Advancing Higher Education as a Field of Study

Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs\u27 vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master\u27s level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master\u27s degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field\u27s history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education.https://lib.dr.iastate.edu/edu_books/1003/thumbnail.jp

G. Stanley Hall and an American Social Darwinist Pedagogy: His Progressive Educational Ideas on Gender and Race

President G. Stanley Hall hung only a portrait of Ralph Waldo Emerson in his office at Clark University in Worcester, Massachusetts. The philosopher embodied Hall\u27s most cherished mid-nineteenth century ideas that comprised part of his intellectual worldview. In the 1840s, Emerson reflected on his transcendental concepts of the common mind and instinct, which held all innate human knowledge and behavioral patterns, in his Essays. Later, Hall would believe that the human metaphysical psyche, driven by primordial instinct, offered an evolutionary font from which educational activities enabled individuals to discern their destinies and to discover their abilities. His intellectual journey began at Williams College. As an undergraduate, Hall had talked with Emerson, who had been forced to give an address in the town rather than at his college. This personal meeting with “the greatest living mind” in America allowed Hall to imbibe this radical “ultra-Unitarianism” directly, which the religious-oriented Williams faculty considered to be a very dangerous thing. Contrarily, Hall found Emerson\u27s provocative ideas intellectually intoxicating

New directions for higher education

Publ. comme no 99, fall 1997 de la revue New directions for higher educationBibliogr.: p. 106-113Index: p. 114-12

New directions for higher education

Publ. comme no 76, winter 1991 de la revue New directions for higher educationBibliogr. à la fin des textesIndex: p. 119-12

Advancing Higher Education as a Field of Study: In Quest of Doctoral Degree Guidelines - Commemorating 120 Years of Excellence

Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs’ vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master’s level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master’s degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field’s history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education