Planning for higher education最新文献

A Question of Numbers 数字问题

Planning for higher education Pub Date : 2019-06-10 DOI: 10.4324/9780429301742-1

A. O. Pfnister

引用次数: 0

The Curriculum: Transformation or Tinkering? 课程:转型还是修补?

Planning for higher education Pub Date : 2019-06-10 DOI: 10.4324/9780429301742-4

A. O. Pfnister

引用次数: 0

Financing the Program: Clearing Ahead or Continuing Storms? 项目融资:扫清障碍还是继续风暴?

Planning for higher education Pub Date : 2019-06-10 DOI: 10.4324/9780429301742-5

A. O. Pfnister

引用次数: 0

Students in the Seventies: A New Breed? 70年代的学生:新一代?

Planning for higher education Pub Date : 2019-06-10 DOI: 10.4324/9780429301742-2

A. O. Pfnister

引用次数: 0

Governance of the University: Systems Under Attack 大学治理:受到攻击的系统

Planning for higher education Pub Date : 2019-06-10 DOI: 10.4324/9780429301742-3

A. O. Pfnister

引用次数: 0

Precipice or Crossroads?: Where America's Great Public Universities Stand and Where They Are Going Midway through Their Second Century 悬崖还是十字路口?:美国优秀的公立大学的地位以及它们在第二个世纪中期的去向

Planning for higher education Pub Date : 2013-04-01 DOI: 10.1353/book16468

M. Haggans

{"title":"Precipice or Crossroads?: Where America's Great Public Universities Stand and Where They Are Going Midway through Their Second Century","authors":"M. Haggans","doi":"10.1353/book16468","DOIUrl":"https://doi.org/10.1353/book16468","url":null,"abstract":"Precipice or Crossroads?: Where America's Great Public Universities Stand and Where They are Going Midway Through Their Second Century by Daniel Mark Fogel and Elizabeth Malson-Huddle, eds.SUNY Press 2012 362 pages ISBN: 978-1-4384-4494-9 [ILLUSTRATION OMITTED] ON THE 150TH ANNIVERSARY of the Morrill Act's land-grant legislation, a group of current and former university presidents and their colleagues was organized to consider the history and the future of the resulting land-grant institutions. A path forward will not be found in this book. Except for former University of Michigan President James J. Duderstadt, none of the writers attempts a diagnosis of current challenges, much less suggests a prescription concerning the future. Most of the book is an excellent recounting of the history and traditions that have gotten these institutions this far. What's next? According to most of the writers, it is more of the same; not a precipice at all, just another crossroads. This confidence about the future derives from a remarkable past. It is almost impossible to imagine American higher education without the land-grant institutions spawned by the Morrill Act of 1862. Their influence and prestige have been so great that even the most humble institution in the United States wishes to include at least one of them in its peer group. What began as the relatively modest but strategically important intention of improving agricultural sciences in the United States has produced by the beginning of the 21st century a large group of world-class institutions. Related congressional acts also led to the creation of many of the nation's historically Black institutions and laid the foundations for scores of engineering departments (originally industrial arts). A century and a half later, many of these schools are considered to be among the best in undergraduate education, research, and medical science. So vast are their current missions that many are part of global networks promoting economic and educational development. Some have established international operations to maximize their global influence and capacity. In the book's first section, Coy F. Cross II provides the 18th century context for the founding of institutions that have thrived into the first part of the 21th century. Other writers document the historically important role that these institutions have played in the development of our democracy and in promoting racial, ethnic, gender, and economic equality. Daniel Mark Fogel completes the volume with an argument for the enduring value of the liberal arts education to society. David E. Shulenburger provides a sobering account of the decades-long pattern of declining public funding of higher education. This reality has led to unprecedented increases in tuition and has placed public institutions at a disadvantage in student and faculty recruitment. This is the first hint of concern in this largely triumphalist work. If Shulenburger's analysis is correct, even ","PeriodicalId":294866,"journal":{"name":"Planning for higher education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127538950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Planning for Environmental Sustainability : Learning from LEED and the USGBC 环境可持续性规划:向LEED和USGBC学习

Planning for higher education Pub Date : 2012-10-01 DOI: 10.21427/D7GS5C

S. Chance

{"title":"Planning for Environmental Sustainability : Learning from LEED and the USGBC","authors":"S. Chance","doi":"10.21427/D7GS5C","DOIUrl":"https://doi.org/10.21427/D7GS5C","url":null,"abstract":"The author analyzes the relationship between the US Green Building Council and higher education by examining campus use of LEED credits over time, and also suggests that the USGBC provides a model for large-scale learning organizations. Since its founding in 1993, the U.S. Green Building Council (USGBC) has made noteworthy strides toward its stated goal of transforming the nation's construction industry. The Washington, DC-based nonprofit organization created the LEED[R] Green Building Rating system to support environmentally sustainable construction. The system spurs demand for green knowledge and green technologies in an overarching effort to grow the nation's capacity to produce green buildings. In this quest, LEED also provides building owners with an incentive for participating and for providing \"Leadership in Energy and Environmental Design.\" A critical aspect of LEED is that it uses principles of encouragement rather than enforcement (McDonough and Braungart 2002). Participation in LEED is voluntary and carries a level of social prestige. LEED also uses an incremental approach that grows out of what we already know how to do. As innovative techniques are tested and then integrated into mainstream practice, the USGBC raises the bar by requiring new registrants to seek more rigorous standards and higher point thresholds. The LEED system engages interested parties in providing the resources of time, money, research, and development that are necessary to foster innovation. Thus, those who elect to participate help carry the up-front cost of innovation. These investments help make new approaches viable for widespread use. The cost of constructing to a higher standard makes good sense on college campuses, where buildings need to last 60 years or more and operating costs are notoriously high (Palmese 2009). Today the USGBC offers an ever-expanding range of programs tailored to specific user groups, including higher education. As one of LEED's largest user groups, higher education has helped the system evolve (Fedrizzi 2009). However, there is ample room to expand higher education's contribution to the green construction knowledge base. Addressing pressing social issues is a core purpose of academe, and this issue warrants increased and immediate attention (Kerr 1995; Levin 2003; Rhodes 2001). Higher education's role in LEED has concentrated on two main areas: using LEED in the construction of campus buildings and serving as USGBC members. Members of the USGBC (2009a) represent all segments of the construction industry, and their various forms of engagement help refine the system. Changes are \"consensus-based and market-driven\" (USGBC 2009a, p. xi). Together, the USGBC's members define targets, goals, and agendas for the organization to meet. Members volunteer time, effort, and expertise to help establish and cultivate LEED programs. Gauging how well LEED works for members and for users of the system is critical to protecting the investments they ","PeriodicalId":294866,"journal":{"name":"Planning for higher education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115351403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

The American College Town 美国大学城

Planning for higher education Pub Date : 2009-10-01 DOI: 10.5860/choice.47-1043

Blake Gumprecht

{"title":"The American College Town","authors":"Blake Gumprecht","doi":"10.5860/choice.47-1043","DOIUrl":"https://doi.org/10.5860/choice.47-1043","url":null,"abstract":"The American College Town by Blake Gumpreoht University of Massachusetts Press 2008 438 pages ISBN: 978-1-55849-671-2 Reviewed by M. Perry Chapman In the preface to his book The American College Town, Blake Gumprecht asserts that he was compelled to write it after he discovered that no book specifically dedicated to college towns had ever been published. Those of us who have a fascination with college towns should be glad that he gave in to that compulsion. Gumprecht adeptly draws from the factors that make college towns such unique places among American communities. His unabashedly personal take on the college town is seasoned by his own experience in several such communities - as a youngster, an undergraduate, a Ph.D. candidate, a reporter, a university librarian, and, currently, an associate professor and chair of a university geography department. He has experienced college towns from almost every angle. The book is an illuminating read for anyone drawn to a good yarn about what makes college towns the idiosyncratic places that they invariably turn out to be. Moreover, Gumprecht's reportorial instincts bring life to the history, social patterns, personalities, and politics that define the localities he has chosen to discuss. His role as a geography scholar gives dimension to what college towns mean in the larger fabric of American places and, importantly, to the colleges and universities around which they have grown. This combination of perspectives plays out in the organization of the book. The caveat at the beginning is that the book focuses on \"towns where colleges are clearly dominant\" (p. 1). Thematic case studies concentrate on small cities that host large, complex universities with undergraduate enrollments that are \"at least 20 percent of a town's population\" (p. 2). The story lines are built around the powerful, and sometimes overwhelming, impact that large universities and their populations and policies have on the small to mid-sized towns around them. He avoids large cities where the influence of the colleges in their midst is diluted by the scale and multiplicity of forces at play. Still, Gumprecht's chosen model makes enormous headway in dissecting the college town and its complicated relationship with the institution in its midst. The introductory chapter, \"Defining the College Town,\" is an overview filled with history, observations, and facts describing the general characteristics of college towns in the United States. Readers of this journal will find information they intuitively recognize: college towns tend to be more liberal, cosmopolitan, and eccentric than the larger regions in which they are located; they have more youthful, better educated, and more affluent white-collar populations than most \"regular\" towns; they have more transient resident populations and more economic disparities within those populations. A sobering statistic is that nearly a quarter of the residents of the college towns studied live below the feder","PeriodicalId":294866,"journal":{"name":"Planning for higher education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133908690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 98

Higher Education and the New Society 高等教育与新社会

Planning for higher education Pub Date : 2009-07-01 DOI: 10.1353/book.3345

Thomas C. Longin

{"title":"Higher Education and the New Society","authors":"Thomas C. Longin","doi":"10.1353/book.3345","DOIUrl":"https://doi.org/10.1353/book.3345","url":null,"abstract":"Higher Education and the New Society by George Keller Johns Hopkins University Press 2008 188 pages ISBN: 978-0-8018-9031-4 Reviewed by Thomas C. Longin George Keller needs no introduction to Society of College and University Planning (SCUP) members or readers of Planning for Higher Education (PHE). Most of us knew him as the father of \"academic planning;\" the author of Academic Strategy (Keller 1983), likely the most influential book ever in the field; and the founding and long-time editor of PHE. And yet, it is important to keep in mind who George was and all that he accomplished in the realm of academic planning as one ventures into this, his last book. Certainly not his greatest literary accomplishment, this book must still be counted as a monumental attainment - monumentala its call for radical structural change in American higher education and monumental because it was written while George carried on a valiant struggle with leukemia. The book, not published until shortly after his death, is superbly written and intentionally provocative; it manifests George's passion for and dedication to higher education as well as his willingness to offer radical solutions for difficult challenges. For those who had the privilege of hearing George Keller present at SCUP annual meetings in his later years, the landscape of this book really an extended essay - will be familiar. Fascinated as he was with educa donai change, in this little book he is sharply focused on the breadth, magnitude, and pace of contemporary social change. He had earlier concluded that American higher education needed to recognize \"that the society has been going through revolutionary changes and that new, outside forces require educators to rethink and redesign some of their operations\" (p. xi). Here, while defending American higher education against charges that it has persistently resisted change - he clearly delineates numerous significant changes - he nonetheless chides his colleagues about the kind of change initiated in contrast to the kind needed: \"Change in higher education can no longer be incremental. It must be fundamental and structural\" (p. xii). After lamenting the fact that most historical analyses of American higher education have been \"remarkably insular\" (p. 3) - that is, detached from their full social and historical context Keller identifies two kinds of social transformation with which American higher education needs to deal: (1 ) the movement away from a more agrarian, small town, local, and self-reliant society toward a more urban, corporate, educated, liberated, and international social life with greater emphasis on \"equality of gender, race, and ethnicity, dependence on numerous entitlement programs, lessened moral taboos, and e-mail and Web pages\" (p. 5) and (2) a more recent \"collection of fundamental shifts, new conditions, technological innovations, and changing behaviors\" (p. 6). Keller devotes nearly half of the book to cataloguing and chronicling a pl","PeriodicalId":294866,"journal":{"name":"Planning for higher education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122513358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 27

University-Community Relationships. 大学的人际关系。

Planning for higher education Pub Date : 1900-01-01 DOI: 10.4135/9781483346427.n568

I. Fink

引用次数: 2