Partners in showcasing history: Activating the land-grant engagement mission through collaborative exhibits

The land-grant university in the United States holds a special role in higher education, enacting the ideals of public education, scientific research and direct engagement with the citizens of the state. In this article, three curators from a land-grant university discuss how their exhibit curation work fulfills these ideals through three case studies on exhibit collaborations. By examining lessons learned from their collaborations with students and faculty, campus organizations and community groups, the authors offer suggestions for navigating exhibit partnerships and planning for future collaborations.

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Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽

10.22140/pv.24 ◽

2016 ◽

Vol 14 (1) ◽

pp. 115

Author(s):

Mary Coleman

Keyword(s):

Higher Education ◽

United States ◽

Winning Strategy ◽

Supreme Court Decision ◽

The United States ◽

Colleges And Universities ◽

Lessons Learned ◽

The Political ◽

Political Actors ◽

Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

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Development of Mathematics in Secondary Schools of the United States

Mathematics Teacher ◽

10.5951/mt.27.6.0281 ◽

1934 ◽

Vol 27 (6) ◽

pp. 281-295

Author(s):

F. L. Wren ◽

H. B. McDonough

Keyword(s):

Higher Education ◽

United States ◽

High School ◽

Public Education ◽

Secondary School ◽

The United States ◽

Natural Sciences ◽

Foreign Languages ◽

Equal Division ◽

Elementary And Secondary Education

Prior to the latter part of the nineteenth century the energies of those interested in public education had been primarily directed toward the completion of the educational ladder. Elementary, secondary, and higher education had been placed under public control and to a large extent was financed by public taxation. In 1893 the Committee of Ten reported to the National Educational Association in favor of enriching the course of study in grades below the high school through the introduction of various subjects such as algebra, geometry, foreign languages, and natural sciences but their recommendations made no provisions for adapting these subjects to the abilities and needs of the children of the lower grades. During the early stages this movement for reorganization centered around the approximate equal division of time devoted to elementary and secondary education. The idea of dividing the six-year secondary school into junior and senior departments did not become a prominent one until the latter part of the first decade of the twentieth century.

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Lessons of Disaster Recovery Learned for Information Systems Management in US Higher Education

Managing Crises and Disasters with Emerging Technologies ◽

10.4018/978-1-4666-0167-3.ch007 ◽

2012 ◽

pp. 88-103

Author(s):

Ruben Xing ◽

Zhongxian Wang ◽

James Yao ◽

Yanli Zhang

Keyword(s):

Higher Education ◽

United States ◽

Information Systems ◽

Disaster Recovery ◽

Management Information Systems ◽

The United States ◽

Lessons Learned ◽

September 11Th ◽

Systems Management ◽

Information Systems Management

Most U.S. universities planned and prepared their disaster recovery (DR) and business continuity strategies for their Information Systems after the September 11th attack on the United States. The devastating hurricanes and the most recent catastrophic earthquakes caused unprecedented damage for many campuses within a decade. Some of their plans worked and some of them failed; however, with these lessons learned, Information Systems Management for U.S. higher education must be reexamined, re-planned and redesigned, including DR strategies and procedures. It is equally important that the curriculum of Management Information Systems be updated along with updated DR concerns for all educators in U.S. universities.

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From protest to progress through partnership with students: Being human in STEM (HSTEM)

International Journal for Students as Partners ◽

10.15173/ijsap.v5i1.4243 ◽

2021 ◽

Vol 5 (1) ◽

pp. 26-56

Author(s):

Sarah Bunnell ◽

Megan Lyster ◽

Kristen Greenland ◽

Gabrielle Mayer ◽

Kristen Gardner ◽

...

Keyword(s):

Higher Education ◽

United States ◽

College Students ◽

The United States ◽

Lessons Learned ◽

Student Protests ◽

Diversity And Inclusion ◽

Science Technology ◽

Faculty And Staff ◽

And Mathematics

In Fall 2015, Amherst College students held a four-day sit-in in unity with student protests occurring all over the United States highlighting barriers to inclusion of underrepresented and marginalized students.Following appeals for action, students partnered with faculty and staff in science, technology, engineering, and mathematics (STEM) to develop the Being Human in STEM (HSTEM) Initiative. HSTEM involves exploring past diversity and inclusion efforts in STEM, sharing one’s own experiences in STEM with others, and developing student-driven projects to improve belonging in STEM. In this student, faculty, and staff co-authored paper, we describe the origin of HSTEM; share student, faculty and staff reflections on our experiences with HSTEM; and present two inquiry projects examining HSTEM impact. We discuss lessons learned and recommendations for diversity and inclusion efforts in higher education, both in and beyond STEM, emphasizing the power of an initiative that was originated by and remains driven by student partners.

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Teaching Global Communication During COVID-19: Challenges, Mitigation, and Lessons Learned

Journalism & Mass Communication Educator ◽

10.1177/10776958211026176 ◽

2021 ◽

pp. 107769582110261

Author(s):

Téwodros W. Workneh ◽

Mei-Chen Lin

Keyword(s):

Higher Education ◽

United States ◽

Higher Education Institutions ◽

The United States ◽

Lessons Learned ◽

Global Communication ◽

Media Technology ◽

Midwestern University ◽

Communication Pedagogy ◽

Unexpected Outcomes

Higher education institutions in the United States resorted to remote instruction after the disruption caused by the coronavirus (COVID-19) pandemic. The disjointed nature of this transition of managing the academic crisis needs to be critically engaged. By examining the experiences of global communication faculty at a midsize Midwestern university, this study attempts to reflect on the circumstances, challenges, and some unexpected outcomes of the phenomenon. Based on testimonies generated from the authors’ experiences and interviews conducted with instructors, the study outlines lessons learned from the adoption of media technology and offers insights on reimagining global communication pedagogy in the post-pandemic period.

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Educational Entrepreneurs in Tamil Nadu - A Profile

Journal of Entrepreneurship & Management ◽

10.21863/jem/2015.4.1.005 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Siluvai Raja

Keyword(s):

Higher Education ◽

United States ◽

World Bank ◽

Education System ◽

Tamil Nadu ◽

The United States ◽

Educational Institutions ◽

Higher Education System ◽

The Third ◽

The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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Book Review: The Shaping of American Higher Education

NASPA Journal ◽

10.2202/0027-6014.1126 ◽

2000 ◽

Vol 38 (1) ◽

Author(s):

Gary H. Knock

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Early History ◽

Quarter Century ◽

American Higher Education ◽

History Of ◽

Broad Understanding

In the introduction of this book, Arthur Cohen states that The Shaping of American Higher Education is less a history than a synthesis. While accurate, this depiction in no way detracts from the value of the book. This work synthesizes the first three centuries of development of high-er education in the United States. A number of books detail the early history of the American collegiate system; however, this book also pro-vides an up-to-date account of developments and context for under-standing the transformation of American higher education in the last quarter century. A broad understanding of the books subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

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Practical Approaches to Higher Education

10.1093/oso/9780190863494.003.0005 ◽

2018 ◽

Author(s):

Jane Kotzmann

Keyword(s):

Higher Education ◽

United States ◽

Human Rights ◽

Teaching And Learning ◽

Real Life ◽

Theoretical Models ◽

The United States ◽

Education Systems ◽

Higher Education Systems ◽

Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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Using Accountability to Improve Student Learning in Higher Education Music Programs

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1 ◽

10.1093/oxfordhb/9780190248093.013.32 ◽

2019 ◽

pp. 745-765

Author(s):

Jeffrey Ward

Keyword(s):

Higher Education ◽

United States ◽

Student Learning ◽

The United States ◽

Program Improvement ◽

Influential Factor ◽

Assessment Process ◽

Curricular Development ◽

Accreditation Standards ◽

Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

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