Advances in technology are making online learning a reality, but there are still many questions that need to be answered. Can traditional university do a good job of teaching online? What are the roles of instructors? Administrators? Students? What class size is feasible/relevant/optimal? How should students be evaluated? It is necessary for educators and trainers to constantly enhance their understanding of the issues, trends and opportunities associated with the area and its related technologies and their impact on educational systems, programs and particularly, students. These questions and more are addressed in Instructional Technologies: Cognitive Aspects of Online Programs.

Over the past two decades, international cooperation in higher education has become the norm in China and around the world. To exemplify these relationships, this edited volume devotes individual chapters to case studies of China-U.S. international higher education partnerships focused on 1) Collaborative graduate programs; 2) Research collaborations; 3) Student mobility; 4) Multi-institution collaborations; 5) Cultural exchanges; and 6) Branch campuses. These case studies will illuminate the strategies, challenges, and perceived benefits of cross-national collaboration. Case studies are bookended with introductory and concluding chapters that link cooperative activities to theory on diplomacy (including Western "soft diplomacy" and Chinese five principles of "peaceful coexistence" narratives); internationalization of higher education; and reflections on student and scholar mobility between Chinese and US institutions.

Constructivism and the deployment of information technology into higher education classrooms are each widely discussed in academic literature, but generally without a critical perspective on their interaction from a pedagogical point of view as new technology is continuously unveiled. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks explores the theoretical frameworks underlying constructivist thinking and the digital revolution in education as they impact each other. Drawing upon a wide range of international field experts, this book assesses the claims made for the educational effectiveness and constructivist orientation of various technologies and technological systems on the basis of on-the-ground applications and implementations.

Globalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education. This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.

This unique and richly informative addition to American educational, religious, and cultural history examines the college life of Jews at Yale from the first Jewish graduate in 1809 to the present time, drawing comparisons to the Jewish experience at other elite colleges and universities and to the experiences of other minorities at Yale. In this revised edition, Oren draws on new interviews and references to present the dramatic events of the past twenty years, describing the tensions between majority and minority cultures in an academic world increasingly committed to inclusiveness and the solidification of meritocracy. Reviews of the earlier edition "An admirably probing and balanced account of a subject that was up to now considered taboo." -Lewis Coser "Dan A. Oren's meticulous research reveals how the traditional exclusivist conception of Yale University evolved gradually over time, and with what consequences for Jews and other original outsiders. . . . Judicious in tone, balanced and fluently written." -A.J. Sherman, Times Literary Supplement "A richly researched and well-written book." -Naomi W. Cohen, American Historical Review "A most complete, thoroughly researched, and well documented history." -Melvin Ezer, Educational Studies Dan A. Oren, M.D., is associate professor of psychiatry at the Yale University School of Medicine.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1971.

In this extensively researched history of medical schools, William Rothstein, a leading historian of American medicine, traces the formation of the medical school from its origin as a source of medical lectures to its current status as a center of undergraduate and graduate medical education, biomedical research, and specialized patient care. Using a variety of historical and sociological techniques, Rothstein accurately describes methods of medical education from one generation of doctors to the next, illustrating the changing career paths in medicine. At the same time, this study considers medical schools within the context of the state of medical practice, institutions of medical care, and general higher education. The most complete and thorough general history of medical education in the United States ever written, this work focuses both on the historical development of medical schools and their current status.

Many changes in higher education have derived from Europe-wide initiatives such as the Bologna process, and have given increasing attention to student-centred learning and teaching approaches, allied to growth in teachers' scholarship and academic development. Academic Growth in Higher Education: Questions and Answers centers around a decade-long research project, which is one component of a long-standing programme focused on ways to promote academic development and scholarship in higher education. The purpose of the book is to highlight debates and issues important in teaching and learning at the tertiary level in universities, colleges and schools - exploring issues that teachers and lecturers will need to address throughout their professional lives. These issues surround acts of student-centred learning, inquiry-based learning, teachers' own practices in the classroom and, every bit as significant, the activities generated by their students in the process of learning. The intention is to identify some of the debates relevant to teaching and learning, to challenge some of the orthodoxies within traditional forms of teaching and learning, and to suggest some solutions though current practice over a wide context of activity.

Traditionally grand ducal Tuscany and its cultural politics have been viewed through the lens of absolutism. Based on a wide range of newly found sources and building on recent revisionist scholarship, this study uses the universities of Pisa and Siena to expose the contradictions and the tensions which characterised the grand duchy. Setting the universities against the diplomatic, military, administrative, economic, ecclesiastical, and cultural development of the grand duchy, it shows how innovation mixed with tradition and local privileges were not only upheld but extended significantly.

This book surveys the history of higher education--principally universities--in Africa. Its geographical coverage encompasses the entire continent, from Afro-Arab Islamic Africa in the north to the former apartheid South Africa in the south, and the historical time span ranges from the Egyptian civilization to the present. Since little has been written on this topic, particularly its historical component, the work fills an important gap in the literature. The book delineates the broad contours of the history of higher education in Africa in exceptional historical breadth, voluminously documenting its subject in the text, detailed footnotes, and lengthy appendices. Its methodological approach is that of critical historiography in which the location of the African continent in world history, prior to the advent of European colonization, is an important dimension. In addition, the book incorporates a historical survey of foreign assistance to the development of higher education in Africa in the post-independence era, with a substantive focus on the role of the World Bank. It has been written with the following readership in mind: those pursuing courses or doing research in African studies, studies of the African Diaspora, and comparative/international education. It should also be of interest to those concerned with developing policies on African higher education inside and outside Africa, as well as those interested in African Islamic history, the development of higher education in medieval Europe, the contributions of African Americans to African higher education, and such controversial approaches to the reading of African history as Eurocentrism and Afrocentrism.

This book argues against the conventional idea that Protestantism effectively ceased to play an important role in American higher education around the end of the 19th century. Employing Princeton as an example, the study shows that Protestantism was not abandoned but rather modified to conform to the educational values and intellectual standards of the modern university. Drawing upon a wealth of neglected primary sources, Kemeny sheds new light on the role of religion in higher education by examining what was happening both inside and outside the classroom, and by illustrating that religious and secular commitments were not neatly divisible but rather commingled.

Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated society. This book examines all aspects of how Higher Education programs operate - from their marketing, focus on student affairs and community colleges, the emergence of online programs and core curricula. Authors from a broad and diverse spectrum of institutions map the current setting of Higher Education programs with an eye on future directions for their livelihood and survival.

One of the last century's most influential figures in higher education, Clark Kerr was a leading visionary, architect, leader, and fighter for the University of California. Chancellor of the Berkeley campus from 1952 to 1958 and president of the university from 1958 to 1967, Kerr saw the university through its golden years--a time of both great advancement and great conflict. This absorbing memoir is an intriguing insider's account of how the University of California rose to the peak of scientific and scholarly stature and how, under Kerr's unique leadership, the university evolved into the institution it is today.
In this first of two volumes, Kerr describes the private life of the university from his first visit to Berkeley as a graduate student at Stanford in 1932 to his dismissal under Governor Ronald Reagan in 1967. Early in his tenure as a professor, the Loyalty Oath issue erupted, and the university, particularly the Berkeley campus, underwent its most difficult upheaval until the onset of the Free Speech Movement in 1964. Kerr discusses many pivotal developments, including the impact of the GI Bill and the evolution of the much-emulated 1960 California Master Plan for Higher Education. He also discusses the movement for universal access to education and describes the establishment and growth of each of the nine campuses and the forces and visions that shaped their distinctive identities.
Kerr's perspective of more than fifty years puts him in a unique position to assess which of the academic, structural, and student life innovations of the 1950s and 1960s have proven successful and to consider what lessons about higher education we might learn from that period. The second volume of the memoir will treat the public life of the university and the political context that conditioned its environment.

Interdisciplinarity, a favorite buzzword of faculty and administrators, has been appropriated to describe so many academic pursuits that it is virtually meaningless. With a writing style that is accessible, fluid, and engaging, Lisa Lattuca remedies this confusion with an original conceptualization of interdisciplinarity based on interviews with faculty who are engaged in its practice.

Whether exploring the connections between apparently related disciplines, such as English and women's studies, or such seemingly disparate fields as economics and theology, Lattuca moves away from previous definitions based on the degrees of integration across disciplines and instead focuses on the nature of the inquiry behind the work. She organizes her findings around the processes through which faculty pursue interdisciplinarity, the contexts (institutional, departmental, and disciplinary) in which faculty are working, and the ways in which those contexts relate to and affect the interdisciplinary work. Her findings result in useful suggestions for individuals concerned with the meaning of faculty work, the role and impact of disciplines in academe today, and the kinds of issues that should guide the evaluation of faculty scholarship.

The integration of technology has become so deeply rooted into modern society that the upcoming generation of students has never known a world without such innovations. This defining trait calls for an examination of effective methods in which to support and motivate these learners. The Handbook of Research on Engaging Digital Natives in Higher Education Settings focuses on the importance of educational institutions implementing technology into the learning and teaching process in order to prepare for students born into a digital world. Highlighting relevant issues on teaching strategies and virtual education, this book is a pivotal reference source for academicians, upper-level students, practitioners, and researchers actively involved in higher education.