Institutional Self-study, 1985-86
Author: West Virginia University at Parkersburg
Publisher:
Published: 1986
Total Pages: 186
ISBN-13:
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Author: West Virginia University at Parkersburg
Publisher:
Published: 1986
Total Pages: 186
ISBN-13:
DOWNLOAD EBOOKAuthor: Queens College (New York, N.Y.)
Publisher:
Published: 1986
Total Pages: 203
ISBN-13:
DOWNLOAD EBOOKAuthor: Miranda Herbert Ferrara
Publisher:
Published: 2004-06
Total Pages: 1130
ISBN-13: 9781558625280
DOWNLOAD EBOOKThis comprehensive resource features up-to-date bibliographical, biographical and contact information for approximately 20,000 living authors worldwide who have at least one English publication. Entries typically include name, pseudonyms, addresses, citizenship, birth date, specialization, career information and a bibliography. Contact information includes e-mail addresses where available.
Author: American Anthropological Association
Publisher:
Published: 2007
Total Pages: 756
ISBN-13:
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Publisher:
Published: 2010
Total Pages: 506
ISBN-13:
DOWNLOAD EBOOKResearch institutes, foundations, centers, bureaus, laboratories, experiment stations, and other similar nonprofit facilities, organizations, and activities in the United States and Canada. Entry gives identifying and descriptive information of staff and work. Institutional, research centers, and subject indexes. 5th ed., 5491 entries; 6th ed., 6268 entries.
Author: Ann L. Mullen
Publisher: JHU Press
Published: 2011-01-03
Total Pages: 264
ISBN-13: 0801899125
DOWNLOAD EBOOK2011 Educator's Award. Delta Kappa Gamma Society International2011 Outstanding Publication in Postsecondary Education, American Educational Research Association, Division J Degrees of Inequality reveals the powerful patterns of social inequality in American higher education by analyzing how the social background of students shapes nearly every facet of the college experience. Even as the most prestigious institutions claim to open their doors to students from diverse backgrounds, class disparities remain. Just two miles apart stand two institutions that represent the stark class contrast in American higher education. Yale, an elite Ivy League university, boasts accomplished alumni, including national and world leaders in business and politics. Southern Connecticut State University graduates mostly commuter students seeking credential degrees in fields with good job prospects. Ann L. Mullen interviewed students from both universities and found that their college choices and experiences were strongly linked to social background and gender. Yale students, most having generations of family members with college degrees, are encouraged to approach their college years as an opportunity for intellectual and personal enrichment. Southern students, however, perceive a college degree as a path to a better career, and many work full- or part-time jobs to help fund their education. Moving interviews with 100 students at the two institutions highlight how American higher education reinforces the same inequities it has been aiming to transcend.
Author: Gale Group
Publisher: Gale Cengage
Published: 2005-04-22
Total Pages: 1626
ISBN-13: 9780787690304
DOWNLOAD EBOOKThis critically acclaimed reference provides biographical and career details on notable African Americans, including leaders from sports, the arts, business, religion, and more.
Author: American Chemical Society. Committee on Professional Training
Publisher:
Published: 2005
Total Pages: 1932
ISBN-13:
DOWNLOAD EBOOKFaculties, publications and doctoral theses in departments or divisions of chemistry, chemical engineering, biochemistry and pharmaceutical and/or medicinal chemistry at universities in the United States and Canada.
Author: National Task Force on Civic Learning and Democratic Engagement
Publisher:
Published: 2012
Total Pages: 115
ISBN-13: 9780982785058
DOWNLOAD EBOOKThis report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education's civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher education to workforce preparation and training while marginalizing disciplines basic to democracy. It calls on educators and public leaders to advance a 21st century vision of college learning for all students, a vision with civic learning and democratic engagement an expected part of every student's college education. The report documents the nation's anemic civic health and includes recommendations for action that address campus culture, general education, and civic inquiry as part of major and career fields as well as hands on civic problem solving across differences. This report was prepared at the invitation of the U.S. Department of Education under the leadership of the Global Perspective Institute, Inc. (GPI) and AAC&U. It was developed with input from a series of national roundtables involving leaders from all parts of the higher education and civic renewal communities.