specific requirements and preferences of students within distinct faculties. Future research endeavors should concentrate on exploring faculty-specific features and devising targeted strategies to optimize satisfaction levels and learning outcomes within MOOC-based educational environments.

Students experience challenges with persistence, retention, graduation, and overall academic success in colleges and universities, particularly when courses are taught by adjunct instructors. Using a sample of 21,274 student results in three different general education disciplines from 2010 to 2019, the authors found that there was a disparity between adjunct and full-time faculty members in those key outcomes. The purpose of this study is to analyze data about student persistence, retention, and academic skills and its relationships with type of instructor (adjunct or non-adjunct) to consider the means by which the results may help to respond effectively to negative indicators in those areas. In addition to including adjunct instructors in professional development and student engagement activities on campuses, strategically hiring full-time faculty may result in gains that offset the higher financial outlay for those instructors.

Although mentoring interventions have helped to advance diversity, equity, and inclusion (DEI) goals within STEM fields, even the most efficacious programs can be undermined without intentional cultivation of the broader mentoring ecosystem. This study examines participants from eight campus teams that engaged in a multi-session process of learning about a STEM-mentoring ecosystem (STEM-ME) framework, learning particular terminology, including 'champions' and 'stewards' within the system (i.e. who is advocating for and resourcing mentoring, respectively), and tools to inventory, map and analyze their mentoring ecosystem. Qualitative research, guided by interpretive phenomenological analysis, focused on (a) completed inventory tools, (b) visual mapping exercises, and (c) field notes from meeting sessions. The results indicate that the STEM-ME framework and new terminology facilitated important insights into possible synergies within the system. The opportunity to visualize an institutional ecosystem for concentrations of and gaps in activity helped to identify potential vulnerabilities and places to invest.

Scholarly publishing is considered one of the most frustrating endeavors among academicians. For learners, it symbolizes the culmination of studies, whereas for academicians, it signifies promotion and acknowledgment. This paper highlights and discusses some of the breakthroughs and hindrances scholars, especially doctorate students, undergo in their scholarly pursuits. It traverses the intricate journey of scholarly publishing, exploring the myriad frustrations students face along this intellectual path. The paper concludes by providing insights and recommendations that can contribute to a more equitable and sustainable academic publishing process.

Aspects of academic life and work that some may consider "normal," such as extensive meetings, brightly lit spaces, constant reading, and demands for continuous productivity, can be additionally debilitating for people with non-apparent disabilities like traumatic brain injury (TBI). These concerns affect the 28.3 percent of the academic workforce who report either a visible or nonapparent disability (e.g., fibromyalgia, diabetes, long COVID, TBI). Research suggests that 17 percent of all staff feel dissatisfied with their campuses' climate for disabled persons; the self-advocacy and effort required to get needed accommodations, which sometimes takes years, adds even more burden to people with disabilities. A key to creating an inclusive climate for disabled staff is to dispel preconceived notions about disabled staff and sufficient accommodations, and to instead listen and learn about what their lives and unique situations are really like, which should then inform the identification of appropriate accommodations. To foster true inclusivity for disabled persons, departments and campus units should ensure accessible language and office spaces, proactively identify accommodations for various titles, and, when feasible, work to disrupt workaholic cultural norms.