A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 486-489 ◽  
Author(s):  
Joseph M. Schwartz
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 492-493
Author(s):  
Paula D. McClain
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 490-491
Author(s):  
Romand Coles
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 494-495
Author(s):  
Timothy Kaufman-Osborn
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 496-497
Author(s):  
Nannerl O. Keohane
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

The Turn Away from Government and the Need to Revive the Civic Purpose of Higher Education

2016 ◽  
Vol 14 (2) ◽  
pp. 442-450 ◽  
Author(s):  
Katherine J. Cramer
Keyword(s):  
Higher Education ◽  
United States ◽  
Political Science ◽  
The United States ◽  
Political Context ◽  
The Political

Higher education in the United States has proud roots in the mission to enable people to engage in self-governance. The current political context is pushing us in another direction. I discuss the context in Wisconsin in particular, and use the challenges there as a reason to consider the civic purposes of political science. Rather than allow the political winds to blow us further into elitism, I argue that we should renew our commitment to educating people for citizenship.

scholarly journals INTEREST GROUP SESSION—AGE-FRIENDLY UNIVERSITY (AFU): AGE-FRIENDLY UNIVERSITY CAMPUSES: PUTTING PRINCIPLES INTO PRACTICE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S345-S345
Author(s):  
Joann M Montepare ◽  
Kimberly Farah ◽  
Kenneth F Ferraro
Keyword(s):  
Higher Education ◽  
Local Community ◽  
Evaluation Research ◽  
The United States ◽  
Steering Committee ◽  
Older Learners ◽  
University Campuses ◽  
Age Diversity ◽  
Aging Populations ◽  
University Leaders

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 45 institutions in the United States, Canada, European countries, and beyond have joined the network and adopted the 10 AFU guiding principles. This symposium will feature leaders at AFU campuses who will discuss why their institution joined the initiative, their age-friendly campus vision, and how they are putting AFU principles into practice. AFU Washington University St. Louis leaders will describe efforts to increase age-diversity on their campus, especially through professional studies programs that support personal and career development in the second half of life. AFU University of Southern California leaders will discuss new age-friendly efforts entailing intergenerational exchange, best practices of age-friendly programming for retired employees and alumni, and emerging connections to local community aging initiatives. AFU Eastern Michigan University leaders will round out the presentation with an overview of accomplishments of their campus-wide steering committee and its age-friendly evaluation research that informed the needs and interests of older learners pursuing second careers, as well as how to actively engage emeritus faculty and staff as a retired community on campus. The discussant will provide integrating comments and age-friendly suggestions for putting AFU principles into practice.

Ethnically Diverse Faculty in Higher Ed: Belonging, Respect, and Role as Cultural Broker

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Elia Vázquez-Montilla ◽  
Lynn K. Wilder ◽  
Robert Triscari
Keyword(s):  
Higher Education ◽  
Institutional Environment ◽  
Ethnically Diverse ◽  
The United States ◽  
Faculty Members ◽  
Cultural Brokers ◽  
Higher Ed ◽  
Education Today ◽  
Cultural Voices

The authors have completed a pilot study of the state of diverse faculty in higher education in the United States. Inquiries included the areas of belonging (if and how they developed a sense of belonging), professional respect (how colleagues regarded their achievements), and the role of cultural broker (how they functioned as cultural brokers in positions of influence and with diverse students). Initial results suggest that some diverse faculty members believe that racism is alive and well in higher education today. Others emphasize the challenge of adapting and belonging in higher education while retaining their unique cultural voices and having those voices be heard and utilized in movement toward cultural pluralism in the institutional environment of higher education.

21st Century E-Student Services

2010 ◽  
pp. 2160-2167
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

21st Century E-Student Services

2010 ◽  
pp. 855-864
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

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