Higher Education: Civic Mission & Civic Effects

A Report by The Carnegie Foundation for the Advancement of Teaching and CIRCLE (The Center for Information and Research on Civic Learning and Engagement

Sustainable Food Systems At Urban Public Universities: A Survey Of U‐21 Universities

Urban communities are challenged by the conventional food system in diverse ways. To mitigate these challenges, a growing sustainable food system (SFS) movement mobilizes existing resources—including public institutions—to resolve disparities in access to healthy food, increase economic opportunities, conserve natural resources, and build a stronger, more local food system. Many public universities located in inner cities have adopted missions committing themselves to the improvement of their cities and regions. They also perform anchoring roles to revitalize their immediate neighborhoods, and, in a contemporary extension of their civic purposes, embrace sustainability as an institutional goal. Urban public universities therefore can play many SFS leadership roles, including through links to innovative scholarship, campus dining halls, other food retail such as farmers markets, and civic engagement activities such as community gardens. Through a study of 21 urban public universities, this paper investigates the presence and characteristics of SFS leadership, underlying rationales, and factors that support and oppose leadership.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/112274/1/juaf12149.pd

A review of the rural-digital policy agenda from a community resilience perspective

© 2016 The Authors This paper utilises a community resilience framework to critically examine the digital-rural policy agenda. Rural areas are sometimes seen as passive and static, set in contrast to the mobility of urban, technological and globalisation processes (Bell et al., 2010). In response to notions of rural decline (McManus et al., 2012) rural resilience literature posits rural communities as ‘active,’ and ‘proactive’ about their future (Skerratt, 2013), developing processes for building capacity and resources. We bring together rural development and digital policy-related literature, using resilience motifs developed from recent academic literature, including community resilience, digital divides, digital inclusion, and rural information and communication technologies (ICTs). Whilst community broadband initiatives have been linked to resilience (Plunkett-Carnegie, 2012; Heesen et al., 2013) digital inclusion, and engagement with new digital technologies more broadly, have not. We explore this through three resilience motifs: resilience as multi-scalar; as entailing normative assumptions; and as integrated and place-sensitive. We point to normative claims about the capacity of digital technology to aid rural development, to offer solutions to rural service provision and the challenges of implementing localism. Taking the UK as a focus, we explore the various scales at which this is evident, from European to UK country-level

Faculty research productivity: Some moderators of associated stressors

Using person environment-fit theory, stress measures were developed on 894 faculty, a subgroup of the 3,972 faculty in the 1988 NCRIPTAL national survey. Within three institutional groups, three fields of study (humanities, natural sciences, and social sciences), three research output variables, and eight moderating variables (singly and collectively) were correlated (direct and partials) with two measures of stress. The findings lend support to the theoretical model. The outcomes also show that moderate levels of stress can be appreciably and significantly mitigated by some selected personal variables. The environmental variables were generally ineffective in moderating the correlations between stresses and productivity. Sex differences exist. Research self-competence is a strong modifier for both sexes and is exceptionally potent for women.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43612/1/11162_2004_Article_BF00992157.pd

Realizing General Education: Reconsidering Conceptions and Renewing Practice

General Education is widely touted as an enduring distinctive of higher education in the United States (Association of American Colleges and Universities, [11]; Boyer, [37]; Gaston, [86]; Zakaria, [202]). The notion that undergraduate education demands wide‐ranging knowledge is a hallmark of U.S. college graduates that international educators emulate (Blumenstyk, [25]; Rhodes, [158]; Tsui, [181]). The veracity of this distinct educational vision is supported by the fact that approximately one third of the typically 120 credits required for the bachelor\u27s degree in the United States consist of general education courses (Lattuca & Stark, [120]). Realizing a general education has been understood to be central to achieving higher education\u27s larger purposes, making it a particularly salient concern

The passage to adulthood: Challenges of late adolescence

This chapter outlines the major developmental challenges likely to affect overall well-being during adolescence and emerging adulthood and discusses the personal and social assets needed to facilitate a successful passage through adolescence and into adulthood.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/49326/1/179_ftp.pd