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Author: William G. Tierney
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
Higher education is in a time of crisis--diminishing funds, rising costs, lack of student preparation for college work, low morale among students and faculty, strained relations between faculty and administration, and confusion about curriculum and educational goals. Tierney believes that the problems are moral. He suggests that by following principles used by Gandhi and Martin Luther King, institutions of higher learning can model themselves on communities of brotherly love and service to humanity. Tierney presents several case studies of postsecondary institutions and shows how academic structures give privilege to some ideas and constituencies, and silence others. He weds critical theory to postmodernism to derive a workable orientation toward multiculturalism on campus. Tierney's rare book embraces critical theory and honors postmodernism simultaneously. It is about academe but it is accessible by the layman. Through a series of ethnographic case studies of postsecondary institutions, the author uses critical postmodernism to offer a series of practical solutions to some of the most vexing problems of education. Tierney's goal is to orient college life toward multiculturalism. Tierney takes the essence of critical theory and distills the core ingredients of postmodernism. He makes them work together in order to identify the difficulties in perceiving and reacting to the inner and outer workings of the human psyche. Critical postmodernism addresses five axes of contention: boundaries versus border zones, individual constraints versus pluralist possibility, political versus apolitical, hope versus nihilism, and difference versus agape, or generalized love. Ethnographic studies follow the theory: Deep Springs College in the California desert, a school with 26 students and seven faculty; gay faculty in academe; a private liberal arts college with a student body of 2,000 and a faculty of 150 cast in the traditional mode of higher education; private college engaged in strategic planning in the Northeast; and the creation of the San Marcos campus of California State University. The study concludes with a discussion of cultural citizenship and educational democracy and endorses the methods of ethnography as essential to refining perception and suggesting ways of improving the college experience.
Author: William G. Tierney
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
Higher education is in a time of crisis--diminishing funds, rising costs, lack of student preparation for college work, low morale among students and faculty, strained relations between faculty and administration, and confusion about curriculum and educational goals. Tierney believes that the problems are moral. He suggests that by following principles used by Gandhi and Martin Luther King, institutions of higher learning can model themselves on communities of brotherly love and service to humanity. Tierney presents several case studies of postsecondary institutions and shows how academic structures give privilege to some ideas and constituencies, and silence others. He weds critical theory to postmodernism to derive a workable orientation toward multiculturalism on campus. Tierney's rare book embraces critical theory and honors postmodernism simultaneously. It is about academe but it is accessible by the layman. Through a series of ethnographic case studies of postsecondary institutions, the author uses critical postmodernism to offer a series of practical solutions to some of the most vexing problems of education. Tierney's goal is to orient college life toward multiculturalism. Tierney takes the essence of critical theory and distills the core ingredients of postmodernism. He makes them work together in order to identify the difficulties in perceiving and reacting to the inner and outer workings of the human psyche. Critical postmodernism addresses five axes of contention: boundaries versus border zones, individual constraints versus pluralist possibility, political versus apolitical, hope versus nihilism, and difference versus agape, or generalized love. Ethnographic studies follow the theory: Deep Springs College in the California desert, a school with 26 students and seven faculty; gay faculty in academe; a private liberal arts college with a student body of 2,000 and a faculty of 150 cast in the traditional mode of higher education; private college engaged in strategic planning in the Northeast; and the creation of the San Marcos campus of California State University. The study concludes with a discussion of cultural citizenship and educational democracy and endorses the methods of ethnography as essential to refining perception and suggesting ways of improving the college experience.
Author: John C. Smart
Publisher: Springer Science & Business Media
ISBN: 1402096283
Category : Education
Languages : en
Pages : 497
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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author: Robert A. Rhoads
Publisher: State University of New York Press
ISBN: 1438417209
Category : Education
Languages : en
Pages : 266
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Book Description
In Community Service and Higher Learning, Robert A. Rhoads examines the experiences of students as they commit themselves to community service during their college years. The author explores how a student's sense of self may be challenged through involvement in the lives of others within the context of community service relationships. Central to his "explorations of the self" is the role "caring" plays as a source of self understanding and identity development. Drawing upon classic symbolic interactionists such as George Herbert Mead as well as contemporary feminists such as Carol Gilligan and Nel Noddings, Rhoads suggests ways in which the self might be reconsidered with an ethic-of-care philosophy at its core. He argues that higher education ought to play a key role in fostering more relational and caring individuals and that community service offers a pedagogical opportunity for encouraging the development of more caring selves. He maintains that as society becomes increasingly complex, diverse, and potentially fragmented, caring becomes a more important facet of one's sense of self than perhaps ever before. It is only through an increasing concern for the other (the essence of caring) that one is able to bridge the relational barriers posed by the postmodern condition.
Author: Samuel D. Museus
Publisher: Routledge
ISBN: 1136836152
Category : Education
Languages : en
Pages : 250
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Book Description
Many colleges and universities have not engaged in the critical self-examination of their campuses necessary for effectively serving racially diverse student populations. This timely edited collection provides insights into how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations. By cultivating values, beliefs, and assumptions that focus on including, validating, and creating equitable outcomes among diverse undergraduate students, an institution can foster their success.While attention to campus climate is critical for gauging the nature of an institution’s culture and how students are experiencing the campus environment, changes in climate alone will not lead to holistic and deep rooted institutional transformation. Moving beyond previous explorations of campus racial climates, Creating Campus Cultures addresses the considerable institutionally embedded obstacles practitioners face as they attempt to transform entrenched institutional cultures to meet the needs of diverse student bodies. A broad range of chapters include voices of students, new research, practical experiences, and application of frameworks that are conducive to success. This book will help student affairs and higher education administrators navigate this increasingly difficult terrain by providing practical advice on how to foster success among racial minority students and enact long-term, holistic change at any institution.
Author: Daryl G. Smith
Publisher: JHU Press
ISBN: 1421438402
Category : Education
Languages : en
Pages : 397
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Book Description
Building sustainable diversity in higher education isn't just the right thing to do—it is an imperative for institutional excellence and for a pluralistic society that works. *Updated Edition* Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. In Diversity's Promise for Higher Education, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past. To become more relevant to society, the nation, and the world, while remaining true to their core missions, colleges and universities must continue to see diversity—like technology—as central, not parallel, to their work. Indeed, looking at the relatively slow progress for change in many areas, Smith suggests that seeing diversity as an imperative for an institution's individual mission, and not just as a value, is the necessary lever for real institutional change. Furthermore, achieving excellence in a diverse society requires increasing institutional capacity for diversity—working to understand how diversity is tied to better leadership, positive change, research in virtually every field, student success, accountability, and more equitable hiring practices. In this edition, which is aimed at administrators, faculty, researchers, and students of higher education, Smith emphasizes a transdisciplinary approach to the topic of diversity, drawing on an updated list of sources from a wealth of literatures and fields. The tables and figures have been refreshed to include data on faculty diversity over a twenty-year period, and the book includes new information about • gender identity, • embedded bias, • student success, • the growing role of chief diversity officers, • the international emergence of diversity issues, • faculty hiring, • and important metrics for monitoring progress. Drawing on forty years of diversity studies, this third edition also • includes more examples of how diversity is core to institutional excellence, academic achievement, and leadership development; • updates issues of language; • examines the current climate of race-based campus protest; • addresses the complexity of identity—and explains how to attend to the growing kinds of identities relevant to diversity, equity, and inclusion while not overshadowing the unfinished business of race, class, and gender.
Author: Michael N. Bastedo
Publisher: JHU Press
ISBN: 1421405059
Category : Education
Languages : en
Pages : 572
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Book Description
Colleges and universities are best understood as networks of departments working together to fulfill a mission of education, innovation, and community partnership. To better understand how these large and complex institutions function, scholars can apply organizational and strategic planning concepts made familiar by business management. This book follows that model and explores the new and emerging ways by which organizational theories address major contemporary concerns in higher education. The contributors to this volume are both influenced and inspired by the pioneering work of Marvin Peterson and his four-decade career researching higher education organization. Comprising a serious reexamination of the field, the essays review past and current thinking, address the field’s core theoretical traditions, and pursue exciting new lines of inquiry, including the organizational dynamics of diversity and social movement organizations. Ideal for courses in administration and theory, this book reinvigorates the study of higher education as an organization and encourages scholars to rediscover the value of organizational principles in all areas of higher education research. Contributors: Michael N. Bastedo, University of Michigan; Patricia J. Gumport, Stanford University; James C. Hearn, University of Georgia; Adrianna Kezar, University of Southern California; Jason Lane, State University of New York at Albany; Simon Marginson, University of Melbourne; Michael K. McLendon, Vanderbilt University; Anna Neumann, Columbia University; Brian Pusser, University of Virginia; Fabio Rojas, Indiana University; Daryl G. Smith, Claremont Graduate University; William G. Tierney, University of Southern California; and the late J. Douglas Toma, University of Georgia
Author: William G. Tierney
Publisher: SAGE
ISBN: 9780761909880
Category : Business & Economics
Languages : en
Pages : 196
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Book Description
This critique of modern academia is also a proposal for making campuses more effective -- that is, better at meeting the clients' or customers' needs. The author addresses the problems that many academic institutions have today in clinging to the practices and organization of the past. By outlining the many problems in organization that colleges and universities face today, the author hopes to reveal workable solutions.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
Author: Shannon Faris
Publisher: Bloomsbury Publishing USA
ISBN: 0313005168
Category : Education
Languages : en
Pages : 278
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Book Description
Many problems that plague modern American society, including disappearance of community, decaying inner cities, racial tensions, environmental degradation, declining civic engagement, and the increasing ineffectiveness of government, to name a few, are in many respects problems of leadership. Leadership means not only what elected and appointed public officials do, but also the critically important civic work performed by those individual citizens who are actively engaged in making a positive difference in society. Clearly, one of the major problems with contemporary civic life in America is that too few of our citizens are actively engaged in efforts to effect positive social change. Educators seldom acknowledge higher education's possible contribution to these problems or the role that it might play in alleviating them. Colleges and universities provide rich opportunities for developing leaders through the curriculum and co-curriculum. Co-curricular experiences not only support and augment the students' formal classroom and curricular experience, but can also create powerful learning opportunities for leadership development through collaborative group projects that serve the institution or the community. These projects can be implemented through service learning, residential living, community work, and student organizations. In the first section, Alexander W. Astin and Helen S. Astin, two of the most influential authors in education and co-principal investigators for the research team that devised Social Change Model of Leadership Development, share their insights on the model they helped create. Also in this section, other leading theoreticians offer provocative and challenging insights into non-hierarchical leadership. The second section features case studies and other examples from the practical realm. Contributions come from a wide array of programs and institutions, from community colleges to Ivy League institutions to urban public universities. Because campuses are increasingly diverse, leadership programs must not only acknowledge but embrace the multiplicity of identities personified in their students. Accordingly, the next section offers essays and case studies on complex issues of intersection of leadership and identity. The book concludes with two chapters essential for those seeking to access leadership development: one focusing on the need for assessment, the other containing an account of the first-ever instrument designed specifically to access non-hierarchical leadership, written by the creator of this instrument.
Author: Melvin Cleveland Terrell
Publisher: Taylor & Francis
ISBN: 1000977080
Category : Education
Languages : en
Pages : 174
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Book Description
This book serves as a sourcebook to enhance and evaluate safety programs, generate new solutions and interventions, comply with new legislation, and present practical steps and guidelines to establish best practices. It pays particular attention to the factors that may give rise to crime, considering high-risk drinking and examining the intersection between hate crimes and violence. Devoting chapters to discrimination in all its forms, whether against international students, students of color, or on the basis of ethnicity or sexual orientation, it reviews the range of issues relating to harassment and violence against women and engages with hazing and the presence of guns on campus. The authors pay attention to the different circumstances that may apply in specific institutional types, such as community colleges and minority-serving institutions. They offer perspectives from administrators, campus security, student affairs personnel, faculty and policy makers.The purpose is to provide readers with the context and tools to devise a comprehensive safety plan. For administrators operating with few formal support systems, advice is given on how to co-opt individuals and resources from around the campus and the local community to assist in maintaining a safe and welcoming campus.Click here for press release.
