Measuring Student Success in an Era of Heightened Accountability and Big Data

2020 ◽  
pp. 118-139
Author(s):  
Jennifer L. Ivie
Keyword(s):  
Higher Education ◽  
United States ◽  
Big Data ◽  
Student Success ◽  
The United States ◽  
New Era ◽  
Higher Education System ◽  
Funding Sources ◽  
Current Trends ◽  
The U.S

Higher education in the United States has been called to the mat to prove the return on investment by students, taxpayers, governments, and other funding sources. This call for accountability requires the use of “big” data to demonstrate student success, continuous improvement, and stewardship. However, using big data in the U.S. higher education system is still a newer concept. The available research and tools for this work is growing as institutions embrace this new era. This chapter explores the use of big data in higher education in the United States through the framework of the historical perspective, current trends, and changing needs and demographics of the nation.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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 International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Ichigo-Ichie

2021 ◽  
pp. 1-17
Author(s):  
Hideko Sera ◽  
Andrew F. Wall
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Japanese Language ◽  
Racial Justice ◽  
Critical Importance ◽  
Faculty And Staff ◽  
Fundamental Tension ◽  
Sociopolitical Climate ◽  
The U.S

Racial justice dialogues in many U.S. higher education spaces have primarily stemmed from a desire to educate the uninformed. Many institutions have failed to attend to their students, faculty, and staff of color while focusing on providing “safe” places for the uninformed. Such efforts seem to have led to an extreme complacency of those who need to change the most to become disillusioned that they have done more than enough to contribute to race dialogues on campus. In the current sociopolitical climate in the United States, the U.S. higher education is facing unprecedented pressure to attend to the fundamental tension between those two worlds. In the Japanese language, ichigo-ichie (一期一会) is a famous saying that embodies the spirit of 'here and now'. Translated as “one time, one meeting,” it symbolizes the critical importance of how one encounter could lead to transformational changes. Contrary to the noble concept of 'trying again' many times before succeeding, ichigo-ichie poses this question: What if all we have is one time, one encounter, and one chance to get it right?

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.

Assessment in American Higher Education: The Role of Admissions Tests

2019 ◽  
Vol 683 (1) ◽  
pp. 130-148 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
College Performance ◽  
Admissions Tests ◽  
Higher Education System ◽  
Wide Range ◽  
Test Optional ◽  
The Impact

In this article, I review the role of college admissions tests in the United States and consider the fairness issues surrounding their use. The two main tests are the SAT, first administered in 1926, and the ACT, first given in 1959. Scores on these tests have been shown to contribute to the prediction of college performance, but their role in the admissions process varies widely across colleges. Although test scores are consistently listed as one of the most important admissions factors in national surveys of postsecondary institutions, an increasing number of schools have adopted “test-optional” policies. At these institutions, test score requirements are seen as a barrier to campus diversity because of the large performance gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of admissions policy changes be studied and that the resource implications of these changes be thoroughly considered.

Future Warfare in the Western Pacific: Chinese Antiaccess/Area Denial, U.S. AirSea Battle, and Command of the Commons in East Asia

2016 ◽  
Vol 41 (1) ◽  
pp. 7-48 ◽  
Author(s):  
Stephen Biddle ◽  
Ivan Oelrich
Keyword(s):  
United States ◽  
The United States ◽  
Western Pacific ◽  
New Era ◽  
Global Commons ◽  
The Commons ◽  
Sphere Of Influence ◽  
The Western Pacific ◽  
The U.S

Many analysts worry that improvements in Chinese missile, sensor, guidance, and other technologies will enable China to deny the U.S. military access to parts of the Western Pacific that the United States has long controlled. Although these “antiaccess, area denial” (A2/AD) capabilities are real, they are a geographically limited long-term threat. As both the United States and China deploy A2/AD capabilities, a new era will emerge in which the U.S. military no longer enjoys today's command of the global commons, but is still able to deny China military hegemony in the Western Pacific. In this new era, the United States will possess a sphere of influence around allied landmasses; China will maintain a sphere of influence over its own mainland; and a contested battlespace will cover much of the South and East China Seas wherein neither power enjoys wartime freedom of surface or air movement. This in turn suggests that the Chinese A2/AD threat to U.S. allies is real but more limited than often supposed. With astute U.S. choices, most U.S. allies in this new system will be imperfectly, but substantially, secure.

scholarly journals The Global Neighborhood: Programming Initiatives with International Living-Learning Communities

2014 ◽  
Vol 4 (2) ◽  
pp. 191-195
Author(s):  
Sarah McClanahan
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Learning Communities ◽  
International Education ◽  
The United States ◽  
Global Knowledge ◽  
Global Issues ◽  
Living Learning Communities ◽  
The U.S

The United States is currently enrolling more international students than any other country in the world. In 2011, approximately 764,000 international students were enrolled in higher education in the U.S., comprising 19% of the world’s total students studying internationally (Institute of International Education, 2012). This rise, as well as the rapid globalization occurring within the United States, has brought about a need for students and staff in higher education to be equipped to communicate cross-culturally and have an understanding of global issues. International living-learning communities (I-LLCs) are a way for universities to provide opportunities for domestic students and international students to live together and gain global knowledge through first-hand experiences and programs directed at international issues. While I-LLCs are not necessarily common across the U.S., many institutions are in the process of creating such programs in order to expand the global focus of their institutions. 

scholarly journals Elonis v. United States: The Doctrine of True Threats: Protecting Our Ever-Shrinking First Amendment Rights in the New Era of Communication

2015 ◽  
Vol 15 (2) ◽  
pp. 197-223
Author(s):  
Mary Margaret Roark
Keyword(s):  
United States ◽  
Supreme Court ◽  
First Amendment ◽  
Free Speech ◽  
Freedom Of Speech ◽  
The United States ◽  
New Era ◽  
The Public ◽  
Definition Of ◽  
The U.S

The First Amendment protects one of our most precious rights as citizens of the United States—the freedom of speech. Such protection has withstood the test of time, even safeguarding speech that much of the population would find distasteful. There is one form of speech which cannot be protected: the true threat. However, the definition of what constitutes a "true threat" has expanded since its inception. In the new era of communication—where most users post first and edit later—the First Amendment protection we once possessed has been eroded as more and more speech is considered proscribable as a "true threat." In order to adequately protect both the public at large and our individual right to free speech, courts should analyze a speaker’s subjective intent before labeling speech a "true threat." Though many courts have adopted an objective, reasonable listener test, the U.S. Supreme Court now has the opportunity, in deciding Elonis v. United States, to take a monumental step in protecting the First Amendment right to free speech. By holding that the speaker’s subjective intent to threaten is necessary for a true threat conviction, the Court will restore the broad protection afforded by the First Amendment and repair years of erosion caused by an objective approach.

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