Crisis in Higher Education


Book Description

In 2005 Adrian College was home to 840 enrolled students and had a tuition income of $8.54 million. By fall of 2011, enrollment had soared to 1,688, and tuition income had increased to $20.45 million. For the first time in years, the small liberal arts college was financially viable. Adrian College experienced this remarkable growth during the worst American economy in seventy years and in a state ravaged by the decline of the big three auto companies. How, exactly, did this turnaround happen? Crisis in Higher Education: A Plan to Save Small Liberal Arts Colleges in America was written to facilitate replication and generalization of Adrian College’s tremendous enrollment growth and retention success since 2005. This book directly addresses the economic competitiveness of small four-year institutions of higher education and presents an evidence-based solution to the enrollment and economic crises faced by many small liberal arts colleges throughout the country.




Alumni Voices


Book Description

Alumni Voices explores new ways of writing histories of higher education, ways that focus on the day-to-day experience and reflection of those who lived and worked in an institution. For a long time, King Alfred's College, Winchester, for a brief time University College Winchester, today, it is the University of Winchester. Alumni Voices provides a way of exploring educational change and community evolution by way of lived experience.




Michigan State University


Book Description

In the 1960s and '70s, Michigan State College transformed into a major research institution, known today as Michigan State University, a true "megaversity." This book explores the history of that transformation and the growing pains the school endured as it became a part of the Association of American Universities.




Power to the Transfer


Book Description

Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.




Michigan Agricultural College


Book Description

Vintage photographs profusely illustrate this step back in time, reliving the stirring saga of America s premier land-grant institution, long before it became Michigan State University. Discover how forward-looking legislators, scholars, and administrators found an oak clearing in the midst of central Michigan swampland and there laid the groundwork for what would become one of the world s great universities. From the school s founding in 1855, and for the next seventy years that are discussed in this volume, the institution struggled to find itself and, in the process, helped to invent the notion of what it means to be a university "for the people," a land-grant university. Widder demonstrates how, from the beginning, presidents, teachers, researchers, and students worked to carve out a place for the school called "M.A.C." They always insisted that M.A.C. would be an institution of grand vision; it would be an "ag school," to be sure, but it should be more than that. In the early 1860s, for instance, students threatened to leave the campus when they learned that the teaching of literature and other liberal arts classes might be suspended. Throughout these early years, M.A.C. grew, weathered financial crises, and endured three wars, all the time transforming itself as a kind of grand experiment to meet the educational needs of a nation on the move. M.A.C. matured; its alumni and its faculty soon began to make notable contributions to the world s scientific and intellectual development and to pose solutions to pressing social, economic, and political problems. What a time it must have been."




A History of the Michigan State Normal School (Now Normal College)


Book Description

Excerpt from A History of the Michigan State Normal School (Now Normal College): At Ypsilanti, Michigan, 1849-1899 Francis W. Shearman became Superintendent of Public Instruction in January, 1849, and Mr. Comstock, who had previously been Superintendent, was made. Chairman of the committee on Education in the House of Representatives. Early in the sessom of the Legislature a bill was reported from this committee for establishing a normal school. This bill was zeal ously urged forward by Mr. Comstock, and others and finally became a law on the 28th of March. A supplementary act was passed which was approved on the 3lst of March. At the next session of the Legislature these two acts were consolidated and amended by a new act, approved by the Governor March 25th, 1850. The normal school was organized and opened under the provision of this last act. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.




Deliberative Pedagogy


Book Description

As the public purposes of higher education are being challenged by the increasing pressures of commodification and market-driven principles, Deliberative Pedagogy argues for colleges and universities to be critical spaces for democratic engagement. The authors build upon contemporary research on participatory approaches to teaching and learning while simultaneously offering a robust introduction to the theory and practice of deliberative pedagogy as a new educational model for civic life. This volume is written for faculty members and academic professionals involved in curricular, co-curricular, and community settings, as well as administrators who seek to support faculty, staff, and students in such efforts. The book begins with a theoretical grounding and historical underpinning of education for democracy, provides a diverse collection of practical case studies with best practices shared by an array of scholars from varying disciplines and institutional contexts worldwide, and concludes with useful methods of assessment and next steps for this work. The contributors seek to catalyze a conversation about the role of deliberation in the next paradigm of teaching and learning in higher education and how it connects with the future of democracy. Ultimately, this book seeks to demonstrate how higher education institutions can cultivate collaborative and engaging learning environments that better address the complex challenges in our global society.







African American Females


Book Description

African American Females: Addressing Challenges and Nurturing the Future illustrates that across education, health, and other areas of social life, opportunities are stratified along gender as well as race lines. The unequal distribution of wealth, power, and privilege between men and women intersects with race and class to create multiple levels of disadvantage. This book is one result of a unique forum intended to bring into focus the K–12 and postsecondary schooling issues and challenges affecting African American girls and women. Focusing on the historical antecedents of African American female participation and the contemporary context of access and opportunity for black girls and women, the contributors to this collection pay particular attention to the interaction of gender with race/ethnicity, class, age, and health, with the central aim of encouraging thoughtful reading, critical thinking, and informed conversations about the necessity of exploring the lives of African American females. Additionally, the book frames important implications for recommended changes in policy and practice regarding a number of critical matters presently affecting African American females in schools and communities across the state of Michigan and nationwide.




Service-Learning as a New Paradigm in Higher Education of China


Book Description

The first reference book to introduce the concept and development of service-learning in China, Service-Learning as a New Paradigm in Higher Education of China provides a full picture of the infusion of service-learning into the Chinese educational system and describes this new teaching experience using case studies, empirical data, and educational and institutional policies within Chinese context. The text demonstrates how students learn outside the classroom through service-learning with valuable feedback and reflection from faculty members and fellow students about the meaning of education in China. Though service-learning was initially developed in the United States, the concept is rooted in Chinese literatures and values. This book will help readers understand how service-learning is being used as a pedagogy with Chinese values and philosophy in Chinese education, filling a niche within the worldwide literature of service-learning.