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Dedicated to the hundreds of practitioners who work at international branch campuses (IBCs), this volume examines the unique challenges ICB professionals face in the leading edge of development in the global higher education sector and how they are unlike those confronted by their colleagues on the home campus.

Most research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, faculty, and institutions.

Students become new and different people through the course of their education. When students earn the right to say, I am a college graduate, that new status becomes a part of who they are.

In 2007, wanting to expand higher education s civic engagement conversation, the Association of American Colleges and Universities launched the Core Commitments Initiative.

Diversity is defined as those numerous elements of difference between groups of people that play significant roles in social institutions, including (but not limited to) race and ethnicity, gender, socioeconomic class, sexual orientation, and culture.

Although students have been moving between institutions and attempting to import course credit for many years, current data show that transfer is becoming an increasingly common approach to higher education. This volume is dedicated to exploring this new normal and has been written with a broad constituency in mind.

This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit.

Peers have always been an important influence on students college experience. Peer leadership programs are not only pervasive but also offer an effective means to advance students adjustment, learning, development, and success.

Take a candid look into how some traditional liberal arts colleges have incorporated nontraditional adult degree programs. This volume of case studies shows how a number of small, independent universities addressed various administrative and service functions for their adult programs.

Take an in-depth look at the difficulty in gaining traction at the institutional level in improving student retention and degree completion rates especially at larger four year institutions where size, complexity, and multiplicity of structures and processes present particular challenges.

Institutions of higher education are constantly facing economic challenges to their survival. Nowhere are the challenges greater than in small private colleges and universities across America. None of these colleges can assume that its stability is assured in perpetuity.

Prepare your institution for a new generation of disability services that embraces the growing student, as well as staff and faculty population with disabilities.

In Educating for Deliberative Democracy, contributing authors and editor Nancy L. Thomas explore the critical role that higher education can play ? alongside expanding coalitions of civic organizations, public officials, and everyday citizens ? in strengthening democracy.

Providing extensive real life examples, Transititions Between Faculty and Administrative Careers delves into the main challenges of transitioning between faculty and administrative careers.

This volume focuses on how colleges can, and must, help its faculty with the challenge of balancing careers and family. This is a challnege for colleges and universities if they are to recruit and retain the most able faculty.

Undergraduate research is a high-impact practice that sparks students interest in learning, and it improves retention, student success, graduation rates, and postgraduation achievement.

A rash of new publications from nearly every national higher education organization address accountability. The purpose of this volume is to highlight the emerging consensus from this work and show how these ideas are playing out across the country. It is a collection of essays by practitioners, many at the highest levels of U.S.

Explore ways that concepts of organizational learning are being applied within higher education settings by examining the role of institutional research offices, librarians, centers for teaching and learning, and institutional leaders.

As long as there have been U. S. colleges and universities, there have been entry courses that pose difficulties for students – courses that have served more as “weeding–out” rather than “gearing–up” experiences for undergraduates. This volume makes the case that the weed–out dynamic is no longer acceptable – if it ever was. Contemporary postsecondary education is characterized by vastly expanded access for historically underserved populations of students, and this new level of access is coupled with increased scrutiny of retention and graduation outcomes. Chapters in this volume define and explore issues in gateway courses and provide various examples of how to improve teaching, learning and outcomes in these foundational components of the undergraduate experience. This is the 180th volume of the Jossey–Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.