Review of Letting Go: A Parents' Guide to Today's College Experience.

1989 ◽  
Vol 34 (3) ◽  
pp. 297-297
Author(s):  
No authorship indicated
Keyword(s):  
College Experience ◽  
Letting Go

Holding On… and Letting Go

ASHA Leader ◽  
2015 ◽  
Vol 20 (2) ◽  
pp. 48-53 ◽  
Author(s):  
Maggie Vescovich
Keyword(s):  
Letting Go

Prediction of Multiple Aspects of the Community College Experience

1970 ◽  
Vol 2 (4) ◽  
pp. 234-242 ◽  
Author(s):  
Clifford E. Lunneborg ◽  
Patricia W. Lunneborg ◽  
Renny Greenmun
Keyword(s):  
Community College ◽  
College Experience

Letting Go of Grief Work.

2000 ◽  
Author(s):  
G. A. Bonanno ◽  
S. Kaltman
Keyword(s):  
Grief Work ◽  
Letting Go

Power, Intersubjectivity, and Letting Go

2007 ◽  
Author(s):  
Frank C. Richardson ◽  
Kathryn M. Frost
Keyword(s):  
Letting Go

Moving Up without Losing Your Way

2019 ◽  
Author(s):  
Jennifer Morton
Keyword(s):  
Higher Education ◽  
College Students ◽  
Social Mobility ◽  
Low Income ◽  
Upward Mobility ◽  
Ethical Dilemmas ◽  
Sense Of Self ◽  
College Experience ◽  
Career Opportunities ◽  
Community Finding

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.

Teaching the Moral Analysis of Policy Issues

1983 ◽  
Vol 36 ◽  
pp. 1-6
Author(s):  
Douglas Amy
Keyword(s):  
19Th Century ◽  
Moral Philosophy ◽  
College Experience ◽  
College President ◽  
Ethical Sensitivity ◽  
Policy Issues ◽  
College Curriculum ◽  
Meaning And Purpose ◽  
The 19Th Century ◽  
Senior Students

“Throughout most of the 19th century the most important course in the college curriculum was moral philosophy, taught usually by the college president and required of all senior students. The moral philosophy course was regarded as the capstone of the curriculum. It aimed to pull together, to integrate, and to give meaning and purpose to the student's entire college experience and course of study. In so doing it even more importantly sought to equip the graduating seniors with the ethical sensitivity and insight needed in order to put their newly acquired knowledge to use in ways that would benefit not only themselves and their own personal achievement, but the larger society as well.” Douglas Sloan

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