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x, 323 pages ; 23 cm
  • Introduction : the changing ecology of US higher education / Mitchell L. Stevens
  • Higher education in America : multiple field perspectives / W. Richard Scott
  • DIY U : higher education goes hybrid / Anya Kamenetz
  • Boom, regulate, cleanse, repeat : for-profit colleges : slow but inevitable drive toward acceptability / Paul Fain & Doug Lederman
  • The classification of organizational forms : theory and application to the field of higher education / Martin Ruef & Manish Nag
  • The radically altered landscape of early adulthood : implications for broad-access higher education / Richard A. Settersten, Jr
  • The "traditional" college student : a smaller and smaller minority and its implications for diversity and access institutions / Regina Deil-Amen
  • Measuring college performance / Richard Arum & Josipa Roksa
  • Explaining policy change in K-12 and higher education / William R. Doyle & Michael W. Kirst
  • Understanding human resources in broad-access higher education / Susanna Loeb, Agustina Paglayan, & Eric Taylor
  • Improving collegiate outcomes at broad-access institutions : lessons for research and practice / Michal Kurlaender, Jessica S. Howell, & Jacob Jackson
  • A research framework for US higher education / Daniel Klasik, Kristopher Proctor, & Rachel Baker.
Between 1945 and 1990 the United States built the largest and most productive higher education system in world history. Over the last two decades, however, dramatic budget cuts to public academic services and skyrocketing tuition have made college completion more difficult for many. Nevertheless, the democratic promise of education and the global competition for educated workers mean ever growing demand. Remaking College considers this changing context, arguing that a growing accountability revolution, the push for greater efficiency and productivity, and the explosion of online learning are changing the character of higher education.Writing from a range of disciplines and professional backgrounds, the contributors each bring a unique perspective to the fate and future of U.S. higher education. By directing their focus to schools doing the lion's share of undergraduate instruction-community colleges, comprehensive public universities, and for-profit institutions-they imagine a future unencumbered by dominant notions of "traditional" students, linear models of achievement, and college as a four-year residential experience. The result is a collection rich with new tools for helping people make more informed decisions about college-for themselves, for their children, and for American society as a whole.
(source: Nielsen Book Data)9780804793292 20161213
Education Library (Cubberley)
EDUC-346-01, EDUC-346-01
xii, 192 pages ; 25 cm
  • 1. Coming of Age in a Risk Society -- 2. Prisoners of the Present -- 3. Insecure Intimacies -- 4. Hardened Selves -- 5. Coming of Age in the "Mood Economy" -- Conclusion: The Hidden Injuries of Risk -- Notes -- References -- Index.
  • (source: Nielsen Book Data)9780199931460 20160612
What does it mean to grow up today? Traditional markers of adulthood have become delayed, disorderly, reversible, or even foregone in the latter half of the twentieth century. Through in-depth interviews, this book uncovers the grim reality behind the statistics, exploring working-class men and women's struggles to grow up in an age of insecure jobs, unstable families, and deepening inequality. For these young men and women, adulthood is not simply being delayed; it is being dramatically re-imagined along lines of work, family, commitment, trust, and dignity. At its core, this new adulthood encompasses low expectations of work, wariness toward romantic commitment, widespread distrust of social institutions, profound isolation from others, and an intense focus on their emotions and psychic health. Bouncing from one unstable service job to the next and racking up credit card debt just to make ends meet, these young men and women are giving up on the American Dream. Meanwhile, daily experiences of confusion and betrayal within the labor market, institutions, and the family teach young working-class men and women that they are completely alone, responsible for their own fates and dependent on outside help only at their peril. As the sources of dignity and meaning of adulthood of their parents' and grandparents' generations - the lifetime work on the assembly line, the making of a home and family - slip through their fingers, the young men and woman I spoke with are hard at work in a parallel mood economy, remaking dignity and meaning out of emotional self-management and willful psychic transformation. Stuck in an unpromising present and wary of the future, young working-class men and women are launching into adulthood from the past, using the pain and betrayal in their relationships with family members and their interactions with institutions as a platform for self-transformation. However, there is a darker side to this new adulthood, threatening to make self-reliance - and severing social ties - the only imaginable path to a life of dignity.
(source: Nielsen Book Data)9780199931460 20160612
Education Library (Cubberley)
EDUC-346-01, EDUC-346-01
xv, 217 p. ; 24 cm.
  • Young lives adrift
  • Why purpose is crucial for thriving throughout life
  • Who is thriving and who is not yet on course?
  • Profiles in purpose
  • Beyond a culture of short horizons
  • Parenting for purpose
  • A culture of purpose for all young people.
Drawing on the revelatory results of a landmark study, William Damon -- one of the country's leading writers on the lives of young people, whose book "Greater Expectations" won the Parents' Choice Award -- brilliantly investigates the most pressing issue in the lives of youth today: why so many young people are "failing to launch" -- living at home longer, lacking career motivation, struggling to make a timely transition into adulthood, and not yet finding a life pursuit that inspires them. His groundbreaking study shows that about one-fifth of youth today are thriving -- highly engaged in activities they love and developing a clear sense of what they want to do with their lives -- but approximately one-fourth are still rudderless, at serious risk of never fulfilling their potential. The largest portion are teetering on the brink, in need of guidance to help them move forward: some are "dabblers" who pursue strings of disconnected interests with no real commitment; others, "dreamers" who have no realistic plans or understanding of what success will require. What makes the difference? Damon shows that the key ingredient for the highly engaged is that they have developed a clear sense of purpose in their lives that motivates them and gives them direction. Based on in-depth interviews, he takes readers inside the minds of the disengaged and drifting kids and exposes their confusion and anxiety about what they should do with their lives. He then offers compelling portraits of the young people who are thriving and identifies the nine key factors that have made the difference for them, presenting simple but powerful methods that parents and all adults can and must employ in order to cultivate that energized sense of purpose in young people that will launch them on the path to a deeply satisfying and productive life.
(source: Nielsen Book Data)9781416537236 20160610
Green Library, Education Library (Cubberley)
EDUC-346-01, EDUC-346-01
308 p. ; 24 cm.
  • Introduction 1. A School in a Garden 2. Numbers 3. Travel 4. Sports 5. Race 6. Decisions 7. Yield 8. The Aristocracy of Merit Notes Acknowledgments Index.
  • (source: Nielsen Book Data)9780674034945 20160619
In real life, Mitchell Stevens is a professor in bustling New York. But for a year and a half, he worked in the admissions office of a bucolic New England college that is known for its high academic standards, beautiful campus, and social conscience. Ambitious high schoolers and savvy guidance counsellors know that admission here is highly competitive. But creating classes, Stevens finds, is a lot more complicated than most people imagine.Admissions officers love students but they work for the good of the school. They must bring each class in "on budget", burnish the statistics so crucial to institutional prestige, and take care of their colleagues in the athletic department and the development office. Stevens shows that the job cannot be done without "systematic preferencing", and racial affirmative action is the least of it. Kids have an edge if their parents can pay full tuition, if they attend high schools with exotic zip codes, if they are athletes - especially football players - and even if they are popular.With novelistic flair, sensitivity to history, and a keen eye for telling detail, Stevens explains how elite colleges and universities have assumed their central role in the production of the nation's most privileged classes. "Creating a Class" makes clear that, for better or worse, these schools now define the standards of youthful accomplishment in American culture more generally.
(source: Nielsen Book Data)9780674026735 20160527
Education Library (Cubberley)
EDUC-346-01, EDUC-346-01