Foreign policies of U.S. higher education institutions: Accident or design?

Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia.     

Understanding patterns of political dynamics in the context of state universities in the CALABARZON region, Philippines

State Universities and Colleges (SUC’s) in the Philippines are usually established by converting technical/vocational high schools into a full-blown university through legislative fiat to satisfy political agenda. Political influence appears to be inevitable particularly in the areas of jurisdiction and governance. Three (3) state universities in the CALABARZON Region were purposively selected as subjects of the study, namely: Cavite State University (CvSU), Batangas State University (BSU) and University of RizalSystems-Rizal State College (URS-RSC). Though conversion requires political backings, the quality of delivery of educational services to different clientele was maintained. Organizational change poses a specific agenda requiring quality of leadership—not only at the top of the organization but also among all constituents. Understanding the political dynamics will bring school administrators and stakeholders together in the pursuit for excellence.     

The Troubled Student

Can Consensus Come from Our Present Disarray?: The State of the Nation and the Agenda for Higher Education By Howard Bowen San Francisco: Jossey-Bass, 1982, 212 pages, index, $13.95. Reviewed by W. B. Allen

A Valuable Tool for Educational Reform On Teaching and Learning in College By Paul L. Dressel and Dora Marcus San Francisco: Jossey-Bass, 1982, 241 pages, index, $16.95. Reviewed by Frederick Stirton Weaver     

Transforming the College through Technology: A Change of Culture

In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona. Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D. in Instructional Technology from Kent State University. William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland State University. He holds an Ed. D. in Gifted Education from the University of Georgia.     

Classes of investments for a teacher's surplus

Famous Living Americans (with portraits). Edited by Maky G. Webb and Edna L. Webb. Chicago: American Bureau of Public Speaking, Charles Webb, Director, 440 South Dearborn Street, 1915. Pp. xi + 594. Price, $5.

Elements of Educational Psychology. By Lawrence Augustus Averill (Massachusetts State Normal). Boston: Houghton Mifflin Co., 1924. Pp. xii + 425. Price, $2.15.

Practice Leaves in English Fundamentals. By C. T. Logan, Elizabeth P. Cleveland, and Margaret V. Hoffman (State Teachers College, Harrisonburg, Va.). Thirty leaves, 8x10½ inches, punched for insertion in notebook. Harrisonburg: The Practice Leaves Co. Price, 65 cents.

An Introduction to Teaching. By Katherine M. Anthony (State Teachers College, Harrisonburg, Va.). Published by the author, 1924. Pp. 34, 8×10½ inches, punched for insertion in notebook.

Unit Studies in Geography. By Rose B. Clark (Nebraska Wesleyan University). Yonkers, N. Y.: World Book Co., 1924. Pp. vi + 250.

Modern Business Geography. By Ellsworth Huntington (Yale University) and Sumner W. Cushing (State Normal School, Salem, Mass.). Yonkers, N. Y.: World Book Co., 1925. Pp. viii + 352. Price, $2.

Fundamentals of House Wiring. By George A. Willoughby (Arthur Hill Trade School, Saginaw, Mich.). Peoria, Ill.: Manual Arts Press, 1924. Pp. 67. Price, $1.

A Diagnostic Study of the Subject‐Matter of High‐School Chemistry. By Samdel E. Powers (Columbia University). New York: Teachers College Contribution to Education, No. 149, 1924. Pp. viii + 84.

An Introduction to Education. By George Willard Frasier and Winfield D.Armentrout (Colorado State Teachers College). Chicago: Scott, Foresman &; Co., 1924. Pp. xii + 274.

Lands and Life. By G. W. Hoke. Richmond: Johnson Publishing Co., 1924. Pp. xiv + 364.

The Education of Handicapped Children. By J. E. Wallace Wallin (Miami University). Boston: Houghton Mifflin Co., 1924. Pp. xiv + 394. Price, $2.25.

Machine Drawing Problems. By Edward Berg and George Elleson (Instructors in Mechanical Drawing, Milwaukee, Wis.). Peoria, Ill.: Manual Arts Press, 1924. Pp. 148. Price, $1.60.

The Psychology of the Preschool Child. By Bird T. Baldwin and Lorle I. Stetcher (University of Iowa). New York: D. Appleton &; Co., 1924. Pp. 305.

Cotton. By Edna Turpin. Cincinnati: American Book Co., 1924. Pp. vi + 266.

Graphic Methods in Education. By J. Harold Williams (University of California). Cambridge: Houghton Mifflin Co., 1924. Pp. xvii + 319. Price, $2.     

Educating the child care administrator

ABSTRACT

There is a strong national movement to improve the quality in child care programs nationwide and an important part of this movement includes professional preparation standards. Stakeholders in New York State (NYS) have developed the NYS Children’s Program Administrator Credential (CPAC), designed to meet the need for increased knowledge in child care administration. In response, Empire State College, part of the State University of New York (SUNY), developed four models to help practitioners meet the new requirement: study group, independent study, residency, and online. The purpose of this article is to examine the development of the credential, discuss the collaborative process involved in the development of the different modes of study, followed by a discussion of the strengths and challenges of each model.     

GUEST EDITORIAL

The purpose of this column is to keep religious educators abreast of relevant research in psychology. It is prepared as a service by the staff of the Union College Character Research Project.

Each section includes names and reference numbers for findings which have been reported in PSYCHOLOGICAL ABSTRACTS during 1959, used by permission. A complete reference list may be obtained from the Character Research Project, Union College, Schenectady, N. Y., by request, the numbers in parenthesis in the following article refer to items in this reference list     

Across the desk: Teaching through independent study

As academic budgets become more stringent, independent study may provide curricular flexibility in higher education. This paper addresses independent study as a creative and alternative mode of learning. The authors explore its unique advantages and strengths, its planning and structure, the student/instructor interaction, the use of learning resources, examples of disciplinary and interdisciplinary approaches, the products of such study, and methods of evaluation.She is the co-editor ofThe Ghetto Reader and co-author of CAEL Institutional Report #2,Interpersonal Learning in an Academic Setting: Theory and Practice.Diana Worby is a Mentor in English and the Humanities at Empire State College, Suffern, New York, and teaches Freshman Composition at Rockland Community College.     

Achieving the educational standards we need

This article is based on remarks presented by Donald M. Stewart at the Open Forum on National Standards held at the Second National Conference on School/College Collaboration, cosponsored by the American Association for Higher Education and the College Board in Atlanta, Georgia, on July 26, 1991.     

Peer Coaching: Professional Development for Experienced Faculty

The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors’ experience.

Moral education and the justification of basic moral standards: Replies to Clayton,Stevens and D’Olimpio

ABSTRACT

Matthew Clayton, David Stevens and Laura D’Olimpio have advanced a series of objections to arguments I set out in my recent book A Theory of Moral Education – in particular to the problem-of-sociality justification for basic moral standards. Here I reply to their objections.     

SCHOOL SEGREGATION IN GARY

This article contains the major findings and recommendations of a study of ability grouping. The writers are associated with College of Education, University of Georgia. A more detailed report of the study is available from the Center for Educational Improvement, College of Education, University of Georgia, Athens, Georgia 30601     

Our Teen Age Boys and Girls by Lester and Alice Crow. McGraw-Hill Book Company. 353 pp. $3.00

This article critique reflects on “Standards for a New Century: Educating U.S. Students to Compete in the Global Economy,” which was published in 2009 in the Carnegie Reporter, a publication of The Carnegie Corporation of New York. The article, written by Carnegie staff writer Karen Theroux, explained the need for Common Core State Standards, one of the Obama administration's educational reforms. This critique analyzes Theroux's article from the perspective of an educational researcher and evaluates Theroux's responsible use of research while informing readers about the Common Core State Standards reform. By analyzing four major concerns, this critique illustrates the author's misuse of research, therefore, informing readers about the reform in a biased manner.     

The Professor as Librarian

This article does not propose that professors replace librarians, but shows that librarian functions are a natural part of the teaching activities. The author (B.A., Texas; M.A., Wayne State; Ph.D., Ohio State) has contributed articles and reviews, is editor of “The College Experience,” and is associate professor of language arts, California State Polytechnic College.     

Treating Suicidality in College Counseling Centers: A Response to Polychronis

This is a commentary on the article by Paul D. Polychronis, “Changes Across Three Editions of The Suicidal Patient: Clinical and Legal Standards of Care: Relevance to Counseling Centers,” published in this issue of the Journal of College Student Psychotherapy.     

Complicating the World of Reading Assessment: Toward Better Assessments for Better Teaching

In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture—the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fire for higher-order thinking, project-based learning, and learning that transfers to new and different situations and problems. This is a perfect storm—a genuine opportunity to change the course of assessment for accountability and classroom decision-making. Our hope is that readers will find our perspectives useful as we collectively avail ourselves of this unique opportunity.     

The College Student

Editors' Note: The above article is a re-joinder to “How to Sacrifice Academic Quality,” which appeared in the Spring 1979 issue of Improving College and University Teaching.

The editors welcome thoughtful responses to any article appearing in the journal.     

Public Reason and Child Rearing: What's a Liberal Parent to Do?

The ways in we raise and educate children can appear to be at odds with basic liberal values. Relationships between parents and children are unequal, parents routinely control children's behaviour in various ways, and they use their authority to shape children's beliefs and values. Whether and how such practices can be made to accord with liberal values presents a significant puzzle. In what follows I will look at a recent and sophisticated attempt to resolve these tensions offered by Matthew Clayton in his book Justice m Child Rearing in the context of general account of the proper limits of parental authority. I argue that Clayton is unsuccessful in ways that point to fundamental and pervasive questions about the place of liberal values in child rearing and education that remain unanswered.     

Open learning and individualised distance learning at Empire State College

In this article, Daniel Granger, Director of the Center for Distance Learning at Empire State College (one of the constituent Colleges of the State University of New York), describes the marriage of individualised learning and distance learning which makes up the work of his section of the institution. In an unusual approach to both content and method, Empire State College with its distance teaching option offers a new approach to curriculum in open learning which readers in Britain and abroad will find of interest.