Crisis in higher education: a plan to save small liberal arts colleges in America

2015 ◽  
Vol 52 (12) ◽  
pp. 52-6507-52-6507
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Small Liberal Arts Colleges

The Digital Lectern

2013 ◽  
pp. 1-10
Author(s):  
Tom McBride ◽  
Ron Nief
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Interdisciplinary Education ◽  
Lecture Format ◽  
Small Liberal Arts Colleges

This chapter projects how higher education will be systematically transformed once the practice of capturing lectures is widespread and common: in particular how the practice will affect the lecture format itself, bring about a reversal of homework and class work, influence the dialectic of interdisciplinary education, transform the communications ontology of the lecture, and affect small liberal arts colleges, for whom in-person pedagogy has been a hallmark—and to which captured lectures would appear to be alien.

scholarly journals The Shaping of Higher Education: The Formative Years in the United States, 1890 to 1940

1999 ◽  
Vol 13 (1) ◽  
pp. 37-62 ◽  
Author(s):  
Claudia Goldin ◽  
Lawrence F Katz
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Academic Disciplines ◽  
The Public ◽  
Knowledge Industry ◽  
Education Today ◽  
Small Liberal Arts Colleges

The authors trace the origins of the key features of U.S. higher education today--the coexistence of small liberal arts colleges and large research universities; the substantial share of enrollment in the public sector; and varying levels of support provided by the states. These features began to materialize soon after 1890 when the ‘knowledge industry’ was subjected to ‘technological shocks’ that increased the value of research to industry and government and led to the proliferation of academic disciplines. The consequence was an increase in the scale and scope of institutions of higher education and a relative expansion of public-sector institutions.

Significant Developments in Choral Music Education in Higher Education Between 1950-1980

1982 ◽  
Vol 30 (2) ◽  
pp. 121-128 ◽  
Author(s):  
J. Perry White
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Choral Music ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Academic Programs ◽  
Rapid Expansion ◽  
Choral Music Education ◽  
Small Liberal Arts Colleges ◽  
The Impact

The years between 1950 and 1980 were a time of unprecedented growth in American higher education. Beginning in the late fifties and continuing through the early seventies, college enrollments rapidly expanded throughout the U. S. This period was characterized by a proliferation of new academic programs and a demand for expanded postbaccalaureate degrees. Concurrent with the rapid expansion in higher education was the emergence of the DMA degree in conducting and the rapid acceptance of related degree programs. This study concentrates on the impact of the DMA on choral music education, suggests that the primary leadership for training choral music teachers has shifted from small liberal arts colleges to large state and private universities granting postbaccalaureate degrees, and examines the implications of this movement for the future.

Resources for hope: Ideas for alternatives from heterodox higher education institutions

2017 ◽  
Vol 10 (1) ◽  
pp. 66-86
Author(s):  
Catherine Norma Butcher
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Higher Education Institutions ◽  
Basque Country ◽  
The Body ◽  
Practical Significance ◽  
Body Of Knowledge ◽  
Small Liberal Arts Colleges ◽  
The Relationship

This report describes my field visits to Berea and Deep Springs Colleges in the U.S.A. and explores their forms of ownership/control, governance, financing and organisational structure. Berea and Deep Springs are small, liberal arts colleges, distinctive in American higher education, in which students actively participate in a spirit of democracy. This report highlights the relationship between these heterodox organisational forms and student outcomes. It examines the practical significance of these two colleges for education policy and how certain features could be resources for hope used in constructing heterodox higher education institutions in other parts of the world. This report complements that of Wright, Greenwood and Boden (2011) on Mondragón University – a cooperative in the Basque country of Spain – by adding to the body of knowledge on alternative models of higher education institutions.

“The Classics Tuning Project”: Competencies, Value and Visibility of the Classics at Small Liberal Arts Colleges

2019 ◽  
Vol 115 (3) ◽  
pp. 481-505
Author(s):  
Clara Hardy ◽  
Lisl Walsh ◽  
John Gruber-Miller ◽  
Sanjaya Thakur ◽  
Angela Ziskowski
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Small Liberal Arts Colleges

College Admissions in Twenty-First-Century America: The Role of Grades, Tests, and Games of Chance

2007 ◽  
Vol 77 (4) ◽  
pp. 419-429 ◽  
Author(s):  
REBECCA ZWICK
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Equal Opportunity ◽  
College Admissions ◽  
Class Rank ◽  
College Selectivity ◽  
Campus Diversity ◽  
Admissions Policies ◽  
Games Of Chance ◽  
Small Liberal Arts Colleges

In this essay, Rebecca Zwick confronts the controversy surrounding the use of standardized tests in college admissions. She examines the degree to which the SAT and its lesser known cousin, the ACT, limit access to college, particularly for racial and ethnic minorities, and considers two alternative admissions policies that do not involve tests: class rank admissions systems and admissions lotteries. She finds that these initiatives carry their own controversies and have little impact on campus diversity. Zwick notes that some small liberal arts colleges have deemphasized tests and have achieved some success in increasing campus diversity while maintaining high academic standards, but highlights the difficulty of replicating these policies at large institutions. Her analysis sheds light on the ongoing tension between maintaining college selectivity and promoting equal opportunity.

The Exposure of Undergraduate Students to Human Factors/Ergonomics Instruction

1997 ◽  
Vol 41 (1) ◽  
pp. 470-473 ◽  
Author(s):  
David W. Martin ◽  
Michael S. Wogalter
Keyword(s):  
Higher Education ◽  
Human Factors ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Research Institutions ◽  
Universities And Colleges ◽  
Human Factors And Ergonomics ◽  
Doctoral Institutions ◽  
The U.S

The present study examined the availability of human factors/ergonomics courses to students in the U.S. Fifty schools were selected randomly from each of four categories of universities and colleges (Research I and II, Doctoral I and II, Masters I and II, and Baccalaureate/Liberal Arts I and II). Only one human factors/ergonomics (HFE) course was found in the sample of liberal arts colleges and only 10% of the master's universities had such a course. Of the doctoral institutions 62% had no HFE courses and 44% of the research institutions had no HFE courses. The possible reasons for these results are discussed as well as some possible actions that might be taken within the context of the Human Factors and Ergonomics Society's strategic plan to ameliorate this problem and expose students in higher education environments to the field, not only for the students' benefit but also for the discipline.

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