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Despite the recent growth of multilingual learners in community colleges, research is still scarce on how instructors perceive and interact with students institutionally classified as English as a second language (ESL). In this paper, I use racialization of language and culturally relevant pedagogy to explain how 6 instructors from first-year freshmen in a community college, serving a high percentage of immigrant multilingual learners, view, understand and operationalize culturally and linguistically responsive practices in their classrooms. I use a qualitative critical approach to analyze data from interviews, fieldnotes, and observations from a year-long study in a community college in a mid-sized city in the South of the United States. I show evidence of instructors' views of students regarding their cultural, linguistic, educational, and class backgrounds. Findings suggest that even when instructors celebrate differences in the classroom and are aware of the cultural differences, their opinions, and academic expectations were sometimes focused on students' lack of confidence to advocate for themselves and their failure to assimilate into the mainstream culture. Despite the best intentions, these expectations still enclosed assimilationist views of language and personhood that require students to communicate in ways that often resemble the American traditional monolingual college student. The study of language from a racial perspective can promote powerful ways to understand how institutions structure and operationalize services to multilingual learners; conscious changes in services may result in more equitable practices for these students. [ABSTRACT FROM AUTHOR]

Introduction: Existing literature has highlighted the phenomenon of academic migrants leaving Italy for the United States with the hope of finding institutions that offer more opportunities for growth and recognition based on merit, as opposed to corruption, nepotism, and excessive bureaucracy. Likely, these may be the expectations of Italian academic migrants, who seem to be thriving and flourishing in their careers. This paper discusses proculturation of academic migrants from Italy to the United States, in the light of their expectations related to self-concept as well as social representations of North American university instructors from transnational families. Methods: In this study, 173 participants volunteered to provide information in an online survey that included their demographic profile, family situation, language ability, recalled pre-migration expectations and preparations, satisfaction with life, self-perceived stress, self-rated health, free responses to questions about major successes, challenges, and goals, as well as self-identification. Results: The results have shown that participants were indeed thriving in their careers and lives (majority scored high in satisfaction with life, health, realistic expectations and helpful per-migration preparations, while low in stress, also indicating work-related accomplishments and successes), but somewhat struggled with proculturation-related issues, frequently mentioned among major challenges. [ABSTRACT FROM AUTHOR]

Fifty percent of social science and education doctoral students in the United States fail to complete their programs. Within this context, studies addressing research methods pedagogy and qualitative methods in particular, continue to be limited. Even more limited are accounts of experiences in which students learn through individually chosen projects. This single instrumental case study sought to addresses these issues by: 1) using the Ready Develop Integrate Perform (RDIP) model to frame, design, and implement an immersive competencybased introductory qualitative core course and its supporting learning management system; and, 2) describing the resulting student learning experience as illustrated by assignment scores and course reviews. A sample of online and face-to-face students, representing 37% of eligible participants (n=23) developed research competences and reported a stronger sense of readiness for independent research and dissertation work. This paper adds to the qualitative methods pedagogical literature by addressing improvements to doctoral research methods education. The competency-based design may be implemented in any disciplinary setting. The detailed blueprint and implementation advice for university teachers may also add value to a variety of disciplinary contexts. [ABSTRACT FROM AUTHOR]

Artificial intelligence technology is an important transformative force for teaching innovation in the intelligent era. It is being widely used in American school teaching, including the design of intelligent tutoring systems to achieve precise problem solving, the machine learning technology to ensure personalized activity design, the creation of intelligent virtual reality to promote classroom teaching contextualization, and the development of intelligent evaluation systems to ensure the scientific evaluation of capabilities. In the process of advancing the teaching and application of artificial intelligence technology, the United States has built a linkage mechanism of federal leadership, university follow-up, and social collaboration and implemented the smart technology in school teaching and professors' academic governance. This paper is aimed at studying the professors' academic governance of American research universities by Internet data mining, historical analysis method, documentary method, survey method, and other methods. Professors' academic governance is a vital part of the modern university system that causes the institutional reform of the internal governance structure of modern universities. The United States is a powerful country in higher education, and professors in American research universities have always participated in university academic governance for centuries. By studying the definition, history, and development and mode of operation of professors' academic governance in American research universities, the results indicate a clear division of power and responsibility between the professors and administrators based on an artificial intelligence decision system in American research universities. Also, there is a good communication platform based on artificial intelligence environment for professors to discuss their opinions on academic affairs. Third, professors exercise academic power under the guarantee of diversified guaranteed systems based on the artificial intelligence evaluation system and the ideology of mutual respect based on the artificial intelligence management and service system. Studying the application of artificial intelligence techniques in operating mode and enlightenment of professors' academic governance in an American research university is of great significance to promote the construction of other modern universities' professors' academic governance system. [ABSTRACT FROM AUTHOR]

Achievement gaps exist along the lines of race, gender, sexuality, social class, and ability status from elementary school to graduate school in the United States. Instructors can help reduce achievement gaps by adopting practices that have been shown to promote the success of students from marginalized groups, so-called "inclusive teaching practices." In this paper, we present 20 easily implementable inclusive teaching practices for college instructors. Some of these practices focus on changing the behavior of instructors (e.g., establishing a norm of inclusion, presenting intelligence as malleable), while others target student behaviors (e.g., increasing interdependence when working in groups, allowing students to express their values in class). For each teaching practice, we summarize the empirical evidence and discuss its potential to reduce achievement gaps. While no one teaching practice will eliminate achievement gaps caused by structural inequalities, instructors can increase the inclusiveness, fairness, and equity of their classrooms though their actions and pedagogy. [ABSTRACT FROM AUTHOR]

Background: COVID-19 added responsibilities to faculty in health-related fields. Educators in these areas have experienced pandemic-related role strain in both the clinical and academic settings. Purpose: This investigation sought to identify how health science faculty at one institution perceived challenges related to the COVID-19 pandemic in their role and to glean opportunities for institutions to increase the degree of support for faculty. Methods: An analysis of narrative comments was conducted on a survey assessing burnout and well-being. The survey was distributed to full-time faculty within the College of Health Sciences at a four-year institution. Using the areas of work-life model as a guide, two free-text questions within the survey were analysed to identify major themes. Results: 39 participants contributed narrative responses to the qualitative, open-ended questions. Three themes emerged related to the areas of work-life categories: work-life imbalance, stress and unwellness, and unmet support needs. Strategies for enhanced wellbeing were noted to be workload management, administrative support, and wellness opportunities. Conclusions: This analysis provides insight into why health science faculty may be experiencing feelings of disengagement and exhaustion in their work. Enhanced workload and lack of community during the pandemic were major drivers of this phenomenon. Flexibility in workload, genuine concern and appreciation expressed by institutional leaders, and accessible wellness opportunities may help to offset these negative feelings. [ABSTRACT FROM AUTHOR]

Objective: We sought to identify trends and themes in how academic health sciences libraries in the United States, Canada, and Mexico have supported engagement and outreach with Native Americans, Alaska Natives, First Nations, and Indigenous peoples, in or from those same countries. We also sought to learn and share effective practices for libraries engaging with these communities. Methods: We conducted a scoping review utilizing Arksey and O'Malley's framework for scoping reviews and followed principles from JBI Manual for Evidence Synthesis. We searched seven bibliographic databases, E-LIS (Eprints in Library and Information Science repository), and multiple sources of grey literature. Results were screened using Covidence and Google Sheets. We reported our review according to the PRISMA and PRISMA-S guidelines. We determined types of interventions used by academic health sciences libraries in engagement with our included populations, the level of public participation reached by these interventions, what partnerships were established, and what practices emerged. Results: Database searching returned 2,020 unique results. Additional searching resulted in 211 further unique results. Full text screening of relevant articles found 65 reports meeting criteria for inclusion. Data extraction was conducted on these programs to identify partners, intervention type, and evaluation method. The programs were categorized using the IAP2 Spectrum of Public Participation. Conclusion: Our scoping review found that many programs were health information trainings and did not move beyond informing the public with little further involvement. The need for sustained funding, greater community participation and more publishing on engagement and outreach are discussed. [ABSTRACT FROM AUTHOR]

Based on a dataset that we collected from the top research institutions in economics around the globe (including universities, business schools, and other organizations, such as central banks), we document the underrepresentation of women in economics. For the 238 universities and business schools in the sample, women hold 25% of senior-level positions (full professor or associate professor) and 37% of junior-level positions. In the 82 US universities and business schools, the figures are 20% on the senior level and 32% on the entry level, while in the 122 European institutions, the numbers are 27% and 38%, respectively, with some heterogeneity across countries. The numbers also show that the highest-ranking institutions (in terms of research output) have fewer women in senior positions. Moreover, in the United States, this effect is even present on the junior level. The "leaky pipeline" may hence begin earlier than oftentimes assumed and is even more of an issue in the highly integrated market of the United States. In Europe, an institution ranked 100 places higher has 3 percentage points fewer women in senior positions, but in the United States, it is almost 5 percentage points. [ABSTRACT FROM AUTHOR]

Background and Objectives: Awareness of sexual harassment (SH), gender bias (GB), and gender discrimination (GD) has spread throughout popular culture and has been highlighted at universities across the United States. More nuanced data is needed to inform policies that address these issues. However, there are currently limited qualitative studies examining the nature of SH, GB, and GD in academic medicine, particularly family medicine.Methods: In 2018, we conducted a series of gender-specific focus groups with faculty and residents in a department of family medicine (DFM) to understand their experiences with and responses to SH, GB, and GD. The focus groups were transcribed verbatim. We used immersion-crystallization and an adapted SH Experiences model to review the transcripts and identify patterns or themes during the immersion process.Results: Participants identified the potential for patients, colleagues, faculty, and themselves as perpetrators and victims of SH, GB, and GD. Results suggested that GB was often implicit. SH was experienced verbally and physically. Women participants, especially, reported that both SH and GB occurred frequently and had lasting psychological effects. Gender, age, and position (faculty vs trainee) moderated SH and GB experiences. The effects seemed to be mediated by moral distress.Conclusions: This study emphasizes the importance of recognizing differences in experiences across gender, age, and position of SH, GB, and GD in academic family medicine. Our findings can be leveraged to develop antiharassment policies and set cultural expectations. [ABSTRACT FROM AUTHOR]