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Author: Richard H. Hersh
Publisher: St. Martin's Press
ISBN: 1466893389
Category : Education
Languages : en
Pages : 268
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Book Description
What is actually happening on college campuses in the years between admission and graduation? Not enough to keep America competitive, and not enough to provide our citizens with fulfilling lives. When A Nation at Risk called attention to the problems of our public schools in 1983, that landmark report provided a convenient "cover" for higher education, inadvertently implying that all was well on America's campuses. Declining by Degrees blows higher education's cover. It asks tough--and long overdue--questions about our colleges and universities. In candid, coherent, and ultimately provocative ways, Declining by Degrees reveals: - how students are being short-changed by lowered academic expectations and standards; -why many universities focus on research instead of teaching and spend more on recruiting and athletics than on salaries for professors; -why students are disillusioned; -how administrations are obsessed with rankings in news magazines rather than the quality of learning; -why the media ignore the often catastrophic results; and -how many professors and students have an unspoken "non-aggression pact" when it comes to academic effort. Declining by Degrees argues persuasively that the multi-billion dollar enterprise of higher education has gone astray. At the same time, these essays offer specific prescriptions for change, warning that our nation is in fact at greater risk if we do nothing.
Author: Richard H. Hersh
Publisher: St. Martin's Press
ISBN: 1466893389
Category : Education
Languages : en
Pages : 268
Get Book Here
Book Description
What is actually happening on college campuses in the years between admission and graduation? Not enough to keep America competitive, and not enough to provide our citizens with fulfilling lives. When A Nation at Risk called attention to the problems of our public schools in 1983, that landmark report provided a convenient "cover" for higher education, inadvertently implying that all was well on America's campuses. Declining by Degrees blows higher education's cover. It asks tough--and long overdue--questions about our colleges and universities. In candid, coherent, and ultimately provocative ways, Declining by Degrees reveals: - how students are being short-changed by lowered academic expectations and standards; -why many universities focus on research instead of teaching and spend more on recruiting and athletics than on salaries for professors; -why students are disillusioned; -how administrations are obsessed with rankings in news magazines rather than the quality of learning; -why the media ignore the often catastrophic results; and -how many professors and students have an unspoken "non-aggression pact" when it comes to academic effort. Declining by Degrees argues persuasively that the multi-billion dollar enterprise of higher education has gone astray. At the same time, these essays offer specific prescriptions for change, warning that our nation is in fact at greater risk if we do nothing.
Author: Sydney Freeman
Publisher: Taylor & Francis
ISBN: 1000979377
Category : Education
Languages : en
Pages : 305
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Book Description
Winner of the 2015 Auburn Authors AwardsWhere is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs’ vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master’s level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master’s degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field’s history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education.
Author: Nancy J. Evans
Publisher: John Wiley & Sons
ISBN: 0470557125
Category : Education
Languages : en
Pages : 616
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Book Description
The second edition of Student Development in College offers higher education professionals a clear understanding of the developmental challenges facing today's college students. Thoroughly revised and updated, this edition includes new integrative theories of student development, expanded coverage of social identity theories, a targeted focus on higher education-related research, a current review of student development research and application, and reconceptualization of typology theories as a way to understand individual differences. Praise for the Second Edition of STUDENT DEVELOPMENT IN COLLEGE "Student Development in College is a rich, comprehensive exploration of the major theoretical perspectives that inform development. The authors' attention to nuances and complexities results in a substantive history of theory development and a careful story about how various perspectives evolved yielding contemporary theorizing. The book is a masterful blend of theoretical lenses and their use in designing developmentally appropriate practice for diverse populations of contemporary college students. It is an excellent resource for all educators who work on college campuses." Marcia Baxter Magolda, Distinguished Professor, Educational Leadership, Miami University "This is an invaluable work for anyone seeking an introduction to college student development theories or those seeking to update their existing knowledge. It offers a thorough and complex review of both the foundational theories and the newer often more culturally relevant theories and models." Raechele L. Pope, program coordinator, Higher Education Program, University at Buffalo "The original book was a tremendous contribution to the field of higher education and especially student affairs. After more than ten years, this revision is a timely and focused enhancement to the literature that nurtures quality professionals to think differently about topics relevant to our field. Well done a second time around!" Gregory Roberts, executive director, ACPA College Student Educators International
Author: Suzanne Mettler
Publisher: Basic Books (AZ)
ISBN: 0465044964
Category : Education
Languages : en
Pages : 274
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Book Description
America’s higher education system is failing its students. In the space of a generation, we have gone from being the best-educated society in the world to one surpassed by eleven other nations in college graduation rates. Higher education is evolving into a caste system with separate and unequal tiers that take in students from different socio-economic backgrounds and leave them more unequal than when they first enrolled. Until the 1970s, the United States had a proud history of promoting higher education for its citizens. The Morrill Act, the G.I. Bill and Pell Grants enabled Americans from across the income spectrum to attend college and the nation led the world in the percentage of young adults with baccalaureate degrees. Yet since 1980, progress has stalled. Young adults from low to middle income families are not much more likely to graduate from college than four decades ago. When less advantaged students do attend, they are largely sequestered into inferior and often profit-driven institutions, from which many emerge without degrees—and shouldering crushing levels of debt. In Degrees of Inequality, acclaimed political scientist Suzanne Mettler explains why the system has gone so horribly wrong and why the American Dream is increasingly out of reach for so many. In her eye-opening account, she illuminates how political partisanship has overshadowed America’s commitment to equal access to higher education. As politicians capitulate to corporate interests, owners of for-profit colleges benefit, but for far too many students, higher education leaves them with little besides crippling student loan debt. Meanwhile, the nation’s public universities have shifted the burden of rising costs onto students. In an era when a college degree is more linked than ever before to individual—and societal—well-being, these pressures conspire to make it increasingly difficult for students to stay in school long enough to graduate. By abandoning their commitment to students, politicians are imperiling our highest ideals as a nation. Degrees of Inequality offers an impassioned call to reform a higher education system that has come to exacerbate, rather than mitigate, socioeconomic inequality in America.
Author: Ann L. Mullen
Publisher: JHU Press
ISBN: 0801899125
Category : Education
Languages : en
Pages : 264
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Book Description
2011 Educator's Award. Delta Kappa Gamma Society International2011 Outstanding Publication in Postsecondary Education, American Educational Research Association, Division J Degrees of Inequality reveals the powerful patterns of social inequality in American higher education by analyzing how the social background of students shapes nearly every facet of the college experience. Even as the most prestigious institutions claim to open their doors to students from diverse backgrounds, class disparities remain. Just two miles apart stand two institutions that represent the stark class contrast in American higher education. Yale, an elite Ivy League university, boasts accomplished alumni, including national and world leaders in business and politics. Southern Connecticut State University graduates mostly commuter students seeking credential degrees in fields with good job prospects. Ann L. Mullen interviewed students from both universities and found that their college choices and experiences were strongly linked to social background and gender. Yale students, most having generations of family members with college degrees, are encouraged to approach their college years as an opportunity for intellectual and personal enrichment. Southern students, however, perceive a college degree as a path to a better career, and many work full- or part-time jobs to help fund their education. Moving interviews with 100 students at the two institutions highlight how American higher education reinforces the same inequities it has been aiming to transcend.
Author: Natasha A. Jankowski
Publisher: Taylor & Francis
ISBN: 1000979954
Category : Education
Languages : en
Pages : 210
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Book Description
Sponsored by Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students.The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements—consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning.The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation.
Author: Diane Reay
Publisher: Trentham Books
ISBN: 9781858563305
Category : Education
Languages : en
Pages : 196
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Book Description
An account of the overlapping effects of social class, ethnicity and gender in the process of choosing which university to attend. The shift from an elite to a mass system has been accompanied by much political rhetoric about widening access, achievement-for-all and meritocratic equalisation.
Author: Rebecca S. Natow
Publisher: Teachers College Press
ISBN: 0807766763
Category : Education
Languages : en
Pages : 257
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Book Description
This book provides a comprehensive description of the federal government's relationship with higher education and how that relationship became so expansive and indispensable over time. Drawing from constitutional law, social science research, federal policy documents, and original interviews with key policy insiders, the author explores the U.S. government's role in regulating, financing, and otherwise influencing higher education. Natow analyzes how the government's role has evolved over time, the activities of specific governmental branches and agencies that affect higher education, the nature of the government's influence today, and prospects for the future of federal involvement in higher education. Chapters examine the politics and practices that shape policies affecting nondiscrimination and civil rights, student financial aid, educational quality and student success, campus crime, research and development, intellectual property, student privacy, and more. Book Features: Provides a contemporary and thorough understanding of how federal higher education policies are created, implemented, and influenced by federal and nonfederal policy actors. Situates higher education policy within the constitutional, political, and historical contexts of the federal government. Offers nuanced perspectives informed by insider information about what occurs behind the scenes in the federal higher education policy arena. Includes case studies illustrating the profound effects federal policy processes have on the everyday lives of college students, their families, institutions, and other higher education stakeholders.
Author: Rebecca S. Natow
Publisher: JHU Press
ISBN: 1421421461
Category : Education
Languages : en
Pages : 215
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Book Description
The federal bureaucratic role -- The procedural process -- Policy actors' influence -- Strategies and powers of influence -- The role of policy actors' beliefs -- Higher education rulemaking in context -- The use and influence of technology
Author: Derek Bok
Publisher: Princeton University Press
ISBN: 140086612X
Category : Education
Languages : en
Pages : 494
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Book Description
A sweeping assessment of the state of higher education today from former Harvard president Derek Bok Higher Education in America is a landmark work--a comprehensive and authoritative analysis of the current condition of our colleges and universities from former Harvard president Derek Bok, one of the nation's most respected education experts. Sweepingly ambitious in scope, this is a deeply informed and balanced assessment of the many strengths as well as the weaknesses of American higher education today. At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline.
