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Author: Wheaton College (Ill.). Student Government
Publisher:
ISBN:
Category : College student government
Languages : en
Pages :
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Book Description
Author: Wheaton College (Ill.). Student Government
Publisher:
ISBN:
Category : College student government
Languages : en
Pages :
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Book Description
Author: Robert Tracy McKenzie
Publisher: InterVarsity Press
ISBN: 0830852972
Category : History
Languages : en
Pages : 238
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Book Description
The success and survival of American democracy have never been guaranteed. Arguing that we must take an unflinching look at the nature of democracy—and therefore, ourselves—historian Robert Tracy McKenzie explores the ideas of human nature in the history of American democratic thought, from the nation's Founders through the Jacksonian Era and Alexis de Tocqueville.
Author: Wheaton College (Ill.)
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 56
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Book Description
Author: Paul C. Helmreich
Publisher: Associated University Presses
ISBN: 9780845348819
Category : Education
Languages : en
Pages : 548
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Book Description
"This volume chronicles the history of Wheaton College in Norton, Massachusetts, beginning with its creation as a Female Seminary in 1834 and concluding with the 1955 decision to increase substantially in size, a process that commenced in 1957. This latter event brought to a close 123 years during which Wheaton Seminary and College had remained tied to the precepts and fiscal resources of the founding family, the Wheatons."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Author: Gordon John Klopf
Publisher:
ISBN:
Category : Student government
Languages : en
Pages : 120
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Book Description
Author: Barry Keating
Publisher:
ISBN:
Category : Student government
Languages : en
Pages :
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Author: Barry Keating
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
Author: Edwin D. Duryea
Publisher: Routledge
ISBN: 1135686777
Category : Education
Languages : en
Pages : 296
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Book Description
This book, the first ever overview of the subject, traces the history of the government of higher education from the middle ages through the 1950's and concludes with a look towards the future. It provides insight into the origins and progression of corporate organization associated with western universities, and explores whether and to what extent changing conditions raise the question of its obsolescence. It will be of interest to those who study higher education as well as the general public, governing board members, and professors.
Author: United States. Congress
Publisher:
ISBN:
Category : Law
Languages : en
Pages : 1398
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Book Description
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)
Author: Scott M. Gelber
Publisher: JHU Press
ISBN: 1421438178
Category : Education
Languages : en
Pages : 246
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Book Description
A comprehensive history of evaluation in American higher education. In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college. Gelber reveals the extent to which professors and academic interest groups participated in the development of our most common evaluation instruments, including student course questionnaires, achievement tests, surveys, rubrics, rankings, and accreditation self-studies. Although these efforts may seem distant from the present era of shortsighted scrutiny and ill-conceived comparisons, Gelber demonstrates that the evaluation of college teaching and learning has long consisted of a set of intellectually sophisticated questions that have engaged, and could continue to engage, faculty members and their advocates. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, Grading the College seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education.
