scholarly journals Application Essays and the Performance of Merit in US Selective Admissions

2020 ◽  
Author(s):  
Ben Gebre-Medhin ◽  
Sonia Giebel ◽  
AJ Alvero ◽  
anthony antonio ◽  
Benjamin Domingue ◽  
...  
Keyword(s):  
Sociological Theory ◽  
The United States ◽  
University System ◽  
Academic Leaders ◽  
Self Presentation ◽  
Evaluation Protocol ◽  
Correlated Patterns ◽  
Selective Admissions ◽  
The University ◽  
Us University

What sustains the broad conception of merit that organizes academic gatekeeping in the United States? While prior analysts have offered “top-down” explanations of academic leaders expanding criteria of merit to accommodate institutional self-interests, we identify a “bottom-up” mechanism: the application essay. Integrating insights from several strands of sociological theory, we posit that the essays required by schools with selective admissions sustain merit’s breadth by enlisting young people (and their families, teachers, and consultants) in collaborative performances of what might be considered meritorious. Analyzing essay prompts and utilizing human readings and statistical analyses of 220,062 essays contributed by 55,016 applicants to a public US university system, we find circumscribed genre expectations and class-correlated patterns of self-presentation but also substantial range in what the university and its applicants invoke as evidence to support competitive bids for admission. Our work provides a novel explanation of an elaborate but opaque evaluation protocol and surfaces a paradoxically inclusive component of an otherwise fiercely exclusionary evaluative regime.

Globalization and growth of US university patenting (2009–2014)

2016 ◽  
Vol 30 (4) ◽  
pp. 257-266 ◽  
Author(s):  
Loet Leydesdorff ◽  
Henry Etzkowitz ◽  
Duncan Kushnir
Keyword(s):  
United States ◽  
The United States ◽  
University Patenting ◽  
Flat Rate ◽  
The United Kingdom ◽  
University Patents ◽  
The Us ◽  
The University ◽  
Us University

Following a pause, with a relatively flat rate, from 1998 to 2008, the long-term trend of university patenting rising as a share of all patenting has resumed, driven by the internationalization of academic entrepreneurship and the persistence of US university technology transfer. The authors disaggregate this recent growth in university patenting at the US Patent and Trademark Organization (USPTO) in terms of nations and patent classes. Foreign patenting in the United States almost doubled during the period 2009–2014, mainly due to patenting by universities in Taiwan, Korea, China and Japan. These nations compete with the United States in terms of patent portfolios, whereas most European countries – with the exception of the United Kingdom – have more specific portfolios, mainly in biomedical fields. In the case of China, Tsinghua University holds 63% of the university patents in USPTO; followed by King Fahd University with 55.2% of the national portfolio.

Underrepresentation of Latina Faculty in Academia

2021 ◽  
pp. 481-505
Author(s):  
Raquel Sapeg
Keyword(s):  
White Male ◽  
Education Institution ◽  
The United States ◽  
Educational Institutions ◽  
Minority Faculty ◽  
Contributing Factors ◽  
Academic Leaders ◽  
Diversity And Inclusion ◽  
White Males ◽  
The University

This chapter explores the contributing factors of the underrepresentation of Latina faculty in tenured positions in one higher education institution through a qualitative case study. The narratives from eight tenured Latina faculty in one state public four-year university in the southeast area of the United States were analyzed to identify barriers or supports these minority faculty experienced while working to achieve tenure. Five main themes emerged from the analysis: organizational exclusionary practices, white male-oriented culture where resources are used to benefit white males, demoralizing microaggressions from white faculty, the university leadership's lack of action and accountability to address diversity and inclusion challenges, and the lack of support networks and mentoring. This chapter addresses various reasons higher educational institutions need to remove barriers that negatively affect recruitment and retention of Latina faculty and provides recommendations to academic leaders to implement and hold everyone accountable to an inclusive academic environment.

scholarly journals Georgia Depository Libraries: Expanding Engagement During the COVID-19 Pandemic

2021 ◽  
Vol 49 (2) ◽  
pp. 7
Author(s):  
Valerie D. Glenn ◽  
Laurie Aycock
Keyword(s):  
United States ◽  
The United States ◽  
Public Access ◽  
Government Agencies ◽  
Academic Institutions ◽  
University System ◽  
University System Of Georgia ◽  
Library Program ◽  
The Government ◽  
The University

Through the Federal Depository Library Program (FDLP), the Government Publishing Office (GPO) provides materials published by government agencies to designated libraries in the United States and its territories. In return, these libraries offer free, public access to the materials in their depository collections. The state of Georgia has 23 federal depository libraries—one Regional and 22 Selectives. All but two of these libraries are affiliated with academic institutions, and the majority are part of the University System of Georgia (USG).

Underrepresentation of Latina Faculty in Academia

2020 ◽  
pp. 115-139
Author(s):  
Raquel Sapeg
Keyword(s):  
White Male ◽  
Education Institution ◽  
The United States ◽  
Educational Institutions ◽  
Minority Faculty ◽  
Contributing Factors ◽  
Academic Leaders ◽  
Diversity And Inclusion ◽  
White Males ◽  
The University

This chapter explores the contributing factors of the underrepresentation of Latina faculty in tenured positions in one higher education institution through a qualitative case study. The narratives from eight tenured Latina faculty in one state public four-year university in the southeast area of the United States were analyzed to identify barriers or supports these minority faculty experienced while working to achieve tenure. Five main themes emerged from the analysis: organizational exclusionary practices, white male-oriented culture where resources are used to benefit white males, demoralizing microaggressions from white faculty, the university leadership's lack of action and accountability to address diversity and inclusion challenges, and the lack of support networks and mentoring. This chapter addresses various reasons higher educational institutions need to remove barriers that negatively affect recruitment and retention of Latina faculty and provides recommendations to academic leaders to implement and hold everyone accountable to an inclusive academic environment.

scholarly journals Disciplinary Bias, Money Matters, and Persistence: Deans’ Perspectives on Science Faculty with Education Specialties (SFES)

2020 ◽  
Vol 19 (3) ◽  
pp. ar34
Author(s):  
Seth D. Bush ◽  
Michael T. Stevens ◽  
Kimberly D. Tanner ◽  
Kathy S. Williams
Keyword(s):  
United States ◽  
Science Education ◽  
The United States ◽  
University System ◽  
Science Faculty ◽  
Academic Leaders

While science faculty with education specialties (SFES) have been well described, the perspectives of academic leaders on SFES have not been systematically studied. The perspectives of college of science deans from the largest university system in the United States that highlight SFES persistence despite biases against science education are presented here.

Yes to the New Education, but What Kind?

PMLA ◽  
2018 ◽  
Vol 133 (3) ◽  
pp. 686-693
Author(s):  
Christopher Newfield
Keyword(s):  
United States ◽  
The United States ◽  
Production Model ◽  
University System ◽  
Time To Degree ◽  
Factory Production ◽  
Long Run ◽  
Short Run ◽  
The University ◽  
New Education

Cathy N. Davidson's core claim in the new education is fundamentally important: the university system in the united states is undermining itself with a factory-production model that wasn't great in the twentieth century and is dysfunctional in the twenty-first. Whenever they come under political fire, nonelite colleges and universities proclaim their eagerness to Taylorize student learning—make it more efficient with tighter process control— through the more rigorous application of output measures like cost per unit and time to degree. hey regulate learning with grades and bell curves, which we now know do not neutrally measure learning but systematically favor some types of students over other types. Even worse, they apply stock forms of evaluation that not only mismeasure learning but actively reduce it. Whatever money standardization saves in the short run is lost many times over in the long run through limited learning and reduced creativity in the millions of graduates cranked out by this restricted and outdated system.

National Planning, University Autonomy, and the Coordination of Higher Education: Latin American Points of View

1974 ◽  
Vol 16 (3) ◽  
pp. 372-378 ◽  
Author(s):  
George R. Waggoner
Keyword(s):  
Higher Education ◽  
United States ◽  
Latin American ◽  
The United States ◽  
Academic Community ◽  
Centralized Control ◽  
Boards Of Trustees ◽  
Academic Leaders ◽  
The University ◽  
And Control

In the United States in recent years in almost every state there has been a strong move toward more centralized coordination and control of higher education, a movement growing out of the rapidly rising costs of higher education as well as, perhaps, some public disillusion with the universities. This move toward centralized control means, of course, a shift of power away from individual universities.A group in the Institute of Higher Education at Berkeley (Glenny et al., 1971) strongly favors coordination of universities; Lewis Mayhew (1972) of Stanford predicts that many states will opt for centralized control rather than coordination. The long tradition in the United States of nonacademic control of individual universities through boards of trustees made up of business and professional people rather than academic leaders probably has made the shift to centralized control by the nonacademic boards of entire state systems of colleges and universities more acceptable within and without the universities than has been true in most other countries where the legal decision-making power, the administrative and academic autonomy of the university, has been in the hands of members of the academic community.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

Towards an interdisciplinary knowledge exchange model

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Santiago DE FRANCISCO ◽  
Diego MAZO
Keyword(s):  
Design Research ◽  
Knowledge Exchange ◽  
Academic Research ◽  
Innovation Process ◽  
The United States ◽  
Design Environment ◽  
Interdisciplinary Knowledge ◽  
One Year ◽  
The University ◽  
Common Situation

Universities and corporates, in Europe and the United States, have come to a win-win relationship to accomplish goals that serve research and industry. However, this is not a common situation in Latin America. Knowledge exchange and the co-creation of new projects by applying academic research to solve company problems does not happen naturally.To bridge this gap, the Design School of Universidad de los Andes, together with Avianca, are exploring new formats to understand the knowledge transfer impact in an open innovation network aiming to create fluid channels between different stakeholders. The primary goal was to help Avianca to strengthen their innovation department by apply design methodologies. First, allowing design students to proposed novel solutions for the traveller experience. Then, engaging Avianca employees to learn the design process. These explorations gave the opportunity to the university to apply design research and academic findings in a professional and commercial environment.After one year of collaboration and ten prototypes tested at the airport, we can say that Avianca’s innovation mindset has evolved by implementing a user-centric perspective in the customer experience touch points, building prototypes and quickly iterate. Furthermore, this partnership helped Avianca’s employees to experience a design environment in which they were actively interacting in the innovation process.

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