LA227.4 .N37 1998, Rhees Stacks
This book details the findings and recommendations proposed by The National Commission on the Cost of Higher Education, a Congressional commission appointed to make proposals aimed at controlling the cost of higher education. These recommendations call for action by Congress, by institutions of higher education, by state and local governments, and by American families.
LB2342 .E42 2000, Rhees Stacks
America's colleges and universities are the best in the world. They are also the most expensive. Tuition has risen faster than the rate of inflation for the past thirty years. There is no indication that this trend will abate. Ronald G. Ehrenberg explores the causes of this tuition inflation, drawing on his many years as a teacher and researcher of the economics of higher education and as a senior administrator at Cornell University. Using incidents and examples from his own experience, he discusses a wide range of topics including endowment policies, admissions and financial aid policies, the funding of research, tenure and the end of mandatory retirement, information technology, libraries and distance learning, student housing, and intercollegiate athletics.
The U.S. higher education system is on crisis. Decades of uncontrolled cost increases are pushing the dream of a college education out of reach of needy students. The crisis requires a dramatic solution. This report does not provide solution to the cost crisis nor suggest easy answers to improve the affordability of postsecondary education, but it does explore the college cost crisis, its origins and continued causes, and it begins a dialogue that seeks to find real solutions to the crisis of college cost in the United States. Tuition increases are outpacing the rate of inflation, increases in family income, and increases in financial aid. These cost increases are pricing students and families out of the college market.
LB2342 .V43 2004, Rhees Stacks
American universities are facing a crisis of growing magnitude. Sharply rising tuition fees have led to a rising chorus of complaints - and serious questions about the future of higher education in this country. Are tuition increases that rapidly outpace the rate of inflation pushing higher education out of reach for more and more people? Is this cost explosion a recent phenomenon? What are we getting in return for these higher tuition fees? In Going Broke by Degree, economist Richard Kent Vedder explains why costs are rising so fast and what can be done about it.
LB2342 .A685 2011, Rhees Stacks
Much of what is written about colleges and universities ties rapidly rising tuition to dysfunctional behavior in the academy. Common targets of dysfunction include prestige games among universities, gold plated amenities, and bloated administration. This book offers a different view. To explain rising college cost, the authors place the higher education industry firmly within the larger economic history of the United States. The trajectory of college cost is similar to cost behavior in many other industries, and this is no coincidence.
How the financial pressures of paying for college affect the lives and well-being of middle-class families. The struggle to pay for college is one of the defining features of middle-class life in America today. At kitchen tables all across the country, parents agonize over whether to burden their children with loans or to sacrifice their own financial security by taking out a second mortgage or draining their retirement savings. Indebted takes readers into the homes of middle-class families throughout the nation to reveal the hidden consequences of student debt and the ways that financing college has transformed family life.
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion.
Hearing before the Committee on Education and Labor U.S. House of Representatives One Hundred Sixteenth Congress, First Session
LC67.62 .E28 2019, Rhees Stacks
In The Economics of Higher Education in the United States, editors Thomas Adam and A. Burcu Bayram have assembled five essays, adapted from the fifty-second annual Walter Prescott Webb Memorial Lecture Series, that focus on the increasing cost of college--a topic that causes great anxiety among students, parents, faculty, administrators, legislators, and taxpayers. Essays focus on the funding of colleges, the funding of professional schools, and the provision of scholarships and student loans for undergraduate students to reveal the impact of money on the structure of institutions of higher education and the organization of colleges.
A report from the front lines of higher education and technology that chronicles efforts to transform teaching, learning, and opportunity. Colleges and universities have become increasingly costly, and, except for a handful of highly selective, elite institutions, unresponsive to twenty-first-century needs. But for the past few years, technology-fueled innovation has begun to transform higher education, introducing new ways to disseminate knowledge and better ways to learn--all at lower cost. In this impassioned account, Richard DeMillo tells the behind-the-scenes story of these pioneering efforts and offers a roadmap for transforming higher education.
Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.
This book examines the interface between learning, pedagogy and economy in terms of the potential of open institutions to transform and revitalize education in the name of the public good.
This book constitutes the refereed proceedings of the 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, held in Graz, Austria, in September 2014. The 27 full papers and 18 short papers presented were carefully reviewed and selected from 165 submissions. They address topics such as informal learning, self-regulated and self-directed learning, reflective learning, inquiry based learning, communities of learners and communities of practice, learning design, learning analytics, personalization and adaptation, social media, computer supported collaborative learning, massive open online courses, schools and universities of the future.
The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation. Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. This report aims to highlight state of the art developments and practices in OER, but also to demonstrate how OER can be a tool for innovation in teaching and learning.
This report, based on a survey of 1,065 students at 4-year colleges in the United States, presents detailed data on how much students spend on textbooks, how often they buy and how often they rent. In addition, the study looks at who and how often students take classes that provide open access or other low-cost materials and which students forego the purchase or rent of textbooks, even when required. The report also looks at the popularity of used vs new textbooks, and at how satisfied college students are with the current circumstances in textbook pricing and availability. The report also looks at student reaction to textbook licensing plans by academic libraries.
LB1044.87 .G56 2007, Rhees Stacks
Learning resources are often considered key intellectual property in a competitive higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as open educational resources (OER). This study, building on previous OECD work on e-learning, asks why this is happening, who is involved, and what the most important implications of this development are. The report offers a comprehensive overview of the rapidly changing phenomenon of open educational resources and the challenges it poses for higher education.
Digital video, audio, and text have never been more popular, and educators need to know how to make new media work in all types of learning environments. The Educator's Guide to Producing New Media and Open Educational Resources provides practical advice on how to produce and use open access resources to support student learning. This realistic "how-to" guide is written for education professionals in any discipline seeking to transform their instruction with technology.
A Choice Outstanding Academic Title for 2014! Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process. The author examines many of the best repositories and digital library websites for finding high quality materials, explaining in depth the best practices for effectively searching these repositories and the various methods for evaluating, selecting, and integrating the resources into the instructor's curriculum and course assignments, as well as the institution's learning management system.
We intend this book to act as a guide writ large for would-be champions of OER, that anyone--called to action by the example set by our chapter authors--might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.
LB3045.74 O74 2020, Rhees Stacks
An open educational resource in itself, this book brings together multiple OER case studies where faculty, libraries, and students highlight their open educational practices. Examples come from a wide range of higher educational institutes reaching across the United States.
A follow-up to the successful 2013 publication about OER and language teaching, this book celebrates the many ways in which language teachers and learners around the globe are embracing the concept of ?openness? in and beyond the language classroom. Divided into three sections (creating and using OERs, working in open spaces, and openness and teacher development), these short, practical case studies provide first-hand information on how openness can facilitate language teaching and learning. The editors hope it will inspire teachers to explore open tools, practices, and teacher development as part of their language teaching practice.
Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South.
Textbooks play a key role in enhancing the quality of learning, especially in the context of low-income Sub-Saharan African (SSA) countries characterized by large class-size, poorly motivated and inadequately trained teachers, and short effective school years. There are also high rates of illiteracy among parents and few reading materials at home for the student to bank on. Despite extensive investments by governments, the World Bank and other development partners, the majority of students in primary and secondary schools in SSA still lack the benefit of access to textbooks and the key reason
This World Bank report is a rich compilation of information on teaching learning materials (TLM) in Africa based on the extensive and multi-faceted experience of the author’s work in the education sector in Africa. The study examines a wide range of issues around TLM provision including curriculum, literacy and numeracy, language of instruction policy, procurement and distribution challenges, TLM development and production and their availability, management and usage in schools. It also looks at the role of information and communication technology (ICT) based TLMs and their availability. The study recognizes that improved TLM system management is a critical component in achieving affordable and sustainable TLM provision for all students.
Teaching Online: A Practical Guide is an accessible, introductory, and comprehensive guide for anyone who teaches online. New to this edition: entire new chapter on MOOCs (massive open online courses); expanded information on teaching with mobile devices, using open educational resources, and learning analytics; additional interviews with faculty, case studies, and examples; spotlight on new tools and categories of tools, especially multimedia. Focusing on the "hows" and "whys" of implementation rather than theory, the fourth edition of Teaching Online is a must-have resource for anyone teaching online or thinking about teaching online.
During the last decade, our society is witnessing an authentic revolution that, in a dizzying manner, has deeply influenced, modified, and transformed the way of life of human beings. This new society is characterized by a high generation of knowledge and the constant and fluid processing of information. In this macro-context, the MOOC phenomenon emerged. MOOC (Massive Open Online Courses) courses are based on the principles of massive, free access to all materials and resources offered online. This new didactic path can be constituted in an innovative techno-social tendency, especially oriented in the panorama of Higher Education, to stimulate university improvement, to open opportunities at the same time for education and training, and, to shift universities towards a new business model.
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations.
