Dual Enrollment Policies Pathways and Perspectives

Author: Jason L. Taylor
Publisher: John Wiley & Sons
ISBN: 1119054184
Format: PDF, ePub
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Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

On the Fast Track Understanding the Opportunities and Challenges of Dual Credit ASHE Higher Education Report Volume 42 Number 3

Author: Barbara F. Tobolowsky
Publisher: John Wiley & Sons
ISBN: 1119275415
Format: PDF, Kindle
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The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

The current landscape and changing perspectives of part time faculty

Author: Richard L. Wagoner
Publisher: Jossey-Bass
ISBN: 9780470283578
Format: PDF, Kindle
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Drawing on nationally representative quantitative data from the National Study of Postsecondary Faculty, qualitative fieldwork, and the lived experiences of administrators and faculty members, this volume provides a variety of perspectives on part time community college faculty. The multiple perspectives are intended to offer a complex and conflicted picture of community college part-time faculty, as there are no easy answers to the questions that arise from colleges' heavy reliance on their service. This volume seeks to encourage discussion and debate on the topic, update and advance the scholarship on part-time faculty and to highlight best practices and useful examples that can help two-year colleges continue to play a vital role in American higher education. Community colleges are the only sector of public, nonprofit postsecondary education in the United states where part-time faculty outnumber full-time faculty. This has significant implication for community college administrators who are responsible for recruiting, hiring, and supporting part-time faculty; for college, district, and state leaders who help set policies regarding the use of part-timers; and for all part-time faculty who seek to receive equitable treatment as they strive to enhance the quality of education for community college students. This is the 140th volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

Becoming an Engineer in Public Universities

Author: Kathryn M. Borman
Publisher: Palgrave Macmillan
ISBN:
Format: PDF, Mobi
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Based on research conducted in a three-year, mixed-method, multi-site National Science Foundation, Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) Project, this book offers a comprehensive look into how engineering department culture and climate impacts the successful retention of female and under-represented minority college students. The editors provide valuable insight into how engineering programs support female and minority students and what strategies students employ to successfully complete engineering programs, while also addressing policies and practices that will best serve engineers in the 21st century.

Policies and Practices to Improve Student Preparation and Success

Author: Andrea Conklin Bueschel
Publisher: Jossey-Bass
ISBN: 9780470497234
Format: PDF
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Attention to college access has improved opportunities for students of all backgrounds to participate in higher education. Less work has been done on the equally important issue of success once in college, however. Many students enter community colleges unprepared or underprepared for college-level work. This volume examines various attempts to improve entrants' preparation, as well as efforts to help them succeed once they have enrolled. Chapters discuss: The landscape of policies and practices that support student preparation and success Challenge and opportunity: rethinking the role and function of developmental education in community college Sustaining changes that support student success in community college New directions for dual enrollment: creating stronger pathways from high school through college Ready or not? Making prealgebra meaningful: it starts with faculty inquiry Pedagogies of visibility: the full e-mersion and beyond State college readiness initiatives and community colleges Looking ahead: synthesizing what we know about national, regional, and local efforts to improve student preparation and success These chapters offer broad perspectives--providing context for preparation efforts and developmental education writ large--and the view on the ground--highlighting work on specific community college campuses. Authors represent community college faculty, researchers, funders, and policymakers. Each chapter contributes to the larger understanding of how best to help students prepare for success in college. This is the 145th volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

Market led Agrarian Reform Critical Perspectives on Neoliberal Land Policies and the Rural Poor

Author: Saturnino M. Borras
Publisher:
ISBN:
Format: PDF, Docs
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Three-fourths of the world's poor are rural poor. Most of the rural poor remain dependent on land-based livelihoods for their incomes and reproduction despite significant livelihood diversification in recent years. Land issue remains critical to any development discourse today. Market-led agrarian reform (MLAR) has gained prominence since the early 1990s as an alternative to state-led land reforms. This neoliberal policy is based on the inversion of what its proponents see as the features of earlier approaches, and calls for redistribution via privatized, decentralized transactions between 'willing sellers' and 'willing buyers'. Its proponents, especially those associated with the World Bank, have claimed success where the policy has been implemented, but such claims have been contested by independent scholars as well as by peasant movements who are struggling to gain access to land. This book presents three thematic papers and six country studies. The thematic papers address issues of formalisation of property rights, gendered land rights, and neoliberal enclosure. These studies demonstrate the pervasive influence of neoliberal ideas on property rights and rural development debates, well beyond the 'core' question of land redistribution. The country cases bring together experiences from Brazil, Guatemala, El Salvador, Philippines, South Africa and Egypt. Common findings include the success of landowners in minimising the impact of reform, and a lack of post-transfer support, translating into marginal impact on poverty. The limitations of the market-led approach, and the implications of the studies presented here for the future of agrarian reform, are considered in the editors' introduction. This book was a special issue of The Third World Quarterly.

Pressing Forward

Author: Kathryn M. Borman
Publisher: IAP
ISBN: 1617355984
Format: PDF, Docs
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Pressing Forward: Increasing and Expanding Rigor and Relevance in America’s High Schools is organized to place secondary education, specifically the goals of preparing young adults to be college and career ready, in contemporary perspective, emphasizing the changing global economy and trends in policy and practice. High school students must be equipped with tools they need during and beyond high school for mapping their futures in a global and flat world that demands workers prepared to take up 21st century careers. Following Thomas Freidman and other writers on the topic, this book takes as its core premise that the world has been irrevocably altered by technology and that technology takes a prominent role in shaping postsecondary education and career opportunities. The challenges facing education and educators in a flattened world can best be addressed by creating opportunities for students who are ready for a world in which they are expected to pursue learning throughout their lifetimes, understand and use technology, engage in active civic lives, function well in ethnically diverse workplace settings, and be willing to take risks. Most of all, however, these individuals must be very well prepared during high school by taking advanced level mathematics, science and other challenging coursework, while at the same time actively engaging in collaborative, creative endeavors that prepare them to continuously reinvent themselves to stay ahead of automation and outsourcing. The book will be a unique and useful contribution to the education reform and policy literature as it examines secondary education at an historical moment—the convergence of significant education spending and focus on high school reform. Developed from diverse authors’ research programs on secondary education, the chapters in this volume highlight both changing and steadfast features of high schools, questioning if attempts to foster change—whether tinkering around the edges or inventing a new way—adequatly adress shortcomings in equity and excellence found in American high schools.

Immersion Education

Author: Dr. Diane J. Tedick
Publisher: Multilingual Matters
ISBN: 184769473X
Format: PDF, ePub, Mobi
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This volume builds on Fortune and Tedick’s 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education. Questions explored include: What possibilities for program design exist in charter programs for both two-way and indigenous models? How do studies on learner outcomes lead to possibilities for improvements in program implementation? How do existing policies and practices affect struggling immersion learners and what possibilities can be imagined to better serve such learners? In addressing such questions, the volume invites readers to consider the possibilities of immersion education to enrich the language development and educational achievement of future generations of learners.