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1	A Journey to Finding Space in the Tension: Experience of Instructors' Relationship with Religion and Spirituality in Doctoral Psychology Programs
	McGee, Samantha
	In: Antioch University Full-Text Dissertations & Theses (2022)
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2	A Path to Decolonizing the Online Classroom
	Woodford, Erin
	In: Northwest Journal of Teacher Education (2022)
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3	ЯЗЫКИ ДОНБАССА: ИСТОРИЯ, СОВРЕМЕННОЕ СОСТОЯНИЕ, ПЕРСПЕКТИВЫ РАЗВИТИЯ ...
	ГОУ ВПО "ДОНАУИГС"; SEE HPE "DAMPA"; Кафедра краеведения. - : Zenodo, 2022
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4	ЯЗЫКИ ДОНБАССА: ИСТОРИЯ, СОВРЕМЕННОЕ СОСТОЯНИЕ, ПЕРСПЕКТИВЫ РАЗВИТИЯ ...
	ГОУ ВПО "ДОНАУИГС"; SEE HPE "DAMPA"; Кафедра краеведения. - : Zenodo, 2022
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5	Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
	sarbunan, thobias. - : Open Science Framework, 2022
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6	The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HE
	Pereira, José; Costa Lopes, Ana Maria; Amante, Susana. - : Atena Editora, 2022
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7	EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
	Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
	In: Theses: Doctorates and Masters (2022)
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8	Relationships Between Dual Enrollment Parameters, College Completion, and Time to Completion at Tennessee Community Colleges
	Mellons, Victoria N.
	In: Electronic Theses and Dissertations (2022)
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9	Exploring First-Generation College Students Transition into Higher Education
	Shaw, Derrick Jamal
	In: Culminating Experience Projects (2022)
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10	Learning Analytics: A Classroom Response System’s impact on Summative Assessment
	Tucker, Eric J.
	In: SoTL Commons Conference (2022)
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11	Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
	Shin, Ji Hye; Choi, Jayoung; Khote, Nihal...
	In: SoTL Commons Conference (2022)
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12	Study 1 - Fred and his dog (revised with author vs respondent conditions) ...
	Shorr, Ardon. - : Open Science Framework, 2022
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13	ACADEMIC COACHES AND STUDENT SUCCESS IN HIGHER EDUCATION: A QUANTITATIVE STUDY
	Letchworth, Nicole
	In: School of Education Doctoral Projects (2022)
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14	Promoting Equity and Engagement with Randomness
	Saiewitz, Aaron
	In: UNLV Best Teaching Practices Expo (2022)
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15	Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
	Moore-Jones, P. J.
	In: Journal of Global Education and Research (2022)
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16	HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
	Her, Pa; Gloria, Alberta M; Chang, Shee Yee...
	In: Journal of Southeast Asian American Education and Advancement (2022)
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17	The axis of access: a quantitative ethnography of presidential discourse on the construct of college access in the United States
	Donnelly, Pamela M
	In: Theses and Dissertations (2022)
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18	THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
	Hoffman, Hayley C.
	In: Theses and Dissertations--Communication (2022)
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19	Using Issues in Honors Education to Teach Argumentation
	Guzy, Annmarie
	In: Honors in Practice -- Online Archive (2022)
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20	Counterstories of Honors Students of Color
	Gutiérrez, Michael Carlos
	In: Honors in Practice -- Online Archive (2022)
	Abstract: This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students’ racial, ethnic, cultural, and socioeconomic backgrounds. While several students report nearly withdrawing from honors, citing feelings of racial tokenization, alienation from peers, and impostor phenomenon, the author notes how results elucidate a pressing need for university honors programs to recruit more students from underrepresented backgrounds and provide targeted resources to support honors students and the programs to which they belong.
	Keyword: communities of practice; critical race theory; Curriculum and Instruction; diversity in higher education; Education; Educational Administration and Supervision; Gifted Education; Higher Education; Liberal Studies; Racial Microaggressions Scale (RMAS); University of California–Davis (CA)–Honors Program
	URL: https://digitalcommons.unl.edu/nchchip/372 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1371&context=nchchip
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