scholarly journals Learning Center Pedagogy and UDL

2015 ◽  
Vol 3 (1) ◽  
pp. 26-32
Author(s):  
Diana Calhoun Bell
Keyword(s):  
Higher Education ◽  
Remedial Education ◽  
The United States ◽  
Individual Student ◽  
Education Students ◽  
Level Of Education ◽  
Learning Assistance ◽  
History Of ◽  
Methods Of Learning ◽  
Theory Research

In the United States, tutoring in higher education can trace its roots back as far as 1636 when Harvard, America’s first college, initially began educating the nation’s wealthy and elite students (Maxwell, 1997; Sheets 2011). These early forms of tutorials were based in remedial education; the goal was to bridge the gap between the level of education students brought to the institution and the level of education expected by that institution. Arendale (2010) provides a comprehensive review of the history of learning assistance in Access at the Crossroads: Learning Assistance in Higher Education. He provides a thorough and valuable six phase historical timeline, starting in the 1600’s through current forms of learning assistance programming (24). Early methods of learning assistance were created to enhance individual student performances in particular courses with which students struggled to succeed. This tutoring model persisted over time, becoming the archetypal form of learning assistance to improve student learning. However, Arendale’s research clearly shows that learning assistance has progressed by developing, expanding and increasing in both scope and complexity based on solid theory, research, and best practices.

The Diverse Voices Conference

2017 ◽  
pp. 190-201
Author(s):  
Chaunda L. Scott
Keyword(s):  
Higher Education ◽  
The United States ◽  
Lessons Learned ◽  
Diversity Education ◽  
University Campus ◽  
Education Students ◽  
University Campuses ◽  
The Public ◽  
History Of ◽  
Education Courses

As diversity higher education courses and programs continue to increase on university campuses in the United States, research remains scant on the role that diversity education conferences can play in furthering higher education students' diversity learning beyond the classroom. The aim of this chapter is to introduce the Diverse Voices Conference as a successful higher education diversity initiative in Michigan that has for seventeen years provided a safe environment for students to learn more about and speak out in support of valuing all aspects of human diversity. This chapter will highlight 1) the history of the Diverse Voices Conference; 2) the components of the Diverse Voices Conference; 3) the lessons learned regarding sponsoring the Diverse Voices Conference on a university campus in Michigan that is free and open to the public; along with 4) future directions for expansing the conference and its visibility beyond its current state.

The Diverse Voices Conference

2016 ◽  
pp. 62-73
Author(s):  
Chaunda L. Scott
Keyword(s):  
Higher Education ◽  
The United States ◽  
Lessons Learned ◽  
Diversity Education ◽  
University Campus ◽  
Education Students ◽  
University Campuses ◽  
The Public ◽  
History Of ◽  
Education Courses

As diversity higher education courses and programs continue to increase on university campuses in the United States, research remains scant on the role that diversity education conferences can play in furthering higher education students' diversity learning beyond the classroom. The aim of this chapter is to introduce the Diverse Voices Conference as a successful higher education diversity initiative in Michigan that has for seventeen years provided a safe environment for students to learn more about and speak out in support of valuing all aspects of human diversity. This chapter will highlight 1) the history of the Diverse Voices Conference; 2) the components of the Diverse Voices Conference; 3) the lessons learned regarding sponsoring the Diverse Voices Conference on a university campus in Michigan that is free and open to the public; along with 4) future directions for expansing the conference and its visibility beyond its current state.

Book Review: The Shaping of American Higher Education

NASPA Journal ◽  
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 book’s subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

scholarly journals Health Behaviors of Higher Education Students from 7 Countries: Poorer Sleep Quality during the COVID-19 Pandemic Predicts Higher Dietary Risk

2021 ◽  
Vol 3 (1) ◽  
pp. 12-30
Author(s):  
Chen Du ◽  
Megan Chong Hueh Zan ◽  
Min Jung Cho ◽  
Jenifer I. Fenton ◽  
Pao Ying Hsiao ◽  
...  
Keyword(s):  
Higher Education ◽  
Sleep Quality ◽  
Health Behaviors ◽  
The United States ◽  
Stressful Events ◽  
Sitting Time ◽  
Risk Scores ◽  
Poor Sleep ◽  
Education Students ◽  
Dietary Risk

Health behaviors of higher education students can be negatively influenced by stressful events. The global COVID-19 pandemic presents a unique opportunity to characterize and compare health behaviors across multiple countries and to examine how these behaviors are shaped by the pandemic experience. Undergraduate and graduate students enrolled in universities in China, Ireland, Malaysia, South Korea, Taiwan, the Netherlands and the United States (USA) were recruited into this cross-sectional study. Eligible students filled out an online survey comprised of validated tools for assessing sleep quality and duration, dietary risk, alcohol misuse and physical activity between late April and the end of May 2020. Health behaviors were fairly consistent across countries, and all countries reported poor sleep quality. However, during the survey period, the COVID-19 pandemic influenced the health behaviors of students in European countries and the USA more negatively than Asian countries, which could be attributed to the differences in pandemic time course and caseloads. Students who experienced a decline in sleep quality during the COVID-19 pandemic had higher dietary risk scores than students who did not experience a change in sleep quality (p = 0.001). Improved sleep quality was associated with less sitting time (p = 0.010). Addressing sleep issues among higher education students is a pressing concern, especially during stressful events. These results support the importance of making education and behavior-based sleep programming available for higher education students in order to benefit students’ overall health.

Deliberation and University Governance

2019 ◽  
pp. 110-150
Author(s):  
Richard M. Locke
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
University Governance ◽  
Diversity And Inclusion ◽  
Full Participation ◽  
Brown University ◽  
History Of ◽  
Collective Deliberation ◽  
Participation In Higher Education

In the United States, historical oppression and discrimination have barred certain groups based on their gender, race, religion, sexuality, and socioeconomic class from full participation in higher education. While there has been a long history of protest and pressure to diversify, progress has been mixed. After a recent wave of protests at Brown University, Richard M. Locke faced the task of developing a realistic and coherent university plan for addressing concerns and demands. Implementing insights from Joshua Cohen’s work on deliberation, Locke led a process that resulted in one of the most ambitious university diversity and inclusion action plans in the country. In this chapter, Locke describes the process undertaken and seeks to generalize from the experience at Brown to argue that collective deliberation can be an effective model for how universities can address an array of complex issues faced today.

Broad Access and Steep Stratification in the First Mass System: High Participation Higher Education in the United States of America

2018 ◽  
pp. 227-265 ◽  
Author(s):  
Brendan Cantwell
Keyword(s):  
Higher Education ◽  
United States ◽  
System Development ◽  
The United States ◽  
Present Condition ◽  
History Of Higher Education ◽  
Higher Education System ◽  
High Participation ◽  
The Usa ◽  
History Of

This chapter provides a detailed and extensive assessment of the United States of America’s (USA) high participation systems (HPS) of higher education. It considers the history of higher education, system development, and the present condition of higher education in the country. The USA was the first HPS and the American system remains globally influential. Higher education in the USA is a massive enterprise, defined by both excellent and dubious providers, broad inclusion, and steep inequality. The chapter further examines higher education in the USA in light of the seventeen HPS propositions. Perhaps more so than any other system, the American HPS conforms to the propositions. Notably, higher education in the USA is both more diverse horizontally, and stratified vertically, than most other HPS.

scholarly journals Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

2020 ◽  
Vol 5 ◽  
Author(s):  
Dimitri Molerov ◽  
Olga Zlatkin-Troitschanskaia ◽  
Marie-Theres Nagel ◽  
Sebastian Brückner ◽  
Susanne Schmidt ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
The United States ◽  
The Internet ◽  
Online Information ◽  
Special Role ◽  
Assessment Framework ◽  
Education Students ◽  
Ongoing Research ◽  
Preliminary Validation

Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

A History of U.S. Higher Education in Accounting, Part I: Situating Accounting within the Academy

2007 ◽  
Vol 22 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Glenn Van Wyhe
Keyword(s):  
Higher Education ◽  
The United States ◽  
Accounting Education ◽  
Public Accounting ◽  
The Past ◽  
The Future ◽  
History Of ◽  
Future Direction ◽  
The University ◽  
Second World

Where we have been can tell us a great deal about where we are going. If we wish to direct the future, then understanding the past can help us see how much we actually influence that direction. Ignorance of the past, on the other hand, allows unrealistic expectations and creates unnecessary frustration. The history of accounting higher education in the United States is most informative for anyone who wants to influence the future direction of our profession. The purpose of this paper is to provide a brief overview of the history of accounting higher education in the U.S., from its beginnings to its settled position in the university. This historical overview informs us that the profession of public accounting had everything to do with establishing and growing accounting education. Around the time of the Second World War, however, forces were set in motion that would try to pull accounting education from the grasp of public accounting. The belittling of public accounting, first in the name of the new management accounting and then by the Foundation Reports, combined with public accounting leaders' ongoing desire for a five-year education requirement above all other educational reforms, resulted in accounting higher education's inability to single-mindedly identify its goals and work toward them.

scholarly journals A Review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education

2020 ◽  
Author(s):  
Jason DeHart
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Research And Practice ◽  
History Of ◽  
The Rich ◽  
Theory Research ◽  
Rich History

This review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education focuses on the organization, strengths, and weaknesses of a newly-published qualitative research text that also serves as a guide for teachers who wish to improve their practice. The case study nature of the text is explored, as well as the contributions of the text’s authors. The book is most notable as a text that draws on the rich history of Merleau-Ponty and seeks to consider classroom instruction in higher education in light of phenomenological tenets.

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