Author: Adrianna Kezar
Publisher: John Wiley & Sons
Release Date: 2015-06-22
This important book explores the various ways that higher education contributes to the realization of significant public ends and examines how leaders can promote and enhance their contribution to the social charter through new policies and best practices. It also shows how other sectors of society, government agencies, foundations, and individuals can partner with institutions of higher education to promote the public good. Higher Education for the Public Good includes contributions from leaders in the field—many of whom participated in dialogues hosted by the National Forum on Higher Education for the Public Good. These leaders are responsible for creating successful strategies, programs, and efforts that foster the public’s role in higher education.
Author: Kwiek Marek
Publisher: Peter Lang
Release Date: 2012-11-23
The book studies transformations of European universities in the context of globalization and Europeanization, the questioning of the foundations of the «Golden Age» of the Keynesian welfare state, public sector reforms, demographic changes, the massification and diversification of higher education, and the emergence of knowledge economies. Such phenomena as academic entrepreneurialism and diversified channels of knowledge exchange in European universities are linked to transformations of the state and changes in public sector services. The first, contextual part of the book studies the changing state/university relationships, and the second, empirically-informed part draws from several recent large-scale comparative European research projects.
Author: Kathy L. Guthrie
Publisher: John Wiley & Sons
Release Date: 2016-06-07
Gain a greater understanding of leadership-learning programs across disciplines, pedagogies, and departments. This volume focuses on the collective and unique capacity in higher education to leverage and align university resources with leadership learning across college and university initiatives. why we should focus on reclaiming the purpose of higher education and embrace leadership development across disciplines, how we can do this and what this may look like, and how we can assess this has happened. This is the 174th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: Jennifer S. Simpson
Publisher: University of Toronto Press
Release Date: 2014-11-05
A timely and persuasive argument for Higher Education’s obligations to our democratic society, Longing for Justice combines personal narrative with critical analysis to make the case for educational practices that connect to questions of democracy, justice, and the common good. Jennifer S. Simpson begins with three questions. First, what is the nature of the social contract that universities have with public life? Second, how might this social contract shape undergraduate education? And third, how do specific approaches to knowledge and undergraduate education inform how students understand society? In a bold challenge to conventional wisdom about Higher Education, Simpson argues that today’s neoliberal educational norms foreground abstract concepts and leave the complications of real life, especially the intricacies of power, unexamined. Analysing modern teaching techniques, including service learning and civic engagement, Simpson concludes that for Higher Education to serve democracy it must strengthen students’ abilities to critically analyse social issues, recognize and challenge social inequities, and pursue justice.
Author: Genevieve G. Shaker
Publisher: Teachers College Press
Release Date: 2015-04-28
At a time when faculty roles are under great scrutiny and faculty work itself has an uncertain future, this book offers a new approach to examining academic professionalism. This collection of essays applies a philanthropic lens to contemporary debates and considers academic work completed out of a moral responsibility to the public good. It provides a counterpoint to narrow conceptions of appropriate faculty work as limited to the production of credit hours and research dollars and offers evidence that faculty can have a wider role both within and beyond the ivory tower. By examining faculty members many contributions, not only to students but to society-at-large, Faculty Work and the Public Good provides an alternate perspective on Americas colleges and universities that will help preserve and expand professorial contributions to the public good. Although not all faculty are philanthropically inclined, highlighting those who are will help preserve valuable aspects of faculty work and encourage more such contributions to society. This volume is an essential read for higher education policymakers, trustees, and administrators; students and scholars of higher education and philanthropy; and individual faculty concerned about their profession. Contributors: Ann E. Austin, J. Herman Blake, Dwight F. Burlingame, Denise Mott DeZolt, Sean Gehrke, Audrey J. Jaeger, Adrianna Kezar, Jia G. Liang, Elizabeth Lynn, Michael Moody, Emily L. Moore, Thomas F. Nelson-Laird, Jason F. Perkins, William M. Plater, Gary Rhoades, R. Eugene Rice, John Saltmarsh, Lorilee R. Sandmann, Paul Shaker, Marty Sulek, William G. Tierney, Richard C. Turner The contributors to this volume provide unique insights into this under-appreciated but significant dimension of academic work and culture. Jack H. Schuster, professor emeritus, education and public policy, senior research fellow, Claremont Graduate University Provides a powerful rationale for broadening the definition of what are the valued contributions faculty members can make to their institutions, disciplines, and the public at large Judith M. Gappa, professor emerita, Purdue University
Author: Lorilee R, Sandmann
Publisher: John Wiley & Sons
Release Date: 2011-10-18
Leading scholars of engagement analyze data from the first wave of community-engaged institutions as classified by the Carnegie Foundation for the Advancement of Teaching. The analyses collectively serve as a statement about the current status of higher education community engagement in the United States. Eschewing the usual arguments about why community engagement is important, this volume presents the first large-scale stocktaking about the nature and extent of the institutionalization of engagement in higher education. Aligned with the Carnegie Community Engagement Classification framework, the dimensions of leading, student learning, partnering, assessing, funding, and rewarding are discussed. This volume recognizes the progress made by this first wave of community-engaged institutions of higher education, acknowledges best practices of these exemplary institutions, and offers recommendations to leaders as a pathway forward. This is the 147th volume of the Jossey-Bass higher education quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: Cornell Thomas
Publisher: John Wiley & Sons
Release Date: 2014-12-18
In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn. It means that most individuals want to learn, to improve their ability to better understand the world in which they live, and to be able to navigate their pathways of life. This volume includes the following topics: • best practices for teaching students with social, economic, gender, or ethnic differences • adjustments to the teaching and learning process to focus on inclusion • strategies for teaching that help learners connect what they know with the information presented • environments that maximize learners’ academic and social growth. The premise of inclusive teaching works to demonstrate that all people can and do learn. Educators and administrators can incorporate the techniques of inclusive learning and help learners retain more information. This is the 140th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: Barbara Jacoby
Publisher: John Wiley & Sons
Release Date: 2014-10-08
Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds. Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include: Determining what service-learning opportunities institutions should offer How to engage students in critical reflection in academic courses and in cocurricular experiences Best practices for developing and sustaining mutually beneficial campus-community partnerships Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom Assessing service-learning programs and outcomes The dilemmas of service-learning in the context of power and privilege The future of service-learning in online and rapidly globalizing environments Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs. However, in order to realize these benefits, service-learning must be thoughtfully designed and carefully implemented. This easy-to-use volume contains everything faculty, leaders, and staff members need to know about service-learning to enhance communities, improve higher education institutions, and educate the next generation of citizens, scholars, and leaders.
The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2B, opens with chapters focused on defining the criteria for quality research. It then addresses community development, and the role of nonprofit organizations in service learning. It focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships. This work constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry. Volume 2A, sold separately, also opens with chapters focused on defining the criteria for quality research. It then continues with research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning.
Author: Frank Newman
Publisher: John Wiley & Sons
Release Date: 2010-04-30
A powerful look at the risks inherent in the trend toward making higher education a market rather than a regulated public sector, The Future of Higher Education reveals the findings of an extensive four-year investigation into the major forces that are transforming our American system of higher education. The book explores the challenges of intensified competition among institutions, globalization of colleges and universities, the expansion of the new for-profit and virtual institutions, and the influence of technology on learning. This important resource offers college and university leaders and policy makers an analysis of the impact of these forces of change and includes suggestions for creating an effective higher education market as well as a call for a renewed focus on the public purposes of higher education.
Author: Margaret A. Post
Publisher: Stylus Publishing, LLC
Release Date: 2016-03-31
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs. The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.
This book, offered by “practitioner-scholars,” is an exploration and identification of the knowledge, skills, and dispositions that are central to supporting effective community engagement practices between higher education and communities. The discussion and review of these core competencies are framed within a broader context of the changing landscape of institutional community engagement and the emergence of the Community Engagement Professional as a facilitator of engaged teaching, research, and institutional partnerships distinct from other academic professionals. This research, conducted as part of Campus Compact’s Project on the Community Engagement Professional, seeks to identify the shared knowledge and practices of Community Engagement Professionals by looking to empirical practice literature. Chapters include an exploration of competencies applicable to those in Community Engagement Professional roles generally, and also to those specializing in specific areas such as faculty development, partnership facilitation, and other areas of responsibility. The authors trace the evolution of engagement administration over time and the role of those facilitating community-campus engagement toward a “Second Generation” professional who is at once a “tempered radical, transformational leader, and social entrepreneur.” Central to the work is a presentation of the core competency findings, along with suggestions for continued exploration. Dostilio and her colleagues argue that Community Engagement Professionals should claim a professional identity grounded in a set of core competencies, values, and knowledge, and through association with a community of scholar practitioners similarly dedicated. Additional work to understand and empower Community Engagement Professionals in their role as distinct from other higher education professional types will enable both broader impact for institutions and communities now with a view to prepare those coming to the role for a dynamic and demanding environment without distinct boundaries.