Comment on Recent Articles
by Lara K. Couturier (excerpt)
2014. “Just 11% of business leaders strongly agree that higher education institutions in this country are graduating students with the skills and competencies that their business needs, and 17% strongly disagree with this statement.”
by Holly B. King (excerpt)
For most of my life, I not only did well in school: I got straight A's.
by Mary Taylor Huber (excerpt)
Two new books probe these depths by following a cohort of students from freshman year through college and beyond.
by Mary B. Marcy (excerpt)
Unfortunately, much of the recent conversation about the uses of technology in higher education has become derailed by the intense promotion of, and equally intense reaction against, the development of massive open online courses (MOOCs).
by Marybeth Gasman and Heather Collins (excerpt)
We find that the Obama administration has done more for HBCUs than many acknowledge, but that it has stumbled in some key policy areas.
by Margaret A. Miller (full text)
Think about how much a standard vocabulary would facilitate conversations between people who are now virtually unable to communicate: business people and academics, for instance, who may not mean the same thing by “problem solving” but who might be able to agree on the essential features shared by their definitions.
by Derek L. Hottell, Ana M. Martinez-Aleman and Heather T. Rowan-Kenyon (excerpt)
Social media, whose use among college students is ubiquitous, has the potential to increase the impact of practices and programs that are positively related to student persistence without increasing costs.
by Philip G. Altbach and Roberta Malee Bassett (excerpt)
While grouping the BRIC countries might arguably be somewhat illuminating for economists, it makes little sense to lump them together for analytical purposes in higher education research.
by Christine M. Keller (excerpt)
How can public institutions appropriately respond to the external demands for simple, standardized information about student and institutional outcomes while reflecting the variety of the nation's public institutions and the diversity of the students who attend them?
by Paul L. Gaston (full text)
Higher education's inability to tell its story straightforwardly and persuasively encourages critics to fire shots with little fear of an answering volley.
by Analia Albuja and Steven A. Greenlaw (excerpt)
One strength of liberal arts and sciences colleges is their emphasis on so-called “high-impact practices” (HIPs), which are known to be associated with student success.
by Jay D. Kenton (full text)
It's time to harvest the high-hanging fruit.
by Patrick Kelly and Christina Whitfield (excerpt)
What percentage of college students graduate? This seemingly simple question is among those most frequently asked by higher education policymakers. It is also one of the most difficult to answer.
by Larry D. Shinn (excerpt)
Last year, faculty on several small liberal arts campuses (e.g., Rollins College in Florida and Transylvania University in Kentucky) voted no confidence in their presidents—who, they claimed, had made major decisions involving academic programs and personnel without full faculty participation.
by Adrianna Kezar and Daniel Maxey (excerpt)
In an important study of Ford Motor Company's unwillingness to recall the defective Pinto, which resulted in numerous deaths, Dennis Gioia (1992) demonstrated how organizations reinforce the schema of neutrality and values such as efficiency and cost effectiveness, which divert their leaders from making ethically oriented decisions.
by T. Mills Kelly (excerpt)
Among the many worthy goals colleges and universities set for themselves is challenging their students to think critically about important ethical questions across the disciplines.
by Margaret A. Miller (full)
We talk a lot in the academy about “engagement,” which we consider essential to motivating students to persist in and complete college.
by Richard Reis, Amy Strage and Jennifer Summit (excerpt)
During the 2012–2013 and the 2013–2014 academic years, Stanford and San José State Universities implemented a graduate-student mentoring partnership.
by Anne Trumbore (excerpt)
Massive open online courses (MOOCs) have been hailed as the answer to educational access and pilloried as failures, yet both claims are overstated and obscure the real value of these courses: the knowledge gained about student behavior, about the possibilities of technology-assisted instruction, and about pedagogical strategies that produce engagement.
by William Elliott (excerpt)
In the United States, a sizable number of minority and low-income students who work hard and perform well in high school fail to attend college after graduation or to succeed once enrolled.