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Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Charles C. Bonwell
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Book Description
This monograph examines the nature of active learning at the higher education level, the empirical research on its use, the common obstacles and barriers that give rise to faculty resistance, and how faculty and staff can implement active learning techniques. A preliminary section defines active learning and looks at the current climate surrounding the concept. A second section, entitled "The Modified Lecture" offers ways that teachers can incorporate active learning into their most frequently used format: the lecture. The following section on classroom discussion explains the conditions and techniques needed for the most useful type of exchange. Other ways to promote active learning are also described including: visual learning, writing in class, problem solving, computer-based instruction, cooperative learning, debates, drama, role playing, simulations, games, and peer teaching. A section on obstacles to implementing active learning techniques leads naturally to the final section, "Conclusions and Recommendations," which outlines the roles that each group within the university can play in order to encourage the implementation of active learning strategies. The text includes over 200 references and an index. (JB)
Author: John Fay Putnam
Publisher:
ISBN:
Category : Junior college students
Languages : en
Pages : 208
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309142393
Category : Law
Languages : en
Pages : 348
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Book Description
Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators.
Author: George D. Kuh
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 176
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Book Description
The properties of institutional culture are identified, and the way cultural perspectives have been used to describe life in colleges and universities are examined. Seven sections cover the following: cultural perspectives (the warrant for the report, organizational rationality, the remaining sections); culture defined and described (toward a definition of culture, properties of culture, levels of culture); intellectual foundations of culture (anthropology, sociology); a framework for analyzing culture in higher education (the external environment, the institution, subcultures, individual actors); threads of institutional culture (historical roots and external influences, academic program, the personnel core, social environment, artifacts, distinctive themes, individual actors); institutional subcultures (faculty subculture, student culture, administrative subcultures); and implications of cultural perspectives (a summary of cultural properties, implications for practice, inquiry into culture in higher education). Techniques of inquiry appropriate for studying culture include observing participants, interviewing key informants, conducting autobiographical interviews, and analyzing documents. By viewing higher education institutions as cultural enterprises, it may be possible to learn how the college experience contributes to divisions of class, race, gender, and age within the institution as well as throughout society, how a college or university relates to its prospective, current, or former students, and how to deal more effectively with conflicts between competing interest groups. Contains over 340 references. (SM)
Author: Clifton Conrad
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 96
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Book Description
Author: John R. Thelin
Publisher: School of Education and Human Development George Wash Univer
ISBN:
Category : Education
Languages : en
Pages : 174
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Book Description
This book reviews the literature and institutional practice concerned with intercollegiate sports in higher education. Six sections cover the following topics: (1) academics and athletics (e.g., trends in research and scholarship and a framework for institutional analysis); (2) fiscal fitness: the peculiar economics of intercollegiate athletics (e.g. why expenses for college sports are so high and philanthropy and fund raising); (3) public policy and intercollegiate athletics programs (e.g., accountability, compliance, and other aspects of paying the price of nonprofit status, and colleges and the courts as illustrated by the case of television); (4) presidential leadership (e.g., the prescribed presidential role and problems of presidential leadership); (5) intercollegiate athletics and institutionalized administration (e.g. faculty involvement and the athletics director); and (6) educational mission, academic structure, and intercollegiate athletics policy, including recommendations for reform (e.g. structural models and institutional mission and from mission statements to self-study and accountability). Contains approximately 140 references. (SM)
Author: National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina)
Publisher: First-Year Experience Monograp
ISBN: 9781889271699
Category : Education
Languages : en
Pages : 249
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Book Description
The 2010 edition of this monograph addresses many topics (e.g., administration of orientation programs, family involvement, student characteristics and needs, assessment, and orientation for specific student populations and institutional types) that were included in previous editions but approaches them with new information, updated data, and current theory. However, this edition also takes up new topics in response to the "opportunities and concerns" facing orientation, transition, and retention professionals such as collaborations among campus units in the development and delivery of orientation, the increase in nontraditional student populations, the need for effective crisis planning and management in orientation programs, new technologies, and even the challenge of making the case for orientation in an era of diminishing resources. The authors have carefully penned chapters incorporating contemporary information, ideas, and concepts while being reflective of traditional practices. Following a preface by Margaret J. Barr and a foreword by Jennifer R. Keup and Craig E. Mack, chapters in this edition include: (1) Brief Overview of the Orientation, Transition, and Retention Field (Craig E. Mack); (2) Theoretical Perspectives on Orientation (Denise L. Rode and Tony W. Cawthon); (3) Making the Case for Orientation: Is It Worth It? (Bonita C. Jacobs); (4) Administration of a Comprehensive Orientation Program (April Mann, Charlie Andrews, and Norma Rodenburg); (5) Community College Orientation and Transition Programs (Cathy J. Cuevas and Christine Timmerman); (6) Channeling Parental Involvement to Support Student Success (Jeanine A. Ward-Roof, Laura A. Page, and Ryan Lombardi); (7) Extensions of Traditional Orientation Programs (Tracy L. Skipper, Jennifer A. Latino, Blaire Moody Rideout, and Dorothy Weigel); (8) Technology in Orientation (J.J. Brown and Cynthia L. Hernandez); (9) Incorporating Crisis Planning and Management Into Orientation Programs (Dian Squire, Victor Wilson, Joe Ritchie, and Abbey Wolfman); (10) Orientation and First-Year Programs: A Profile of Participating Students (Maureen E. Wilson and Michael Dannells); (11) Creating a Developmental Framework for New Student Orientation to Address the Needs of Diverse Populations (Archie P. Cubarrubia and Jennifer C. Schoen); (12) Designing Orientation and Transition Programs for Transfer Students (Shandol C. Hoover); (13) Nontraditional Is the New Traditional: Understanding Today's College Student (Michael J. Knox and Brittany D. Henderson); (14) Building the Case for Collaboration in Orientation Programs: Campus Culture, Politics, and Power (Beth M. Lingren Clark and Matthew J. Weigand); (15) Assessment and Evaluation in Orientation (Robert Schwartz and Dennis Wiese); and (16) Reflections on the History of Orientation, Transition, and Retention Programs (Jeanine A. Ward-Roof and Kathy L. Guthrie). (Individual chapters contain references.) [For the 2nd Edition (2003), see ED478603.].
Author:
Publisher:
ISBN: 9780801118074
Category :
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Book Description
Increasingly, elected officials are demanding that public universities demonstrate productivity and efficiency in their use of public funds. New York City is no exception to this trend; Mayor Giuliani has taken the lead in asking that the City University of New York (CUNY) improve its performance (see, e.g., Arenson, 1998a). The performance of a system of higher education depends at least in part on the efficacy of its structure of governance. For the purposes of this report, governance will be defined broadly as including not only the traditional academic decision making procedures related to curriculum, research, and faculty personnel, but also the organizational decisions of administrators, the policy decisions of the university trustees, and the oversight of statewide educational authorities. It includes the structure of authority, accountability, and incentive relationships from the New York State Board of Regents to the employment contracts of individual faculty members. Although effective governance is not sufficient to guarantee ultimate success in achieving positive educational outcomes, it is surely necessary. If CUNY is to satisfy public demands for improvement, it requires a system of governance that promotes both productivity and efficiency in its educational enterprise. The primary objectives of this report are to explain CUNY's governance structure and describe how that structure hinders the achievement of positive educational outcomes. In addition, the report makes tentative suggestions about how governance might be reformed to reduce obstacles to performance.
