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Intro -- Contents -- Preface -- ONE: The Ingredients of the New Society -- TWO: Education's Response to the New Society -- THREE: What's Next for America's Colleges and Universities? -- FOUR: Remodeling the Kingpin -- Notes -- Selected Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- Z.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of Images -- List of Contributors -- Foreword -- Introduction from Editor, Annie Buckley -- Acknowledgments -- SECTION I: Voices of Students -- 1. Scheduled Conflict -- 2. Transformation and Redemption: A Personal Narrative from a Position of Lived Experience -- 3. Transforming Lives Through Prison Higher Education -- 4. The Freedom & -- Captivity Curriculum Project -- 5. Humanizing the Numbers: A Photographic Collaboration -- SECTION II: Collaborating in and through the System -- 6. Scaling Walls: Dismantling Asymmetries Through Empowering Song -- 7. "Disappearing Acts" and Education as the Practice of Freedom: Feminist Pedagogy in Carceral Spaces -- 8. The Brutal Stories That Connect Us -- 9. Matters of Life and Death: Art, Education, and Activism on Death Row -- 10. An Achingly Realized Sunset: The Importance of Prison Creative Writing -- 11. Transcommunal Peace, Cooperation, and Respect for Diversity: A University/Prison Multi-Partnership Approach -- SECTION III: Voices of Teaching Artists and Scholars -- 12. Writing About Art -- 13. Beyond This Door: Photographic Vision and Carceral Experience -- 14. Why French?: Fear and Freedom in Stepping Outside Our Languages -- 15. Pushing Back/Pushing Forward: Embracing the Margins to Build Non-Punitive Learning Environments in Canadian Correctional Facilities -- 16. Excursion and Return: Exploring Transformative Texts, Great Questions, and the Human Experience in the Prison Classroom -- SECTION IV: Changemaking and Coalition Building -- 17. The Poem. The Painting. Us -- 18. Building Bridges Through Prison-University Partnerships -- 19. Arts Research in Carceral Settings: Prison Arts Collective -- 20. Reimagining Our Futures: The Beginning, Middle, and End of the Digital Higher Education Journey for Incarcerated Learners.

Fontmatter -- Acknowledgments -- Contents -- Introduction -- What Is Homeland Security? -- What Is the Role of the Higher Education Community in Homeland Security? -- Parallels Between Homeland Security and Area Studies, International Relations, and Science Policy -- Current and Proposed Educational Programs in Homeland Security -- Summary -- Appendixes -- Appendix A Committee Member Biographies -- Appendix B Workshop Agenda -- Appendix C Workshop Speaker Biographies -- Appendix D Workshop Participants -- Appendix E Sample Organizations Offering Homeland Security Education Programs.

The questions go back to pre-Platonic times: how do states turn ordinary people, especially new generations of young people, into supportive, contributing citizens? Are the tasks required to do this in modern democracies such as the United States different from those in states which rely on authoritarianism or state-sponsored terror? There are numerous variations on these questions: How does a conquering nation gain the allegiance of the vanquished? If a government is overthrown in a coup, how do the new rulers convince the citizens that they are the rightful and legitimate power holders? All of these devolve into questions of civic education.

Discusses the management of transformational change in higher education as a key element of success. This volume explores transformational change in a range of institutions from small teaching and community colleges to large comprehensive research universities

A variety of organizational, curricular and philosophical features of the system of higher education in the United States distinguish it from higher education systems in the world, but the system's size, egalitarianism, diversity and comprehensiveness are the most notable and significant of these distinguishing features. The system of higher education in the United States is also conspicuously diverse and decentralized. This book describes both the diversity and the standardization that coexist in the higher education system. It generalizes cautiously where standardization is both apparent and predominant. The book also points out that new programs are developed continuously to meet emerging societal needs, such as those in energy and the environment, as well as to meet the needs and interests of new clientele : the elderly, middle-age women attempting to reenter the job market, and the educationally disadvantaged seeking basic skill development. ; UNESCO European Centre for Higher Education

El gobierno de las universidades americanas está profundamente enraizado en los ideales de la democracia americana y en el concepto de citizen board of trustees(personas ajenas a la institución que llevan a cabo una supervisión de la Universidad o el College sin llegar a llevar el trabajo cotidiano). Estos ciudadanos no son empleados de la institución o de alguno de los gobiernos de los cincuenta Estados del país. Su tarea consiste en representar a la vez a la institución y al conjunto de los intereses de los ciudadanos.Un governing board posee diferentes e importantes responsabilidades, como la supervisión de las finanzas de la institución financieras, los programas académicos y los estándares, y el conjunto de las directrices estratégicas. Una de las más importantes responsabilidades que asumen los governing board es la protección y preservación de la independencia y la autonomía de la institución. Para que el governing board lleve a cabo con éxito sus tareas hace falta una estrecha relación de trabajo con la administración de la institución de educación superior y, en particular, con el presidente/rector. El presidente/rector es contratado y evaluado por el órgano de gobierno y es el principal gestor y portavoz. Cuenta con un gabinete de vicepresidentes/vicerrectores, y preside la administración académica y tiene la facultad de dirigir los objetivos estratégicos establecidos y aprobados por el governing board. Aunque la máxima responsabilidad resida en el governing board, algunas decisiones se podrían delegar al presidente/rector, y a la autoridad académica como las decisiones curriculares.El sistema de estructuras de multicampus, donde un Consejo gobierna múltiples instituciones, son frecuentes en los Estados Unidos de América. Algunos sistemas gobiernan todos los colegios y las universidades públicas del Estado, otros lo hacen con instituciones que tengan misiones similares, y otros siguen un criterio regional.Mientras los citizen trusteeship generalmente reflejan un enfoque descentralizado en la toma de decisiones, formando parte de la cultura política americana, hay asuntos como las cualificaciones para la selección de los miembros del consejo, una correcta orientación y educación, y competencia que les demanda tiempo y atención. Los retos actuales a los que se enfrenta la educación superior en América son tales como una mejor preparación de los profesores, así como el aumento de la producción de grados deCollege degree, y la reducción de las diferencias que existen en los resultados académicos obtenidos por las minorías demográficas, e incluso cuestionarse si las estructuras de gobierno, apoyadas por citizen boards, resulta adecuada. Hablar de reformas para reforzar el gobierno y sus habilidades para dirigir las respuestas estratégicas hacia esos retos es cada vez más frecuente. Siendo también objeto de crítica la selección, la formación, el compromiso con el interés público general o con la institución educativa, a pesar de las dudas que se refieren a su eficacia para el siglo XXI, los citizen governing boards permanecen como uno de los mejores rasgos de la educación universitaria americana. AbstractAmerican higher education governance is deeply rooted in the ideals of American democracy and in the concept of a citizen board of trustees – persons outside the institution who oversee the university or college but do not run it on a day-to-day basis. These citizens are not employees of the institution or of any of the individual 50 state governments. Their duty it is to represent both the institution and the broad public interest of citizens.A governing board has several important responsibilities, including oversight of the institution's finances, academic programs and standards, and broad strategic direction. One of the most critical governing board responsibilities is protecting and preserving the independence and autonomy of the institution. For the board to successfully carry out its responsibilities requires an effective working relationship with the college or university administration, in particular, the president. The college president is hired and evaluated by the governing board and is the lead manager and lead spokesperson. With a cabinet of vice presidents, he or she leads the academic administration and the faculty toward the strategic goals established approved by the governing board. Although ultimate responsibility rests with the governing board, many decisions should be delegated to the president, and also to the faculty for academic and curriculum decisions.Multicampus system structures, where one board governs multiple institutions, are prevalent in the United States. Some systems govern all public colleges and universities in the state, some govern institutions of similar mission, and some are regionally based. Systems are led by a system executive with constituent campuses by campus presidents. Statewide coordinating boards and agencies exist in most states, and in just under half they play a significant role in state policy development and regulation.While citizen trusteeship generally reflects the decentralized approach to decision making that is part of American political culture, there are concerns about qualifications for board members selection, adequate orientation and education, and competing demands on their time and attention. Modern challenges facing U.S. higher education, such as preparing more and better teachers, increasing college degree production, and narrowing the education achievement gaps of minority populations, also lead many to question whether governance structures undergirded by citizen boards are adequate. Talk of reforms to strengthen governance and its ability to lead strategic responses to these challenges are increasing in frequency. Although subject to criticism about their selection, training, and commitment to either the broad public interest or the institution, and despite concerns about their effectiveness for the 21st Century, citizen governing boards remain one of American higher education's best features.

chapter Introduction -- chapter 1 Higher education: a public good or a commodity for trade? Commitment to higher education or commitment of higher education to trade -- chapter 2 Higher education between the state and the market -- chapter 3 Are we marching towards laissez-faireism in higher education development? -- chapter 4 Lessons from cost recovery in education -- chapter 5 Financing of higher education: traditional versus modern approaches -- chapter 6 The privatisation of higher education -- chapter 7 Current trends in the private sector in higher education in Asia -- chapter 8 Higher education in the BRIC countries: comparative patterns and policies -- chapter 9 Economics of internationalisation of higher education -- chapter 10 Social control on higher education -- chapter 11 Higher education and development in Asia -- chapter 12 Universities: an endangered species?.

"Higher Education and the Carceral State: Transforming Together explores the diversity of ways in which university faculty and students are intervening in the system of mass incarceration through the development of correctional education programs for students in correctional settings that often result in mutual learning among both populations. From arts and education courses offered in the Alabama Prison Arts + Education Project at Auburn University to a degree granting program at the state prison in Lancaster with California State University, Los Angeles, and many more inspiring, innovative, and change-making programs, individuals and communities across multiple disciplines in higher education are actively breaking the cycle of shame and division inherent in mass incarceration through direct engagement. This book explores these programs through the lens of the artists, scholars, practitioners, and faculty that have launched and facilitate them and demonstrate the diverse ways in which interventions and partnerships can take shape and the impacts that they have on the lives of those involved. Throughout, the book features the voices of people with lived experience among faculty and students. Section One highlights the voices of students who are currently or formerly incarcerated while Section Two addresses diverse ways of collaborative through and across systems of corrections and education. Section Three features the voices of teaching artists while section four includes those that start and lead these programs, offering maps for others. Demonstrating the ways that higher education can intervene in and disrupt the deeply traumatic experience of incarceration and shift the embedded social-emotional cycles that lead to recidivism, this book is both inspiration and guide for those seeking to create and sustain programs as well as to educate students about the types of programs universities bring to prisons"--

"Public Law 102-325." ; "July 23, 1992, (S. 1150)"--P. [1]. ; Shipping list no.: 92-0483-P. ; Caption title: An Act to Reauthorize the Higher Education Act of 1965, and for Other Purposes. ; Mode of access: Internet.

Testimony issued by the Government Accountability Office with an abstract that begins "GAO audits and evaluations identify federal programs and operations that in some cases are high risk due to their greater vulnerabilities to fraud, waste, abuse, and mismanagement. Increasingly, GAO also has identified high-risk areas that are in need of broad-based transformations to address major economy, efficiency, or effectiveness challenges. Since 1990 with each new Congress, GAO has reported on its high-risk list. GAO's most recent update, in January 2005, presented the 109th Congress with the latest status of existing and new high-risk areas warranting attention by both the Congress and the administration. Lasting solutions to high-risk problems offer the potential to save billions of dollars, dramatically improve service to the American public, strengthen public confidence and trust in the performance and accountability of our national government, and ensure the ability of government to deliver on its promises."