Higher Education Books
Academically Adrift: limited learning on college campuses
Call Number: LA 227.4 .A78 2011
Publication Date: 2011-01-15
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Adult Learner: the definitive classic in adult education and human resource development
Call Number: LC 5225 .L42 K56 2005
Publication Date: 2005-01-25
This much acclaimed text has been fully updated to incorporate the latest advances in the field. As leading authorities on adult education and training, Elwood Holton and Dick Swanson have revised this edition building on the work of the late Malcolm Knolwes. Keeping to the practical format of the last edition, this book is divided into three parts. The first part contains the classic chapters that describe the roots and principles of andragogy, including a new chapter, which presents Knowles' program planning model. The second part focuses on the advancements in adult learning with each chapter fully revised updated, incorporating a major expansion of Androgogy in Practice. The last part of the book will contain an updated selection of topical readings that advance the theory and will include the HRD style inventory developed by Dr. Knowles. This new edition is essential reading for adult learning practitioners and students and HRD professionals. It provides a theoretical framework for understanding the adult learning issues both in the teaching and workplace environments. * Provides a theoretical framework for understanding adult learning issues both in teaching and workplace environments * Essential reading for a wide audience of practitioners and students in the field of adult learning and human resource development * Incorporates Knowles'classic theories on adult learning alongside the latest advances in the field
Citizenship and Higher Education : the role of universities in communities and society
Call Number: LB 2322 .C565 2005
Publication Date: 2005-05-16
What are the obligations of the university to society and its communities? What are the virtues of university education? What are the university's ethical responsibilities to its students? The role of citizenship and civic responsibility in higher education is a highly contested yet crucial element of any consideration of the role of university in society. This book offers thoughtful insights into this role, outlining the intellectual and practical tensions and pressures which come to bear upon higher education institutions. Wide ranging in scope, it offers perspectives from British, European, Canadian and North American educational environments. Citizenship and Higher Educationwill prove stimulating reading for anyone concerned with the ethics of education and the university's place in society - including educationalists, researchers, sociologists and policy-makers.
Educause Leadership Strategies, the e Is for Everything: e-commerce, e-business, and e-learning in higher education
Call Number: LB 2395.7 .E58 2000
Publication Date: 2000-05-31
Volume 2 of the EDUCAUSE Leadership Strategies Series Organizations worldwide have embraced electronic commerce as one of the most important evolving trends. The shift from paper-based commerce to commerce across electronic networks will significantly change the ways in which higher education business is conducted. This transformation is likely to impact core delivery systems and institutional strategies, ultimately requiring new approaches to supporting and fulfilling institutional missions through e-business and e-learning. Second in the EDUCAUSE Leadership Strategies series, this volume outlines major opportunities and challenges for colleges and universities as they take steps to: * Evaluate their readiness to conduct business online * Build technology infrastructure and expertise to support e-business * Rethink campus and national data systems in an e-learning environment * Establish online relationships with suppliers, partners, and consumers * Address network access, security, and privacy challenges Writing for leaders, administrators, and policy makers, the authors strive to clarify the nature of doing business over the Internet and help campuses develop sound policies and practices for a networked future.
The Adjunct Professor's Guide to Success: surviving and thriving in the college classroom
Call Number: LB 1778.2 .L96 1999
Publication Date: 1998-12-18
In recent years, colleges and universities have markedly increased their employment of adjunct professors. Unfortunately, many adjunct professors enter the classroom with little or no training in teaching and classroom management techniques and suffer frustrations which are painful to both themselves and their institutions! This book provides the guidance and addresses the issues imperative to the adjunct professor. Each chapter addresses classroom survival issues with appropriate context and bulleted lists of "Do's and Don'ts." The perspective of "Through the Adjunct's Eyes," near the end of each chapter, shares common classroom successes and challenges. "Tips for Thriving," a bulleted review of key points and suggested additional readings, concludes each chapter. The book concludes with chapters on self-evaluation and techniques for building a part-time career in academe. Anyone who is interested in how to begin their approach to teaching.
Affirming Diversity: the sociopolitical context of multicultural education
Call Number: LC 1099.3 .N54 2004
Publication Date: 2003-07-16
This book describes Buddhist-Yogic ideas in relation to those of contemporary Western psychology. The book begins with the Buddhist view of the human psyche and of the human condition. This leads to the question of what psychological changes need to be made to improve that condition. Similarities between Buddhism and Western Psychology include: Both are concerned with alleviating inner pain, turmoil, affliction and suffering. Both are humanistic and naturalistic in that they focus on the human condition and interpret it in natural terms. Both view the human being as caught in a causal framework, in a matrix of forces such as cravings or drives which are produced by both our biology and our beliefs. Both teach the appropriatenss of compassion, concern and unconditional positive regard towards others. Both share the ideal of maturing or growth. In the East and the West, this is interpreted as greater self possession, diminished cravings and agitations, less impulsivity and deeper observations which permit us to monitor and change our thoughts and emotional states. Buddhism, Yoga, and Western Psychology, especially the recent emphasis on positive psychology, are concerned with the attainment of deep and lasting happiness. The thesis of all three is that self-transformation is the surest path to this happiness.
Applying Multicultural and Global Concepts in the Classroom and Beyond
Call Number: LC 1099.3 .B75 2002
Publication Date: 2001-09-11
This uniquely practical book allows pre-service and practicing teachers with even the most limited background knowledge about multicultural and global education, to apply that knowledge in their classrooms, schools, and communities. The introductory chapter gives a general background review of multicultural and global education concepts and discusses the importance of teachers becoming involved in transforming their educational practice. The next six chapters investigate the classroom elements of teacher, students, environment, curriculum, instructions, and assessment for way to apply multicultural and global concepts. The final two chapters take readers beyond the classroom into the school and community. For pre-service and practicing teachers in grades K-12.
Bilingual and ESL Classrooms teaching in multicultural contexts
Call Number: LC 3731 .O96 2003
Publication Date: 2002-09-06
Demographic predictions are that students with close connections to their bilingual/bicultural heritages (now labeled "language minority students" by the federal government) will be very large in number in the near future, becoming the majority in many states over the next three decades. The authors feel it is the responsibility of all educators, not just specialists, to prepare themselves to work with language minority students. This time-tested classic text (not an edited volume) integrates theory and practice and provides comprehensive coverage of bilingual and ESL issues. The text integrates the fields of ESL, bilingual, and multicultural education and provides rich examples of effective practices and their underlying research knowledge base. New to this edition are chapters on authentic assessment and special needs.
Building Culturally Responsive Classrooms: a guide for K-6 teachers
Call Number: LC 1099 .D44 2006
Publication Date: 2006-04-28
The author shows how teachers honoring real culture can transform the context and content within their classrooms while creating learning settings that challenge students academically.
Children with Limited English : teaching strategies for the regular classroom
Call Number: PE 1128 .A2 K68 2001
Publication Date: 2001-10-09
Updated Edition of Bestseller Builds on the popular first edition to arm teachers with the survival skills necessary to meet the challenges of an increasingly diverse student population.