Comment on Recent Articles
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.
by Dennis Jones (full)
The notion that a much larger proportion of the US citizenry requires education at some level beyond high school has taken root.
by William M. Sullivan (full)
Between 1999 and 2012, the Lilly Endowment placed major resources into a unique experiment in undergraduate education.
by Lara K. Couturier (excerpt)
2014. “The government is not going to be able to continually subsidize a system in which higher education inflation is going up faster than health care inflation. So I've laid out a plan to bring down costs and make sure that students are not saddled with debt before they even start out in life.”
by David Longanecker and Marshall A. Hill (excerpt)
As of mid-April 2014, two states (Indiana and North Dakota) have joined SARA, 13 states have passed legislation enabling their participation in SARA, 10 have similar legislation pending, and five states have determined that they need no statutory changes in order to participate.
by Debra Humphreys (excerpt)
“Our state is wasting billions of dollars conferring ‘degrees to nowhere’.”
“If I'm going to take money from a citizen to put it into education, then I'm going to take that money to create jobs. … Is it a vital interest of the state to have more anthropologists? I don't think so.”
“If you want to take gender studies that's fine. Go to a private school and take it. But I don't want to subsidize that if that's not going to get someone a job.”
by Patrick Kelly and Christina Whitfield (excerpt)
A great deal of attention is currently being paid to whether or not postsecondary academic and training programs “pay off” for students, institutions, and state and federal tax-payers.
by David D. Dill (excerpt)
The most recent research on college-student learning in the US by respected scholars such as Richard Arum, Josipa Roksa, and Ernest Pascarella suggests that our means of ensuring academic standards in US colleges and universities are not working effectively.
by Linda Krzykowski and Kevin Kinser (excerpt)
With the cost of higher education steadily increasing, many people are wondering what, if anything, students are learning on college campuses.
by Jon Marcus (excerpt)
In July 2013, the students of the executive doctorate in higher education program at the University of Pennsylvania's Graduate School of Education (Penn GSE) conducted a study of higher education in Hungary under the supervision of faculty members Laura Perna and Diane Eynon from Penn GSE and Marvin Lazerson and Liviu Matei of Central European University.
by Steven Pollock (excerpt)
Our department has a long-standing tradition of cycling teaching assignments fairly willy-nilly.
by Pat Crosson and Bonnie Orcutt (excerpt)
For almost three decades, ever-broader segments of the population have, with mounting stridency, called for greater focus on the quality of student learning in colleges and universities and for publicly available evidence of that quality.
by Mary Taylor Huber (full)
The rising cost of college is a leading character in many of the crisis narratives we hear today about higher education.