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Author: Philip G. Altbach
Publisher: JHU Press
ISBN: 9780801880353
Category : Education
Languages : en
Pages : 572
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Book Description
This new edition explores current issues of central importance to the academy: leadership, accountability, access, finance, technology, academic freedom, the canon, governance, and race. Chapters also deal with key constituencies -- students and faculty -- in the context of a changing academic environment.
Author: Philip G. Altbach
Publisher: JHU Press
ISBN: 9780801880353
Category : Education
Languages : en
Pages : 572
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Book Description
This new edition explores current issues of central importance to the academy: leadership, accountability, access, finance, technology, academic freedom, the canon, governance, and race. Chapters also deal with key constituencies -- students and faculty -- in the context of a changing academic environment.
Author: Michael N. Bastedo
Publisher: Johns Hopkins University Press
ISBN: 9781421419893
Category : Education
Languages : en
Pages : 0
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Book Description
An indispensable reference that everyone concerned with the future of American colleges and universities should acquire. First published in 1999, American Higher Education in the Twenty-First Century offered a comprehensive introduction to the central issues facing American colleges and universities. This thoroughly revised edition brings the classic volume up to date. The contributors have rewritten every chapter to address major changes in higher education, including the rise of organized social movements, the problem of income inequality and stratification, and the growth of for-profit and distance education. Three new chapters cover information technology, community colleges, and teaching and learning. This edition seeks to capture several crucial dynamics in the nexus of higher education and society. Placing higher education within its social and political contexts, the contributors discuss finance, federal and state governance, faculty, students, curriculum, and academic leadership. They also grapple with growing concerns about the future of the academy and reflect more deeply on the racial, ethnic, and socioeconomic diversity within higher education. No other book covers such wide-ranging issues under the broader theme of higher education’s relationship to society. Highly acclaimed and incorporating cutting-edge research, American Higher Education in the Twenty-First Century is now more useful and engaging than ever. Contributors: Michael N. Bastedo, Philip G. Altbach, Patricia J. Gumport, Benjamin Baez, Peter Riley Bahr, Joy Blanchard, Corbin M. Campbell, Melanie E. Corrigan, Peter D. Eckel, Roger L. Geiger, Lawrence E. Gladieux, Sara Goldrick-Rab, Jillian Leigh Gross, D. Bruce Johnstone, Adrianna Kezar, Jacqueline E. King, Aims C. McGuinness, Jr., Michael Mumper, Anna Neumann, Robert M. O’Neil, Laura W. Perna, Gary Rhoades, Roman Ruiz, Lauren Schudde, Sheila Slaughter, Daryl G. Smith
Author: William A. Smith
Publisher: State University of New York Press
ISBN: 079148937X
Category : Education
Languages : en
Pages : 335
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Book Description
"Why is it that as we enter the twenty-first century, the nation's predominantly white colleges and universities continue to be settings where people of color feel unwelcome and marginalized? The contributors to this volume dissect a variety of structural and attitudinal factors that are prevalent in the higher education community, organizational constructs and value orientations which seem to hark more to the past than to the future. They comment on the political, social, and economic factors that have shaped academic culture, and buttressed its quietly efficient maintenance of racially discriminatory practices. "The American system of higher education is often regarded as the best in the world. Smith, Altbach, and Lomotey have edited a volume that implicitly asks how much better still it could be if it embraced people of color and provided them with a supportive and nurturing environment, one which encouraged them to reach their fullest creative and intellectual potential. Indeed, this will probably be the most significant challenge that the academy faces in the twenty-first century." — William B. Harvey, Vice President and Director, Office of Minorities in Higher Education American Council on Education, Washington, D.C.
Author: Richard Arum
Publisher: John Wiley & Sons
ISBN: 1119268508
Category : Education
Languages : en
Pages : 352
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Book Description
An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology, business, communication, economics, history, and sociology—disciplines that account for nearly 40 percent of undergraduate majors in the United States. Contributions from thought leaders in higher education, including Ira Katznelson, George Kuh, and Carol Geary Schneider, offer expert perspectives and persuasive arguments for the need for greater clarity, intentionality, and quality in U.S. higher education. College faculty are our best resource for improving the quality of undergraduate education. This book offers a path forward based on faculty perspectives nationwide: Clarify program structure and aims Articulate high-quality learning goals Rigorously measure student progress Prioritize higher order competencies and disciplinarily grounded conceptual understandings A culmination of over two years of efforts by faculty and association leaders from six disciplines, this book distills the national conversation into a delineated set of fundamental ideas and practices, and advocates for the development and use of rigorous assessment tools that are valued by faculty, students, and society. Improving Quality in American Higher Education brings faculty voices to the fore of the conversation and offers an insightful look at the state of higher education, and a realistic strategy for better serving our students.
Author: John R. Thelin
Publisher: Johns Hopkins University Press
ISBN: 1421428830
Category : Education
Languages : en
Pages : 555
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Book Description
The definitive history of American higher education—now up to date. Colleges and universities are among the most cherished—and controversial—institutions in the United States. In this updated edition of A History of American Higher Education, John R. Thelin offers welcome perspective on the triumphs and crises of this highly influential sector in American life. Exploring American higher education from its founding in the seventeenth century to its struggle to innovate and adapt in the first decades of the twenty-first century, Thelin demonstrates that the experience of going to college has been central to American life for generations of students and their families. Drawing from archival research, along with the pioneering scholarship of leading historians, Thelin raises profound questions about what colleges are—and what they should be. Covering issues of social class, race, gender, and ethnicity in each era and chapter, this new edition showcases a fresh concluding chapter that focuses on both the opportunities and problems American higher education has faced since 2010. The essay on sources has been revised to incorporate books and articles published over the past decade. The book also updates the discussion of perennial hot-button issues such as big-time sports programs, online learning, the debt crisis, the adjunct crisis, and the return of the culture wars and addresses current areas of contention, including the changing role of governing boards and the financial challenges posed by the economic downturn. Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning.
Author: Björn Heile
Publisher: Routledge
ISBN: 1317121953
Category : Music
Languages : en
Pages : 348
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Book Description
In this book, the contributors reconsider the fundamentals of Music as a university discipline by engaging with the questions: What should university study of music consist of? Are there any aspects, repertoires, pieces, composers and musicians that we want all students to know about? Are there any skills that we expect them to be able to master? How can we guarantee the relevance, rigour and cohesiveness of our curriculum? What is specific to higher education in music and what does it mean now and for the future? The book addresses many of the challenges students and teachers face in current higher education; indeed, the majority of today’s music students undoubtedly encounter a greater diversity of musical traditions and critical approaches to their study as well as a wider set of skills than their forebears. Welcome as these developments may be, they pose some risks too: more material cannot be added to the curriculum without either sacrificing depth for breadth or making much of it optional. The former provides students with a superficial and deceptive familiarity with a wide range of subject matter, but without the analytical skills and intellectual discipline required to truly master any of it. The latter easily results in a fragmentation of knowledge and skills, without a realistic opportunity for students to draw meaningful connections and arrive at a synthesis. The authors, Music academics from the University of Glasgow, provide case studies from their own extensive experience, which are complemented by an Afterword from Nicholas Cook, 1684 Professor of Music at the University of Cambridge. Together, they examine what students can and should learn about and from music and what skills and knowledge music graduates could or should possess in order to operate successfully in professional and public life. Coupled with these considerations are reflections on music’s social function and universities’ role in public life, concluding with the conviction that a university education in music is more than a personal investment in one’s future; it contributes to the public good.
Author: James J. Duderstadt
Publisher: University of Michigan Press
ISBN: 9780472110919
Category : Education
Languages : en
Pages : 373
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Book Description
DIVFrom the former president of one of America's leading universities comes a comprehensive analysis of the challenges and opportunities facing higher education in America as we enter the twenty-first century. In A University for the Twenty-first Century, James J. Duderstadt discusses the array of powerful economic, social, and technological forces that are driving the rapid and profound change in American social institutions and universities in particular. /divDIVChange has always characterized the university as it has sought to preserve and propagate the intellectual achievements, the cultures, and the values of our civilization. However, the capacity of the university to change, through a process characterized by reflection, reaction, and consensus, simply may not be sufficient to allow the university to control its own destiny. Not only will social and technical change be a challenge to the American university, Duderstadt says, it will be the watchword for the years ahead. And with change will come unprecedented opportunities for those universities with the vision, the wisdom, and the courage to lead in the twenty-first century. The real question raised by this book is not whether higher education will be transformed, but rather how . . . and by whom. /divDIVJames J. Duderstadt is President Emeritus and University Professor of Science and Engineering, University of Michigan. /div
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309470641
Category : Education
Languages : en
Pages : 283
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Book Description
In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
Author: Michael T. Rogers
Publisher: Lexington Books
ISBN: 0739193503
Category : Political Science
Languages : en
Pages : 529
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Book Description
Imagine an America where politicians, governmental institutions, schools, new technologies, and interest groups work together to promote informed, engaged citizens. Civic Education in the Twenty-First Century brings together scholars from various disciplines to show how such a United States is possible today. Inspired by Alexis de Tocqueville’s analysis of American democracy in the early 1800s, this edited volume represents a multidimensional evaluation of civic education in its new and varied forms. While some lament a civics crisis in America today, Civic Education in the Twenty-First Century raises hope that we can have an informed and active citizenry. We find the activities of a number of politicians, government institutions, schools and interest groups as promising developments in the struggle to educate and engage Americans in their democracy. New technologies and new innovations in civic education have laid the foundation for a revitalized American civic ecology. With Civic Education in the Twenty-First Century, we call for the United States to make these practices less isolated and more common throughout the county. The volume is broken into three major sections. First there are four chapters exploring the history and philosophical debates about civic education, particularly with respect to its role in America’s educational institutions. Then, the second section provides seven groundbreaking inquiries into how politicians and political institutions can promote civic education and engagement through their routine operations. As some examples, this section explores how politicians through campaigns and judiciaries through community programs enhance civic knowledge and encourage civic engagement. This section also explores how new technologies like the Internet and social media are increasingly used by government institutions and other entities to encourage a more politically informed and engaged citizenry. Finally, the third section contains six chapters that explore programs and practices in higher education that are enhancing civic education, engagement and our knowledge of them. From the virtual civics campus of Fort Hayes State to citizens’ academies throughout the country, this section shows the possibilities for schools today to once again be civics actors and promoters.
Author: William Zumeta
Publisher: Harvard Education Press
ISBN: 1612502539
Category : Education
Languages : en
Pages : 372
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Book Description
This ambitious book grows out of the realization that a convergence of economic, demographic, and political forces in the early twenty-first century requires a fundamental reexamination of the financing of American higher education. The authors identify and address basic issues and trends that cut across the sectors of higher education, focusing on such questions as how much higher education the country needs for individual opportunity and for economic viability in the future; how responsibility for paying for it is currently allocated; and how financing higher education should be addressed in the future.
