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The Challenges Of Rewarding New Forms Of Scholarship: Creating Academic Cultures That Support Community-Engaged Scholarship, A Report On A Bringing Theory To Practice Seminar Held May 15, 2014, John Saltmarsh, John Wooding, Kat Mclellan
The Challenges Of Rewarding New Forms Of Scholarship: Creating Academic Cultures That Support Community-Engaged Scholarship, A Report On A Bringing Theory To Practice Seminar Held May 15, 2014, John Saltmarsh, John Wooding, Kat Mclellan
New England Resource Center for Higher Education Publications
The need for and value of civic engagement is widely acknowledged and frequently advocated by students and faculty at American universities. Over the last several decades, recognizing the variety of forms of scholarly research and academic achievement has become commonplace on many campuses. The Carnegie Foundation now assesses and validates community engagement as one critical measure of a university’s identity and success. Many faculty stress community involvement, internships, and various forms of experiential learning in their courses and view them as critical components of a university education. Numerous faculty engage in communityengaged research, working with local organizations, local businesses, and …
Diversification Of A University Faculty: Women Faculty In The Mit Schools Of Science And Engineering, Nancy Hopkins
Diversification Of A University Faculty: Women Faculty In The Mit Schools Of Science And Engineering, Nancy Hopkins
New England Journal of Public Policy
A broadly diverse faculty is critical to MIT’s educational mission, and significant efforts have been made to achieve a faculty whose diversity reflects that of the students we train. To assess the success of some of these efforts, I examined the percentage of women faculty in the Schools of Science and Engineering over time. In Science, the increased number (and percentage) of women faculty today is the consequence of: pressures associated with the civil rights movement in the early 1970s; unusual efforts between 1996 and 2000 by former Dean of Science Bob Birgeneau in response to the 1996 Report on …
Numbers Are Not Enough: Women In Higher Education In The 21st Century, Sherry H. Penney, Jennifer Brown, Laura Mcphie Oliveria
Numbers Are Not Enough: Women In Higher Education In The 21st Century, Sherry H. Penney, Jennifer Brown, Laura Mcphie Oliveria
New England Journal of Public Policy
Women are now the majority of students in institutions of higher education in the United States, and in many ways women as students and faculty have seen significant progress. But numbers do not tell the whole story. Subtle forms of discrimination continue to exist, and the higher up the pyramid you go, the fewer women are to be found, whether among tenured faculty, as presidents and provosts or as board members and board chairs. Many steps can be taken to improve the situation. Some institutions are recognizing that. We note some positive changes and discuss areas where improvement is needed. …
Brief 7: Preparing For The Next Wave Of Faculty, New England Resource Center For Higher Education, University Of Massachusetts Boston
Brief 7: Preparing For The Next Wave Of Faculty, New England Resource Center For Higher Education, University Of Massachusetts Boston
New England Resource Center for Higher Education Publications
Ten years ago higher education scholars predicted a major faculty turnover in the late 1990s and into the twenty-first centurya prediction based on demographic data on an aging faculty. The turnover is under way, accelerated by early retirement policies. Currently blocks of faculty positions are opening up at regional colleges and universities, and new faculty are being hired in groups, rather than a few at a time. In larger universities, the impact of this kind of hiring is felt most acutely at the department level. At small institutions, the effects can be institution wide. Throughout this academic year, NERCHE’s Department …
The Faculty Of The Sixties: A Reappraisal, Monroe H. Little
The Faculty Of The Sixties: A Reappraisal, Monroe H. Little
Trotter Review
Between 1967 and 1969 the Carnegie Commission on Higher Education initiated and substantially funded several national surveys of U.S. higher education. One such study of faculty employed a questionnaire that was mailed to approximately 100,000 full-time college and university faculty at 303 schools nationwide. The results of this survey, which solicited more than 300 items of information from each respondent and enjoyed an unusually high response rate of over 60%, contain a wealth of data on a variety of political and social issues that has rarely been subjected to careful analysis by scholars.
This is especially unfortunate in retrospect. The …
The Hand That Pushes The Rock, Paula Rothenberg
The Hand That Pushes The Rock, Paula Rothenberg
Trotter Review
Only a very few schools in this country actually require all students to spend an entire semester thinking about issues of race and gender. Many more have found a way to incorporate these issues in required courses in “social problems” where racism and sexism get their two weeks along with environmental pollution and other current issues. I think this approach is dead wrong. Racism and sexism are not “problems” or “topics.” They are ways of defining reality and living our lives that most of us have learned along with learning how to tie our shoes and how to drink from …