Native American Higher Education in the United States

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.

American Engineering Doctoral Enrollments

International Higher Education ◽

10.6017/ihe.2013.72.6108 ◽

2015 ◽

pp. 23-24

Author(s):

Richard Skinner

Keyword(s):

Higher Education ◽

United States ◽

International Education ◽

Doctoral Programs ◽

The United States ◽

American Higher Education ◽

Long Term Trends

International education has deep historical roots and has spurred relationships that persist for decades. In the case of the United States and the field of engineering, American dependence since the mid-1960s on other countries' students especially Indian ones for enrollments and graduates of engineering doctoral programs has been, is and will likely continue to be significant. But long-term trends portend a time when the appeal of American higher education may be less than has been the case.

Community Colleges in America and Distance Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch045 ◽

2011 ◽

pp. 302-303

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

United States ◽

Community Colleges ◽

Distance Learning ◽

The United States ◽

American Higher Education ◽

Common Mistake ◽

External Pressures ◽

Institutional Types ◽

Four Year Institutions

Community colleges in the United States have played an important role in the development and implementation of various forms of computer- and media-based education. A common mistake made when discussing distance learning in American higher education is to fail to distinguish the policies and practices of different institutional types. Generalizations about distance learning are particularly misleading if one does not recognize the very large differences in mission, resources, stakeholders, and external pressures between community colleges and four-year institutions.

Our Higher Calling

10.5149/northcarolina/9781469646862.001.0001 ◽

2018 ◽

Author(s):

Holden Thorp ◽

Buck Goldstein

Keyword(s):

Higher Education ◽

United States ◽

Federal Government ◽

The United States ◽

Special Relationship ◽

American Higher Education ◽

Technological Advances ◽

The Future ◽

Changing Demographics ◽

Incoming Students

American higher education is strong because of a special relationship with the American public and the federal government. Misunderstandings about how higher education works have strained the partnership, which has animated and driven American higher education. Carefully describing the roles of faculty, students, trustees, and administration can clear up some of these misunderstandings and position universities to deal with the pressures caused by changing demographics of incoming students, financial challenges associated with these changes, and differences in learning brought on by technological advances. Greater clarity sets the stage for an important conversation about the future of higher education and the United States.

Essential pathways: An examination of how community colleges compromise their unique contributions to American higher education

Higher Education Politics & Economics ◽

10.32674/hepe.v5i1.1141 ◽

2020 ◽

Vol 5 (1) ◽

pp. 54-69

Author(s):

Khadijah Zakia Ali-Coleman

Keyword(s):

Higher Education ◽

United States ◽

Community Colleges ◽

Labor Market ◽

Open Access ◽

The United States ◽

American Higher Education ◽

Unique Position ◽

The Future ◽

Effective Community

Community colleges in the United States have historically held a unique position within the system of higher education because of three characteristics. These characteristics include their doctrine of open access, their consistent affordability in comparison to other higher education options, and courses that are directly applicable to the workforce. However, over the years, contradictions have arisen that compromise the practice of these ideals. Focusing on three policy priorities, this analysis determines how effective community colleges are today in offering students an education that is accessible, applicable to the labor market, and affordable. The concluding points include predictions of what the future of community colleges looks like within the next twenty years.

Training in Local Oral Traditions

10.1093/acprof:oso/9780190658397.003.0004 ◽

2017 ◽

Author(s):

Mark F. DeWitt

Keyword(s):

Higher Education ◽

United States ◽

Oral Tradition ◽

The United States ◽

Postsecondary Institutions ◽

Oral Traditions ◽

Intended Audience ◽

Performance Training ◽

American Higher Education ◽

Faculty And Administrators

This chapter is a study of programs that offer performance training in oral-tradition musics at accredited two- and four-year postsecondary institutions in the United States, Canada, and Mexico, especially but not exclusively those that focus on traditions that developed in the region where the institution is located. The trajectory of oral-tradition musics in North American higher education is found to be one of gradual acceptance through many disconnected local efforts, resulting in a variety of solutions to problems inherent in reforming a curriculum not designed for the needs of learning in oral traditions. The chief intended audience of this chapter are faculty and administrators of schools and departments of music, especially those who are contemplating the addition of local oral-tradition music to their curriculum or are at least open to the idea of doing so.

To Be an Apolitical Political Scientist: A Chinese Immigrant Scholar and (Geo)politicized American Higher Education

History of Education Quarterly ◽

10.1017/heq.2020.10 ◽

2020 ◽

Vol 60 (2) ◽

pp. 129-155

Author(s):

Qing Liu

Keyword(s):

Higher Education ◽

United States ◽

Cold War ◽

The United States ◽

Political Scientist ◽

Mutual Understanding ◽

Chinese Immigrant ◽

Chinese Identity ◽

American Higher Education ◽

The Cold War

While educating international students is celebrated as a means of promoting mutual understanding among nations, American higher education has always been entangled with geopolitics. This essay focuses on Tang Tsou, the Chinese scholar who came to the United States as a student in 1941, eventually becoming the nation's leading China expert and producing knowledge about China for the United States during the Cold War. It analyzes how Tsou navigated a complex political terrain in which his Chinese identity was both a professional asset and a liability. Examining Tsou's personal and professional decisions as well as his response to the politicization of his Chinese identity reveals the (geo)politicization of higher education more broadly.