Comment on Recent Articles
by David A. Dowell (full)
Data from the Organization for Economic Cooperation and Development (OECD) show that in the mid-1990s, the U.S. was in a close tie for first place in the world in baccalaureate completion rates but two decades later has fallen to 17th place.
by Paul W. Kingston (excerpt)
Higher education does much worse in creating good citizens than it generally acknowledges or even recognizes.
by Ashley Finley (excerpt)
Several years ago my colleague Tia McNair and I conducted a research study on the engagement of underserved students in high-impact practices, including learning communities, service learning, internships, and undergraduate research.
by Randy L. Swing and Leah Ewing Ross (full)
The field of institutional research developed more than 50 years ago to support improvement of postsecondary institutions through data-informed decision support and scholarly research.
by David C. Paris (full)
When I told people I was going to be the new editor of Change magazine, I got some fairly predictable reactions.
by Wesley Routon and Jay Walker (excerpt)
Social Greek-letter organizations, more commonly known as fraternities (male-only) and sororities (female-only), are a longstanding tradition at colleges and universities in the United States.
by Ellen Wagner and David Longanecker (excerpt)
Metrics currently used to describe and compare the performance of colleges and universities in the United States do not include the post-traditional students, instructional methods, business models, and data resources that distinguish contemporary higher education.
by Mary Taylor Huber (except)
Two new books examine higher education's involvement in these global processes.
by Michael P. Meotti (excerpt)
Does 2015 mark the moment that Arizona disowned its community colleges?
by Sean Gehrke and Adrianna Kezar (excerpt)
Funding agencies, both public and private, have contributed billions of dollars to initiatives to reform undergraduate STEM education over the past 20 years.
by Brooke A. Evans (excerpt)
I am a senior at the University of Wisconsin–Madison who is studying philosophy. I am also a disabled, first-generation, working-class, and FAFSA-independent McNair Scholar.
by Katharine Broton and Sara Goldrick-Rab (full)
Most Americans agree that the current high price of college attendance renders it unaffordable, even for middle-class families with students enrolled in the public sector. Costs have risen and subsidies have declined, while real wages for earners outside of the top five percent have fallen.
by Pat Hutchings, Natasha A. Jankowski and Kathryn E. Schultz (full)
In fall 2013, the National Institute for Learning Outcomes Assessment (NILOA) launched an ambitious effort to build an online library of assignments designed, used, and peer reviewed by faculty from a range of disciplines and institutional types.
by Margaret A. Miller (full)
This is the last editorial I will be writing for Change magazine; from here on out, that job will be taken over by the new editor, David Paris. I am retiring—and this time I mean it! But I bow out with the comforting conviction that I leave the magazine in the best of all possible hands.
by Margaret A. Miller (Full)
The academy has historically not been welcoming to the kinds of students we now must help get through college.
by Carol A. Twigg (Full)
In spring 1999, the National Center for Academic Transformation (NCAT) launched the Pew Grant Program in Course Redesign.
by Ronald G. Ehrenberg (excerpt)
Michael Crowe, president of Arizona State University (ASU), is one of the most innovative leaders in American higher education.
by Sandy Baum, Alisa Cunningham and Courtney Tanenbaum (Full)
The level of educational attainment in the United States is a central focus of public policy.
by Matt Crellin (excerpt)
Outcomes-based funding seeks to solve what is arguably one of the most significant policy problems in public higher education (McGuinness, 2015): the dissonance between institutional funding and the outcomes that address a state's goals for its higher education system.
by Donald L. Gillian-Daniel and Sara B. Kraemer (excerpt)
Disparities in academic achievement between students who are under-represented minorities, the first in their families to go to college, and/or low income (whom we will refer to collectively as disadvantaged students) and their more privileged peers affects students from kindergarten through college.