Karla I Loya | University of Hartford (original) (raw)
Peer-reviewed Journal Articles by Karla I Loya
Journal of Pedagogical Research, 2021
Many college instructors begin their careers without knowing or using instructional best practice... more Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also make them more inclusive. The study data comes from interviews about instructional vies and practices with 25 college faculty teaching undergraduate and graduate courses at an Eastern US university. This article first describes the mechanisms through which most teaching changes occur. Teaching changes can be typical or deliberate. Typical teaching changes usually encompass small modifications that suffice most needs but leave the instructor's teaching views and practices intact. Deliberate teaching changes are more intentional and drastic modifications that alter the instructor's views and practices of teaching. A model is presented next, to explain the mechanism through which college faculty can effectuate deep changes to their teaching to make it more inclusive. This model emphasizes the need for faculty to engage in reflection on their teaching to produce deliberate and inclusive teaching views and practices.
Women student-athletes are often underrepresented in policy reforms aimed at improving academic ... more Women student-athletes are often underrepresented in policy reforms aimed at improving academic outcomes among college athletes. Using data from a national survey of 8481 student-athletes in all National Collegiate Athletic Association intercollegiate divisions and sports, the effects of climate on the academic success of women student-athletes are examined. The Student- Athlete Climate Study conceptual framework is tested, then seven factors that gauge women student-athletes’ perceptions of climate are measured. Indicators with most influence on academic success among women student-athletes are: faculty–student interaction, personal comfort with team- mate diversity, and perceptions of respect.
Increasing racial/ethnic minority students' success is a challenge for engineering undergraduate ... more Increasing racial/ethnic minority students' success is a challenge for engineering undergraduate education. While studies have focused on students' access, persistence, and degree completion by disaggregating student race/ethnicity, relatively little research has been conducted on the differential relationship between student experiences and learning outcomes across racial groups. Based on Terenzini and Reason's college impact framework (2005, 2011), this study examined how students' race/ethnicity moderates the relationship between student experiences and learning outcomes. This study used student survey data from a nationally representative sample of 120 U.S. engineering programs from 31 four-year institutions and adopted blocked linear regression procedures with interaction effects between students' race/ethnicity and their curricular and classroom experiences on learning outcomes. The results indicated that students' experiences positively related with Asians' and Blacks' learning outcomes relative to Whites' learning on different curricular topics (e.g., core-engineering thinking) that their programs emphasized. While students' experiences on their instructors' student-centered teaching methods had positive and stronger relationships with learning for Asians than for Whites, group learning experiences had a positive relationship with learning for Blacks relative to Whites. These results suggest that more research investigating the relationship between student experiences and learning outcomes across subpopulations of students should be conducted because the same relationships do not appear to hold across racial/ethnic groups within engineering.
doi 10.1615/JWomenMinorScienEng.2016013601
Students' perceptions of the campus climate can affect their success and outcomes. Student-athlet... more Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes' (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes.
The Review of Higher Education, 2015
Book Chapters by Karla I Loya
Fernandez, F., Loya, K. I., & Oseguera, L. (forthcoming Sept., 2017). When nobody talks, everybod... more Fernandez, F., Loya, K. I., & Oseguera, L. (forthcoming Sept., 2017). When nobody talks, everybody pays, and no one wins: How public-private partnerships need to anticipate data collection challenges. In Conchas, G. Q., Hinga, B., Gottfried, M., & Oseguera, L. (Eds.). Educational policy goes to school: Case studies on the limitations and possibilities of educational innovation. New York, NY: Routledge. ISBN: 978-1-13-867875-0
Loya, K. I., & Kimball, Z. (2015). Educational policy and political action as a mechanism of remo... more Loya, K. I., & Kimball, Z. (2015). Educational policy and political action as a mechanism of remote control. In MacDougall, R.C. (Ed.) Communication and Control: Tools, systems, and new dimensions. Lexington Books.
Loya, K. I., Hwang, J., & Oseguera, L. (2015). Latino and Latina students’ college enrollment: Ge... more Loya, K. I., Hwang, J., & Oseguera, L. (2015). Latino and Latina students’ college enrollment: Gender, generational status, and college sector selectivity. In Pérez, P.A. & Ceja, M.A. (Eds.). Higher education access and choice for Latino students: Critical findings and theoretical perspectives. New York, NY: Routledge.
Peer-reviewed Conference Presentations by Karla I Loya
Journal of Pedagogical Research, 2021
Many college instructors begin their careers without knowing or using instructional best practice... more Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also make them more inclusive. The study data comes from interviews about instructional vies and practices with 25 college faculty teaching undergraduate and graduate courses at an Eastern US university. This article first describes the mechanisms through which most teaching changes occur. Teaching changes can be typical or deliberate. Typical teaching changes usually encompass small modifications that suffice most needs but leave the instructor's teaching views and practices intact. Deliberate teaching changes are more intentional and drastic modifications that alter the instructor's views and practices of teaching. A model is presented next, to explain the mechanism through which college faculty can effectuate deep changes to their teaching to make it more inclusive. This model emphasizes the need for faculty to engage in reflection on their teaching to produce deliberate and inclusive teaching views and practices.
Women student-athletes are often underrepresented in policy reforms aimed at improving academic ... more Women student-athletes are often underrepresented in policy reforms aimed at improving academic outcomes among college athletes. Using data from a national survey of 8481 student-athletes in all National Collegiate Athletic Association intercollegiate divisions and sports, the effects of climate on the academic success of women student-athletes are examined. The Student- Athlete Climate Study conceptual framework is tested, then seven factors that gauge women student-athletes’ perceptions of climate are measured. Indicators with most influence on academic success among women student-athletes are: faculty–student interaction, personal comfort with team- mate diversity, and perceptions of respect.
Increasing racial/ethnic minority students' success is a challenge for engineering undergraduate ... more Increasing racial/ethnic minority students' success is a challenge for engineering undergraduate education. While studies have focused on students' access, persistence, and degree completion by disaggregating student race/ethnicity, relatively little research has been conducted on the differential relationship between student experiences and learning outcomes across racial groups. Based on Terenzini and Reason's college impact framework (2005, 2011), this study examined how students' race/ethnicity moderates the relationship between student experiences and learning outcomes. This study used student survey data from a nationally representative sample of 120 U.S. engineering programs from 31 four-year institutions and adopted blocked linear regression procedures with interaction effects between students' race/ethnicity and their curricular and classroom experiences on learning outcomes. The results indicated that students' experiences positively related with Asians' and Blacks' learning outcomes relative to Whites' learning on different curricular topics (e.g., core-engineering thinking) that their programs emphasized. While students' experiences on their instructors' student-centered teaching methods had positive and stronger relationships with learning for Asians than for Whites, group learning experiences had a positive relationship with learning for Blacks relative to Whites. These results suggest that more research investigating the relationship between student experiences and learning outcomes across subpopulations of students should be conducted because the same relationships do not appear to hold across racial/ethnic groups within engineering.
doi 10.1615/JWomenMinorScienEng.2016013601
Students' perceptions of the campus climate can affect their success and outcomes. Student-athlet... more Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes' (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes.
The Review of Higher Education, 2015
Fernandez, F., Loya, K. I., & Oseguera, L. (forthcoming Sept., 2017). When nobody talks, everybod... more Fernandez, F., Loya, K. I., & Oseguera, L. (forthcoming Sept., 2017). When nobody talks, everybody pays, and no one wins: How public-private partnerships need to anticipate data collection challenges. In Conchas, G. Q., Hinga, B., Gottfried, M., & Oseguera, L. (Eds.). Educational policy goes to school: Case studies on the limitations and possibilities of educational innovation. New York, NY: Routledge. ISBN: 978-1-13-867875-0
Loya, K. I., & Kimball, Z. (2015). Educational policy and political action as a mechanism of remo... more Loya, K. I., & Kimball, Z. (2015). Educational policy and political action as a mechanism of remote control. In MacDougall, R.C. (Ed.) Communication and Control: Tools, systems, and new dimensions. Lexington Books.
Loya, K. I., Hwang, J., & Oseguera, L. (2015). Latino and Latina students’ college enrollment: Ge... more Loya, K. I., Hwang, J., & Oseguera, L. (2015). Latino and Latina students’ college enrollment: Gender, generational status, and college sector selectivity. In Pérez, P.A. & Ceja, M.A. (Eds.). Higher education access and choice for Latino students: Critical findings and theoretical perspectives. New York, NY: Routledge.
American Journal of Education, 2014
College Teaching, May 3, 2021
Journal of pedagogical research, Jul 7, 2021
New Directions for Institutional Research, Oct 1, 2017
International Journal of Qualitative Studies in Education, Feb 23, 2023
Proceedings of the 2019 AERA Annual Meeting
Communication and Control: Tools, Systems, and New Dimensions advocates a systems view of human c... more Communication and Control: Tools, Systems, and New Dimensions advocates a systems view of human communication in a time of intelligent, learning machines. This edited collection sheds new light on things as mundane yet still profoundly consequential (and seemingly low-tech) as push buttons, pagers, and telemarketing systems. Contributors also investigate aspects of remote control related to education, organizational design, artificial intelligence, cyberwarfare, drones, and even binge-watching on Netflix. In line with a systems view, the collection takes up a media ecological view. This work will be of interest to students, scholars, and researchers in communication, new media, and technology.
Learn how to use qualitative research as a tool for institutional research. Although institutiona... more Learn how to use qualitative research as a tool for institutional research. Although institutional researchers often employ informal qualitative methods (their experiences and anecdotal observations), this volume argues that true organizational intelligence is facilitated by formalizing the qualitative data collection and analysis process in institutional research. To that end, it presents a systematic approach to qualitative research in institutional research that connects technical and analytical skills with issues awareness and knowledge of context. Topics covered include: Technical/analytical awareness practices Issues awareness Practices that achieve contextual awareness
Journal for the Study of Sports and Athletes in Education, 2016
Women student-athletes are often underrepresented in policy reforms aimed at improving academic o... more Women student-athletes are often underrepresented in policy reforms aimed at improving academic outcomes among college athletes. Using data from a national survey of 8481 student-athletes in all National Collegiate Athletic Association intercollegiate divisions and sports, the effects of climate on the academic success of women student-athletes are examined. The Student-Athlete Climate Study conceptual framework is tested, then seven factors that gauge women student-athletes’ perceptions of climate are measured. Indicators with most influence on academic success among women student-athletes are: faculty–student interaction, personal comfort with teammate diversity, and perceptions of respect.
The Journal of Higher Education, 2016
Students' perceptions of the campus climate can affect their success and outcomes. Student-at... more Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes' (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes.
Journal of Women and Minorities in Science and Engineering, 2016
Journal of Pedagogical Research
Many college instructors begin their careers without knowing or using instructional best practice... more Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also make them more inclusive. The study data comes from interviews about instructional vies and practices with 25 college faculty teaching undergraduate and graduate courses at an Eastern US university. This article first describes the mechanisms through which most teaching changes occur. Teaching changes can be typical or deliberate. Typical teaching changes usually encompass small modifications that suffice most needs but leave the instructor’s teaching views and practices intact. Deliberate teaching changes are more intentional and drastic modifications that alter the instructor’s views and practices of teaching. A model is presented next, to explain the mechanism through which college faculty can effectuate deep changes to their teaching to make it more inclusive. This model emphasizes the need for faculty to engage in reflection on their teaching to produce deliberate and inclusive teaching views and practices.