Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers' identity, few studies have explored native English-speaking teachers' (NESTs') professional identity. Taking poststructural approaches towards…

This article emerges from a collaborative research project between a religious studies professor at DePaul University and the executive director of the Chicago-based non-profit Interfaith Community for Detained Immigrants (ICDI). In 2016, we forged a community partnership to explore and enhance the relationship between pedagogy, faith, and social…

This paper describes the development, implementation, and follow up study of a program for undergraduate research in education, student teachers as action researchers (STAR). Students in a new urban education honors program at a large public university were given coursework in action research, developed a research plan in their practicums,…

In 2010, the National Council for Accreditation of Teacher Education (NCATE) called for colleges and universities to "turn teacher education upside down" (pg. 2) and focus on clinical experiences, rather than coursework. This charge resulted in major shifts in teacher education programs in the USA as colleges and universities forged new…

Institutions of higher learning are located within the context of neighborhoods. But to what degree do they see themselves as neighbors? What does it mean to be an engaged institutional neighbor? Inspired by this question, I utilize place-based community engagement principles, combined with self-study research methods, to trace the development of…

This report documents the results to date of reforms underway from The City University of New York (CUNY)--Strong Start to Finish (SSTF), one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. CUNY colleges currently provide a range of options for…

Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the "middle child"; the years in between the first…

The National Student Clearinghouse Research Center (2015) reported that there were 2.4 million student transitions from one institution to another over a six-year period between 2008 and 2014. According to the Student Achievement Measure (SAM, n.d.), which uses National Student Clearinghouse Snapshot 20 data, only 11% of students who transfer from…

In order to understand how students from low-income rural backgrounds in South Africa experience higher education and the opportunities and obstacles they encounter, the paper draws on two waves of interviews with 30 students currently studying at three large urban universities. Using concepts of capabilities and functionings, monetary resources…

Understanding the role of local resources in enabling or constraining the development of entrepreneurial activities in urban communities holds important implications for community placed-based initiatives led by urban universities. This article analyzes the societal and interpersonal factors that affect the outcomes of an entrepreneurship center…

University middle leaders play a significant role in change management. While research examines the outcomes of change management, far less attention has been paid to how middle leaders develop agency and negotiate their identities in achieving these outcomes. This study presents the cases of two middle leaders in Shanghai enacting a curriculum…

Internalizing symptoms are prevalent in students as they enter and complete college. Considering research suggesting mental health benefits of pet ownership, this study explores the relationship between pet ownership, social support (SS), and internalizing symptoms (IS) in a cohort of students across their 4-year college experience. With no…

Research examining noncognitive predictors of academic success among ethnic minority, nontraditional college students is scant. The present study examined the degree to which noncognitive variables (conscientiousness, grit, college self-efficacy, time management, and test anxiety) predict achievement (college GPA) among ethnically diverse college…

In an effort to better understand how students' length of exposure to American secondary schools relates to academic performance in core, first-year college courses, this study surveyed and analyzed the demography, study habits, and grades of 267 freshman composition (ENG 101) students at a large, urban community college. Results indicated that…

Developed by the City University of New York (CUNY), the Accelerated Study in Associate Programs (ASAP) is a comprehensive program that provides students with up to three years of financial and academic support and other services. In return, students are expected to enroll in classes full time and participate in essential program services. An…