scholarly journals Higher Education: The Impact on Bosnian Women Who Came as Refugees to the United States

2017 ◽  
Author(s):  
Belma Sadikovic
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Bosnian Women ◽  
The Impact

Assessment in American Higher Education: The Role of Admissions Tests

2019 ◽  
Vol 683 (1) ◽  
pp. 130-148 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
College Performance ◽  
Admissions Tests ◽  
Higher Education System ◽  
Wide Range ◽  
Test Optional ◽  
The Impact

In this article, I review the role of college admissions tests in the United States and consider the fairness issues surrounding their use. The two main tests are the SAT, first administered in 1926, and the ACT, first given in 1959. Scores on these tests have been shown to contribute to the prediction of college performance, but their role in the admissions process varies widely across colleges. Although test scores are consistently listed as one of the most important admissions factors in national surveys of postsecondary institutions, an increasing number of schools have adopted “test-optional” policies. At these institutions, test score requirements are seen as a barrier to campus diversity because of the large performance gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of admissions policy changes be studied and that the resource implications of these changes be thoroughly considered.

In Search of Peace: Navigating through the War on Educational Equality in America

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Christopher D. Yawn
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Educational Equality ◽  
Majority Group ◽  
Diversity In Higher Education ◽  
Multiple Levels ◽  
The Impact ◽  
The Way

AbstractAcross the United States, the number of blacks entering and graduating from college is at its highest level. Seemingly, progress is being made, however, probing individual students about their experiences may reveal that appearance of diversity in higher education does not translate into acceptance from the majority group. This article discusses the educational journey of the author. Through his experiences, the impact of the obstacles placed in the way of blacks who wish to successfully advance in school is exposed at multiple levels (e.g. postsecondary, graduate, etc.). Additionally, effective methods for overcoming barriers and moving forward in academia are discussed.

Vows and Visas

2019 ◽  
pp. 115-142
Author(s):  
Mary Johnson ◽  
Mary L. Gautier ◽  
Patricia Wittberg ◽  
Thu T. Do
Keyword(s):  
Higher Education ◽  
United States ◽  
Legal Status ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Catholic Organizations ◽  
Permanent Residency ◽  
The Impact

International sisters have several options available to stay legally in the United States, including U.S. citizenship and legal permanent residency. This chapter describes the various visa statuses of the international sisters studied in this book, the impact of their legal status on their ministry and life, and some avenues of legal support available to international sisters. The chapter describes some of their challenges with obtaining legal status and provides an introduction to a sample of national Catholic organizations whose mission is to serve immigrants, and in some cases, international sisters. The chapter also includes an introduction to several national ethnic- and racially specific organizations of sisters as well as institutions of higher education that provide support for the international sisters.

scholarly journals Redistributing work during COVID-19: Penn State University Libraries’ job bank

2020 ◽  
Vol 81 (8) ◽  
pp. 394
Author(s):  
Leo S. Lo ◽  
Binky Lush ◽  
Dace Freivaids
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Colleges And Universities ◽  
State University ◽  
University Libraries ◽  
Penn State ◽  
The Impact ◽  
Financial Losses

March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

scholarly journals A Study Of Multiple Intelligences And Higher Education Faculty In The United States

2011 ◽  
Vol 4 (7) ◽  
Author(s):  
Stefanie Denise Wilson
Keyword(s):  
Higher Education ◽  
United States ◽  
Multiple Intelligences ◽  
Quantitative Research ◽  
The United States ◽  
Faculty Members ◽  
Primary Data ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
The Impact

This quantitative research study discovered and identified the degree of relationships between the domains of multiple intelligences: (a) interpersonal, (b) intrapersonal, and (c) linguistic intelligences, and (d) leadership and demographic characteristics such as, (a) age, (b) gender and (c) ethnicity among higher education faculty. Using a survey instrument, primary data was collected from a sample of 205 faculty members within the United States. Furthermore, the researcher examined and analyzed certain aspects of the field of leadership, and the impact Gardner’s multiple intelligences may or may not have on leadership selection, training and development based on the results obtained. This paper provides a summary of the study and its results along with possible implications and recommendations for administrators, managers and leaders in academia.

scholarly journals Confronting the Seismic Impact of COVID-19

2020 ◽  
Vol 10 (2) ◽  
pp. i-ii
Author(s):  
Karin Fischer
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Career Counseling ◽  
The United States ◽  
Market Outcomes ◽  
Terror Attacks ◽  
Seismic Impact ◽  
The Impact

If I had written this essay in time for its original deadline, it would have been different in tone. Though just a month ago, it was another, now distant time. Back then I would have written about the explosion of international students on American campuses over the past decade and speculated about whether that boom had gone bust. Geopolitical tensions, global competition, visa holdups, nativism, gun violence — all have contributed to softening enrollments, with the number of new international students coming to the United States declining for three years running. But, I would have concluded, colleges are culprits, too, because their practices — including a lack of diversification of student recruitment, a failure to fully integrate international students into campus life, and insufficient investment in career counseling for students from overseas — have at times undermined the experience of international students in the U.S. And that’s a good thing, I would have suggested, because it means that higher education has the power to do something to address the hurdles that international students face. I didn’t make the February 15 deadline for inclusion in the spring issue, however, because I was increasingly pulled away to cover this frightening new respiratory disease and its impact on higher education. Back then, reporting on COVID-19 was a job for the international reporter, with the focus on what was happening abroad and its impact on student and faculty travel and collaboration. In a few short weeks, however, the coronavirus has come home, to the American campus, to America. The pandemic is upending daily life, but its impact could be especially seismic for international education, and one that those in the field have little ability to affect. All of us, everyone reading this journal, are committed to a career of crossing cultures and borders. Now, we’re house-bound. Some international students are stuck in the United States, stranded by travel bans. Others may struggle to get visas to return. Will parents, stunned by the coronavirus’ quick circumnavigation of the globe, be willing to put their children on airplanes and send them to far-away foreign campuses? It is far from clear what next week, next month, next fall, next year will bring. When I speak with some veteran international educators, they remind me of the field’s resiliency and quick rebound after the September 11th terror attacks. Others shake their head. I’ve never seen anything like this, they say. Amid all the uncertainty, one thing I do know: You will help me make sense of it. As a reporter, much of my work, by its nature, is rooted in anecdote. The research community that has built up around the Journal of International Students has helped provide rigor. The studies, both quantitative and qualitative, published here have shed light on the cultural adjustments inbound and outbound students face, given me new ways of conceiving of student identity, and highlighted the impact on labor-market outcomes of studying overseas, to name a few. The work that you do as scholars has informed the work of my readers, many of whom are practitioners, and the examined approach is often a stronger one. We all are apprehensive about international education’s future, but I am encouraged to know that there is a community committed to better understanding it.

scholarly journals Reframing Global Engagement

2017 ◽  
pp. 10-12 ◽  
Author(s):  
Marijk Van der Wende
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Global Level ◽  
Global Engagement ◽  
The World ◽  
Rise Of China ◽  
The Rise Of China ◽  
The Impact

Globalization has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Higher education has opened up to the world and become more engaged at the global level. But how will this process continue with the current backlash against globalization in Europe and the United States, and what will be the impact of other major geopolitical trends such as the rise of China?

Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel

2008 ◽  
Vol 78 (3) ◽  
pp. 552-588 ◽  
Author(s):  
Darlene F. Zellers ◽  
Valerie M. Howard ◽  
Maureen A. Barcic
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Mentoring Programs ◽  
Faculty Mentoring ◽  
American Higher Education ◽  
The Past ◽  
Academic Cultures ◽  
The Impact ◽  
Development Practice

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education. The findings indicate that the sophistication of research has not advanced over the past decade. However, evidence does suggest that academe should be cautious in overgeneralizing the findings of studies conducted in corporate cultures. Although mentoring is recognized to be contextual, only recently have investigators considered the impact of organizational culture on the effectiveness of corporate mentoring programs. More rigorous investigation of this practice in higher education is warranted. As more studies point to the need to foster an employment culture that supports mentoring, understanding faculty mentoring programs within the context of their academic cultures is critical.

A Comparison of Supply and Demand for PETE Professionals in Higher Education in the United States

2011 ◽  
Vol 30 (2) ◽  
pp. 116-128 ◽  
Author(s):  
B. Ann Boyce ◽  
G. Linda Rikard
Keyword(s):  
Higher Education ◽  
United States ◽  
Supply And Demand ◽  
The United States ◽  
Job Seekers ◽  
Doctoral Graduates ◽  
Entry Level ◽  
The Impact ◽  
Doctoral Candidates

This study examined the supply and demand issues of D-PETE professionals in higher education. The three concerns addressed were: (a) doctoral graduates and their respective job placements in the academic years of 1996–97 through 2008–09, (b) an examination of two targeted academic years (2005–06 and 2008–09) to determine the supply of entry level doctoral candidates and experienced job seekers, and (c) the number of advertised positions in pedagogy and outcomes of those position searches. A general comparison of the two academic years revealed: over half of the positions were filled with both graduates and ABD pedagogists and a third of position searches failed. The following conclusions were made demand was greater than supply and ABD’s in D-PETE filled pedagogy positions. Lastly, the impact of these failed searches must be examined as it relates to the profession.

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