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Author: Richard H. Hersh Publisher: St. Martin's Press ISBN: 1466893389 Category : Education Languages : en Pages : 268
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
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: Suzanne Mettler Publisher: Basic Books (AZ) ISBN: 0465044964 Category : Education Languages : en Pages : 274
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: Diane Reay Publisher: Trentham Books ISBN: 9781858563305 Category : Education Languages : en Pages : 196
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: Natasha A. Jankowski Publisher: ISBN: 9781003444015 Category : Education, Higher Languages : en Pages : 0
Book Description
"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."--Publisher's description.
Author: Martin J. Bradley Publisher: John Wiley & Sons ISBN: 0470888199 Category : Education Languages : en Pages : 242
Book Description
Provides administrators a blueprint for creating, sustaining, and growing a 3 year bachelors degree program at higher education institutions of all types and sizes.
Author: Ann L. Mullen Publisher: JHU Press ISBN: 0801899125 Category : Education Languages : en Pages : 264
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: Jillian M. Duquaine-Watson Publisher: Rutgers University Press ISBN: 0813588456 Category : Education Languages : en Pages : 273
Book Description
"In Mothering by Degrees, I show how single mothers who pursue college degrees in early 21st century America must navigate a difficult course as they attempt to reconcile their identities as single mothers, college students, and, in many cases, employees. As they combine these multiple and often competing roles and responsibilities, they must also negotiate a balance between cultural ideals of motherhood and their own definitions of what it means to be a "good" mother, particularly as those ideals and definitions are shaped within context of post-welfare reform America and the post-secondary institutions they attend. By comparing the experiences of nearly 100 single mother college students attending three postsecondary education institutions in the United States, I illustrate how these women navigate the various obstacles they encounter, especially obstacles related to financial concerns, child care, time constraints, and the "chilly" climate of higher education. In addition, I demonstrate that the women regard postsecondary education not only as a means of escaping poverty but also as an extension of their mothering work, something they do to help ensure the long-term health and well-being of their children. Thus, this project provides a situated, comparative account of the experiences of single mothers who are college students in order to foster a better understanding of the complex ideologies and social structures that influence the life choices and education experiences of members of this important but understudied student population. Finally, the project discusses policies and programs that can help provide better support to single mother and may diminish the challenges they face as they endeavor to complete their education"--
Author: Michael T. Nietzel Publisher: Rowman & Littlefield ISBN: 1475837097 Category : Education Languages : en Pages : 147
Book Description
The book answers the questions of how and where America educates its leading chief executive officers. Where are America’s top executives educated? What do they study? Do they typically attend the nation’s most elite colleges? Or do they, like millions of other students, choose colleges because of reasons like proximity, cost, and state pride? How important are advanced degrees to their success? Is the MBA a prerequisite for becoming a CEO? I address these questions based on a study of 344 of the country’s highest profile CEOs selected to represent a wide range of organizations and businesses. The book will establish a theme that the majority of America's most high-powered CEOs did not attend elite colleges/universities or earn an MBA or graduate from highly selective institutions. Certainly, a significant number did so and were advantaged by the opportunity, but more often they were able to fashion for themselves a high-quality education at a rich array of institutions - public and private, regional and flagship, small and large, religious and secular. What proves more important than what colleges these leading executives attended, is the kinds of deep relationships and mentored experiences they developed. I illuminate these experiences through several vignettes in each chapter.
Author: Gary Galluzzo Publisher: Rowman & Littlefield Publishers ISBN: 1442207248 Category : Education Languages : en Pages : 235
Book Description
Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master’s level program. Gary R.Galluzzo, Joan PackerIsenberg, C. StephenWhite, and Rebecca K. Fox, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a master’s level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the program’s design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a master’s degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in America’s schools.
Author: Nancy S. Niemi Publisher: Taylor & Francis ISBN: 1315521806 Category : Education Languages : en Pages : 217
Book Description
This volume investigates the dissonance between the supposed advantage held by educated women and their continued lack of economic and political power. Niemi explains the developments of the so-called "female advantage" and "boy crisis" in American higher education, setting them alongside socioeconomic and racial developments in women’s and men’s lives throughout the last 40 years. Exploring the relationship between higher education credentials and their utility in creating political, economic, and social success, Degrees of Difference identifies ways in which gender and academic achievement contribute to women’s and men’s power to shape their lives. This important book brings new light to the issues of power, gender identities, and the role of American higher education in creating gender equity.
Author: Richard H. Hersh
Author: Richard H. Hersh
Author: Suzanne Mettler
Author: Diane Reay
Author: Natasha A. Jankowski
Author: Martin J. Bradley
Author: Ann L. Mullen
Author: Jillian M. Duquaine-Watson
Author: Michael T. Nietzel
Author: Gary Galluzzo
Author: Nancy S. Niemi