Betty Henderson-Matthews, Megan Gordon, Sierra Mason, Agnieszka Rynda-Apple, Neha A John-Henderson
{"title":"Culture as Medicine for the Blackfeet Community: A pilot intervention.","authors":"Betty Henderson-Matthews, Megan Gordon, Sierra Mason, Agnieszka Rynda-Apple, Neha A John-Henderson","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"6 ","pages":"20-31"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9831844/pdf/nihms-1859740.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9083710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Demographics and the Demand for Higher Education","authors":"S. Rizvi","doi":"10.1353/book.57044","DOIUrl":"https://doi.org/10.1353/book.57044","url":null,"abstract":"","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"3 1","pages":"56"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91245501","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}
In India, universities often study the broad characteristics of students who migrate to their state for educational purposes. This provides them with opportunities to collaborate with the state government in order to introduce education policies that can influence future students’ migration decisions. While studies already exist that focus on the determinants of student migration, this paper uses the logistic regression model to assess the probability of choice of private universities while using primary data collected from students who migrated to Karnataka. This paper also reports on tests of various hypotheses and on the finding that the admission quota has no significant effect on migrant students’ choice to enroll at a private university.
{"title":"Logistic modeling of university choice among student migrants to Karnataka for higher education","authors":"Veena Andini, Sandeep Rao","doi":"10.2139/SSRN.3181130","DOIUrl":"https://doi.org/10.2139/SSRN.3181130","url":null,"abstract":"In India, universities often study the broad characteristics of students who migrate to their state for educational purposes. This provides them with opportunities to collaborate with the state government in order to introduce education policies that can influence future students’ migration decisions. While studies already exist that focus on the determinants of student migration, this paper uses the logistic regression model to assess the probability of choice of private universities while using primary data collected from students who migrated to Karnataka. This paper also reports on tests of various hypotheses and on the finding that the admission quota has no significant effect on migrant students’ choice to enroll at a private university.","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"37 1","pages":"2-14"},"PeriodicalIF":0.0,"publicationDate":"2018-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88430726","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}
Designing the New American University CROW, M. M., AND W. B. DABARS. 2015. BALTIMORE, MD: JOHNS HOPKINS UNIVERSITY PRESS. 344 PP.In Designing the New American University, authors Crow and Dabars examine the scope and complexity of research institutions in the United States and explore the dilemmas and challenges these institutions face in serving the needs of 21st century learners. The authors envision the New American University as "a complex and adaptive comprehensive knowledge enterprise committed to discovery, creativity, and innovation, accessible to the broadest possible demographic, both socioeconomically and intellectually" (viii).Consistent with institutional design efforts articulated by Lombardi (2013), Crow and Dabars question whether education reform can better be achieved by strengthening elements of the existing system or by declaring the system to be fundamentally unsound and replacing it with a different type of learning organization. Ultimately, the authors suggest that a compromise may be possible and propose reconfiguring the existing organization while rethinking its current practices.With this compromise as the framework, the authors use the term "New American University" to describe a broad set of concepts that may apply to the approximately 200 private and public U.s. institutions that are classified as either RU/vh (research university/very high research activity) or RU/H (research university/high research activity) (Carnegie n.d.). According to Crow and Dabars, the New American University is intended to complement rather than replace the current model of U.s. research institutions.Historical BackgroundUnlike the first three-quarters of the 20th century, which saw massive investments and growth in higher education in the United States as well as widely shared prosperity and increases in the standard of living for most Americans, the 21st century has been marked by a widening gap in postsecondary education attainment by socioeconomic status. Comparable to findings by Mettler (2014), Crow and Dabars state:Despite the conventional wisdom that America is a classless society and represents the promise of boundless opportunity for those willing to work hard and sacrifice, stark inequalities in opportunities grounded in socioeconomic disadvantage based on family income and the educational attainment of parents increasingly remain a barrier to intergenerational economic mobility as well as access to higher education (42).The authors note further that socioeconomic forces affect not only access but also persistence and graduation rates; this has resulted in "two opposing streams of upwardly mobile college-haves and downwardly mobile college-have-nots" (54).According to Crow and Dabars, one of the primary contributors to the problem of accessibility is that the U.s. research university model is entrenched in obsolete institutional design, lacks scalability, and promotes residual elitism (19). Selective research universities have fa
设计新的美国大学。克劳，M. M.和W. B. DABARS。2015. 马里兰州巴尔的摩:约翰霍普金斯大学出版社。344页:在《设计新美国大学》一书中，克劳和达巴尔考察了美国研究机构的范围和复杂性，并探讨了这些机构在满足21世纪学习者的需求方面所面临的困境和挑战。作者将新美国大学设想为“一个复杂的、适应性强的综合性知识企业，致力于发现、创造和创新，在社会经济和智力上为最广泛的人口提供服务”(viii)。克罗和达巴尔质疑，教育改革是通过加强现有体系的要素，还是通过宣布现有体系根本不健全，并以不同类型的学习型组织取而代之，才能更好地实现。最后，作者提出了一种折衷方案，并建议在重新考虑其当前实践的同时重新配置现有组织。以这种妥协为框架，作者使用“新美国大学”一词来描述一组广泛的概念，这些概念可能适用于大约200所美国私立和公立机构，这些机构被分类为RU/vh(研究型大学/高研究活动)或RU/H(研究型大学/高研究活动)(卡内基n.d)。根据克罗和达巴尔斯的说法，新美国大学的目的是补充而不是取代美国目前的研究机构模式。20世纪前3 / 4年，美国在高等教育方面进行了大规模的投资和增长，大多数美国人的生活水平也得到了广泛的共享和提高。与此不同的是，21世纪的特点是，不同社会经济地位的人在接受高等教育方面的差距越来越大。与Mettler(2014)的研究结果相比，Crow和Dabars指出:尽管传统观念认为美国是一个没有阶级的社会，对于那些愿意努力工作和牺牲的人来说，美国代表着无限机会的承诺，但基于家庭收入和父母受教育程度的社会经济劣势，机会的严重不平等日益成为代际经济流动和获得高等教育的障碍(42)。作者进一步指出，社会经济力量不仅影响入学机会，还影响持久性和毕业率;这就导致了“两股相反的潮流:向上流动的有钱大学和向下流动的没钱大学”(54)。根据Crow和Dabars的观点，无障碍问题的主要原因之一是美国研究型大学模式根深蒂固地存在于过时的制度设计中，缺乏可扩展性，并促进了残余的精英主义(19)。选择性研究型大学未能满足日益多样化的知识型社会日益增长的需求，因为它们拒绝培养具有学术能力的学生。简单地说，研究机构已经开始通过他们排除谁来定义自己，以保持声誉。他们认为，目前美国的教育模式根植于传统，这些传统已经内化到看不见的程度。对传统的过度崇拜导致了同构——“特定部门内的组织和机构相互模仿并变得越来越同质化的矛盾趋势”(10)。同构反过来又导致了对通过选择性和排他性获得的声望的制度性痴迷。新模型的基本原理crow和Dabars指出，“认识到对传统的过度崇拜所带来的限制是使我们的知识企业的潜力最大化的第一步”(118)。…
{"title":"Designing the New American University","authors":"M. Fifolt","doi":"10.1353/book.38428","DOIUrl":"https://doi.org/10.1353/book.38428","url":null,"abstract":"Designing the New American University CROW, M. M., AND W. B. DABARS. 2015. BALTIMORE, MD: JOHNS HOPKINS UNIVERSITY PRESS. 344 PP.In Designing the New American University, authors Crow and Dabars examine the scope and complexity of research institutions in the United States and explore the dilemmas and challenges these institutions face in serving the needs of 21st century learners. The authors envision the New American University as \"a complex and adaptive comprehensive knowledge enterprise committed to discovery, creativity, and innovation, accessible to the broadest possible demographic, both socioeconomically and intellectually\" (viii).Consistent with institutional design efforts articulated by Lombardi (2013), Crow and Dabars question whether education reform can better be achieved by strengthening elements of the existing system or by declaring the system to be fundamentally unsound and replacing it with a different type of learning organization. Ultimately, the authors suggest that a compromise may be possible and propose reconfiguring the existing organization while rethinking its current practices.With this compromise as the framework, the authors use the term \"New American University\" to describe a broad set of concepts that may apply to the approximately 200 private and public U.s. institutions that are classified as either RU/vh (research university/very high research activity) or RU/H (research university/high research activity) (Carnegie n.d.). According to Crow and Dabars, the New American University is intended to complement rather than replace the current model of U.s. research institutions.Historical BackgroundUnlike the first three-quarters of the 20th century, which saw massive investments and growth in higher education in the United States as well as widely shared prosperity and increases in the standard of living for most Americans, the 21st century has been marked by a widening gap in postsecondary education attainment by socioeconomic status. Comparable to findings by Mettler (2014), Crow and Dabars state:Despite the conventional wisdom that America is a classless society and represents the promise of boundless opportunity for those willing to work hard and sacrifice, stark inequalities in opportunities grounded in socioeconomic disadvantage based on family income and the educational attainment of parents increasingly remain a barrier to intergenerational economic mobility as well as access to higher education (42).The authors note further that socioeconomic forces affect not only access but also persistence and graduation rates; this has resulted in \"two opposing streams of upwardly mobile college-haves and downwardly mobile college-have-nots\" (54).According to Crow and Dabars, one of the primary contributors to the problem of accessibility is that the U.s. research university model is entrenched in obsolete institutional design, lacks scalability, and promotes residual elitism (19). Selective research universities have fa","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"79 1","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79690650","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}
THE POLITICS OF PERFORMANCE FUNDING FOR HIGHER EDUCATION: ORIGINS, DISCONTINUATIONS, AND TRANSFORMATIONS DOUGHERTY, K.J., AND R. S. NATOW. 2015. BALTIMORE, MD: JOHNS HOPKINS UNIVERSITY PRESS. 260 PP. Reviewed by Matthew Fifolt, Ph.D.In The Politics of Performance Funding for Higher Education, Dougherty and Natow address the emergent trend of performance funding of public higher education institutions in the United States. Hie authors define the practice as "tying state funding directly to performance on specific indicators of institutional outcomes," (p. 1) such as rates of student persistence, course completion, degree completion, and job placement. Hie authors note that, as of September 2014,38 states have established performance funding programs; 30 states are actively using performance funding mechanisms as part of their financial allocation process (p.3).Using an exploratory case study design, Dougherty and Natow investigate eight states that either currently use performance funding or have used it in the past and discontinued it. These states include Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington. The authors also explore programs within this cohort that have experienced long-term operational changes. Dougherty and Natow base their investigation on the following five questions:* What are the sociopolitical origins of performance funding for higher education?* Why have so many states that have established performance funding-if only for a while-later discontinued it?* How has performance funding evolved in states where it has been retained over a long period of time ?* Why have states replaced longstanding performance funding programs (pf i.o) with programs (pf 2.0) that are quite different in design and funding levels?* What is the likely future of performance funding given the political forces resulting in frequent adoption but also frequent discontinuation? (pp.4-5)In addition to conducting an extensive review of relevant reports, articles, and studies, the authors interviewed more than 200 political actors, including state- and locallevel higher education officials, state legislative representatives, governors, and more to gather firsthand accounts of performance funding in these targeted states (p.7).Overview of Performance FundingAccording to the authors, state allocations for higher education typically are calculated using a funding formula based on workload factors (eg, enrollment or size of physical plant) or a base plus/minus system based on the previous years funding and such factors as inflation, salary increases, program improvements, and productivity gains (p. 15). In addition to these input and process measures, many states have added student outcome indicators (i.e., performance measures) to inform decisions regarding state budgets.The authors describe two "waves" ofperformance funding adoption in higher education. In the first wave, performance funding (pf i.o) was envisioned as a bonus
{"title":"The Politics of Performance Funding for Higher Education: Origins, Discontinuations, and Transformations","authors":"M. Fifolt","doi":"10.5860/choice.192275","DOIUrl":"https://doi.org/10.5860/choice.192275","url":null,"abstract":"THE POLITICS OF PERFORMANCE FUNDING FOR HIGHER EDUCATION: ORIGINS, DISCONTINUATIONS, AND TRANSFORMATIONS DOUGHERTY, K.J., AND R. S. NATOW. 2015. BALTIMORE, MD: JOHNS HOPKINS UNIVERSITY PRESS. 260 PP. Reviewed by Matthew Fifolt, Ph.D.In The Politics of Performance Funding for Higher Education, Dougherty and Natow address the emergent trend of performance funding of public higher education institutions in the United States. Hie authors define the practice as \"tying state funding directly to performance on specific indicators of institutional outcomes,\" (p. 1) such as rates of student persistence, course completion, degree completion, and job placement. Hie authors note that, as of September 2014,38 states have established performance funding programs; 30 states are actively using performance funding mechanisms as part of their financial allocation process (p.3).Using an exploratory case study design, Dougherty and Natow investigate eight states that either currently use performance funding or have used it in the past and discontinued it. These states include Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington. The authors also explore programs within this cohort that have experienced long-term operational changes. Dougherty and Natow base their investigation on the following five questions:* What are the sociopolitical origins of performance funding for higher education?* Why have so many states that have established performance funding-if only for a while-later discontinued it?* How has performance funding evolved in states where it has been retained over a long period of time ?* Why have states replaced longstanding performance funding programs (pf i.o) with programs (pf 2.0) that are quite different in design and funding levels?* What is the likely future of performance funding given the political forces resulting in frequent adoption but also frequent discontinuation? (pp.4-5)In addition to conducting an extensive review of relevant reports, articles, and studies, the authors interviewed more than 200 political actors, including state- and locallevel higher education officials, state legislative representatives, governors, and more to gather firsthand accounts of performance funding in these targeted states (p.7).Overview of Performance FundingAccording to the authors, state allocations for higher education typically are calculated using a funding formula based on workload factors (eg, enrollment or size of physical plant) or a base plus/minus system based on the previous years funding and such factors as inflation, salary increases, program improvements, and productivity gains (p. 15). In addition to these input and process measures, many states have added student outcome indicators (i.e., performance measures) to inform decisions regarding state budgets.The authors describe two \"waves\" ofperformance funding adoption in higher education. In the first wave, performance funding (pf i.o) was envisioned as a bonus","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"16 1","pages":"62"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78408204","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}
EDUCATING A DIVERSE NATION: LESSONS FROM MINORITY-SERVING INSTITUTIONS CONRAD, C, AND M. GASMAN. 2015. CAMBRIDGE, MA: HARVARD UNIVERSITY PRESS. 289 PP.In Educating a Diverse Nation, Conrad and Gasman explore the best practices of Minority-Serving Institutions (ms is) in helping students learn and persist at the postsecondary level. The authors describe MS is as a relatively small number of colleges and universities that educate a large percentage of students of color and low-income students. They contend that while these institutions play a critical role in serving historically underrepresented students, they have "long been invisible across much of the landscape in higher education as well as in the literature on our colleges and universities" (p. 12).According to demographic trend data as reported by the U.S. Census, the United States continues to become an increasingly diverse nation. In fact, by 2050, racial and ethnic minorities are expected to account for more than half (52%) of the U.S. resident college-age population (U.S. Census 2009). Conrad and Gasman suggest that mainstream U.S. higher education institutions, or Predominantly White Institutions (pwis), are not culturally prepared to address the unique needs of this new majority-minority. Specifically, they state:Because many faculty members and staff in mainstream higher education know little about the history, challenges, strengths, and perspectives that traditionally underrepresented students bring to college, they expect all college students to assimilate into traditional higher education and adapt to the norms of the dominant culture, (p. 9)According to Conrad and Gasman, MS is increasingly have become a gateway to higher education for many underrepresented minority students. This is significant given the authors' observation of the relative indifference of PWls in meeting the needs of a diverse society.Study DesignThe goal of this three-year national study was to identify practices that enhance the learning and persistence of traditionally underserved and underrepresented students (10). Using a purposive approach, Conrad and Gasman identified twelve MS is that offer programs either to support diverse students or to contribute to their learning and persistence. The authors selected these twelve programs from 185 submissions by more than 160 MSls representing a wide variety of institutional types (eg., private, public, two year, four year) and geographic regions. Conrad and Gasman articulated four categories of MS is and conducted three in-depth case studies for each:* Tribal Colleges and Universities (tcus)* Hispanic-Serving Institutions (hsis)* Historically Black Colleges and Universities (hbcus)* Asian American and Native American Pacific Islander-Serving Institutions (aanapisis)The authors describe the distinct cultural, historical, and contextual factors that influenced the establishment of these four types of institutions. Despite their differences, MS is reach out to diverse
{"title":"Educating a Diverse Nation: Lessons from Minority-Serving Institutions","authors":"M. Fifolt","doi":"10.5860/choice.191313","DOIUrl":"https://doi.org/10.5860/choice.191313","url":null,"abstract":"EDUCATING A DIVERSE NATION: LESSONS FROM MINORITY-SERVING INSTITUTIONS CONRAD, C, AND M. GASMAN. 2015. CAMBRIDGE, MA: HARVARD UNIVERSITY PRESS. 289 PP.In Educating a Diverse Nation, Conrad and Gasman explore the best practices of Minority-Serving Institutions (ms is) in helping students learn and persist at the postsecondary level. The authors describe MS is as a relatively small number of colleges and universities that educate a large percentage of students of color and low-income students. They contend that while these institutions play a critical role in serving historically underrepresented students, they have \"long been invisible across much of the landscape in higher education as well as in the literature on our colleges and universities\" (p. 12).According to demographic trend data as reported by the U.S. Census, the United States continues to become an increasingly diverse nation. In fact, by 2050, racial and ethnic minorities are expected to account for more than half (52%) of the U.S. resident college-age population (U.S. Census 2009). Conrad and Gasman suggest that mainstream U.S. higher education institutions, or Predominantly White Institutions (pwis), are not culturally prepared to address the unique needs of this new majority-minority. Specifically, they state:Because many faculty members and staff in mainstream higher education know little about the history, challenges, strengths, and perspectives that traditionally underrepresented students bring to college, they expect all college students to assimilate into traditional higher education and adapt to the norms of the dominant culture, (p. 9)According to Conrad and Gasman, MS is increasingly have become a gateway to higher education for many underrepresented minority students. This is significant given the authors' observation of the relative indifference of PWls in meeting the needs of a diverse society.Study DesignThe goal of this three-year national study was to identify practices that enhance the learning and persistence of traditionally underserved and underrepresented students (10). Using a purposive approach, Conrad and Gasman identified twelve MS is that offer programs either to support diverse students or to contribute to their learning and persistence. The authors selected these twelve programs from 185 submissions by more than 160 MSls representing a wide variety of institutional types (eg., private, public, two year, four year) and geographic regions. Conrad and Gasman articulated four categories of MS is and conducted three in-depth case studies for each:* Tribal Colleges and Universities (tcus)* Hispanic-Serving Institutions (hsis)* Historically Black Colleges and Universities (hbcus)* Asian American and Native American Pacific Islander-Serving Institutions (aanapisis)The authors describe the distinct cultural, historical, and contextual factors that influenced the establishment of these four types of institutions. Despite their differences, MS is reach out to diverse","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"PC-30 4","pages":"58"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72590319","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}
MINDS ON FIRE: HOW ROLE-IMMERSION GAMES TRANSFORM COLLEGE CARNES, M. C. 2014. CAMBRIDGE, MA: HARVARD UNIVERSITY PRESS. 387 PP. Reviewed by Matthew Fifolt, Ph.D.In Minds on Fire, Mark Carnes, professor of history at Barnard College-Columbia University, suggests that higher education in the United States is not "all wrong" but rather "only half right" (p. 13). The current pedagogical system, characterized by rational, hierarchical, and wellordered structures, often overlooks the equally important aspects of the human experience related to "emotion, mischievous subversion, social engagement, and creative disorder" (p. 13). Carnes suggests that active-learning pedagogies, such as Reacting to the Past and other historical simulations, resonate deeply with students and allow them to lose themselves in the experience (p. 312).For this investigation, Carnes interviewed more than 90 students enrolled at 30 colleges and universities over a four-year period to learn more about the motivational power of role-immersion curricula. Carnes notes that role-immersion courses are designed to promote in-class, interactive engagement. In fact, unlike many of his contemporaries who see online courses as the future of higher education, Carnes envisions role immersion as transforming traditional classroom pedagogies such that students will actually want to come to school (p. 15).Carnes observes that historically, U.S. higher education has struggled to engage undergraduate students in academic pursuits. In fact, recent findings reveal that students continuously demonstrate high levels of academic disengagement (Arum and Roska 2010) and low levels of motivation and interest (Bowen, Chingos and McPherson 2009). Further, faculty members, driven by a system that rewards scholarship over teaching (Bok 2013), continue to finds ways to "free themselves from the ?burden' of undergraduate instruction" (p. 21). Researchers have described this phenomenon as an educational stalemate in which students do as little as possible to receive the highest possible grades while faculty members focus on their research in order to earn promotion and tenure (Arum and Roska 2010, Levine and Dean 2012, Samuels 2013).Consistent with the findings of Cox (2009), Carnes argues, "Colleges underachieve because the predominant modes of instruction are inadequate learning tools" (p. 29). Despite calls for reforming the curriculum to include more active-learning pedagogies (Bok 2013, Johansson and Felten 2014), Carnes identifies three primary obstacles: (a) lack of resources to reward innovative teaching, (b) faculty preference to cling to professional conventions, and (c) student apprehension of active-learning approaches (p. 29). However, Carnes' development of Reacting to the Past, which he describes as "innovation by accident," marked a significant shift in his thinking about classroom teaching and student learning.Frustrated with his own lecture-style class in the mid 199os, Carnes reformatted his se
《着火的头脑:角色沉浸式游戏如何改变大学游戏》，m.c. 2014。马萨诸塞州剑桥:哈佛大学出版社。巴纳德学院-哥伦比亚大学历史学教授马克·卡恩斯在《心灵着火》一书中指出，美国的高等教育并非“全是错的”，而是“只有一半是对的”(第13页)。当前的教学体系以理性、等级和有序的结构为特征，往往忽视了与“情感、恶意颠覆、社会参与和创造性混乱”相关的人类经验中同样重要的方面(第13页)。Carnes建议主动学习教学法，如对过去的反应和其他历史模拟，与学生产生深刻的共鸣，并使他们在经验中迷失自我(第312页)。在这项调查中，Carnes在四年的时间里采访了30所学院和大学的90多名学生，以了解更多关于角色浸入式课程的激励作用。Carnes指出，角色沉浸式课程旨在促进课堂上的互动参与。事实上，与他同时代的许多人认为在线课程是高等教育的未来不同，卡恩斯认为角色沉浸式教学将改变传统的课堂教学方式，使学生们真正愿意来上学。卡恩斯观察到，从历史上看，美国高等教育一直在努力吸引本科生从事学术追求。事实上，最近的研究结果显示，学生持续表现出高水平的学术脱离(Arum and Roska 2010)和低水平的动机和兴趣(Bowen, Chingos and McPherson 2009)。此外，在奖励学术而非教学的体制(Bok 2013)的推动下，教师们继续寻找“从本科教学的‘负担’中解脱出来”的方法(第21页)。研究人员将这种现象描述为一种教育僵局，在这种僵局中，学生尽可能少地获得尽可能高的分数，而教师则专注于他们的研究，以获得晋升和终身教职(Arum and Roska 2010, Levine and Dean 2012, Samuels 2013)。与Cox(2009)的研究结果一致，Carnes认为，“大学成绩不佳是因为主要的教学模式是不充分的学习工具”(第29页)。尽管呼吁改革课程以包括更多主动学习教学法(Bok 2013, Johansson and Felten 2014)，但Carnes指出了三个主要障碍:(a)缺乏奖励创新教学的资源，(b)教师倾向于坚持专业惯例，(c)学生对主动学习方法的理解(第29页)。然而，Carnes的《对过去的反应》(他将其描述为“偶然的创新”)的发展标志着他对课堂教学和学生学习的看法发生了重大转变。20世纪90年代中期，卡恩斯对自己的讲座式课程感到失望，于是他对历史系一年级学生的研讨会进行了改革，加入了课堂辩论。他注意到，给予学生塑造场景的自由，学生们开始扮演历史人物的角色，从而吸引其他学生参与“游戏”。卡恩斯反思道:“学生们越来越适应他们被分配的角色和哲学假设。他们争论得很有说服力。他们支持口头辩论的[学生]论文中引用了我没有布置的文本”(第34页)。学生们沉浸在历史中。《对过去的反应》的种子已经埋下了。200多年来，大学生创造了与学院和大学的正式结构分离的游戏世界，以此来颠覆“现有的社会等级和文化假设”(第43页)。卡恩斯认为，学生的行为和活动往往是由竞争驱动的。尽管它们可能被认为是与制度结构相对立的，但它们仅仅是“在隐喻、秘密和假装的面具后面”(p. ...)的不加掩饰的行为
{"title":"Minds on Fire: How Role-Immersion Games Transform College","authors":"M. Fifolt","doi":"10.5860/choice.190705","DOIUrl":"https://doi.org/10.5860/choice.190705","url":null,"abstract":"MINDS ON FIRE: HOW ROLE-IMMERSION GAMES TRANSFORM COLLEGE CARNES, M. C. 2014. CAMBRIDGE, MA: HARVARD UNIVERSITY PRESS. 387 PP. Reviewed by Matthew Fifolt, Ph.D.In Minds on Fire, Mark Carnes, professor of history at Barnard College-Columbia University, suggests that higher education in the United States is not \"all wrong\" but rather \"only half right\" (p. 13). The current pedagogical system, characterized by rational, hierarchical, and wellordered structures, often overlooks the equally important aspects of the human experience related to \"emotion, mischievous subversion, social engagement, and creative disorder\" (p. 13). Carnes suggests that active-learning pedagogies, such as Reacting to the Past and other historical simulations, resonate deeply with students and allow them to lose themselves in the experience (p. 312).For this investigation, Carnes interviewed more than 90 students enrolled at 30 colleges and universities over a four-year period to learn more about the motivational power of role-immersion curricula. Carnes notes that role-immersion courses are designed to promote in-class, interactive engagement. In fact, unlike many of his contemporaries who see online courses as the future of higher education, Carnes envisions role immersion as transforming traditional classroom pedagogies such that students will actually want to come to school (p. 15).Carnes observes that historically, U.S. higher education has struggled to engage undergraduate students in academic pursuits. In fact, recent findings reveal that students continuously demonstrate high levels of academic disengagement (Arum and Roska 2010) and low levels of motivation and interest (Bowen, Chingos and McPherson 2009). Further, faculty members, driven by a system that rewards scholarship over teaching (Bok 2013), continue to finds ways to \"free themselves from the ?burden' of undergraduate instruction\" (p. 21). Researchers have described this phenomenon as an educational stalemate in which students do as little as possible to receive the highest possible grades while faculty members focus on their research in order to earn promotion and tenure (Arum and Roska 2010, Levine and Dean 2012, Samuels 2013).Consistent with the findings of Cox (2009), Carnes argues, \"Colleges underachieve because the predominant modes of instruction are inadequate learning tools\" (p. 29). Despite calls for reforming the curriculum to include more active-learning pedagogies (Bok 2013, Johansson and Felten 2014), Carnes identifies three primary obstacles: (a) lack of resources to reward innovative teaching, (b) faculty preference to cling to professional conventions, and (c) student apprehension of active-learning approaches (p. 29). However, Carnes' development of Reacting to the Past, which he describes as \"innovation by accident,\" marked a significant shift in his thinking about classroom teaching and student learning.Frustrated with his own lecture-style class in the mid 199os, Carnes reformatted his se","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"46 1","pages":"57"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77311724","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}
THE WAR ON LEARNING: GAINING GROUND IN THE DIGITAL UNIVERSITY LOSH, E. 2014. CAMBRIDGE, MA: THE MIT PRESS. 302 PP.In The War on Learning, self-described digital rhetorician Elizabeth Losh contends that postsecondary institutions in the United States have willingly adopted commodity solutions to instructional technology (i.e., learning management systems) when they would be better served to have invested resources in new practices of digital literacy. In this highly academic and technically specific book, Losh states that online learning platforms, interfaces, and codes require "knowledge of technical specifics as well as practical pedagogical application" (p. 8) but err too often on the side of profit and bottom-line efficiencies that undervalue intellectual development and scholarly participation.Losh argues that "instructional technology shapes interaction, mediates communication, participates in social relations, and amplifies the message of the instructor" (p. 5). Technology, therefore, is far from a neutral transmitter of information. Rather, it reflects biases and hidden assumptions that both influence and are influenced by classroom instruction. Three critical theoretical frameworks guide the discussion: (a) object-oriented ontology; (b) media archaeology; and (c) feminist theory, as related to boundary objects, infrastructure, and situated interactions (p. 3).Losh identifies her intended audience as college and university presidents but acknowledges that they tend to focus on grand visions for institutions rather than granular details of instructional technology. However, consistent with the findings of Chopp, Frost, and Weiss (2014), she notes that college presidents "have to make decisions on a daily basis about where resources are invested-and when, how, and why and for whom" (p. 15). This challenge becomes more difficult as instructional technology increases rather than decreases costs.COMPETITION AND CONFLICT VS. COOPERATIONLosh proposes that in the current era of "socially networked computing," academic and popular forms of instruction should converge to support a "life-long culture of inquiry, collective intelligence, and distributed learning practices" (p. 18). Instead, higher education has created an environment that emphasizes competition and conflict over cooperation (p. 26). By way of example, Losh describes a "war on learning" in which faculty members use technology to "command and control" while students use technology to "game the system." She suggests that Stake- holders in higher education must find common ground with one another to realize the full potential of the digital technologies they use every day.In an especially powerful example of conflict, Losh discusses a series of YouTube videos in which students exhibit techniques for cheating on exams. Media outlets seized upon these "cheating videos" as an example of how students are using technology to undermine or "game" the educational system, yet Losh points out that
{"title":"The War on Learning: Gaining Ground in the Digital University","authors":"M. Fifolt","doi":"10.5860/choice.190855","DOIUrl":"https://doi.org/10.5860/choice.190855","url":null,"abstract":"THE WAR ON LEARNING: GAINING GROUND IN THE DIGITAL UNIVERSITY LOSH, E. 2014. CAMBRIDGE, MA: THE MIT PRESS. 302 PP.In The War on Learning, self-described digital rhetorician Elizabeth Losh contends that postsecondary institutions in the United States have willingly adopted commodity solutions to instructional technology (i.e., learning management systems) when they would be better served to have invested resources in new practices of digital literacy. In this highly academic and technically specific book, Losh states that online learning platforms, interfaces, and codes require \"knowledge of technical specifics as well as practical pedagogical application\" (p. 8) but err too often on the side of profit and bottom-line efficiencies that undervalue intellectual development and scholarly participation.Losh argues that \"instructional technology shapes interaction, mediates communication, participates in social relations, and amplifies the message of the instructor\" (p. 5). Technology, therefore, is far from a neutral transmitter of information. Rather, it reflects biases and hidden assumptions that both influence and are influenced by classroom instruction. Three critical theoretical frameworks guide the discussion: (a) object-oriented ontology; (b) media archaeology; and (c) feminist theory, as related to boundary objects, infrastructure, and situated interactions (p. 3).Losh identifies her intended audience as college and university presidents but acknowledges that they tend to focus on grand visions for institutions rather than granular details of instructional technology. However, consistent with the findings of Chopp, Frost, and Weiss (2014), she notes that college presidents \"have to make decisions on a daily basis about where resources are invested-and when, how, and why and for whom\" (p. 15). This challenge becomes more difficult as instructional technology increases rather than decreases costs.COMPETITION AND CONFLICT VS. COOPERATIONLosh proposes that in the current era of \"socially networked computing,\" academic and popular forms of instruction should converge to support a \"life-long culture of inquiry, collective intelligence, and distributed learning practices\" (p. 18). Instead, higher education has created an environment that emphasizes competition and conflict over cooperation (p. 26). By way of example, Losh describes a \"war on learning\" in which faculty members use technology to \"command and control\" while students use technology to \"game the system.\" She suggests that Stake- holders in higher education must find common ground with one another to realize the full potential of the digital technologies they use every day.In an especially powerful example of conflict, Losh discusses a series of YouTube videos in which students exhibit techniques for cheating on exams. Media outlets seized upon these \"cheating videos\" as an example of how students are using technology to undermine or \"game\" the educational system, yet Losh points out that ","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"78 1","pages":"53"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84345587","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}
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HIGHER EDUCATION IN AMERICA BOK, D. 2013. PRINCETON: PRINCETON UNIVERSITY PRESS. 479 PP.Reviewed by Matthew FifoltHigher Education in America is a compelling and comprehensive overview of the systems, structures, and relevant issues in higher education in the United States. Written in a straightforward and authoritative style, Bok discusses the nature and scope of u.s. higher education and describes the strengths and potential vulnerabilities of a system that encompasses such differing institutions as community colleges, research universities, and for-profit institutions.Modeling the principles of scientific inquiry, the author frames the text with the following key questions:* How vigorously are u.s. universities responding to their emerging problems and opportunities?* Which of the many criticisms of u.s. higher education institutions' activities are truly valid, and which are unfounded or highly exaggerated?* What can u.s. colleges do to improve their performance, and how can such reforms best be brought about? (Bok Z013, p. 4)In each section of the book, Bok provides evidence to support or refute claims relevant to these primary questions. The sections are broad in scope and cover the context of higher education (e.g, its history, purposes, and governance) as well as the concepts of undergraduate and graduate education; professional education; research; and conclusions.Bok notes that as the education system in the United States has evolved, colleges and universities have codified the tripartite mission of higher education to include teaching, research, and service. More recently, a number of schools have added economic development as an accompanying institutional aim. The author acknowledges that colleges and universities can have multiple and complementary goals and that it is, indeed, inevitable that they do given the complex nature of the modern multiversity (Kerr 1963).Yet Bok cautions higher education leaders against taking on initiatives that divert their efforts from achieving their institutions' established mission and goals. Specifically, he regards the variety of institutions that comprise the u.s. education system as one of its greatest strengths and therefore recommends that institutions strive to do what they do well rather than succumb to the pressure to become something they are not (e.g, community colleges aspiring to become four-year institutions, four-year institutions aspiring to become comprehensive institutions, etc.).Despite the challenges associated with maintaining a disparate and distributed system, Bok suggests that the values and norms that define the academic community are core strengths of the education enterprise in the United States. Across institutional type, these values and norms provide a framework for defining responsibilities, establishing principles that guide behavior, delimiting individual actions, setting mutual expectations, and resolving differences of opinion.In persuasive and potentially controvers
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