Dr. Freeman A. Hrabowski, III, president of the University of Maryland, Baltimore County (UMBC), offers practical and scalable solutions to that problem in a new policy paper released by The McGraw-Hill Research Foundation. In the paper, Institutional Change in Higher Education: Innovation and Collaboration, Hrabowski discusses how his institution has addressed the shortage of STEM graduates, particularly among groups that have been underrepresented in these fields, including minorities, women, and students from low-income backgrounds. UMBC has been recognized widely as a leader in higher education innovation. For three years in a row, the U.S. News and World Report America’s Best Colleges Guide has ranked the university number one among “Up-and-Coming” national universities.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
Literacy Technology Community_The Importance of Smart Technology in Workforce...Jan Stephens PhD
This document discusses the importance of technology access for adult education and workforce training. It notes that access to technology is now essential for full participation in 21st century education and training opportunities. The Workforce Innovation and Opportunity Act (WIOA) supports using technology to improve teaching, learning, and system efficiencies. However, many adults still lack basic literacy and job skills. Expanding access to technology and online learning resources through a "bring your own device" model could help address these issues by allowing literacy instruction and workforce training to reach more learners.
The world of higher education is changing quickly and dramatically. An Economist Intelligence Unit research program explores the changes shaping the higher-education market and identify the steps that institutions are taking to flourish and remain relevant in the 21st century.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
The document discusses strategies for achieving the goal of universal college completion or a "college for all" system. It outlines several approaches currently used, including honors courses, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, and early college high schools. Early college high schools, which offer the most intensive integration of high school and college coursework, may be the most effective strategy for increasing college attainment rates, especially among low-income and underrepresented students. The document makes the case for expanding early college high schools to help achieve the goal of a college credential for all.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC:FUTURE AND WORLDWIDE TRENDS IN MASSIFICATION OF FUNDING BORDERLESS HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MRS. MARISSA B. MENDOZA, MSS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
GLOBALIZATION
THE IMPACT OF GLOBALIZATION
EFFECTS OF GLOBALIZATION ON HIGHER EDUCATION
MASSIFICATION OF EDUCATION
ELITE HIGHER EDUCATION
MASS HIGHER EDUCATION
UNIVERSAL HIGHER EDUCATION
SECTORAL IMPLICATIONS OF MASSIFICATION
FINANCIAL IMPLICATIONS OF MASSIFICATION
ACADEMIC IMPLICATIONS OF MASSIFICATION
EMERGENCE OF PRIVATE HIGHER EDUCATION SECTOR
BORDERLESS EDUCATION
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 . Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission
“To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer’s aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Reflection Paper on Enhancing Curriculum in Philippine SchoolsJeanelei Carolino
This reflection paper discusses enhancing curriculum in Philippine schools in response to global and societal changes. It summarizes an article that argues curriculum programs need to be upgraded at all levels to expose learners to experiences that foster lifelong learning and allow them to cope with the modern world. An ideal enhanced curriculum would be computer-based, environment-focused, research-oriented, technology-enriched, value-laden, community-involved, and industry-linked. However, the reflection notes there is a mismatch between graduates' skills and degrees due to factors like parental pressure, peer influence, and cost of living considerations, rather than students' inherent skills and interests. It concludes an ideal curriculum alone may not be enough and alternative ways must be
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
This document provides an overview and analysis of adult education programs through a study of the Literacy Coalition of Central Texas (LCCT). It discusses how LCCT aims to provide job training and basic education courses, but does so within a larger political and economic context that can potentially reinforce inequality. The document advocates examining nonprofit structures, hidden curriculums that promote dominant values, and alternative models of adult education that promote liberation rather than just workforce training. A critical analysis of assumptions and systems of power is needed to ensure education truly addresses poverty and lack of access.
This document discusses trends in graduation rates for Hispanic students at four-year colleges. It finds that while Hispanic graduation rates overall improved modestly from 2004 to 2010, rising 3.5 percentage points to 47.2%, rates declined at about 1 in 3 schools. However, some schools demonstrated significant gains, with the top 25 public and private schools averaging an increase of almost 9 percentage points. Schools that saw the largest improvements, such as Stephen F. Austin State University and Virginia Commonwealth University, implemented intentional policies and practices to support student success and close equity gaps.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
This policy paper discusses how classroom space is typically not designed to support 21st century learning approaches, instead reflecting outdated "factory model" designs from the early 20th century. It examines three case studies where classroom space was intentionally designed to facilitate new pedagogical models with success: 1) Crow Island School's modular classrooms supporting progressive learning; 2) Phillips Exeter Academy's "Harkness Tables" engaging all students; 3) Discovery Charter School's single open "schoolhouse" room facilitating flexible learning. The paper argues physical classroom design should be considered as an important factor for effective teaching and learning.
How do we measure the economic impact of a better educated and trained U.S. workforce? The McGraw-Hill Research Foundation’s new position paper argues that adult education and career training is potentially one of the most cost-effective tools the U.S. has to recover its economic health in the aftermath of the “Great Recession.”
The paper was written by sector experts Dr. Lennox McLendon, Executive Director, National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium; Debra Jones, California Director of Adult Education and Chair, NAEPDC Research Workgroup, and Mitch Rosin, Editorial Director, McGraw-Hill School Education Group.
In the policy paper, “The Return on Investment (ROI) From Adult Education and Training,” the authors contend that billions of dollars could be earned, saved and pumped back into the struggling economy as a result of investments in effective and efficient workforce development programs.
Nei fabbricati a grande sviluppo verticale, la realizzazione dell'involucro viene iniziata quando ancora la struttura portante è in fase di costruzione.
L'overlapping delle fasi consente di abbreviare i tempi di edificazione e di realizzare le finiture e gli impianti interni in una situazione più sicura riparata.
Le superfici interne delle facciate continue sono a richio di danneggiamento a causa delle lavorazioni che sono effettuate nelle vicinanze. I metodi tradizionali di protezione sono insufficienti e si rivelano complessivamente molto costosi.
This document provides a table listing the Unicode character set from code point 0 (space) to code point 230 (Latin small letter a with ring above). For each character, it includes the ANSI/Unicode code point number, the HTML 4.0 character entity (if applicable), the Unicode name, and the Unicode character block/range. The table provides information on the first 231 characters in the Unicode standard.
Noble Day Care is holding its first ever preschool graduation and award ceremony to celebrate the accomplishments of its students. The ceremony will recognize two students, Natalie and Ayla, who have worked hard, made friends, had fun, and celebrated their achievements during their time at Noble Day Care. Both students will be attending new schools in the fall.
Capita anche a voi di avere problemi a fine cantiere?
Che fare quando non è chiara la responsabilità del danno e sorgono controversie?
Chi paga per vetri e serramenti rovinati?
Prevenire è sempre meglio che curare.
I danni a vetri e serramenti sono sempre molto costosi, in termini di denaro, tempo, lavoro, rapporti con la clientela, sangue cattivo. Non far nulla per evitare il problema, o impiegare sistemi abborracciati, è come aver “un elefante nella stanza” ma non prestargli attenzione: i rischi sono così grandi che non dovrebbero essere ignorati.
Oggi la tecnologia per la corretta protezione temporanea in cantiere esiste ed è a portata di mano.
Proteggi&Pela è un sistema di protezione temporanea rimovibile che previene il danneggiamento della superficie di vetri e serramenti ed elimina virtualmente la necessità di pulizia a fine cantiere, occasione di tanti dispiaceri.
Proteggi&Pela si applica liquido, aderisce senza adesivi e si toglie alla consegna, per la maggior soddisfazione del cliente.
Consort, Inc. is a data center venture formed by three companies to provide data center and IT solutions. It has expertise in commercial real estate, property management, and information technology. Consort's 50,000 square foot data center facilities offer colocation, outsourcing, hosting, IT services, and disaster recovery in a carrier-neutral environment designed for security, reliability, and flexibility.
This workshop examines conceptual frameworks and practical strategies for scaling social ventures based on a decade of work in the GSBI. It addresses four key analytical tools--market imperfections, disruptive innovation design, scalable business models, and investment readiness with examples from the GSBI.
The document provides a collection of winter photographs from locations around the world, showing people enjoying winter activities like skating, sledding, snowmen building, and cross country skiing. Locations include Beijing, Moscow, Germany, Switzerland, India, China, New Mexico, and more. The end of the document lists additional landscape locations.
The document discusses seven steps for building a successful online store: 1) Review competitors, 2) Create a unique identity and e-store, 3) Have a fast and easy to navigate product catalog, 4) Use a simple checkout process with payment and cash on delivery options, 5) Provide order confirmations, tracking, and 1-2 day delivery, 6) Market the e-store using social media, blogs, forums and ads, 7) Establish alliances with suppliers, shippers and other retailers for cross-promotion.
This document lists various locations in Greece including regions, towns, and natural features. It mentions the Peloponnese region and towns of Vytina and Pertouli. It also lists the towns of Zagoroxoria, Koziakas, Karpenisi, lake Plastira, kaimaktsalan, Grevena, Amfiklia, Nafpaktia, and Ioannina. Natural features mentioned include the Aoou lake. The document notes that copyrights belong to original authors of any photos or music mentioned.
Rohit Talwar - Law Firm 2024 - Unleashing IT - LTECRohit Talwar
Presentation of ILTA Legal Technology Future Horizon Project to LTEC (Law Tech Europe Congress) 2014 in Prague October 21st 2014. The future of IT in the legal field.
The annual report examines the state of higher education in 2014 and identifies several challenges facing institutions. Enrollment is down at 46% of schools due to price sensitivity, while costs continue rising. Revenue sources like tuition, government funding, and endowments are under strain. Emerging strategies around risk management, online learning, and shared services aim to help institutions adapt to changes in student demographics and technology while improving operations and governance. However, conservative university presidents remain skeptical of innovations and the need for significant reforms.
This document summarizes an article that examines the integration of postmodernism in higher education. It discusses how postmodernism has sparked controversies in academia by promoting less conventional teaching styles. The article advocates for adopting postmodern strategies like focusing less on standardized practices and more on preparing students for rapid societal changes. It also addresses how embracing postmodernism could help address educational disparities for underrepresented groups by making institutions more responsive to diverse student populations.
The document discusses challenges in higher education in the United States, including skills gaps between college graduates and workforce needs, and widening attainment gaps between high- and low-socioeconomic status families. It summarizes findings from international assessments that show U.S. millennials scoring lower than peers in other countries in literacy and numeracy. The document advocates for evidence-based teaching practices, authentic research experiences, addressing high failure rates in math, and partnerships across institutions to improve STEM learning outcomes and broaden participation.
The document summarizes key findings from a survey of over 4,900 recent college graduates. Some of the main findings include:
1) Nearly half of graduates from four-year colleges say they are working in jobs that do not require a four-year degree. Graduates feel overqualified for their jobs.
2) About one-third of graduates do not feel their college education prepared them well for the working world.
3) Half of all graduates have regrets and say they would choose a different major or school if they could do it again.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses the importance and benefits of higher education. It states that higher education makes people more intelligent and provides important life skills, which leads to a better quality of life. Studying at a higher education institution forces students to develop time management skills that are crucial for success. While college is expensive, having a degree results in higher lifetime earnings and happier, healthier individuals overall.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Good Judgement And Shared Commitment To Long-range Educational Objectivesnoblex1
College and university leaders may recognize that realistic solutions will require an end to "business as usual," and may be reluctant to explore options that will be painful and disruptive on campus. And yet, the growing numbers of young people wanting and needing higher education are (and will be) there, and it is foolish to think that denial is an effective long-run strategy. The ideas advanced later in this paper may ultimately be easier for an outsider to propose than for those enmeshed in the system.
A case can be made for increased student fees in public institutions that enroll large numbers of students from high-income families, provided the higher fees are accompanied by increased need-based aid directed to students from low-income families. This policy calls for the state to redirect some of the savings achieved from reduced institutional appropriations into student financial aid.
The patterns are consistent with short-run decision making under financial duress, not guided by an overarching policy. While "muddling through" might suffice for a few years with limited damage to student access and institutional quality, it is a recipe for disaster if continued, given the demographic tidal wave about to wash over the states. The time has clearly come for a longer view, before what remains of the promise imbedded in the master plan is lost.
Clearly, we face a budget crisis - not a transitory problem that likely economic growth or the usual policy changes can address, but a fundamental and long-term change in the options we can choose from. A small set of essentially fixed demands will soon consume virtually all of the state's unrestricted income. Only a few basic options seem to present themselves, and none appears attractive.
The most one can say about economic projections is that they are subject to considerable uncertainty, and thus the course of wisdom lies in not fixing a policy based on any single estimate of funds likely to be available in future years. The sensitivity analyses of the technical report and the research demonstrate convincingly, however, that higher education is not going to be able to meet its obligations to the next generation of students through increased state support.
Although it would be easy to criticize the actions (or lack thereof) of state and university leaders over the past ten years, there is no point in such a negative exercise. Given human fallibility, several years' experience may have been necessary before the enduring nature of the financial crisis facing higher education could truly sink in. College and university leaders reacted to the events of the last five years defensively and protectively, seeking to preserve educational quality and minimize damage to the institutions.
Source: https://ebookschoice.com/good-judgement-and-shared-commitment-to-long-range-educational-objectives/
The document discusses a case study on the impact of an experiential learning (EA) program that was implemented at Denver Law. It describes a series of surveys administered to incoming 1L classes from 2013-2016 and outgoing 3L/4L classes from 2015-2017 to explore how the EA program affected student enrollment, experience, and post-graduation plans. The findings from the surveys are reported.
1. Leaders of colleges that have improved student success focus on long-term goals of increasing graduation rates for all students, especially underrepresented groups. They build coalitions, communicate clearly, and relentlessly pursue goals over many years.
2. These leaders work within shared governance structures and value faculty input and opinions. They use data to identify problems and hold members accountable for solutions rather than dictating changes.
3. Tapping into a culture that values teaching and students, these leaders engage faculty and staff as partners in using data to raise achievement for all students. They distinguish effective programs and interventions from those that "feel good".
There is a significant disconnect between how academics and the public view the role and reputation of universities. When asked about the most important attributes of a top university, academics prioritized deep academic expertise while the public emphasized career outcomes like access to top jobs. Additionally, the public expects universities to demonstrate real-world impact beyond academic excellence in order to be highly reputable. Universities must communicate how they provide opportunities for students through career preparation, access, and societal impact if they want to improve their reputation with the public.
Studies indicate that community-engaged learning strategies are a promising best
practice for student retention and success. The nationally recognized Institute for
Community Engagement and Scholarship (ICES) will invite participants to inventory active
learning strategies on their campus and visualize ways to more fully develop those
opportunities for students’ success.
Jodi Bantley, Community Engagement Coordinator, and Victor B. Cole, Community
Engagement Coordinator, both in the Institute for Community Engagement and
Scholarship (ICES) at Metropolitan State University
Williams, Monica national focus on postmodernism in higher educationWilliam Kritsonis
This article examines the integration of postmodernism in higher education. It discusses how postmodernism challenges traditional education approaches and how higher education institutions need to implement more innovative teaching styles to prepare students for the future. The article also addresses issues like the lack of resources at minority-serving institutions, such as historically black colleges and universities, and how this educational disparity can be addressed. Overall, the article argues that higher education must embrace postmodern strategies in order to continue adapting to changing needs and remain relevant in the 21st century.
Paper on hideranaces in highering teachers in higher educationAmarwaha
THESE are challenging times for higher education in India. And challenges are both national and global. The national challenges arise out of the need for making the success of the policy of social inclusion in the field of higher education. Since it has been, by now, well established that there is a direct relationship between education and development, pursuit of such a policy of social inclusion in the realm of higher education would in turn lead to reduction of development inequalities which are part of our society today. The challenges are global because in the contemporary world not only are nations linked with one another in al walks of life-social, economical, political and cultural-but there is healthy competition among them for emerging as world leaders in terms of development. And here too the key lies in higher education, for it is in the domain of higher education where production of knowledge takes place. And we know knowledge is empowerment.
paper on hideranaces in highering teachers in higher educationamita marwaha
This document discusses challenges facing higher education in India, including the need to make education more socially inclusive and compete globally. It notes the historical relationship between education and development in India. The system of higher education faced challenges after independence to become more accessible. The document finds major staffing shortages, with over 50% of university positions and 40% of college lecturer positions vacant. It relies heavily on part-time contract teachers. Recommendations include filling vacancies, improving salaries and working conditions to retain qualified teachers, which is important for maintaining quality in higher education expansion plans.
Globalization poses challenges to school stakeholders like administrators, teachers, and students. Schools must actively respond to these challenges by developing an international outlook in their students through curriculum, activities, and language education. This will help prepare students as global citizens. Some key challenges for administrators include responding to trends like increasing enrollment, improving learning environments, and addressing issues like facilities, funding, technology, and unfunded mandates. Teachers face challenges like adapting to increasing diversity, managing time, and helping students meet long-term goals. Students deal with academic pressure, competition, health issues, peer pressure, addictions, and financial stability concerns.
A College Education Has Become An Essential Part Of The American Dreamnoblex1
A college education has become an essential part of the American Dream for millions of families. Indeed, extensive polling and focus group research conducted by our coalition of higher education associations in the last year clearly demonstrates that the public overwhelmingly believes higher education is vitally important for personal success. Furthermore, they believe that all children should have the chance to attend postsecondary education and, despite the high price, that college is a "good value" for the money.
On the other hand, the public also is greatly concerned about the affordability of higher education, believes it is too expensive, and thinks that the price can be brought down without affecting academic quality. The public vastly overestimates the price of higher education at all types of colleges and dramatically underestimates the amount of financial aid that is available to help meet college bills. They don't know where student aid comes from or how to apply for it. Nor does the public understand why college prices increase. Most worrisome, perhaps, they think college leaders are indifferent to their concerns about the price of attending college. Our research also demonstrates that Americans worry about financing a college education. The lack of knowledge about paying for college is most acute among at-risk populations — first-generation college students, low-income families, and members of minority groups.
The great divergence between the value that the public places on having access to higher education and the lack of information they have about what it costs and how to afford it — what we call "the knowledge gap" — is deeply troubling. No one with a commitment to higher education can be satisfied with the news that the public is so poorly informed about issues of choice and access. It is surely a danger signal that the public believes college officials are indifferent to their fears about being able to afford a postsecondary education for their children.
THE NEED FOR A NATIONAL COALITION
What can be done? We believe that two related steps are absolutely essential. First, colleges and universities must redouble their efforts to explain college costs, the prices that students are charged, the amount and sources of financial aid that are available, and the options for financing a college education. We must reach out to a broad range of business, community, and religious organizations and solicit their support in improving public understanding.
Second, and no less important, colleges and universities must take strong steps to manage and contain costs, share innovative and successful cost management strategies, expand efforts to explain why costs increase on campuses, and talk candidly about the steps that have been taken to reduce costs and improve efficiency.
Source: https://ebookschoice.com/a-college-education-has-become-an-essential-part-of-the-american-dream/
1 Student name DePaul University Office at .docxaulasnilda
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
Similar to Innovative Strategies to Increase STEM achievement in Higher Education (20)
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
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Innovative Strategies to Increase STEM achievement in Higher Education
1. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
INSTITUTIONAL CHANGE IN HIGHER EDUCATION:
INNOVATION AND COLLABORATION
By
Dr. Freeman A. Hrabowski, III
President, University of Maryland, Baltimore County (UMBC)
I remember 40 years ago in college when the dean said, “Look at the
student to your left; now look at the student to your right; one of you will
not graduate….” But [at UMBC] we say this “Look at the student to your
left; look at the student to your right; our goal is to make sure all three of
you graduate. If you don’t, we fail, and we don’t plan to fail.”
— Freeman A. Hrabowski, III, at UMBC’s 2010 Convocation
A surprising number of innovations fail not because of some fatal
technological flaw or because the market isn’t ready. They fail because
responsibility to build these businesses is given to managers or
organizations whose capabilities aren’t up to the task. Corporate
executives make this mistake because most often the very skills that
propel an organization to succeed in sustaining circumstances
systematically bungle the best ideas for disruptive growth.
— Clayton M. Christensen, The Innovator’s Solution
1. Visibility and challenges in higher education
American higher education is receiving unprecedented attention from the larger
society, and it is also facing unprecedented challenges. The general public has become
increasingly aware that America’s global competitiveness depends on expanding access
to higher education while increasing the success of those who enroll in colleges and
universities. Recent years have seen a troubling trend as the country has slipped from its
perch as world leader in the percentage of young people earning undergraduate degrees.
Achieving a national goal of 55 percent of 25- to 34-year-olds with two- and four-year
college degrees by 2020 will require the commitment of education, government and
community leaders to see innovation at all levels of education, pre-kindergarten through
college.
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2. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
While increasing the total number of American college graduates is an important
task, it is particularly important to the nation’s prosperity and security that we focus on
increasing the number of students completing degrees in science, technology, engineering
and mathematics (STEM). We are seeing growing consensus about the key role that
research and innovation will play in addressing global challenges involving healthcare,
the environment, national security and the economy. Projected changes in the U.S. labor
market reflect this consensus, with the areas of fastest growth expected in science and
engineering. Supply has not kept pace with demand, leading government and business
leaders to say they cannot find enough American workers with the skill and background
in these STEM subjects to meet their needs. Only 6 percent of 24-year-olds in the United
States have earned a first degree in the natural sciences or engineering, placing the
country 20th in a comparison group of 24 countries.i The National Academies 2005 Rising
Above the Gathering Storm report noted this and other troubling statistics as it called for
increased funding for research and improvements in STEM education and teacher
training. Though the report received wide attention and progress was made in some areas,
a 2010 follow-up report noted that the outlook has worsened and the storm is “Rapidly
approaching category 5.”ii
Many companies and research institutions look abroad to make up for the
inadequate supply of U.S. students and workers with the necessary skills. Indeed,
students from China, India and other countries account for almost all of the growth in
STEM doctorates awarded in the U.S. over the past 15 years. However, many of these
students eventually return to their own countries, taking their talents with them. We can
expect this trend to continue as the economies in many developing countries grow
stronger.
To address the shortage of Americans with STEM degrees, colleges and
universities will need to pay particular attention to groups that have been
underrepresented in these fields, including minorities, women, and students from low-
income backgrounds. In 2007, according to a recent National Academies report on
underrepresentation, African Americans, Native Americans and Alaska Natives, and
Hispanics and Latinos comprised nearly 40 percent of K-12 public school enrollment, but
only 26 percent of the country’s undergraduate enrollment and 18 percent of those
earning science and engineering bachelor’s degrees.iii The Higher Education Research
Institute at the University of California Los Angeles has released data showing that
between 30 and 35 percent of students from these groups begin their undergraduate
studies aspiring to complete majors in these subjects, a rate that is equivalent to that of
white and Asian American students.iv The 5-year completion rates in STEM fields is low
for all races, but it is particularly low for students from these underrepresented groups.
Only 33 percent of white students and 42 percent of Asian American students who enter
college or university aspiring to major in a STEM subject complete STEM degrees within
five years of college entry, compared to 22 percent of Latino students, 18 percent of
black students, and 19 percent of Native American students.
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3. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
None of these challenges can be solved easily. However, American colleges and
universities must contend with each, even as they face major fiscal hurdles because of
diminished resources available to governments and families.
2. Colleges and universities must establish priorities and change culture
Institutions that will be successful in addressing these challenges will need to
establish priorities, focus on strategic planning, and emphasize effectiveness and
efficiency in the use of resources. In many cases, success will require culture changes
within institutions as part of the planning and budgeting processes. Universities will need
to decide which activities they will continue supporting and which they will eliminate.
Changing culture involves careful self-reflection, robust dialogue and rigorous
analysis. At UMBC, when we think about the culture of an institution, we think about our
values, our practices, our habits, and even the relationships among faculty, staff and
students. Culture shapes the University’s vision as an entire institution and the vision we
have for ourselves. In some cases, culture can make problems seem intractable. If, for
example, the culture of an institution suggests that student retention is primarily a staff
responsibility, then faculty may rarely become involved with this challenge beyond
fulfilling their classroom responsibilities. Similarly, the culture of some institutions holds
that if minority students are not succeeding, minority staff members or staff working in
minority programs should be held responsible for improving performance.
My colleagues at UMBC have made it a priority to strengthen and improve
graduation and retention rates on campus, while also improving the performance of
students in STEM fields and encouraging the success of minorities in these areas. We
have changed the culture of the institution to accomplish these tasks. For example, until
recent years, the faculty considered broad retention issues or the general academic
performance of particular groups in STEM fields to be administrative and staff
responsibilities. Generally, faculty considered themselves responsible for working with
individual students in particular classes. However, it became clear that to make progress
in this and other areas, we needed to encourage the involvement of the entire campus,
including faculty and students, in understanding and addressing each challenge.
Culture change at UMBC started most notably with the development of the
Meyerhoff Scholars Program for minority STEM students in 1989. The program provides
students with financial, academic and social support while encouraging collaboration,
close relationships with faculty and immersion in research. Over the past two decades,
the program has been recognized as a national model for preparing research scientists and
engineers, and UMBC has become the nation’s leading predominantly white institution
for producing African-American bachelor’s degree graduates who go on to complete
STEM Ph.D.’s. The program has also served as a catalyst for change across campus,
leading to special scholars programs for high-achieving undergraduates of all races in the
arts, humanities, public affairs and STEM teaching.
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4. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
The importance of focusing on group study and other lessons from the Meyerhoff
Program informed course redesigns for first-year courses in chemistry, psychology, and
other disciplines. Faculty in the chemistry department developed a Chemistry Discovery
Center that is now a central part of introductory classes. Students attend weekly two-hour
sessions in this center, working in four-member teams as they explore and develop key
concepts. Since the center opened in 2005, pass rates in introductory classes have risen
dramatically, and the number of students majoring in chemistry has increased by 70
percent, while the number of biochemistry majors has increased by 42 percent.
Other lessons from the Meyerhoff Program have helped us address additional
issues we have faced on campus, e.g. the underrepresentation of women in science and
engineering. For one thing, it taught us the need to move away from conclusions based on
anecdotal information. Because people saw women in science and engineering
departments, they thought we did not have a problem with underrepresentation. And yet,
when we analyzed the data, we found that many of the women there were either graduate
students or were faculty in non tenure-track positions such as lecturer or instructor. It was
only through the systematic analysis of data that we were able to make progress in this
area.
Similarly, at the graduate level, when we said to the engineering faculty that half
of the Ph.D. students were not graduating, one highly respected faculty member
commented, “That couldn’t be true. Every Ph.D. student I know has graduated.” That was
the problem. Students known well by the faculty were indeed graduating. Unfortunately,
a number of graduate students had not developed strong relationships with faculty and
subsequently left the program.
UMBC has been recognized widely as a leader in higher education innovation.
For two years in a row, the university has been rated no. 1 in the nation among up-and-
coming national universities by the U.S. News & World Report America’s Best Colleges
Guide. The success of both the Meyerhoff Scholars Program and course redesigns in
chemistry has been reported in the journal SCIENCE and other publications. Innovation
has spread across campus. For example, with funding from the Kauffman Foundation,
UMBC has strengthened its programs through the Alex. Brown Center for
Entrepreneurship. A number of the entrepreneurs who got their start through the Alex.
Brown Center have established companies at the bwtech@UMBC Research and
Technology Park. This park, located adjacent to campus, has become a regional hub for
economic development, with more than 90 early stage and established companies
developing technology and offering support services in the life sciences, clean energy and
cybersecurity.
Several companies at bwtech, and dozens more in Maryland, are run by women
CEOs who graduated from the NSF-funded ACTiVATE program. This year-long
program was developed at UMBC to increase the number of women succeeding as
4
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5. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
entrepreneurs and corporate leaders. It gives mid-career women training and support as
they build new companies based on inventions from the region’s research institutions and
federal laboratories. Through a licensing agreement with the Path Forward Center for
Innovation, the program’s proven methodology is being offered to a growing audience,
with classes offered in Texas, Virginia, and Michigan, and plans for expansion in other
states. A grant from NSF’s Partnerships for Innovation Program helped establish a
modified version of the program in Montgomery County, Md. — home to the National
Institutes of Health — for men and women completing post-doctoral research in the life
sciences.
The roots of all this activity at UMBC go back to the establishment of the
Meyerhoff Scholars Program. Based on the success of the Meyerhoff model, we have
proposed a social transformation theory of change. The theory has several components,
including (1) the development of empowering settings for minority student achievement,
(2) larger institutional change processes, and (3) assessment and evaluation. The change
process focuses on a strategic approach to ensure successful implementation and
sustainability over time. This process requires (1) senior leadership, (2) the development
of institutional vision and promotion of buy-in, (3) the capacity necessary for
transformation and maintaining change, and (4) leveraging resources. The following
analysis provides a careful look at some of the initiatives that have applied this theory to
change the culture of the university.v
3. UMBC is focused on societal issues in light of demographic changes
An increasing number of Americans have completed college degrees in recent
decades.vi Between 1947 and 2005, the percentage of whites 25 and older with college
degrees increased from six to 28 percent, and the percentage of African Americans the
same age with college degrees rose from just three percent to 18 percent. The percentage
of Hispanic Americans 25 and older with college degrees has doubled to 12 percent in the
past three decades, and more than 50 percent of Asian Americans in the same group now
have degrees. (Unfortunately, the educational attainment data on Native Americans have
not been reported because the samples are too small.) Despite these gains, the percentage
of Americans 25 and older with college degrees is less than 30 percent. In contrast, it is
estimated that in fewer than 20 years, by 2025, in such countries as South Korea, Japan
and Canada, more than half of the adults (55 percent) will be college-educated.vii
Increasing the number of American college graduates will be especially
challenging in light of the changing demographics in the nation. Within the next several
decades, one of every two Americans will be of color. While the black and white
populations are not increasing substantially, one in every four Americans will be
Hispanic, and the Asian population will grow from 5 percent to 10 percent. Many of the
black and Hispanic children, in particular, are from families that have not necessarily
emphasized the importance of academic skills development. In addition, more public
schools are becoming “majority minority” each year — that is, minority students
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6. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
becoming the majority. With increased diversity, colleges and universities are having to
focus more resources than ever on professional development for faculty and staff to be
effective in working with these students. Responding to these changes is a challenge for
institutions and for individuals, and it becomes important that professionals examine their
own attitudes, just as institutions must examine their policies and practices, to ensure that
universities are both welcoming and supportive of these students. In addition, about 2
million people migrate to the United States each year. About half lack English language
skills.viii We will see colleges and universities expecting professionals and students to
become more sensitive to cultural differences and devoting more effort to combining
English-as-a-second-language initiatives with academic-skills development. The goal, of
course, will be to ensure that many more immigrants become educated and productive in
the workforce.
4. Increasing access and success
Announcing the American Graduation Initiative in 2009, President Obama called
for the United States to again lead the world by having the highest proportion of college
graduates by 2020. The President was responding in part to data showing a pattern of
underachievement at all levels. For every 100 ninth-graders, only about 68 graduate from
high school in four years, and only 18 complete a two-year degree within three years or a
four-year degree within six years.ix Despite the fact that the percentage of Americans
attending college and earning degrees is gradually increasing, the rate of increase is far
lower than what has been achieved in other countries.x Many countries have already
caught up with or surpassed the United States in the percentage of college graduates.
According to the OECD’s 2010 Education at a Glance report, America is now third in
the world among the organization’s 34 member countries in the percentage 25- to 64-
year-olds with two-year or four-year college degrees (41 percent).xi Canada and Japan
now lead in this category, with 49 and 43 percent of residents in this group, respectively,
holding these degrees. The rapid growth in higher education in other countries becomes
more apparent when looking at younger age groups. The United States is eighth among
25- to 34-year-olds (42 percent of Americans in this category hold postsecondary
degrees), putting the country behind Korea (58 percent), Canada (56 percent), Japan (53
percent) and four other countries (and also in a tie with Australia and Belgium). After
decades of sustained improvement leading up to the middle of the twentieth century, the
United States can no longer claim that each generation of Americans will be better
educated than the one before.
As mentioned earlier, if the U.S. is to continue competing globally, American
colleges and universities must increase both access and success, ensuring that the
admissions door is not a revolving door. Currently, there are millions of Americans in
the workforce who started college but did not graduate. The college board estimates that
only slightly more than half of students who begin work on a bachelor’s degree complete
their studies within six years, and the completion rate is significantly lower for
underrepresented minority students.xii The institutions that have had the greatest success
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7. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
retaining and graduating students have created a climate that encourages (1) open
communication about key questions, (2) honesty about strengths and challenges, and (3)
the development of innovative strategies and initiatives that focus on particular problems
(including programs that encourage students to connect with each other and with
members of the faculty and staff). Important questions include: How well do we know
our students? Have we moved beyond their test scores and grades to learn about their
backgrounds and aspirations, their interests, and the challenges they face? Have we used
the data to examine particular groups based on such factors as gender, race, major,
socioeconomic background, and level of high school preparation? Have we identified
those faculty and staff who have demonstrated records of supporting students? Have we
pinpointed and highlighted those practices that have been most effective in helping
students succeed? Do we know why students discontinue their studies? What proportion
leave because of inadequate funding, poor academic performance, dissatisfaction with the
campus climate, or interest in majors not offered by the institution? Do we conduct
follow-up interviews with students who have left, and if so, what have we learned?
Technology is playing an increasingly important role in extending the reach of
higher education, helping institutions determine which students to admit and what
support they need. More important, technology is helping improve how faculty teach,
students learn, and institutions do business. At UMBC, we are using technology to learn
about students and track their progress. We use analytics to help shape our students'
experiences, starting with their admission to the university and continuing with their post-
graduate placements. Using technology, we have been pinpointing characteristics of
students that help us both identify academic challenges and develop strategies to address
those challenges. We’re also using our Blackboard course management system to
augment, reinforce, and analyze learning in the classroom. The ability to take action
based on what we learn about students' performance — for example, conducting "real-
time" academic interventions with students before poor course performance becomes an
insurmountable problem — is essential.
5. Problem particularly challenging in STEM fields
Beyond the culture of each college and university campus, we in American
society often talk about math and science being “hard,” and we too often suggest that few
people have the skill to excel in these subjects. In addition, negative stereotypes of
scientists and engineers permeate popular culture, regularly showing up on television
shows and in movies. Those students still attracted to the possibility of a career in science
or engineering often begin their undergraduate studies on campuses where large numbers
of students fail or do poorly in introductory STEM classes.
Perhaps it is no surprise, then, that the 5-year degree completion rate is
dramatically lower for STEM majors than it is for students in other fields. The Higher
Education Research Institute, analyzing data from a sample of about 200,000 students
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8. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
who started at four-year colleges and universities in 2004, reports that three-quarters of
white students who started in non-STEM fields graduated within five years, compared to
a five-year completion rate of only 56 for white students who started in STEM subjects
(this 56 percent includes students who completed degrees in both STEM and non-STEM
subjects).xiii Asian American students starting in STEM and non-STEM subjects fared
slightly better in each case, but the same disparity exists. The differences are even greater
for Latino, Black and Native American students. Starting in non-STEM subjects, about
60 percent of these students go on to complete degrees within five years (Latino students
do slightly better, with 68 percent completing a degree within five years). Starting in
STEM subjects, however, only 40 percent of Latino students, 31 percent of Black
students and 37 percent of Native American students go on to complete degrees in any
major within five years. (The fact that many students starting in STEM subjects switch to
other majors accounts for the lower 5-year STEM completion rates mentioned earlier in
this paper.) This highlights a disturbing fact: Not only did the students who started in
STEM fields complete STEM majors less often than their non-STEM peers, but far fewer
students who aspire to major in STEM fields completed any degree in five years.
6. It takes researchers to produce researchers: Meyerhoff Scholars Program
Over the past 23 years, the Meyerhoff Scholars Program at UMBC has graduated
hundreds of underrepresented minority students, most of whom have gone on either to
complete STEM Ph.D.'s (or M.D./Ph.D.'s) or to pursue STEM postgraduate degrees.
These graduates, including some who hold faculty positions at top universities, are
emerging as leaders in their disciplines. In addition, retention and graduation rates for
underrepresented minority students (including students not in the Meyerhoff Program)
equal our rates for all students at UMBC, both in STEM fields and across all
disciplines.xiv
Our goal in creating the program was to develop a comprehensive, research-based
initiative focused on specific factors associated with minority student success in STEM
subjects, including knowledge and skill development, academic and social integration,
support and motivation, and advising and monitoring.xv The process of cultural change
that the Meyerhoff Program brought to our campus started with focus-group discussions
involving students, faculty, and staff concentrating on minority-student
underachievement. Although institutional culture reflects subjective values, cultural
change requires rigorous analysis, both qualitative and quantitative, making these
inclusive conversations essential. Change begins when an institution looks carefully at
itself, identifies its strengths and weaknesses, recognizes the challenges it faces, and
understands how its response to those challenges can lead to desired outcomes.
The components of the Meyerhoff Scholars Program reflect what we learned from
our campus conversations and from research into other programs across the country.
Twelve key components of the program include (1) recruiting top minority students in
math and science, (2) a summer bridge program, (3) comprehensive merit scholarship
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9. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
support, (4) active faculty involvement in recruiting, teaching and students’ research
experiences, (5) strong programmatic values including high achievement, study groups,
tutoring and preparing for graduate or professional schools, (6) substantive research
experiences for students, (7) intensive academic advising, (8) active involvement of the
entire campus, (9) linking students with mentors, (10) a strong sense of community
among the students, (11) communication with students’ families, and (12) continuous
evaluation and documentation of program outcomes.xvi
More broadly, we also encouraged minority students to study in groups;
strengthened tutorial centers; encouraged faculty to give these students feedback earlier
in the semester; emphasized the need for faculty and staff members to communicate with
incoming students about the demands they would face in STEM fields; and focused on
supporting students during their crucial freshman year.
For more than two decades, we have tried to create a community of student
scholars who not only work together in labs and form study groups to master coursework,
but who also consult closely with faculty and staff who understand and appreciate the
important roles they play in supporting these aspiring young scientists and engineers. The
success of the program, which is supported by the Baltimore philanthropist Robert
Meyerhoff, also illustrates the essential role that philanthropic support and partnerships
with donors must play in higher education's efforts to address broad societal challenges.
Regular assessments have been invaluable as well. From the start, the program's
strengths, weaknesses, and outcomes have been rigorously assessed by teams of
independent experts. In these evaluations, there has been no substitute for specificity—
knowing how individual students and groups of students are performing in specific
classes and majors. We have learned, for example, that we need to examine different
groups based on such factors as gender, race, major, socioeconomic background, level of
high-school preparation, and college performance. Documenting successes has helped
build momentum, and, perhaps more important, documenting challenges and responding
to them have demonstrated a commitment to substantive improvement.
Such thorough and honest evaluations have been instrumental in building campus
support for the Meyerhoff program and for broader change in the institution's culture. As
mentioned earlier, the program has served as a model for developing other campus
programs focused on academic excellence and inclusion, broadly defined.
7. Focus on societal problems/Course redesigns/success in introductory classes
Our success with the Meyerhoff Program has motivated broader curricular and
pedagogical initiatives. In chemistry, our faculty members redesigned the curriculum in
first-year courses to increase active learning through collaborative interactions. Central to
this redesign was the development of the Chemistry Discovery Center. Student attend this
center for two-hour weekly “discovery learning” sessions in which they work in groups
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10. Policy Paper:
Strategies to Increase STEM
Achievement in Higher Education
of four on worksheets crafted to guide them in the development of central ideas and
principles. In their groups, students rotate through such roles as supervisor, recorder and
communicator. Instructors in discovery sessions act as facilitators, guiding students as
they develop theories and solve problems.
The results since the Discovery Center opened in 2005 have been striking. The “C
or better” pass rate in Chemistry 101 has risen from 61 percent to 85 percent, and the
same rate in Chemistry 102 has increased from 73 percent to almost 80 percent. At the
same time, more students in both classes are earning A’s and B’s. More important, the
number of chemistry majors has risen by 70 percent in five years, and the number of
biochemistry majors has increased by 42 percent. In other disciplines at UMBC,
including psychology, similar efforts relying on group study and collaboration,
technology, and active learning have also yielded positive results, including higher
retention and grades and increased coverage of content during the semester. (Such
course-redesign efforts are part of an overall effort to improve academic outcomes in
challenging introductory courses at the University System of Maryland.)
Building on lessons learned in chemistry, we opened a new facility in 2010 to
encourage active learning and collaboration in physics, mathematics and biology as these
departments redesign their introductory classes. The facility — called CASTLE, for
CNMS (College of Natural and Mathematical Sciences) Active Science Teaching and
Learning Environment — uses technology and draws on the latest research about group
dynamics to create a space that encourages collaboration and active learning as students
solve problems and engage with key concepts. Working in three-member groups,
students sit at color-coded chairs that can be used to assign and vary individual
responsibilities. Each group has access to a computer, but the tables are designed so that
screens can be locked downward when they are not in use. Each table holds two or three
of the smaller groups, giving instructors the option of working with varying numbers of
students when providing guidance or feedback. To make the most effective use of the
facility, the college is providing ongoing training and support to encourage the
development of novel and innovative instructional approaches.
As departments develop new approaches and tools, it is essential that we
continually assess what works and what does not, making adjustments where necessary.
With funding from the National Science Foundation, we are now assessing the impact
that an active learning approach and various types of support have on first-year aspiring
STEM majors. As part of the iCubed Project — an abbreviation for “Evaluation,
Integration, and Institutionalization of Initiatives to Enhance STEM Student Success” —
eligible first-year students who agree to participate in the study will be randomly
assigned to one of four different treatments: (1) community-based study groups; (2) pro-
active mentoring with ongoing retention risk assessment and high-status faculty
intervention; (3) pro-active mentoring with ongoing retention risk assessment and staff
intervention; and (4) active learning in one of three introductory mathematics courses.
(Since Meyerhoff students and those participating in one of UMBC’s five other scholars
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programs already receive many of these types of support, they are not eligible to
participate in the study.) The strength of the iCubed study design will enable us to answer
central questions about the instructional approaches and support services that most
effectively increase the probability that a first-year student aspiring to major in a STEM
subject will achieve that goal.
UMBC is also one of four universities participating in the Howard Hughes
Medical Institute’s National Experiment in Undergraduate Science Education, or NEXUS
Project. The goal of this project is to develop and share effective approaches for teaching
interdisciplinary science. UMBC will focus on the development of course modules that
bring mathematical modeling into introductory biology. The modules will be designed so
they can be used at other institutions, and a key element will be the identification of a set
of competencies for assessing whether students have mastered the material.
8. Changes in graduate programs
The success of the Meyerhoff Scholars Program, the implementation of broad
efforts to increase student success in STEM subjects, and the development of programs to
create a welcoming and supportive atmosphere across campus have all transformed the
climate at UMBC for undergraduate studies. With these successes, along with dramatic
changes in individual departments, one would think graduate programs in the same
departments would also experience increases in the number of minority students
succeeding. The lesson, however, has been that to make progress in any area, the
institution has to be willing to devote adequate resources to both understand and address
the specific problem.
At the graduate level, UMBC has developed a number of programs focused on
increasing both access and success, including two major STEM initiatives with funding
from separate federal agencies, the National Institutes of Health and the National Science
Foundation. The NIH-funded Meyerhoff Graduate Fellows Program in biomedical
science and engineering, created in 1996, mirrors the undergraduate Meyerhoff Program,
offering financial, academic, social and professional support to minorities, as well as to
non-minorities interested in the advancement of underrepresented minorities in the
sciences. Key components of the program include a summer biomedical training
program, regular group social activities, monthly student seminars, instruction on
technical writing and applying for grants, and financial support for student travel to
minority-scientist seminars. Before it started, no underrepresented minorities were
enrolled in UMBC’s biology or biochemistry programs. Now, there are 12 Meyerhoff
fellows in the biology program and 14 in biochemistry (a joint program with the
University of Maryland, Baltimore [UMB]). In all, the program supports 44 graduate
students at UMBC in biology, chemistry, biochemistry, psychology, engineering, and
physics, along with 22 at UMB in molecular medicine, epidemiology and other programs.
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Another program focused on producing broader changes to increase the diversity
in STEM Ph.D. graduates is the PROMISE Program: Maryland’s Alliance for Graduate
Education and the Professoriate, an initiative funded by the NSF’s Alliance for Graduate
Education and the Professoriate (AGEP) program involving Maryland’s three public
research universities. This program supports the development and implementation of
innovative approaches for recruiting, mentoring and retaining minority doctoral students,
and it also calls for the development of strategies to identify and support
underrepresented minorities considering academic careers. The results of both these
programs have been stunning. In fact, the number of underrepresented minority STEM
Ph.D.s produced has risen from 1 in 1997 to 9 in 2010.
Drawing on lessons from these initiatives and other programs, UMBC, in
partnership with the Council of Graduate Schools (CGS), is examining issues of doctoral
completion and attrition in STEM fields, humanities and social sciences through the
Ph.D. Completion Project. Based on insight gained through this effort, my colleagues
wrote The University as Mentor: Lessons Learned from UMBC Inclusiveness Initiatives.
xvii
They identify 10 lessons that contribute to institutional change by enhancing
relationships between students and faculty mentors, clarifying the role of graduate
education within the campus community, and changing the university culture experienced
by graduate students. These lessons are targeted at two major national challenges that are
similar to those facing colleges and universities at the undergraduate level: (1) the
country needs to increase the number of domestic students — particularly women and
underrepresented minorities — who obtain doctoral degrees and move into careers in
STEM fields; and (2) we need to reduce the drop-out rate of doctoral students,
particularly among underrepresented groups.
Challenges at the graduate level, particularly in STEM fields, reflect ongoing
struggles in K-12 education and at the undergraduate level. However, it is clear that
success in graduate programs can have added benefit by providing role models for
younger students. If we expect more young people to pursue STEM Ph.D.s, they will
need to see more research scientists who look like themselves.
The 10 key lessons learned at UMBC in the area of graduate education are similar
to those we have learned at the undergraduate level. In general, universities must create a
welcoming environment for prospective students while building a supportive community
that encourages professional development for current students. Specifically, we learned
that transformation requires (1) Interest and support from campus leaders; (2) faculty and
staff engagement in creating a supportive environment; (3) effective recruitment
strategies; (4) a strong mentoring system; (5) ongoing data collection and analysis;
effective support including (6) orientation, (7) financial support, and (8) regular and
ongoing recognition of success and progress; (9) programs and services aimed at
supporting underrepresented minority and women doctoral students; and (10) a focus on
preparing students for careers after graduate school.
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9. Supporting women – ADVANCE Program
People often ask me why I’m the principle investigator for UMBC’s ADVANCE
program, an NSF-funded initiative aimed at increasing the representation and
advancement of women in academic STEM careers. I respond by explaining that men
must be engaged in these efforts because the continued underrepresentation of women in
these fields is a critical American issue. This reflects the approach we have taken to
change the University’s culture: Faculty and staff of all races need to take ownership of
these issues so we can develop solutions to these difficult problems.xviii
Through the ADVANCE program, we have developed mentoring initiatives to
both increase the participation of women faculty in STEM fields and to advance them
through the faculty ranks and into leadership positions. This comprehensive “university
as mentor” approach is designed to embed focused, continuous support of women
scientists at all levels — undergraduate and graduate students and faculty — into the
fabric and foundation of the university’s culture.
The paucity of women faculty in STEM fields is a long-standing national
problem. A 2005 study shows that women faculty in the top 50 research universities are
underrepresented at all ranks, especially as full professors. The study also reveals that
underrepresented minority women “are almost non-existent in science and engineering
departments at research universities” and are less likely than Caucasian women, or men
of any race, to be awarded tenure or reach full professor status.xix The UMBC
ADVANCE Program uses a comprehensive approach based on lessons learned in
producing minority scientists to meet these challenges. Our framework includes (1)
developing, revising, and institutionalizing policies and practices, and allocating
resources, in ways that support the recruitment, hiring, and advancement of women –
including particularly minority women – for the faculty at all ranks; (2) engaging the
campus broadly in ongoing discussions, informal and formal, that address issues of racial
and gender diversity in STEM fields; and (3) establishing a system of targeted mentoring
programs designed to create a clear and understandable pathway for STEM women to
achieve tenure and promotion, and to transition to academic leadership positions at the
university.
The program started in fall 2003, and the number of female tenure-track STEM
faculty increased nearly 50 percent in the next four years from 29 to 43, greatly
exceeding the 4 percent increase in male tenure-track faculty over the same period (137
to 142). In 2003, women only accounted for 12 percent of UMBC’s tenured and tenure-
track faculty. Now, women hold 36 percent of these positions, and they account for 51
percent of the university’s assistant professors.
One successful strategy for developing a culture of inclusion for women faculty
has been a campus-wide Distinguished Speaker Series, spotlighting the contributions of
top women research scientists and focusing on issues that women faculty in STEM face
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in the academy. We also held regular meetings with key groups to focus on progress and
challenges. Departments conducting faculty searches are required to submit written
Faculty Diversity Recruitment Plans and participate in annual training on diversity
recruitment presented by the Provost’s office. Female candidates for STEM faculty
positions meet with faculty from WISE (our chapter of Women in Science and
Engineering) and with representatives of the ADVANCE Program to make them aware of
the resources and support available.
Through these and other efforts, we learned a great deal about some of the special
challenges women in STEM fields face, particularly minority women, because of the
numerous campus and community demands that are made on their time. Maintaining a
productive research agenda is one such challenge, and to avoid attrition of minority
women from doctoral programs and academic positions, institutions need to be
supportive of these promising scholars and help to protect their research agendas as they
move toward either completing their doctorates or achieving promotion and tenure.
10. Institutional Change
As we have seen, the success of the Meyerhoff Scholars Program at UMBC led to
other major initiatives, including a range of scholars programs for students of different
interests, curriculum changes in first-year STEM courses, and initiatives focused on
graduate student success and the diversification of the faculty. Through these efforts, we
have been able to change the campus culture and build community for undergraduates,
graduate students and even faculty.
Equally important, the lessons learned through these initiatives have led over the
past decade to an emphasis on academic innovation in a variety of areas. We have shown
that the framework for institutional change that we developed with the Meyerhoff
Program can be applied to a broad range of difficult challenges. We hope that aspects of
this framework can serve as a useful guide for other institutions as they make cultural
changes to meet these challenges and address societal problems.
i National Academies, Rising Above the Gathering Storm: Energizing and Employing
America for a Brighter Future. Washington, DC; National Academies Press, 2007. Fig.
3‐16B.
ii National Academies, Rising Above the Gathering Storm, Revisited: Rapidly
Approaching Category 5. Washington, DC; National Academies Press, 2010.
iii National Academies, Expanding Underrepresented Minority Representation:
America’s Science and Technology Talent at the Crossroads. Washington, DC; National
Academies Press, 2010.
iv Higher Education Research Institute at UCLA, “Degrees of Success: Bachelor’s
Degree Completion Rates Among Initial STEM Majors,” HERI Report Brief, January
2010.
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v Maton, K.I., Hrabowski, F.A., Ozdemir, M., and Wimms, H., “Enhancing
Representation, Retention, and Achievement of Minority Students in Higher
Education: A Social Transformation Theory of Change,” Toward Positive Youth
Development: Transforming Schools and Communities, ed. Shinn, M., and Yoshikawa,
H., Oxford University Press, 2008.
vi Some portions of this paper draw on the author’s previous writings, including, in
this section: Hrabowski, F.A., “Expanding Access for America’s Future,” The Future
of American Higher Education: Perspectives from America’s Academic Leaders,
2009.
vii Reindl, Travis. “Hitting home: Quality, Cost and Access Challenges Confronting
Higher Education Today.” Making Opportunities Affordable, March 2007.
www.jff.org/publications/education/hitting‐home‐quality‐cost‐and‐access‐cha/251
viii National Commission on Adult Literacy, “Reach Higher, America: Overcoming
Crisis in the U.S. Workforce,” June, 2008.
http://www.nationalcommissiononadultliteracy.org/report.html.
ix This section draws on a piece I wrote with Jack Suess, UMBC’s Vice President for
Information Technology: “Reclaiming the Lead: Higher Education’s Future and the
Implications for Technology,” EDUCAUSE Review, vol. 45, no. 6
(November/December 2010).
x Indicator A1, table A1.4. Organisation for Economic Cooperation and Development,
Education at a Glance 2010: OECD Indicators. July, 2010. Accessed at
www.oecd.org/edu/eag2010.
xi Indicator A1, table A1.3A. Education at a Glance 2010: OECD Indicators.
xii The College Board’s estimates for six‐year completion rates are: 56 percent for all
students; 39 percent for Native American students/Alaska Natives; 41 percent for
African American students; and 47 percent for Latino students. Data from Lee, J.M.
and Rawls, A., The College Completion Agenda: 2010 Progress Report, The College
Board Advocacy and Policy Center. Accessed at completionagenda.collegeboard.org.
xiii Higher Education Research Institute at UCLA, “Degrees of Success: Bachelor’s
Degree Completion Rates Among Initial STEM Majors.”
xiv This section draws from: Hirshman, E., and Hrabowski, F.A., “Meet Societal
Challenges by Changing the Culture on Campus,” The Chronicle of Higher Education,
Jan. 16, 2011.
xv Maton, K.I., Hrabowski, F.A., Ozdemir, M., and Wimms, H., “Enhancing
Representation, Retention, and Achievement of Minority Students in Higher
Education: A Social Transformation Theory of Change,” Toward Positive Youth
Development: Transforming Schools and Communities.
xvi These 12 components are presented in multiple publications. The list here is
from: Hrabowski, F.A., “Leadership for a New Age: Higher Education’s Role in
Producing Minority Leaders,” Liberal Education, Spring, 2004.
xvii Bass, S., Rutledge, J.C., Douglass, EBB., Carter, W.Y., “The University as Mentor:
Lessons Learned from UMBC Inclusiveness Initiatives,” The Council of Graduate
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Schools Occasional Paper Series on Inclusiveness, Volume 1, 2007.
http://www.cgsnet.org/portals/0/pdf/Paper_Series_UMBC.pdf
xviii Hrabowski, F.A., “UMBC as a National Model: The University as Mentor,”
testimony before the House Subcommittee on Research and Science Education, Oct.
17, 2007.
xix Nelson, D.J., Rogers, D. C., “A National Analysis of Diversity in Science and
Engineering Faculties at Research Universities,” National Science Foundation,
January, 2005.
September 2011
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