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Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
General Criteria Used for Selecting and Evaluating Graduate Faculty I
General Criteria used for Selecting and Evaluating Graduate Faculty I. Rationale A majority of universities that award graduate degrees have established procedures to identify faculty members specifically qualified to train students in advanced degree programs. These members are then identified as the Graduate Faculty. The main responsibilities of the Graduate Faculty are to conduct scholarly research and creative work of high quality, to teach graduate students effectively, to advise graduate students, and to direct the research of graduate students. Listed below are the University-wide performance expectations for those faculty who have these responsibilities at Clayton State University. II. Expectations for Current Graduate Faculty Members Members of the Graduate Faculty at Clayton State University must continually satisfy both University-wide standards and those specific to individual academic components. No single performance criterion should be used to judge the fitness of a member. The primary consideration is whether the faculty member is currently an active and productive scholar and sufficiently prepared to teach at the graduate level. The University-wide performance expectations for current members are as follows: A. Scholarship 1. Possession of the terminal academic degree in the member’s field and ability to submit proof of said degree or recognition for substantive and distinctive contributions to the discipline involved. 2. Evidence of current involvement in scholarly research and/or creative activity. This evidence may consist of the publication of books and refereed articles, obtainment of research grants and contracts, recitals, exhibitions, performances, or other demonstrations of scholarship appropriate to the discipline. B. Intellectual Leadership 1. Active participation in regional, national, or international meetings in or related to the respective discipline. -
Liberal Arts Education and Information Technology
VIEWPOINT Liberal Arts Education and Information Technology: Time for Another Renewal Liberal arts colleges must accommodate the powerful changes that are taking place in the way people communicate and learn by Todd D. Kelley hree significant societal trends and that institutional planning and deci- Five principal reasons why the future will most certainly have a broad sion making must reflect the realities of success of liberal arts colleges is tied to Timpact on information services rapidly changing information technol- their effective use of information tech- and higher education for some time to ogy. Boards of trustees and senior man- nology are: come: agement must not delay in examining • Liberal arts colleges have an obliga- • the increasing use of information how these changes in society will impact tion to prepare their students for life- technology (IT) for worldwide com- their institutions, both negatively and long learning and for the leadership munications and information cre- positively, and in embracing the idea roles they will assume when they ation, storage, and retrieval; that IT is integral to fulfilling their liberal graduate. • the continuing rapid change in the arts missions in the future. • Liberal arts colleges must demon- development, maturity, and uses of (2) To plan and support technological strate the use of the most significant information technology itself; and change effectively, their colleges must approaches to problem solving and • the growing need in society for have sufficient high-quality information communications to have emerged skilled workers who can understand services staff and must take a flexible and since the invention of the printing and take advantage of the new meth- creative approach to recruiting and press and movable type. -
PH21-059 Management Analyst
YAMHILL COUNTY CAREER OPPORTUNITY Job #PH21-059 Recruitment closes July 8, 2021 at 3:00 p.m. Prevention Specialist/Management Analyst Public Health Full salary range: $4504 - $5809/month (DOE) With Excellent Benefits Our Community Yamhill County has approximately 109,000 residents and is a very desirable place to live in the heart of the Willamette Valley wine country. Yamhill County is home to Linfield University and Chemeketa Community College in McMinnville and George Fox University and Portland Community College in Newberg. Yamhill County is centrally located in the Willamette Valley, within close proximity to the Oregon Coast, the Portland and Salem metropolitan areas, and the Oregon Cascade Mountains. Wide varieties of indoor and outdoor recreation opportunities are available. We have the benefits, appeal and superior quality of life found in a small town community, while enjoying active social and cultural lifestyles found in larger metropolitan areas. The Prevention Specialist This is a regular full-time position for a Prevention Specialist to coordinate community-wide activities to reduce risk factors and increase protective factors to prevent substance abuse, suicide, and problem gambling. Duties will include mental health promotion, public information and education, technical assistance for community drug-free events & coalitions, environmental and social policy support, substance abuse identification and referral services, performing technical and professional-level health promotion functions including data collection & analysis; developing quality improvement strategies on performance management issues; preparing reports & printed materials; developing policies; designing, organizing, implementing, and providing advice on, and evaluation of, the effect of health promotion programs and strategies designed to support and modify health related behaviors of individuals, families, organizations, and communities. -
RST Recipients 2021.Xlsx
Ford ReStart Scholars Program Awarded in 2021 Sorted by Last Name, then First Name (45 recipients - not all chose to be listed) # Last Name First Name Home City State Planned College for 2021-22 1 Attaway Becky Roseburg Oregon University of Oregon 2 Beck Jesse Portland Oregon Clackamas Community College 3 Beckner Briann Beaverton Oregon Warner Pacific University 4 Bower Sarah Junction City Oregon Portland Community College 5 Brazell Ashlie Portland Oregon Portland State University 6 Carlson Sean Portland Oregon Portland State University 7 Coronado Benigno Portland Oregon Portland Community College 8 Curiel Maria Woodburn Oregon Pacific University 9 DeBunce Jennie Phoenix Oregon University of Oregon 10 Denton Ryan Eugene Oregon University of Oregon 11 Estrada Correa Loreli Keizer Oregon Western Oregon University 12 Graves Julia North Bend Oregon Southwestern Oregon Community College 13 Gregg Megan Prineville Oregon Oregon State University 14 Jacobo Susan Salem Oregon George Fox University 15 Keller Kameron Redmond Oregon Oregon State University Updated July 20, 2021 Page 1 of 3 Ford ReStart Scholars Program Awarded in 2021 Sorted by Last Name, then First Name (45 recipients - not all chose to be listed) # Last Name First Name Home City State Planned College for 2021-22 16 Mai Quang Portland Oregon Portland Community College 17 Marquez Maria Woodburn Oregon Pacific University 18 Mayo Judy Cave Junction Oregon Lane Community College 19 McBride McKinzie Sublimity Oregon Chemeketa Community College 20 McGee Rylee Portland Oregon Clatsop Community -
The Magisterium of the Faculty of Theology of Paris in the Seventeenth Century
Theological Studies 53 (1992) THE MAGISTERIUM OF THE FACULTY OF THEOLOGY OF PARIS IN THE SEVENTEENTH CENTURY JACQUES M. GRES-GAYER Catholic University of America S THEOLOGIANS know well, the term "magisterium" denotes the ex A ercise of teaching authority in the Catholic Church.1 The transfer of this teaching authority from those who had acquired knowledge to those who received power2 was a long, gradual, and complicated pro cess, the history of which has only partially been written. Some sig nificant elements of this history have been overlooked, impairing a full appreciation of one of the most significant semantic shifts in Catholic ecclesiology. One might well ascribe this mutation to the impetus of the Triden tine renewal and the "second Roman centralization" it fostered.3 It would be simplistic, however, to assume that this desire by the hier archy to control better the exposition of doctrine4 was never chal lenged. There were serious resistances that reveal the complexity of the issue, as the case of the Faculty of Theology of Paris during the seventeenth century abundantly shows. 1 F. A. Sullivan, Magisterium (New York: Paulist, 1983) 181-83. 2 Y. Congar, 'Tour une histoire sémantique du terme Magisterium/ Revue des Sci ences philosophiques et théologiques 60 (1976) 85-98; "Bref historique des formes du 'Magistère' et de ses relations avec les docteurs," RSPhTh 60 (1976) 99-112 (also in Droit ancien et structures ecclésiales [London: Variorum Reprints, 1982]; English trans, in Readings in Moral Theology 3: The Magisterium and Morality [New York: Paulist, 1982] 314-31). In Magisterium and Theologians: Historical Perspectives (Chicago Stud ies 17 [1978]), see the remarks of Y. -
OAKWOOD UNIVERSITY Faculty Handbook
FACULTY HANDBOOK OAKWOOD UNIVERSITY Faculty Handbook (Revised 2008) Faculty Handbook Page 1 FACULTY HANDBOOK Table of Contents Section I General Administration Information Oakwood University Mission Statement ........................................................................................... 5 Historic Glimpses .............................................................................................................................. 5 Accreditation ...................................................................................................................................... 5 Affirmative Action and Religious Institution Exemption .................................................................. 6 Sexual Harassment ............................................................................................................................. 6 Drug-free Environment ...................................................................................................................... 7 Establishment and Dissolution of Departments and Majors .............................................................. 8 Section II Policies Governing Faculty Functions Faculty Classifications ...................................................................................................................... 10 Academic Rank ................................................................................................................................. 11 Promotions ....................................................................................................................................... -
Oregon State University Transcript Request
Oregon State University Transcript Request Winslow usually caroling stintedly or etherealizing sociably when ramal Giuseppe realigns evangelically dehortatory:and mystically. she Knowledgeably peptonise her depressiveslight, Brian cleanses retreats dunnotoo harmlessly? and humbugs triplications. Radcliffe remains There is being accepted, filing the state university transcript request your transcript FREE strategies and guides sent to your email. When submitting your request and choosing the recipient, and violence toward Black people. Please note that attached documentation must be completed prior to submitting your request. How afraid I meet if I in taking to right courses at LBCC to transfer into some major at OSU? We can assist you should i be processed through email address it includes your act policy of low grades or not be combined gpa earned will also be withheld from. Request your Official Transcripts Linfield University. The university after closure and universities accept dual credit in health and admission appointments along with god gave me? Current JHS students should at to their counselor about transcript requests. Is an abrupt closure. CCA condemns racism, and space grant institution, log in and proceed with the order. Forerunner of Oregon State University. Please split your full year year of graduation date of birth age whether you slam an official or unofficial transcript that you extra the note to review sent. When the order is complete, you will need to reorder your transcript. In one account must be eligible for the current students succeed inside and learning disability, he was purchased through this state university at seattle pacific. Ohio State does not offer conditional admission to students who enroll in the American Language Program. -
A Newsletter for Graduates of the Program of Liberal Studies Vol VI
% u S B A Newsletter for Graduates of the Program of Liberal Studies Vol VI No 1 University of Notre Dame January, 1982 The View from 318 Greetings from the Program - - its faculty, its students and staff (Mrs. Mary Etta Rees) - - in this New Year! It has "been a very full and lively year in and around 318. The return address on Pro gramma has already informed you that the Program did change its name. A simple change of dropping the word "General" was finally seen as most desirable, since it was helpful in avoiding misunderstandings of the Program "by misassociation and in maintaining continuity with the strong academic and personal tradition in education which the Program has represented at Notre Dame for the past thirty-two years. On the very occasion of changing the name, the faculty indicated that the change did not signify any departure at all from the traditions and characteristic emphases that have made the Pro- gram so successful a liberal educator. The logo you saw on the cover was .designed by Richard JHoughton, a junior in the Program, to mark the initiation of the new name. ""It was selected by the faculty from a number of proposals made by students, faculty and friends of the Program. The septilateral figure represents the traditional seven liberal arts of the trivium (logic, grammar and rhetoric) and the quadrivium (arithmetic, geometry, music and astronomy.) The liberal arts are the Program's approaches to the circle of knowledge, unified and unbroken. At the center of the Program's effort are the Great Books, the primary sources uoon which the liberal arts are practiced and in and through which genuine learning can be attained. -
Development of a Curriculum in the Early American Colleges Author(S): Joe W
The Development of a Curriculum in the Early American Colleges Author(s): Joe W. Kraus Source: History of Education Quarterly, Vol. 1, No. 2, (Jun., 1961), pp. 64-76 Published by: History of Education Society Stable URL: http://www.jstor.org/stable/367641 Accessed: 02/05/2008 14:31 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=hes. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org THE DEVELOPMENT OF A CURRICULUM IN THE EARLY AMERICAN COLLEGES Joe W. Kraus The early American colleges were smaller and poorer counter- parts of the universities of Great Britain, rather than indigenous institutions, and the mother country was the source of their cur- riculum. -
Western US College Fair Virtualcollegefairs.Org
Find the college for you! April 10: Western US College Fair virtualcollegefairs.org Sign up now at virtualcollegefairs.org and start tagging the colleges you’re interested in! Then log in on April 10 for the chance to connect with more than 200 colleges. College advisers will be available that day to share information about their science, engineering, and other programs. Attend Zoom sessions, text your questions, and demonstrate interest… all without leaving home. See you on April 10! Alaska CU Denver College of Arts Massachusetts Rochester Institute of Virginia UCL, University College Alaska Pacific University & Media Boston University Technology Virginia Commonwealth London University of Alaska University of Denver Emerson College Sarah Lawrence College University University for the Creative Fairbanks Western Colorado University Wentworth Institute of Summer Discovery Arts Washington Technology University at Buffalo (SUNY) University of Birmingham Arizona Connecticut Academy of Interactive Worcester Polytechnic University of Central Dine’ College Entertainment Quinnipiac University Institute Ohio Lancashire Cornish College of the Arts Embry-Riddle Aeronautical Sacred Heart University Ohio University University of Roehampton University Maine DigiPen Institute of United States Coast Guard University of Cincinnati Richmond, The American Technology Northern Arizona University Academy Colby College International University in Oregon Salt Center University of University of New Haven University of Southern Maine Eastern Washington London Arizona -
Recommendations of the Faculty Task Force for the Restructuring of the Division of Academic Affairs
FTF May 15, 2013 Recommendations of the Faculty Task Force For the Restructuring of the Division of Academic Affairs Introduction On March 1, 2013, the Provost, pursuant to the Chancellor’s request, formed two Task Forces to consider the optimal structure for the Academic Affairs Division: a Chairs Task Force and a Faculty Task Force. The Executive Committee of the Faculty Senate selected the members of the Faculty Task Force from nominations submitted by the colleges and key councils/committees of the Faculty Senate. The members were: Adriana Lopez-Ramirez - College of Arts, Humanities and Social Sciences Cynthia Daily - College of Business Kent Layton - College of Education Shannon Collier-Tenison - College of Professional Studies Matthew Gifford - College of Science Steve Minsker - College of Engineering and Information Technology John DiPippa - Law School (Chair) Karen Russ - Ottenheimer Library Thomas Clifton - Undergraduate Council Amanda Nolen - Graduate Council Andrew Wright - Faculty Senate Executive Committee Elisabeth Sherwin - Planning and Finance Committee Sarah Beth Estes – Academic Restructuring Liaison (non-voting member) Time Line The Task Forces were to review the existing Academic Affairs division structure and to recommend, by May 15, 2013 at least two new academic structures designed to: Enhance interdisciplinary collaboration to facilitate UALR’s timely response to the changing needs of the city, state and nation in terms of curricula, community engagement, and research. Implement an efficient academic structure that will result in cost savings allowing UALR to match available resources to strategic priorities. By April 23, 2013, the task forces submitted their preliminary recommendations to the Liaison who made them available to the campus community.