21st Century E-Student Services

2010 ◽  
pp. 855-864
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

21st Century E-Student Services

2010 ◽  
pp. 2160-2167
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

21st Century E-Student Services

2011 ◽  
pp. 1907-1913
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

scholarly journals Defining Postsecondary Degrees In The 21st Century

2016 ◽  
Vol 13 (2) ◽  
pp. 65-78
Author(s):  
Kenneth I. Goldberg ◽  
James Guffey ◽  
Ponzio Oliverio
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Learning Outcomes ◽  
Continuous Improvement ◽  
21St Century ◽  
The United States ◽  
Assessment Process ◽  
Common Language ◽  
Complex Environments ◽  
Recent Attention

The competition for jobs in the 21st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation’s (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 486-489 ◽  
Author(s):  
Joseph M. Schwartz
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

2020 ◽  
Vol 58 (4) ◽  
pp. 328-347
Author(s):  
Daria Domin ◽  
Allison B. Taylor ◽  
Kelly A. Haines ◽  
Clare K. Papay ◽  
Meg Grigal
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
The United States ◽  
Work Experiences ◽  
Education Programs ◽  
Successful Student ◽  
Employment Preparation ◽  
Paid Employment ◽  
Employment Supports

Abstract Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

2016 ◽  
Vol 14 (2) ◽  
pp. 492-493
Author(s):  
Paula D. McClain
Keyword(s):  
Higher Education ◽  
Political Science ◽  
American Dream ◽  
Institutional Environment ◽  
Academic Discipline ◽  
The United States ◽  
Early Years ◽  
Extensive Experience ◽  
Education Politics ◽  
University Leaders

The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

scholarly journals “Change is the Essential Process of all Existence:” Transformation through Civic Learning and Democratic Engagement’s Theory of Emergent Change

2020 ◽  
Vol 9 (1) ◽  
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
American Association ◽  
Public Institutions ◽  
Early Years ◽  
American Democracy ◽  
State Colleges ◽  
Civic Learning ◽  
Emergent Change ◽  
Civic Literacy

During the early years of the American Association of State Colleges & Universities’ (AASCU) American Democracy Project (ADP), a handful of civic-minded leaders in higher education began to grapple with what it meant to teach students to be engaged citizens. The project began with seven initiatives focusing on efforts such as voting, stewardship of land, political engagement, and citizenship to build a foundation for increasing civic literacy, democratic agency, and community engagement among college students (American Association of State Colleges and Universities, 2019). Membership and participation in ADP grew quickly and it seemed an organic revolution of sorts was building in higher education. Across the country, centers focusing on engaged democracy gained popularity among public institutions, and efforts to develop programs focusing on community engagement became commonplace.

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