Educating The Top 100 Percent

Educating the Top 100 Percent assesses the decline of higher education funding and offers ambitious policy recommendations to restore the possibility of accessible, affordable education for all. Stephen G. Katsinas, Nathaniel J. Bray, and Martha J. Kanter probe the complex interplay of federal, state, and local policies and illustrate how government actions have, over time, contributed to the long-term slide of US educational attainment. Declining federal and state funding of public higher education has forced institutions to revise their financial models, passing costs directly through to students, to the detriment of prospective students—and the nation. Experts in education policy, the authors point out how the unintended consequences of today's funding model deny an ever-increasing portion of the population important educational and professional opportunities. By providing context for how we arrived at this financial conundrum and analyzing robust quantitative data from national sources, Katsinas and his colleagues offer pragmatic, sustainable, and stable policy options for educating all Americans. The authors provide innovative ideas, key lessons learned, and actionable proposals to fund public higher education. Their top-down federal and bottom-up local and state policy solutions aim to rectify plummeting high school-to-college continuation and college graduation rates. As a result, they present a vision of a brighter economic, cultural, and civic future for educating all Americans. Educating the Top 100 Percent demonstrates how stable, sustainable funding policies can scaffold a better public higher education system for all.

Although scholars in various academic fields have a keen interest in the social institutions that reproduce the university system, generally their gaze has been averted from a close analysis of the professors themselves.

This book provides a typology of higher education ethics that infuses both cognitive and affective domains to help mitigate ethical issues in colleges and universities at the global level. The five ethical domains presented are decision ethics (with 24 ethical theories and 14 ethical decision-making processes), professional ethics, business ethics, organizational ethics, and social ethics at the national and global levels. Higher education accreditation issues are presented with a call to implement ethics committees to help provide proactive ethics programs to better educate faculty and staff in colleges and universities. Using 220 educational objectives and 16 ethical cases, as well as the Ethics Statements of the American Association of University Professors (AAUP) and the Society of Corporate Compliance and Ethics (SCCP), ethics and compliance officers, higher education administrators, higher education graduate students, and higher education student advisors are provided with specific ethical theories and ethics decision making processes to tackle ethics issues in higher education.

A leading educational thinker argues that the American university is stuck in the past -- and shows how we can revolutionize it for our era of constant change Our current system of higher education dates to the period from 1865 to 1925. It was in those decades that the nation's new universities created grades and departments, majors and minors, all in an attempt to prepare young people for a world transformed by the telegraph and the Model T. As Cathy N. Davidson argues in The New Education, this approach to education is wholly unsuited to the era of the gig economy. From the Ivy League to community colleges, she introduces us to innovators who are remaking college for our own time by emphasizing student-centered learning that values creativity in the face of change above all. The New Education ultimately shows how we can teach students not only to survive but to thrive amid the challenges to come.