scholarly journals An Institutional Approach to Developing a Culture of Student Persistence

2013 ◽  
Vol 3 (3) ◽  
pp. 16
Author(s):  
Gary J Burkholder ◽  
Jim Lenio ◽  
Nicole Holland ◽  
Rebecca Jobe ◽  
Alan Seidman ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Persistence ◽  
Education Institution ◽  
The United States ◽  
Retention Rates ◽  
Evidence Based ◽  
College Student Retention ◽  
The Public ◽  
For Profit ◽  
United States Federal Government

<p>There continues to be increasing focus on college student retention and persistence. This focus is coming from the United States federal government, accrediting organizations, and from students, parents and the public. Given the spiraling costs of education and the fact that retention rates have not improved over time, various stakeholders are concerned about the value of a higher education credential. The purpose of this manuscript is to describe the efforts of a for-profit, distance education institution to focus its resources, in an evidence-based manner, on retention and to develop a culture of retention and persistence throughout the institution. The literature review and analysis of internal initiatives demonstrates that (a) institutions must make a commitment to retention, include retention efforts as part of its strategic plan, and provide resources to support retention efforts; (b) mastery of knowledge of the research on retention and persistence is critical for designing evidence-based interventions; and (c) institutions should identify, develop, and implement pilot projects aimed at improving student progress and share results to help stimulate development of best practices throughout higher education.</p>

“The Instruction Necessary to the Practical Duties of the Profession”

2017 ◽  
Author(s):  
Charles Dorn
Keyword(s):  
Higher Education ◽  
Public Support ◽  
Education Institution ◽  
The United States ◽  
Colleges And Universities ◽  
Access To Higher Education ◽  
Normal Schools ◽  
The Public ◽  
Poor Students ◽  
Publicly Supported

This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

scholarly journals Transforming the World in Which We Live: Laureate's Transnational Civic Learning Project

2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Civic Engagement ◽  
Public Good ◽  
Global Citizenship ◽  
Educational Institutions ◽  
Civic Learning ◽  
The Public ◽  
For Profit ◽  
The World

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>

scholarly journals Academic Libraries in For-Profit Schools of Higher Education

2011 ◽  
Vol 72 (6) ◽  
pp. 568-582 ◽  
Author(s):  
Jinnie Y. Davis ◽  
Mignon Adams ◽  
Larry Hardesty
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
The United States ◽  
Colleges And Universities ◽  
Library Services ◽  
Profit Motive ◽  
Proprietary Schools ◽  
For Profit ◽  
Proprietary Colleges ◽  
Considerable Controversy

For-profit schools constitute the fastest-growing sector of higher education institutions in the United States.1 Yet accompanying the phenomenal growth of these proprietary colleges and universities has been considerable controversy over the role that the profit motive should play in higher education.2 The literature of higher education contains increasingly more works about proprietary schools. The library literature, however, offers little in this arena. Through this article, the authors seek to introduce the library readership to U.S. for-profit colleges and universities. We summarize their history and their characteristics, and we explore reasons for their success and present areas in which these schools appear to excel. With regard to their library services and resources, we focus on issues of concern based specifically on our experience with academic libraries in proprietary schools operating in the state of Ohio. Finally, we suggest ways in which these for-profit institutions can address the challenges faced by their libraries.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

scholarly journals Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

Nutrients ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1646
Author(s):  
Melissa D. Olfert ◽  
Rebecca L. Hagedorn ◽  
Ayron E. Walker ◽  
Rachel A. Wattick
Keyword(s):  
Higher Education ◽  
Food Insecurity ◽  
Online Survey ◽  
Education Institution ◽  
Evidence Based ◽  
Higher Education Administrators ◽  
Prevalence Estimates ◽  
Rapid Dissemination ◽  
Education Administrators ◽  
Specific Food

The sharing of college food insecurity data with higher education administrators and stakeholders is essential to increase awareness of campus-specific food insecurity outcomes. This study utilized the evidence-Based forecast C-capture, A-assemble, S-sustain, T-timelessness (eB4CAST) approach to develop campus-specific food insecurity reports for researchers involved in a multi-institutional food insecurity study. eB4CAST reports were developed for each higher education institution (n = 22). The reports were four pages of visual data that included details of the eB4CAST approach and the multi-institutional food insecurity study, campus demographics, an overview of college food insecurity, food insecurity prevalence estimates at all participating institutions, and student use and awareness of campus resources, as well as the campus-specific resources that are available. The interpretation and forecasted use of the reports were evaluated through a 17-item online survey. The survey was completed by 26 content experts and showed a favorable perception of the eB4CAST institutional report. A majority of participants strongly agreed that the eB4CAST food insecurity report was clear to understand (72%), it was easy to read (64%), the statistics were easy to interpret (80%), it shared valuable information (92%), and it was impactful to their work (80%). Further, 84% of participants found the overall information of the report to be relevant and sharable. Participants forecasted disseminating the reports primarily to administration (77%) and with other faculty and staff (85%). These findings highlight the projected usability of the visualized data eB4CAST report across many sectors of college food insecurity research, which may help disseminate rapid findings on this emerging issue and increase awareness.

Market vs. Academic Models

2011 ◽  
pp. 1272-1274
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United States ◽  
Distance Learning ◽  
The United States ◽  
Educational Programs ◽  
Market Model ◽  
Market Models ◽  
For Profit ◽  
University Mission

In recent years much has been written on the link between distance learning and the commercialization of higher education (Berg, 2002). Particularly in the United States, this debate has been described as a conflict between open and traditional academic-market models. As various government, nonprofit, and for-profit ownership of these nontraditional universities are present worldwide, it is important to understand the market-model issues and how they influence university mission and implementation of educational programs.

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