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Author:
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 28
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Book Description
Author:
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 28
Get Book
Book Description
Author:
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 28
Get Book
Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309443016
Category : Education
Languages : en
Pages : 99
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Book Description
Students, parents, and government agencies need as much information as possible about the outcomes of the higher education experience and the extent to which they can expect a fair return on their investment in higher education.In order to better understand the concept of quality - enabling students to acquire knowledge in a variety of disciplines and deep knowledge in at least one discipline, as well as to develop a range of skills and habits of mind that prepare them for career success, engaged citizenship, intercultural competence, social responsibility, and continued intellectual growth - an ad hoc planning committee of the National Academies of Sciences, Engineering, and Medicine Board on Higher Education and Workforce, with funding from the Lumina Foundation, organized a workshop in Washington, D.C., on December 14-15, 2015.This report summarizes the presentations and discussion of that event.
Author: Diane F. Halpern
Publisher: American Psychological Association (APA)
ISBN:
Category : Education
Languages : en
Pages : 256
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Book Description
Examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet challenges. This work creates a fresh model for educating psychologically literate citizens.
Author: Stephen C. Ehrmann
Publisher: Taylor & Francis
ISBN: 1000977722
Category : Education
Languages : en
Pages : 231
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Book Description
Whether they recognize it or not, virtually all colleges and universities face three GrandChallenges:·Improve the learning outcomes of a higher education: A large majority of college graduates are weak in capabilities that faculty and employers both see as crucial.·Extend more equitable access to degrees: Too often, students from underserved groups and poor households either don’t enter college or else drop out without a degree. The latter group may be worse off economically than if they’d never attempted college.·Make academic programs more affordable (in money and time) for students and other important stakeholder groups: Many potential students believe they lack the money or time needed for academic success. Many faculty believe they don’t have time to make their courses and degree programs more effective. Many institutions believe they can’t afford to improve outcomes.These challenges are global. But, in a higher education system such as that in the United States, the primary response must be institutional. This book analyzes how, over the years, six pioneering colleges and universities have begun to make visible, cumulative progress on all three fronts.
Author: William H. Bergquist
Publisher: Jossey-Bass
ISBN:
Category : College Choice
Languages : en
Pages : 344
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Book Description
In this book, William H. Bergquist draws on thirty years of experience in both traditional and nontraditional colleges and universities to take a provocative look at the often tense interplay between the objectives of quality and access in American higher education. Quality without access, Bergquist argues, is untenable in light of today's diverse student populations, just as access without quality is sham education. Bergquist begins by showing how traditional definitions of quality, which tend to reflect the world of four-year residential colleges and universities, fail to embrace the realities of today's commuter students, returning adults, and multicultural populations. Using the example of a hypothetical collegiate institution, Bergquist reveals the pressures that can build up in traditional academic settings when quality and access are in conflict with each another. He then redefines quality in light of the need for access and points to the experience of nontraditional institutions to demonstrate how quality and access can be equal and achievable objectives in today's postsecondary environment. Achieving access with quality, Bergquist notes, will require changes not only within academic institutions, but also in assessment and accreditation policies and practices. He proposes new methods of assessing and determining quality, sets out quality-management procedures for ensuring ongoing commitment to access with quality, and concludes with advice to institutional leaders for promoting these dual and essential objectives.
Author: Stephen C. Ehrmann
Publisher:
ISBN: 9781003446590
Category : EDUCATION
Languages : en
Pages : 0
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Book Description
Whether they recognize it or not, virtually all colleges and universities face three GrandChallenges:·Improve the learning outcomes of a higher education: A large majority of college graduates are weak in capabilities that faculty and employers both see as crucial.·Extend more equitable access to degrees: Too often, students from underserved groups and poor households either don't enter college or else drop out without a degree. The latter group may be worse off economically than if they'd never attempted college.·Make academic programs more affordable (in money and time) for students and other important stakeholder groups: Many potential students believe they lack the money or time needed for academic success. Many faculty believe they don't have time to make their courses and degree programs more effective. Many institutions believe they can't afford to improve outcomes.These challenges are global. But, in a higher education system such as that in the United States, the primary response must be institutional. This book analyzes how, over the years, six pioneering colleges and universities have begun to make visible, cumulative progress on all three fronts.
Author: Robert Samuels
Publisher: Rutgers University Press
ISBN: 0813561256
Category : Education
Languages : en
Pages : 193
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Book Description
Universities tend to be judged by the test scores of their incoming students and not on what students actually learn once they attend these institutions. While shared tests and surveys have been developed, most schools refuse to publish the results. Instead, they allow such publications as U.S. News & World Report to define educational quality. In order to raise their status in these rankings, institutions pour money into new facilities and extracurricular activities while underfunding their educational programs. In Why Public Higher Education Should Be Free, Robert Samuels argues that many institutions of higher education squander funds and mislead the public about such things as average class size, faculty-to-student ratios, number of faculty with PhDs, and other indicators of educational quality. Parents and students seem to have little knowledge of how colleges and universities have been restructured over the past thirty years. Samuels shows how research universities have begun to function as giant investment banks or hedge funds that spend money on athletics and administration while increasing tuition costs and actually lowering the quality of undergraduate education. In order to fight higher costs and lower quality, Samuels suggests, universities must reallocate these misused funds and concentrate on their core mission of instruction and related research. Throughout the book, Samuels argues that the future of our economy and democracy rests on our ability to train students to be thoughtful participants in the production and analysis of knowledge. If leading universities serve only to grant credentials and prestige, our society will suffer irrevocable harm. Presenting the problem of how universities make and spend money, Samuels provides solutions to make these important institutions less expensive and more vital. By using current resources in a more effective manner, we could even, he contends, make all public higher education free.
Author: Samuel J. Messick
Publisher: Routledge
ISBN: 1135451788
Category : Education
Languages : en
Pages : 288
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Book Description
Assessment in Higher Education brings together in one place most of the major issues confronting higher education in the 1990s. These include enhancing student access, development, and success in higher education; transforming admissions testing to meet expanding educational needs; resolving the politics of accountability by assessing quality outcomes of higher education; assuring fair assessment responsive to human diversity; and facing the technological future of higher education. An integrative thread that weaves through all of these issues is the concept of equity, especially as it bears on social justice in education and on fairness in assessment. Another integrative thread is the role of computer and multimedia technology not only in improving the efficiency and power of all the functions of higher education assessment, but also in revolutionizing the delivery of higher education itself.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072778
Category : Education
Languages : en
Pages : 233
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Book Description
Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.
