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Tamir, D. I., Templeton, E. M., Ward, A. F., & Zaki, J. (2018). Media usage diminishes memory for experiences. Journal of Experimental Social Psychology, 76(February), 161–168. https://doi.org/10.1016/j.jesp.2018.01.006

Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science. Retrieved from http://science.sciencemag.org/content/333/6043/776/tab-pdf

Thornton, B., Faires, A., Robbins, M., & Rollins, E. (2014). The mere presence of a cell phone may be distracting: Implications for attention and task performance. Social Psychology, 45(6). https://doi.org/10.1027/1864-9335/a000216

Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.00605

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Dr. Miller shares key takeaways of recent trends in higher ed learning

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To most of us with an interest in such things, the idea that active learning = good is not exactly new. So what is world-rocking about what Deslauriers and colleagues did?

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https://in.nau.edu/advanced-media-lab/projects/

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Projects
Project Lowell
Project Lowell is an interactive exhibit designed to educate visitors on the patterns and behavior of Meteors. This multi-touch panel uses the equiptment provided by IDEUM, and data collected by the proprietary monitoring system, LOCAMS, to present an educational narrative that enriches the learning experience.
Director: Giovanni Castillo , Visual Lead: Graham Hagerty. Visual Developer: Oly Noneza, Trevor Russo, Jade Luther, Josh Dingman. ChemVR, Virtual Reality Learning Tool Giovanni Castillo, Norm J Medoff, Robert Rasmussen, John Ebrahim, Dr. Michell Miller, Dr. Ed Civitello Vanishing Rivers Aerial 360 Film Project Team: ARORA, Geospatial Games for Well Being
Producers: Norman J. Medoff and Giovanni Castillo, Script and Science Consultant: Peter Federici, Script Writer: Daniel Bannik, Cinematography Director: Eric Lynch, Cinematographer: Joshua Favela, Pilot: Colin Giles, Audio Engineer: Javier Parra, Music Composer: Garrett Bowers.
ChemVR is a molecular drawing tool designed to teach Organic Chemistry to undergraduate students at NAU. The tool allows learners the ability to directly manipulate molecular structures in virtual space. In the fall of 2018 Dr. Miller P.h.d, conducted an extensive study with 65 participants to study how effectively people learn in virtual space. ChemVR is now being deployed in Organic Chemistry Classes at NAU.
Co-PIs: Giovanni Castillo, Morgan Vigil Hayes , Visual Developer: John Abrahim, Visual Designer: Nikole Awbery, Front End Developer: Keller Mikkelson, Project manager: Alex Mclaughlin Developer: Andrew Munoz, Graphic Design: Josh Dingman, 3D specialist: Dominic Torricelli.
This 360 Aerial documentary makes tangible the changing landscape of the American Southwest as it explores the upper reaches of the Colorado River down to Lake Mead and Phoenix, where we can see the stark reminders of the river's decline. With funding from the Hearst foundation this virtual reality documentary shows the implications of climate change. The cinematography team is preparing to fly a DJI Matrice 600 Pro drone, capable of carrying a 13-pound camera. The drone is being specially modified by NAU's Engineering Department to hold and stabilize a Kandao 360 camera.
Dr. Jaime Awe Assistant Professor, Anthropology Department Giovanni Castillo, M.I.A, School of Communication Virtual Geologist, VR data visualization
The ARORA Geospatial Games for Indigenous Communities mobile app. Under development through a collaboration between. The idea behind ARORA is to teach indigenous youths emotional wellness through geo-social games. Some of the games within the app are designed to teach empathy and compassion, as variations on mindfulness exercises, while other games are meant to create resilience. Some will be collaborative, while others will be single-player. This includes mindfulness walking, breathing exercises, and an AR butterfly collection game.
Project Team:
Giovanni Castillo, David Trilling, Dominic Torricelli, Bryce Wilson, Noah Confrey Beyond the Stars, Meditations and Mindfulness Stories
360 Animation and storytelling Project Team: Giovanni Castillo, Arturo Solari,
A back-end architecture will allow a psychologist to track and compile data on users' moods, states, and interactions with others. The mobile app is also being designed to run on edge networks for remote communities.

The Mayan King's Procession is a digital reconstruction of a Mayan site in St. Ignacio, Beliz. Dr. Jaime Awe, archaeologist and assistant professor at NAU, studies the Mayan history of the region.
This project proposes to create
an immersive reconstruction of the Mayan site and create a first-person experience of the burial of a Mayan King.

The Virtual Geologist is a data visualization tool that allows scientists to enter a queryable database in VR. Using LIDAR, and multispectral data captured from UAV's . The project team is interested in creating a full virtual environment where scientists can query the visual field and explore the geological features of a virtual landscape.

The promise of this tool is to create a virtual geology tool that can be used to explore extraterrestrial landscape such as Mars or Asteroids.

Artist and Art Therapist Arturo Solari creates stories that teach mindfulness and Meditation. His influences include Buddhist and Hindu imagery to create beautiful and delightful imagery that was turned into an immersive 360 video. The AML hand drew and animated the story elements to create an immersive VR video of his work.

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Project Lowell Project Lowell is an interactive exhibit designed to educate visitors on the patterns and behavior of Meteors. This multi-touch panel uses the equiptment provided by IDEUM, and data collected by the proprietary monitoring system, LOCAMS, to present an educational narrative that enriches the learning experience.

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Ensuring curse instruction materials are meaningful and relevant to students every day lives.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Redefining Learning & Teaching using Technology. | Jason Brown | TEDxNorwichED

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Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette

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After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver

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Trauma Informed Distance Learning

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Lunch & Learn with Alex Shevrin Venet:  Trauma-Informed Distance Learning

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Focus

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The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU

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PUBLIC POLICY & HIGHER EDUCATION | Extra Credit with Deondra Rose

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Here Comes: The Learning Designer | Eli Ghazel | TEDxLIUBeirut

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Eli's talk will indeed spark a controversial debate among national and International curriculum designers, educators, teachers, and educational books' writers. He will be sharing an innovative learning philosophy put into practice. He holds an MA in (Language&Literacy, University of Sheffield) has been creating and delivering training in education in the Gulf, Middle East, UK, and USA for nearly 25 years.

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Teachers as designers: Annette Diefenthaler at TEDxWellesleyCollege

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About a year ago, I experienced what we all do sooner or later in the course of our face-to-face teaching careers: something terrible and unexpected happened in class. In my case, a student collapsed and became unresponsive*.
*The student was okay, in the end.

What I did to handle the situation is a story for another time. But I will say that it required me to put plans into action and then adjust them quickly as needed. In that moment, it was on me to take charge, give directions, and set the tone for how the group was going to react.

This was an emergency, in the traditional sense of the word, and the 23 minutes it took the EMTs to get to my classroom felt like a week. Today of course, our collective emergency has stretched into actual weeks and will likely run into multiple months. But despite the unique and yes, "unprecedented" nature of today's extended crisis, I'm struck by how much of the same key elements of emergency response are present in we are doing, day in and day out, as part of remote instruction.

Some of these teaching moves are so simple and well-practiced that we might not even recognize them for what they are. Videoconferencing glitches happen; we fix them on the fly, or quickly devise a plan B. We patiently explain how to use technology that we ourselves have barely mastered. We send email after email to our classes, striving to keep everyone connected and informed. We sign these messages with chipper words of encouragement and remind students, over and over and over, that we're here for them, no matter what.

These efforts might seem small, but they're all part of a much grander mission, that of keeping our students afloat through confusion, disappointment, disconnection, even panic. Perhaps all we're doing is offering reassurance: that the semester will be okay, that students' grades will be okay, that we've made plans and covered bases. But beneath these little pep talks is a more consequential subtext: There is a way forward. We will get through this disaster, one way or another. There is a future, and it's one worth fighting for.

That's just leadership 101, after all: to exude calm, to talk people through the worst of a situation until they can get their bearings and rally themselves to action. To know when to stick to the plan and when to change it, and how to communicate plans with clarity, optimism, and grace.

It's also a decent example of engaging in nurturing social affiliation as a positive response to stress. The social psychologist Shelley Taylor coined the phrase tend and befriend as a counterpoint to the traditional notion of fight-or-flight as the instinctive way in which we react when threatened. With that elegant revision to a long-entrenched theory, Taylor reminded us that stress doesn't have to bring out the worst in us. She made humans under pressure look less like cornered animals and more like the altruistic, pro-social beings that we can be.

What I'm seeing right now from my fellow faculty looks a lot like tend-and-befriend, and that makes me radiantly proud to be a part of this community right now.

Another point of pride is that on top of everything else, we're busily swapping information about what we're learning as we go along. And this, of course, helps all of us help all of our students even more.

Before saying anything about what those emerging lessons might be, I want to absolutely sure not to make it sound like this switch to emergency remote teaching is part of a wonderful opportunity for professional growth, rich with silver linings. What we are going through right now is a tragedy, plain and simple. We've lost opportunities and shelved projects that we cared deeply about. We've been set back, permanently and in unfixable ways, on our career trajectories. Whether we're graduating into a job market that's freshly turned to dust, or entering a time of austerity during what should be our years of peak productivity - the damage is real, and the damage is done.

I think it's also important to note that these lessons learned aren't the sort that form a grand referendum on online learning as we had come to conceive of it before the crisis. As a number of smart critics have pointed out ( here, here, and here), what we are experiencing right now is in no way an informative "natural experiment" for determining what online learning can do.

And lastly, there's a big caveat that I'm speaking mostly from my own experience, in which my current remote teaching load is just one graduate seminar and two independent research courses. This is largely because I'd already been scheduled to teach a fully online course this semester; it was set up as a concentrated 5-week class, and happened to be wrapping up just as campuses began closing. So I want to acknowledge the privilege of having that relatively undemanding load, and acknowledge that those who are heroically carrying 3, 4 or more courses right now are having a different experience.

That said, now that we are this far in, what can we say about what's working, what's not, and what's been a surprise?

Is asynchronous better than asynchronous? It's complicated. One of the biggest surprises for me has been what synchronous instruction, in the form of the much-maligned Zoom meeting, is really like for myself and my students. Meaning: not that bad. Sometimes, even pretty great.

Let me add some context here. Early on in all this, my university leadership handed down some strong words steering faculty away from synchronous instruction in favor of asynchronous, non-time-locked, non-scheduled activities. I assume that advice was well-intended, perhaps as a way to dissuade faculty from plowing ahead with an hour-plus mandatory lecture as the primary means of engaging students.

Anecdotally at least, it seems like that video-lecture approach is the default for faculty who have less experience with online teaching, so I suppose it makes sense to steer people away from this practice as an initial piece of basic advice. There is also well-founded concern about students who cannot make scheduled class meetings due to new caregiving and work responsibilities, as well as those without access to reliable wifi or adequate computer equipment.

With all that in mind, I'd structured my graduate seminar so that Zoom meetings were biweekly rather than our normal weekly meeting schedule, and I made attendance optional. I signed on expecting maybe a few people to drop in, and was bowled over when 90% of the class showed up. We talked well past the time when I thought we'd be wrapping up, with students eager to share their experiences, to support each other, and to ask questions about the assignments they were doing. (Oh, and we talked about the assigned reading, too.)

The next meeting went about the same, with one student floating the idea of doing their assigned presentations in a live Zoom, rather than recording and posting them as I'd originally planned. Others jumped on the idea, and now we've got multiple new sessions on the schedule where I thought we'd just have one or two.

The point is, these meetings turned out to be more enjoyable, engaging, and productive than anticipated, and while I'm still loath to make them mandatory, I've come around to the idea that real-time virtual interaction can be a positive thing, rather than an automatic negative. Indeed, I think many of us are finding ourselves looking forward to at least some of these Zoom-fests with students and colleagues, clunky though they may be. And thus, I think we can put an asterisk by that standard advice that asynchronous is usually the better choice.

Goal-directed design still carries the day. I found that for myself, the only way I was able to "pivot" my course on such short notice was to back up and identify what I wanted students to get out of each part of it. This conceptual, top-level list of goals is what I worked from as I went through and determined what to drop, what to keep, and what those remaining pieces would look like in the new modality.

This is what experts have said for years: start with the end in mind, and the rest will fall into place. In that overwhelming moment when I actually sat down to make the pivot happen, I found it was critical to have my focus narrowed to the bare essentials: what you are trying to accomplish, and what activities and materials you need in order to make that happen. I was also more transparent than ever with my students, explaining exactly what I was trying to do - meet their needs, no more and no less - and stressing that everything was negotiable in service of that overarching goal.

This was a great reminder of time-tested approaches that, honestly, I should be using more frequently anyway. Once again, I'm not saying that this is all a magical blessing in disguise. However, it's undeniable that emergency remote teaching reminded me of important design principles and processes, and that may turn out to make me a better teacher in semesters to come.

It really isn't about the tools. Similar to the working-backwards principle, expert wisdom is holding up when it comes to the importance (or not) of picking a specific technology to do the job. In conventional teaching, it probably does matter more whether you go with, say, one text annotation tool over another, or one student response system over another.

But in the current situation, as many of us have found out, it's rare that a given app or tool is going to be a linchpin of our plan. Partly this has to do with the situation-specific need to go with familiar technology that won't add any more challenges to our already stressed-out students (or to ourselves). Partly it's because given the depth and totality of the changes, we've needed to lean more on general-purpose features like email, discussion boards, and document sharing.

Zoom is perhaps a special case, as this one videoconferencing platform has taken off, to put it mildly. Even so, I think its extraordinary rise reflects familiarity and consensus rather than anything truly special or different about what it does. We could perhaps also make an exception for products that support remote laboratories and similar special cases. But overall, I think it's clear that the switch to remote teaching has been less a shopping trip for the perfect products and more an Apollo 13-style race to survive using what we have on hand.

Summative assessment: Something's got to give. We have reached a point - a tipping point, a flashpoint, or whatever you want to call it - involving high-stakes testing that is likely to remain relevant beyond the current crisis. On the one hand, proctoring services and surveillance are being energetically promoted as the natural solution to making assessment work at a distance, and to some faculty at least, this is an attractive proposition. On the other hand, criticism of the companies themselves, and of the entire notion of supervision and surveillance as the road to academic integrity, is becoming loud, clear, and impossible to ignore.

I think it's too early to say whether the tide of opinion has definitively turned against online proctoring, and if so, whether the tide might turn back after this semester. But I think more faculty, and perhaps more academic leaders as well, will be asking whether we have to have the kind of assessments that require this kind of cheat-proofing, and we will hear even more calls to uphold certain responsibilities that come along with high-tech, high-stakes surveillance.

There's a last point to consider, one that is not so much a lesson learned as an ongoing issue that's now thrown into high relief by the demands of putting so much online so quickly. This is the question of how to best match up the skills of instructional designers and educational technology experts to the needs of faculty. I know from visiting campuses all around this country that most have offices full of brilliant instructional specialists eager to share their expertise. But few institutions have developed systems for tapping in to that expertise to the level that they could.

From what I've seen, there tends to be friction in the system, resulting in a chronic under- or over-utilization of the help available. With this friction now being accentuated by crisis, it's clear that we need new models for efficiently connecting faculty need and institutional resources. Sometimes help can't be provided because it's not there, as is the case in smaller institutions that just don't have an extensive instructional design and ed tech infrastructure. But in many other cases, the help is there, yet faculty don't know how to ask for it. Or, it's not clear who is actually responsible for identifying what needs to be done and making sure that it happens. Or, instructional design staff get mixed messages about when they should jump in to help and how they ought to be interacting with faculty.

It's possible that there's even confusion about what "help" and "support" mean. Is it offering lots of nicely curated information that faculty can use for guidance? Is it providing on-demand advice? Or perhaps it's taking on part of the actual work - cleaning up captions, turning material into presentable online content, organizing and setting up discussion forums. All of these are valuable, but if it's not clear which ones we're talking about, it will be no surprise if the right assistance fails to reach the right people at the right time.

I hope it's also clear that the last thing institutions should be doing right now is treating faculty as an obstacle standing in the way of progress. If institutions are going to succeed at developing solutions for now and preparedness for later, it will mean drawing on the shared purpose and willing spirit of everyone in a university community. My take right now is that in general, faculty have been displaying amazing professionalism, leadership, and dedication to duty, even as we face monumental levels of our own grief, disappointment, and fear. No, faculty are not all suddenly rising up and singing the praises of online learning, but then again, that is not what this is.

All this brings me back to the ethic of care that teachers everywhere are applying as they help students make it through this upending of their educational lives. As I type this, I'm listening to the upbeat-bordering-on-frenetic delivery of my daughter's ballet teacher, who's leading a lesson on Zoom. He didn't sign up to teach dance over a glitchy videoconferencing app running on a teenager's precariously balanced iPhone, but that's what he's doing, and quite effectively too. Their show is going on, as it must. Ours will too.

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Tending, befriending, and coping with upending: Takeaways from the first month of mass emergency remote education

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About a year ago, I experienced what we all do sooner or later in the course of our face-to-face teaching careers: something terrible and unexpected happened in class. In my case, a student collapsed and became unresponsive*. *The student was okay, in the end.

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Department of Education Equity Action Plan

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The U.S. Department of Education has released its inaugural equity action plan as part of the Biden-Harris Administration's continued commitment to advancing racial equity and support for underserved communities through the federal government. This plan aligns with the one of the President's first Executive orders: 13985, Advancing Racial Equity and Support for Underserved Communities Through the Federal Government.

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LONG BEACH, Calif. -- Colleges have been focused for more than a decade on accelerating the completion movement to increase graduation rates and improve student outcomes. Community colleges especially have worked on improving career opportunities for their students, reforming remedial education, encouraging students to attend full-time and offering tuition-free programs.

But achievement gaps between black, Hispanic and low-income students and their white and wealthier peers persist even as each group continues to graduate at better rates. Achieving the Dream, the national organization focused on student success, is encouraging colleges to put racial and wealth equity at the center of their efforts to help more students graduate. The group held its first Equity Institute last week during its 15th annual national conference and announced a new partnership with the Bill & Melinda Gates Foundation to eliminate equity gaps using adaptive learning technology in courses.

"We will never make progress in moving the needle on student success for students of color if we don't get real and understand the totality of factors that undermine their success on our campuses," said Shaun Harper, executive director of the University of Southern California's Race and Equity Center, who gave the opening speech at ATD's Equity Institute. "I'm delighted that Achieving the Dream is intentionally focusing on racial equity. It would seem to me that any attempt to improve student success and outcomes and experiences at community colleges -- especially given the racial diversity of community colleges -- will always be incomplete if it's not done through the prism of equity."

About 40 percent of all community college students who started their education in 2012 graduated within six years, according to the National Student Clearinghouse Research Center. But only 35.7 percent of Hispanic students and 27.5 percent of black students graduated from a two-year institution within that same time period. Furthermore, nearly 55 percent of black students who started at a community college in 2012 did not complete their studies and were no longer enrolled at any institution.

ATD's new partnership with Gates, known as Every Learner Everywhere, is introducing adaptive courseware to two-year colleges so they can stop students, especially minority and low-income students, from dropping out.

Gates is expanding the adaptive courseware to more colleges by providing $13.3 million to the initiative. The Western Interstate Commission for Higher Education (WICHE) is overseeing the Every Learner Everywhere network, which includes experts from groups such as Educause and the Association of Chief Academic Officers. Even as ATD prepares to begin connecting community colleges to the program, the Association of Public and Land-grant Universities has already been working with Gates to expand the technology to four-year institutions.

Adaptive courseware uses technology to personalize classroom instruction based on how students respond. The expectation is that racial and income-based equity gaps will decrease, especially in gateway math and English courses, and retention and graduation rates will increase, said Stacey Vanderheiden Guney, the director of Every Learner Everywhere for WICHE. The program is expected to launch this fall in Texas, Florida and Ohio and will eventually reach more than 200 colleges nationwide.

"We cannot support retention and student success and increasing graduation rates for people if we don't look at those first courses, which are traditionally seen as 'weed-out' courses," Vanderheiden Guney said. "When you are trying to serve a bunch of people from a variety of backgrounds, the use of the adaptive courseware, when effectively implemented, can allow for people to come up to the same speed and be supported in unique ways in the classroom."

Karen Stout, ATD's president, said the organization wants to make equity "actionable" for colleges. And that work begins with college leaders being honest about the racial and income disparities on college campuses.

Eduardo Padrón, the retiring president of Miami-Dade College in Florida, said racial inequality in education worries him tremendously because too many talented students of color are not earning a college credential when most well-paying jobs require one.

"Ethnic minorities are the work force of tomorrow," he said. "It's a national security imperative that the achievement gap is reduced every year until it no longer exists."

But there hasn't been enough recognition by national and state leaders of how racial disparities affect graduation rates among colleges, Padrón said.

At times, Harper said, it seems as if college leaders think closing the racial achievement gap will be easy and can be fixed with a single program or by spending a weekend participating in a diversity program. Some college presidents, provosts and faculty casually use the word "equity" without taking the time to develop a strategy for how they'll achieve equity on their campuses, he said.

"People understand the value of having equitable campuses, but they don't know how to do it, and that work requires very serious study," Harper said. "It requires a cultural change, collaboration, deep study, incentives, accountability and assessment."

The next, and difficult, stage for many colleges and faculty will be taking what they learned at the Equity Institute to their campuses and having honest conversations that address the achievement gaps for students of color and low-income students, Stout said.

Harper said there aren't many national education organizations that are attempting to combat racial inequity.

"This moment affords ATD an extraordinary opportunity to lead and to leverage its network to show other networks and associations and other higher education groups how to really institutionalize equity," he said.

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Community colleges focus on equity as the next piece to completion agenda

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LONG BEACH, Calif. -- Colleges have been focused for more than a decade on accelerating the completion movement to increase graduation rates and improve student outcomes.

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Higher education has a well-documented equity gap problem. Countless studies show that colleges graduate low-income students, first-generation students, and students of color at lower rates than their peers from majority populations.

The population of incoming college students will only become more diverse. Researchers forecast that students of color, especially Hispanic students, will continue to grow as a share of the student population. Forward-looking student success strategies must include measures for supporting the increasing number of underserved students and closing equity gaps on campus.

Equity gap means any disparity in a metric, like graduation rate or term-to-term persistence, along racial, socioeconomic, gender, or other major demographic groupings.

We asked several equity experts at EAB to weigh in on topics like innovative student success strategies and how to create a culture of equity. Their responses have been lightly edited for length and clarity.

What equity gap means

How community colleges close equity gaps

The critical elements colleges need to address equity

How technology can help colleges tackle inequity

Why leaders struggle to close equity gaps

Resource

As the community college landscape continues to evolve, leaders face a critical imperative: improve student outcomes for at-risk populations and close chronic gaps in achievement.

Daily Briefing

Colleges can close the achievement gap by addressing students' academic perseverance and confidence from day one, argues one academic affairs expert.

Infographic

Historically underserved and nontraditional students make up the majority of today's community college population, yet their completion rates continue to lag behind those of traditional students. Improve student outcomes for at-risk populations with 21 strategies to promote equitable opportunities.

While most academic leaders think of advising, academics, or student affairs when thinking about student success, the administrative infrastructure of a campus has an equally key role to play. Read this Roadmap to learn how the right policies, processes, and financial supports form the foundation for a broader student success strategy.

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5 experts weigh in on education equity gaps | EAB

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Higher education has a well-documented equity gap problem. Countless studies show that colleges graduate low-income students, first-generation students, and students of color at lower rates than their peers from majority populations. The population of incoming college students will only become more diverse.

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Beginning with the premise that equity is of paramount concern in the study of higher education, this text explores the promise and pitfalls of qualitative inquiry with respect to addressing issues of in/equity and fostering social change at micro, meso, and macro levels. Building upon contemporary qualitative higher education scholarship, the authors advance a critique of the reductive and generic conceptions of qualitative research that dominate the field and call upon scholars to examine the transformative potential embedded within critical qualitative inquiry.

In addition to exploring the opportunities and tensions associated with engaging in critical qualitative inquiry, this monograph issues a call to action through intervention, describing strategies for challenging and resisting oppressive research norms that undermine the equity aims of higher education research.

This is Volume 37 Issue 6 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

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Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions

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Join the dialogue on the future of qualitative inquiry for equity in higher education.Beginning with the premise that equity is of paramount concern in the study of higher education, this text explores the promise and pitfalls of qualitative inquiry with respect to addressing issues of in/equity and fostering social change at micro, meso, and macro levels.

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There is a changed 'structure of feeling' emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of 'mobility', 'aspiration' and 'voice'. It argues that (1) new kinds and degrees of mobility are now a significant factor in sustaining unequal access to and experience of higher education for different student groups, (2) despite government and institutional aspirations to expand higher education, students' desires for university are not a given among new target populations and (3) while universities are seeking to enroll different students in greater numbers, the challenge now is how to give greater voice to this difference. Drawing on these themes of mobility, aspiration and voice and taking recent changes to higher education policy in Australia as the case, the paper presents a new conceptual framework for thinking about student equity in HE. The framework extends from established approaches that focus on barriers to accessing higher education in order to focus on people's capacities in relation to higher education participation.

Additional information

Acknowledgements

This paper was produced as part of the work of the National Centre for Student Equity in Higher Education and with the financial support of the Australian Government through the Department of Education, Employment and Workplace Relations. The views expressed in this paper do not necessarily reflect the views of the Department of Education, Employment and Workplace Relations.

Notes

1. An earlier version of this paper was presented as part of the Knowledge Works Public Lecture Series, Bradley Forum, Hawke Building, University of South Australia, June 3, 2010. See http://www.equity101.info/content/Knowledge-Works-Professorial-Lecture

2. In referring to HE we acknowledge its heterogeneity. We focus specifically on HE provided by universities due to limitations on the scope of the argument we are able to present in this paper. However, we acknowledge that further and vocational education institutions are increasingly providing higher education and, in some instances, share campus space with universities. Yet even within the university sector there is significant variation in HE provision.

3. In Australian HE, low-SES is defined in reference to the Socio-Economic Indexes for Areas (specifically the Index of Education and Occupation), which are generated from Australian Bureau of Statistics national census data. People livening in areas classified in the lowest quartile of the Index of Education and Occupation are attributed low-SES for purposes of measuring rates of participation in HE.

4. This data was collected as part of the Redesigning Pedagogies in the North (RPiN) project. Led by a research team from the Centre for Studies in Literacy, Policy and Learning Cultures (University of South Australia), RPiN was partly funded by the Australian Research Council (LP0454869) as a 'linkage' project with industry partners: the Northern Adelaide State Secondary Principals Network, the Australian Education Union (SA Branch) and the South Australian Social Inclusion Unit. Chief Investigators included Robert Hattam, Phillip Cormack, Barbara Comber, Marie Brennan, Lew Zipin, Alan Reid, Kathy Paige, David Lloyd, Helen Nixon, Bill Lucas, John Walsh, Faye McCallum and Brenton Prosser, with assistance from Kathy Brady, Philippa Milroy and Sam Sellar.

5. The authors' thinking about interventions of this kind owes much to collaborative work and conversations with Lew Zipin and Marie Brennan.

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Mobility, aspiration, voice: a new structure of feeling for student equity in higher education

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There is a changed 'structure of feeling' emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of 'mobility', 'aspiration' and 'voice'.

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Exploring Access and Equity in Higher Education: Policy and Performance in a Comparative Perspective

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A comparative analysis of how access and equity are defined and how policies have evolved reveals a number of commonalities and differences between countries. The overall trend is a movement from the...