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1. University Title IX Requirements have Chilling Effect on Gender Discrimination Research: A Call for a More Nuanced Approach

   https://doi.org/10.1177/08862605211028283  

   Sexton, Julie; Fairchild, Ennea; Newman, Harmony; Riggs, Eric; Hinerman, Krystal (July 2021, Journal of Interpersonal Violence)

   null (Ed.)

   The full extent of gender discrimination in university settings remains uncertain. More research is needed to understand the scope of gender discrimination experiences in universities and to develop effective prevention approaches. However, Title IX and Institutional Review Board policies may hinder researchers’ abilities to study gender discrimination in university settings. In this paper, we describe our experience working with the Institutional Review Board and Title IX offices to obtain approval for researching gender discrimination in university settings. We provide recommendations for how universities can enable gender discrimination research and follow Title IX policies. 

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2. Assessing the Academic and Social Growth of STEM Transfer Students

   https://doi.org/10.18260/1-2--36711  

   Woodson, Thomas; Perlman, Rachel; Savoca, Marianna; Donovan, Lauren (July 2021, American Society for Engineering Education)

   Community college transfer students face unique hurdles when they attend a 4-year university. Universities usually cost more than community colleges, 4-year colleges are often located in a different community from where the transfer student lives, and academic expectations are different from community colleges to universities. To help fix the academic achievement gap between students entering as freshman and transfer students, Stony Brook University started the Academic and Social STEM Excellence for Transfer Students (ASSETS) program. ASSETS recruits community college transfer students from low income, marginalized communities and provides them with a scholarship, a 2-week math bootcamp, career counseling, and gives them a natural cohort of students to have a community on campus. Our initial findings show that ASSETS helps the students afford college and relieve a major stress of attending university. After the bootcamp, the students had a group of friends and mentors to advise them on academic and career decisions, help them navigate SBU, and support them during challenges. 

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3. Coming Soon to a Neighborhood Near You? Off-Campus Recruiting by Public Research Universities

   https://doi.org/10.3102/00028312211001810  

   Salazar, Karina G.; Jaquette, Ozan; Han, Crystal (January 2021, American Educational Research Journal)

   null (Ed.)

   Scholarship on college choice largely focuses on how students search for colleges but less is known about how colleges recruit students. This article analyzes off-campus recruiting visits for 15 public research universities. We Web-scrape university admissions websites and issue public records requests to collect data on recruiting visits. Analyses explore the similarities and differences in off-campus recruiting patterns across universities in the study. Results reveal socioeconomic, racial, and geographic disparities in recruiting patterns. In particular, most universities made more out-of-state than in-state visits, and out-of-state visits systematically targeted affluent, predominantly White localities. We recommend that future research should exploit new data collection methodologies to develop a systematic literature on marketing and recruiting practices in higher education. 

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4. The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System

   https://doi.org/10.1257/jep.35.1.163  

   Bound, John; Braga, Breno; Khanna, Gaurav; Turner, Sarah (February 2021, Journal of Economic Perspectives)

   null (Ed.)

   In the four decades since 1980, US colleges and universities have seen the number of students from abroad quadruple. This rise in enrollment and degree attainment affects the global supply of highly educated workers, the flow of talent to the US labor market, and the financing of US higher education. Yet, the impacts are far from uniform, with significant differences evident by level of study and type of institution. The determinants of foreign flows to US colleges and universities reflect both changes in student demand from abroad and the variation in market circumstances of colleges and universities, with visa policies serving a mediating role. The consequences of these market mechanisms impact global talent development, the resources of colleges and universities, and labor markets in the United States and countries sending students. 

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5. Work in Progress: Exploration of Student Learning in Online Maker Communities

   Saracino, D. M.; Sadel, K.; Alemán, M.W.; Nagel, R.; Linsey, J. (July 2021, ASEE annual conference)

   Over the past decade, practices related to online learning have become increasingly varied and legitimated. Whether it be formal e-learning in K-12 or at colleges and universities or casual perusing of the internet, many people have found communities online to support their own endeavors. Recently, due to the Covid-19 pandemic most colleges and universities have been forced to shift partly or entirely to remote learning due to campus closures. Further, even in cases in which a campus is open, many universities have limited access to their makerspace due to social distancing and capacity requirements. In response, this Work in Progress study investigates how online making communities and resources are supporting student learning through making. Through in-depth phenomenologically-based interviews conducted both before and during the pandemic, this study offers rich insights into how students are learning from and engaging in online maker communities/resources as a central part of their development as a maker. Through qualitative data analysis, we develop a model for how students are learning online. These findings show the role digital spaces play in developing competent, inspired makers. 

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