Showing papers on "Higher education published in 1994"

What matters in college? : four critical years revisited

Abstract: From the author of Four Critical Years--a book the Journal of Higher Education called the most cited work in higher education literature--What Matters in College? presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences.

Earth in Mind: On Education, Environment, and the Human Prospect

Abstract: Review: Earth in Mind: On Education, Environment and the Human Prospect By David W. Orr Reviewed by Sandra Meredith Centre for Research in Innovation Management Orr, David W. EARTH IN MIND: ON EDUCATION, ENVIRONMENT AND THE HUMAN PROSPECT, Washington DC.: Island Press 1994. 213 pp. US $16.95 Paper ISBN: 1-55963-259-X. Recycled, acid-free paper. Just as I was struggling to write a conference paper on the subject of the greening of higher education, attempting to strike a radical note, EARTH IN MIND: ON EDUCATION, ENVIRONMENT AND THE HUMAN PROSPECT appeared on my desk. I had already established a link between education and the future of the global environment, but I was having difficulty finding language strong enough to describe the radical changes I think are necessary in today's learning systems. Fortunately, David Orr's book struck fearlessly at the core of the issues and supplied me with the language I needed. The first part of EARTH IN MIND assumes an ecological perspective and challenges the conventional wisdom that all education is good. Each piece in this set of essays highlights different aspects of education. The first question posed is 'what is education for'? Orr sees it as no guarantee of decency, prudence, or wisdom (8), dispelling the myth that with enough knowledge and technology, we can 'manage planet earth.' Recognizing that higher education has sought to extend human domination of the natural world is the first step to changing its direction. According to Orr, it is better to reshape ourselves to fit a finite planet than to attempt to reshape the planet to fit our infinite wants (9). Orr's comparison of 'formal education' to the notion of 'calling' in the example of Albert Speer and Aldo Leopold underscores the dangers inherent in certain educational systems. Speer's apolitical education, unlinked to values, direction, or a questioning of the order of things, left him defenseless against Nazi propaganda. In contrast, Leopold's scientific education, founded on his calling to appreciate nature and a profound values system, provided him with a purposeful, productive career.

The significance of disciplinary differences

Abstract: Although it is evident that disciplines have their distinctive cultural characteristics, this consideration tends to be largely overlooked in research into, as well as policy-making within, higher education. The paper aims to draw attention to some of the resulting inadequacies in analysis and to explore their consequences. After offering an overview of the various disciplinary cultures, it examines different facets of academic activity at the macro, meso and micro levels and suggests that in each case the differences between disciplines are important enough to merit general recognition. The author concludes with a brief speculation on why the issue is so widely neglected.

Entrepreneurship education and training programmes: A review and evaluation - Part 2

Abstract: Reviews literature highlighting a number of problems associated with entrepreneurship education and training programmes. The major problem relates to balance: too much of an emphasis on knowledge and not enough on competence; too much emphasis on information transfer learning methods and not enough on individual small group learning methods such as project teams, peer exchange, individual counselling and workshops. There is very little evaluation of the effectiveness of such programmes. There is a lack of evidence on how learning strategies influence the development of entrepreneurial competences and how these competences transfer into new project/venture formation. There is also a lack of comparative research to identify commonalities, and differences in terms of design and structure.

The transition to college: Diverse students, diverse stories

Abstract: While much is known about the role of student involvement in various dimensions of student change and development, considerably less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college; an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences, and themes in the processes through which students become (or fail to become) members of the academic and social communities on their campus.

Integrated Postsecondary Education Data System (IPEDS).

Abstract: The Integrated Postsecondary Education Data System (IPEDS) is the National Center for Education Statistics’ (NCES) core postsecondary education data collection program, designed to help NCES meet its mandate to report full and complete statistics on the condition of postsecondary education in the United States. IPEDS collects institutionlevel data from providers of postsecondary education in the United States (the 50 states and the District of Columbia) and other jurisdictions, such as the U.S. Virgin Islands. IPEDS is a single, comprehensive system that is built around a series of interrelated survey components designed to collect institution-level data in such areas as enrollment, admissions, program completions, graduation rates and other outcome measures, retention rates, student financial aid, tuition and fees, faculty, staff, library data, and finances.

The Limits of Competence: Knowledge, Higher Education and Society

Abstract: Part 1 Knowledge, higher education and society: the learning society? a certain way of knowing we are all clerks now. Part 2 The new vocubulary: "skills" and "vocationalism" "competence" and "outcomes" "capability" and "enterprise". Part 3 The lost vocabulary: understanding critique interdisciplinarity wisdom. Part 4 Competence reconsidered: two rival versions of competence beyond competence retrospect and coda.

Developing lifelong learners through undergraduate education

Abstract: This report was commissioned to describe and identify the characteristics of undergraduate education which enable and encourage graduates to participate in formal and informal learning throughout their lives. It includes a number of supporting recommendations directed variously at the higher education system as a whole.

Minorities in Higher Education

Abstract: This volume contains 22 essays which aim to provide analysis, insight and information on such topics as: minority grants and fellowships; equity in higher education; financial aid strategies for improving minority student participation; and minorities and the new technologies.

Qualitative differences in approaches to teaching first year university science

Abstract: Changing lecturers' teaching strategies to improve learning in higher education may mean first having to address the intentions associated with those strategies. The study reported in this paper used a phenomenographic approach to explore the intentions associated with the teaching strategies of first year physical science lecturers. Approaches found ranged from those involving information transmission to those where the intention was to develop learning through conceptual change, but in all approaches, logical relations were found between intention and strategy. The implications for attempts to improve teaching through developing strategies are discussed.

Professional Development Schools: Schools for Developing a Profession.

Abstract: Explains the function, structure, and philosophy of the professional development school The text includes case studies, taken from urban and suburban settings, that illustrate the accomplishments of these schools as well as the challenges they face as they strive to create a new and viable vision for the improvement of the American educational system

Educational Renewal: Better Teachers, Better Schools

Abstract: What comes first - good schools or good teacher education programs? The answer, according to John I. Goodlad, is that both must come together. In his new book, Goodlad picks up where he left off in Teachers for Our Nation's Schools - providing the vision and rationale behind "centers of pedagogy" that can bring schools and universities together in a close, renewing relationship. In Educational Renewal, Goodlad proposes a redesign of education that is grounded in a mission of enculturating the young in a social and political democracy. He details his vision of centers of pedagogy and answers many of the questions raised by his earlier work. Why have centers of pedagogy? Who are the faculty? How protected are the borders of centers of pedagogy to be? And how do partner or professional development schools fit into the scheme? True educational renewal, Goodlad says, requires the continuous examination of institutional purpose, roles, and responsibilities in order to avoid the stagnation that has all too often characterized teacher education. New curriculum development, the establishment of school-university partnerships, the transformation of school and university cultures, and collaboration with outside agencies are just a few of the examples Goodlad includes to illustrate his extensive research on improving teacher education and schools.

Improving the Status of Part-Timers in Higher Education

Abstract: 1. Confronting Myths and Realities About Part--Time Faculty Members Part One: The Current Environment for Part--Time Faculty 2. Who Are the Part--Time Faculty? 3. Employment Profiles of Part--Timers 4. External Forces Affecting Part--Time Employment 5. Money and the Use of Part--Time Faculty 6. When and Why Institutions Employ Part--Timers 7. Employment Policies and Practices 8. Participation in the Academic Community Part Two: Enhancing Education Through the Use of Part--Time Faculty 9. Recognizing the Changing Context of Academic Employment 10. Using Part--Timers to Achieve Educational Objectives 11. Developing Fair Employment Policies and Practices 12. Investing in Human Resources 13. From Invisible to Valued: Creating a New Reality for Part--Time Faculty Resources: A. Site Institutions B. Questionnaires Used in Campus Interviews

Multisource Effects on the Satisfaction Formation Process

Abstract: Customer satisfaction research is integrated with research on higher education in developing a model of alumni satisfaction with college education. The model proposes that alumni satisfaction with higher education is a function of two performance and disconfirmation attributes: intellectual environment and employment preparation. The model was tested among 475 alumni of a major Eastern undergraduate business school and demonstrates the advantage of modeling the disconfirmation paradigm with multiple sources of satisfaction.

Professional Development in Education: In Search of the Optimal Mix.

Abstract: All proposals for education reform include professional development as a significant element in promoting change. Questions have been raised about the effectiveness of professional development and its role in educational reform. Consequently, evaluation of professional development programs is increasing and.expanding to include student achievement. Professional developers also are looking more closely at research on professional development. Research on professional development has focused mostly on its shortcomings and, in some cases, proposed solutions. Because of the variability between different educators' situations, it is difficult to know exactly what makes an effective professional development program. However, there are some guidelines. Change is both an individual and an organizational process. In planning and implementation, it is important to work for incremental change. Working in teams maintains support for change. It is necessary to include procedures for feedback on results. Continued followup, support, and pressure are necessary in professional development. Innovations presented in professional development must be integrated into existing educational frameworks. While professional development can be complex and difficult to measure in student achievement, it is possible to tailor programs to specific contexts. (Contains 109 references.) (JPT) Reproductions supplied by EDRS are the best that can be made from the original document. PROFESSIONAL DEVELOPMENT IN EDUCATION: IN SEARCH OF THE OPTIMAL MIX Thomas R. Guskey University of Kentucky Send correspondence to Thomas R. Guskey College of Education University of Kentucky Lexington, KY 40506 Phone: 606/257-8666 Paper presented at the 1994 annual meeting of the American Educational Research Association, New Orleans, Louisiana This paper is adapted from a chapter in T. Guskey and M. Huberman (Eds.), New Paradigms and Practices in Professional Development, soon to be published by Teachers College Press. Copyright T. Guskey. LI S DEPARTMENT Of ir DUCA TION (Mix f ,t,ona Opsae, Irr.ptowpn.,. Nt)C TONAI Pt SOI JR( f S INF ()F/MAth tk, ryll : 10. ,,mert has bee^ PO a% .04 So or011,/d1.,, ,eqpnat.ng .1 . ,1,AnQPS halvP 1)00, ,^loe vf ,e0.71,. rtaht% of the. othh.hr.S Pat eo a .1,s($. mont dr. ,e1 me, April 19f%1 PERMISSION TO REPRODUCE I HIS M.5 TERIAL HAS BEEN GRANTED BY

The Determinants of Success in University Introductory Economics Courses

Abstract: Performance in and propensity to complete the college introductory economics courses are shown to be related to student preparation and performance in high school, with calculus and overall grade average being especially important.

Coming to America: Developing Social Support Systems for International Students

Abstract: Increasing numbers of international students are coming to America to pursue their education. College counselors face new challenges to be more culturally sensitive to the unique experience of these students in developing satisfying social relationships.

Total Quality in Higher Education

Abstract: This book provides a framework for implementing total quality principles in the college or university environment. It includes the history and principles of quality management and an assessment of factors in the college and university environment that are leading to serious questions concerning higher education effectiveness and efficiency.

A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator

Abstract: (1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching: Vol. 42, No. 4, pp. 142-149.

The Authority of Experience in Learning to Teach: Messages from a Physics Methods Class:

Abstract: This paper develops the idea of "the authority of experience" to explain the unease about teacher education represented in comments of 19 graduate students enrolled in a preservice physics education methods course which combined on-campus classes and teaching placements. Interviews with the student teachers after the first half of the year-long course are organized under four themes: expectations about learning to teach, observation skills, the credibility of a professor who teaches every day, and overall perspectives on teacher education. The study found that teacher education is a transition from being under authority to being in authority, and this is an uneasy transition: some students wished to be told what to do when they assume authority, and some did not; some students saw no point to classes that did not speak directly to what to do as teachers, and others found such discussions appealing; some found the professor to be authoritative because he was also teaching secondary school physics, while others found his colleagues no less credible for other reasons. The paper recommends that the authority of experience be brought to the surface so that it is not ignored by students. This can be accomplished through metaphor, life histories, narrative, and journals. (Contains 18 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE AUTHORITY OF EXPERIENCE IN LEARNING TO TEACH: MESSAGES FROM A PHYSICS METHODS CLASS' U.S. DEPARTMENT OF EDUCATION Once or Educational Research and linorovemen1 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC, 0 This documenl has teen reoroduce<, as recotved from Me person or organisation originating et 0 Minor changes neve bean made ro improve reprOduCtiOn Quality POints Of view Or OcsnionS Slated in MIS dccumerit do r.ol necessarily represenl official OERI position or policy Hugh Munby and Tom Russell Faculty of Education Queen's University Kingston, Ontario Canada K7L 3N6 Introduction "PERMISSION TO REPRODUCE THIS MATE IAL HAS BEEN GRANTED BY

Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies.

Abstract: Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies, edited by Mwalimu J. Shuiaa. Trenton, NJ: Africa World Press, 1994. 424 pp. $45.95, cloth; $16.95, paper. According to editor Shujaa, this collection of essays presents a "concert-on-paper built upon meaningful parts that meld into a dynamic whole" (p. 9). As the self-proclaimed orchestra leader of this concert and author of 2 of the book's 16 chapters as well as its five section introductions, Shujaa goes on to explain that this dynamic whole is an examination and indictment of the schooling of Blacks, especially in the United States. It is also, he notes, a prescription for African-centered education as the alternative or, at best, a complement to schooling. The organizing themes of the book include calls for the following changes in schooling in the U.S.: (1) a shift from a preoccupation with schooling to a concern for education; (2) a shift in the schools' orientation to knowledge to better respect African cultures and perspectives; (3) a recognition and accommodation of African American resistance to schooling; (4) the embracing of an African-centered pedagogy; and (5) Black people's assumption of responsibility for the education of Black youth. Shujaa distinguishes between schooling and education in a very thoughtful and carefully argued early chapter. The former, he notes, is "a process intended to perpetuate and maintain the society's existing power relations and the institutional structures that support those arrangements" (p. 15). The latter is "the process of transmitting from one generation to the next knowledge of the values, aesthetics, spiritual beliefs, and all things that give a particular cultural orientation its uniqueness" (p. 15). This explanatory chapter is followed by 15 others in which authors describe and advocate for African-centered pedagogy. As background for the work reported in this book, the editor has included a chapter by Jacob Carruthers on "Black Intellectuals and the Crisis of Black Education." This is a provocative think-piece that should challenge those of us who think of ourselves as members of the Black intelligentsia. Also included is Beverly Gordon's (no family relationship to the reviewer) comprehensive epistemological treatment of the relationship between cultural knowledge and liberatory education. Gordon's essay alone is worth the price of the book. Nsenga Warfield-Coppock's discussion of rites of passage as an extension of education into the African American community embodies notions that many Black communities are finding useful. Kwame Akoto's, Molefi Asante's, Joyce King's, and Carol Lee's treatments of approaches to African-centered education are consistent with some of the best practice in this field. Like the aforementioned essays, Nah Dove's discussion of supplementary schools and Shujaa's analysis of the African American independent schools movement include notions and models that are pregnant with possibilities for more effectively engaging students in the processes of intellectual development. Deserving of special notice is Vernon PoIite's discussion of the ecology of resistance to schooling not so much as a "fear of acting white" (Fordham, 1989) as a natural rejection of the educational neglect, lack of caring, and instructional malpractice they experience in school settings that have not changed to reflect the changes in its clientele. A better understanding of the nature and meaning of the history of African American resistance to schooling (treated in separate chapters by Ronald Butchart, Joan Ratteray, and Violet Harris) and greater familiarity with the variety of experiences with and perspectives on schools and education (covered in the chapters by Kofi Lomotey, Gail Foster, and Vivian Gadsden) have the potential for greatly enhancing the readiness of some of us professionals for more effective service in the education of Black students. There is much in this book that, if sensitively implemented, will greatly increase the engagement of Black children with their education. …

Success and Education in South Korea.

Abstract: ment in Japan has become widely known,1 and South Korean students have recently achieved the highest mean scores in science and math in the International Assessment of Educational Progress (IAEP) administered by the Educational Testing Service to 13-year-olds in 19 countries, with Taiwanese students having achieved second highest.2 This international success is well known in South Korea, having been widely reported in the media, and has become a source of national pride. It is not immediately apparent why children in South Korea and Taiwan should be so successful in science and math. Neither subject is a traditional strength of East Asian intelligentsias, and educated Koreans often respond to questions about South Korean students' mastery of math by noting that none of the world's famous mathematicians have been East Asian. Lip service has been given to scientific and technical education since the founding of the Republic of Korea in 1948, but the actual emphasis in educational planning up until the 1970s was citizenship educationinculcating loyalty, patriotism, self-reliance, and anticommunism. Even the ideology of modernization introduced in the early 1960s focused on spirit rather than technology. In-su Son has characterized the educational policy of Huii-s6k Mun, minister of education and culture during the Democratic Party Government of 1960-61, thusly: "If modernization is realizing humanity by making daily life more rational, then the spiritual aspect of modernization is even more important than the material, and the spiritual must precede [the material], if only in stages ... human propensities and the structure of consciousness must be reconstructed as the driving force of social reform."3 Serious and sustained special attention to scientific and technical education came only in 1973

Describing and explaining research productivity

Abstract: This article describes results from a study of academic productivity in Australian higher education. It estimates the output (in terms of quantity of publications) of individual staff and academic departments across different subject areas and types of institution. Concerning research productivity, Australian academics resemble their colleagues in other countries: the average is low, while the range of variation is high. Most papers are produced by few academic staff. Several potential correlates of productivity, including level of research activity, subject area, institutional type, gender, age, early interest in research, and satisfaction with the promotions system, are examined. A model linking departmental context to personal research performance through department and personal research activity is developed and tested. The results support the view that structural factors (such as how academic departments are managed and led) combine with personal variables (such as intrinsic interest in the subject matter of one's discipline) to determine levels of productivity. There is also evidence that research and teaching do not form a single dimension of academic performance.

Buying and Selling Higher Education: The Social Construction of the College Applicant.

Abstract: How high-school seniors become college students is a result of two separate but interacting processes. Applicants apply to and enroll in college at the encouragement of family, friends, teachers, counselors, advertising materials, and other sources [28]. Colleges conduct marketing assessments, establish entrance standards, select, and enroll students [20]. The demographics of high-school graduates would seem to indicate a buyer's market, yet although college access is easier now than twenty years ago, it is harder to get into what some people consider the "right" college because of increased competition and standards [39]. For upper-middle-class students who view college as a pivotal career investment, choosing the right college has become pressure-filled. An industry has grown up to help college-bound students: guidebooks and software for SAT coaching; private counselors; consortia offering paid trips for high-school counselors to obscure college campuses; and slick magazines selling private college educations marketed to students stratified by SAT scores and socioeconomic status. College admissions has become a complex, high-stakes game where insider information is difficult to come by and where the guidance counselor caseloads are staggering. Some parents consider their children's college prospects when choosing preschools [23], and admissions practitioners bemoan the extraordinary amounts of time and money that students spend in "packaging themselves" [16]. In this article I am defining all aspects of the interinstitutional transition of an individual from high school to college as the "field of college admissions" [4]. I examine changes in this field in the 1980s and 1990s and the way in which nonschool-based admission assistance services have developed and expanded. I describe and label these nonschool-based services "admissions management." I offer this concept as an individual-level counterpart to the idea of enrollment management that has become prevalent in the literature on higher education. Admissions management is a constellation of behaviors which include buying services to help mostly high-SES, college-bound students maximize their college prospects, package themselves, and anchor themselves emotionally as they navigate the troubled waters of college admissions. I also describe the social construction of a new type of person--a college applicant--who in making the high school to college transition needs professional help, specifically, the assistance of a private, independent educational consultant. I argue that due to increased marketing on the part of college admissions officials, diminished high-school guidance operations, and heightened competition for college seats upper-middle-class students have generated new practices which, for them, already appear normative, are taken for granted, and are virtually the only reasonable way to choose a college. Some college aspirants, fearful of being frozen out of certain types of colleges thought to be their birthright, are mobilizing economic capital in an effort to enhance their cultural capital and thereby maximize their socioeconomic advantages. As a specific example, I will discuss the role and function of these private counselors, which I will show to be (1) offering specialized knowledge and assistance, (2) providing private uninterrupted time with a counseling professional, (3) organizing and managing the college choice process, and (4) cooling out unreasonable aspirations with viable, personalized alternatives. I will also demonstrate the advantages of using a field analysis. Examining the historic changes in the structural and organizational contours of the college admissions field and viewing the interinstitutional transition from high school to college as a "field" allows for greater analytic purchase by simultaneously viewing changes in high schools, colleges, the entrepreneurial sectors, and individuals' college choice actions. …

College in Black and White: Campus Environment and Academic Achievement of African American Males

Abstract: Research on African American males in U.S. higher education is generally relegated to explorations of the quantitative indicators of enrollment and attrition. Correspondingly little is known about the qualitative experience of these men on the nation's college campuses. Given the potential impact school experiences have on social and economic consequences throughout the life course, how African American males cope with the stresses of these environments merits important consideration. Higher education settings provide a useful context to examine the influence of such factors on academic outcomes, both within and beyond the bounds of school. The view that campus environments influence the educational experiences of college students is a consistent thread throughout research on African Americans in higher education. Specifically, campus social environments have been related to differential educational outcomes for African American college students (Allen, 1991). Of particular importance has been the notion of institutional support and how it relates to academic achievement. While institutional support has been shown to have significant consequences for educational outcomes, little attention has been paid to the differential experiences of African American males in college. Research on the experience of African American students in higher education has concentrated primarily on two areas: (1) the differential experience of these students relative to White students, and (2) the differential effects of attending a predominantly White institution as opposed to an historically Black one. Very little work has focused on the variations in the gender experiences of higher education for African American students. The existing research generally focuses on the declining participation and increased attrition rates of African American males in higher education (Green & Wright, 1992), while paying scant attention to the qualitative aspects of these students' schooling experiences. HIGHER EDUCATION AND AFRICAN AMERICAN MALES Given the social and economic problems faced by African American males in the United States, their experiences in college have become major sources of concern and challenge for many institutions of higher education. African American males presently account for 3.5% of the total enrollment in U.S. colleges and universities; however, they are disproportionately represented among students who are forced to withdraw, those with relative lower academic performance, and those who have more negative college experiences (Allen, Epps, & Haniff, 1991; Fleming, 1984). Interestingly, an increase in the college enrollments of African American males occurred at the end of the 1980s. From fall 1980 through fall 1990, the college enrollment rate of Black males actually increased by 7%; however, more recent data show that the proportion of African American male high school graduates who actually enrolled in college dropped almost 5% from 1990 to 1992 (American Council on Education [ACE], 1994). Specifically, only 29.7% of Black males who graduated from high school in 1992 enrolled in an institution of higher education, compared to 32.2% in 1991 and 34.4% in 1990. While these data are informative, they often mask variations in the quality of the college educational experience for Black males. Increased educational opportunities for African Americans have occurred since desegregation policies changed the demographics of most higher education institutions. However, only four decades after these corrective reforms began, the nation is witnessing a distressing ebb in the tide of increased educational opportunity for African Americans. Paradoxically, this is occurring at a time when progress toward desegregation has wrought progressively sharper increases in the number of African American students attending predominantly White institutions such that these numbers currently surpass Black enrollment at predominantly Black institutions (American Council on Education, 1994; Anderson, 1984). …