WorldCat Identities

Association for the Study of Higher Education

Works: 484 works in 1,151 publications in 1 language and 50,714 library holdings
Genres: Periodicals  Handbooks and manuals 
Roles: cor, Other, Editor, Researcher
Classifications: LB2300, 378
Publication Timeline
Most widely held works about Association for the Study of Higher Education
Most widely held works by Association for the Study of Higher Education
ASHE higher education report by Association for the Study of Higher Education( )

in 3 languages and held by 1,576 WorldCat member libraries worldwide

Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication
ASHE-ERIC higher education report by Association for the Study of Higher Education( )

in 3 languages and held by 1,516 WorldCat member libraries worldwide

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The review of higher education( )

in English and held by 1,401 WorldCat member libraries worldwide

Faculty collaboration : enhancing the quality of scholarship and teaching by Ann E Austin( Book )

8 editions published in 1991 in English and held by 662 WorldCat member libraries worldwide

Faculty collaboration has grown dramatically over the course of this century. Conventional stereotypes, which convey the image of professors conducting research in the isolation of a laboratory or teaching alone in front of a room of passive students, overlook important aspects of modern academic life. Many professors now do much of their work--teaching, conducting research, and writing--in partnership with colleagues. Faculty collaboration occurs in a variety of settings and takes different forms, depending on the nature of the collaborative team and the goals of its members. Essentially, faculty collaboration is a cooperative endeavor that involves common goals, coordinated effort, and outcomes or products for which the collaborators share responsibility and credit. Professors choose to work in concert with colleagues for numerous reasons. Many believe collaboration increases productivity, maintains motivation, and stimulates creativity and risk taking. It can maximize the use of limited resources and could enhance the quality of teaching and research. Sometimes complex problems accompany faculty collaboration, however, such as difficulty concerning evaluation and assigning credit for work produced in collaboration. Because of the increasing popularity of faculty collaboration and the complex questions it poses to higher education, the time is right for a comprehensive examination of this important topic
The art and science of classroom assessment : the missing part of pedagogy by Susan M Brookhart( Book )

4 editions published in 1999 in English and held by 649 WorldCat member libraries worldwide

Discusses the quality of individual student assessments in higher education courses and their composite effect on course grades. Reviews the literature on making classroom assessments and their impact on the science of student assessment. Such activity requires instructional skill, interest, and a disposition toward clarity and fairness. Brookhart discusses such critical issues and suggests resources for further study
Redesigning higher education : producing dramatic gains in student learning by Lion F Gardiner( Book )

6 editions published between 1994 and 1996 in English and held by 599 WorldCat member libraries worldwide

This monograph reviews empirical studies on various aspects of higher education relating to the effectiveness of instruction in regard to four areas: curriculum, instruction, campus psychological climate, and academic advising. After an introduction, the first section describes the development of critical skills, how these skills develop, and the conditions believed necessary to produce them. The following four sections examine the four core areas central to student development and the contribution research suggests they now make to the development: (1) curriculum (methods, the intellectual climate of the classroom, students' involvement, effects of the curriculum); (2) instruction (classroom tests and grades); (3) the campus climate (integration into the campus community, commuter and part-time students, students involvement with faculty, and minority group members); and (4) academic advising (developmental advising, the necessity for training in advising, and evaluation, recognition, and reward of advising). The next three sections describe opportunities for dramatic gains in students' learning, examining evidence about the relative capacity of students to learn at a very high level; describing seven specific changes which can improve students' learning, and addressing issues of leadership, management, and professional development. The final section presents a vision and a challenge to develop a new kind of community on campus. (Contains approximately 650 references.) (DB)
Academic freedom in American higher education : rights, responsibilities, and limitations by Robert K Poch( Book )

7 editions published in 1993 in English and held by 566 WorldCat member libraries worldwide

This report synthesizes the literature and applicable case law concerning academic freedom in higher education and addresses the following issues: (1) popular notions concerning academic freedom; (2) whether academic freedom is a legal right; (3) whether faculty at private institutions have the same rights as faculty in public schools; and (4) current issues that affect academic freedom. The report notes that, while the basic notion of academic freedom has existed since 1940, contained within the Statement of Principles on Academic Freedom and Tenure of the American Association of University Professors and the Association of American Colleges, in which the elements of academic freedom are specified, academic freedom does not have constitutional status as a legal right. Additionally, while faculty members at public educational institutions may enjoy some constitutional protection, faculty at private schools must rely mainly on contractual safeguards. Current issues significantly affecting academic freedom include artistic expression, political correctness, limitations initiated by church-related colleges and universities, and subpoenaed research information. To adequately address these issues requires organizationally endorsed policies that clearly identify freedoms that are available and the role of faculty. Conclusions and recommendations conclude the report. (Contains 58 references and an index.) (Glr)
Higher education : handbook of theory and research( )

in English and held by 558 WorldCat member libraries worldwide

The department chair : new roles, responsibilities, and challenges by Alan T Seagren( Book )

4 editions published in 1993 in English and held by 556 WorldCat member libraries worldwide

This monograph explores the changing role of the academic department chair in the areas of leadership, influence, and faculty development. The paper uses research insights to explore the situation of an academic chair who is squeezed between the demands of upper administration and the expectations of faculty, staff, and students. Studies of the roles and responsibilities of chairs consistently show that the role is ambiguous, unclear in authority, and difficult to classify as faculty or administrator. The tradition of faculty ownership dictates that chair leadership must emphasize empowering activities. The most effective use of political influence and power understands the political forces and processes of the institution and maneuvers groups and coalitions to achieve the autonomy and control necessary to a strong department. Faculty evaluation provides a chair with a powerful opportunity for developing quality. In addition, the chair must recognize how institutional type, history, and culture, model of governance, and discipline can influence what is expected. In the coming years chairs will need a program of professional development on many fronts to acquire the skills to address the complex challenges they will face. (Contains over 200 references.) (JB)
Sexual harassment in higher education : from conflict to community by Robert O Riggs( Book )

4 editions published in 1993 in English and held by 547 WorldCat member libraries worldwide

Colleges and universities are expected to provide safe and appropriate learning and working environments, including freedom from sexual harassment. Unfortunately, the frequency of complaints on college and university campuses has increased. Sexual harassment is a form of sexual discrimination and is prohibited by federal laws. This behavior interferes with a student's or employee's performance by producing a hostile working or learning environment. It can manifest itself as gender harassment; unwanted seductive behavior; sexual bribery and coercion; and sexual assault, including attempted rape and rape. Research shows that between 20 and 30 percent of undergraduate female students are victims of some form of sexual harassment by at least one of their professors during their undergraduate years. Additionally, 60 percent of presidents of large research and doctorate institutions believed sexual harassment to be a problem. The most important steps institutions can take to eliminate sexual harassment are to: (1) carefully draft definitions of sexual harassment; (2) provide accessible grievance procedures; and (3) provide education about the nature of this type of behavior to educate the campus community. These steps represent the best practices that institutions have developed after more than a decade of aggressive response to the problem. (Contains approximately 130 references and an index.) (GLR)
Collaborative peer review : the role of faculty in improving college teaching by Larry Keig( Book )

6 editions published in 1994 in English and held by 545 WorldCat member libraries worldwide

This report argues for the central involvement of faculty themselves in collaborative peer review for the improvement of college teaching. An early section makes the case for formative evaluation to improve teaching and argues that collaborative peer review is well suited to the formative evaluation task. The next section examines faculty roles in formative evaluation and also the roles of students, academic administrators, teaching consultants, and faculty development programs. The following section reviews various methods used in formative evaluation including direct classroom observation, videotaping of classes, evaluation of course materials, an assessment of instructor evaluation of the academic work of students, and analysis of teaching portfolios. The section that follows describes, compares, and analyzes some examples of single-institution and multi-institution programs currently in operation. The next section discusses disincentives that may keep faculty from participating in peer evaluation including attitudes about academic freedom, fairness, and other factors. Final sections discuss incentives to improve participation and the personal and institutional benefits of peer formative evaluation. A final section presents eight recommendations for designing peer review processes based on analysis of the research and of programs now operating at some institutions. (Contains 219 references.) (JB)
Academic advising for student success : a system of shared responsibility by Susan H Frost( Book )

1 edition published in 1991 in English and held by 544 WorldCat member libraries worldwide

Turning teaching into learning : the role of student responsibility in the collegiate experience by Todd M Davis( Book )

5 editions published between 1993 and 1994 in English and held by 537 WorldCat member libraries worldwide

This is a digest of a monograph that explores recent theory and research on the importance of college students' effort and involvement in promoting positive college outcomes. An opening section introduces the issue noting that institutions must work to create a climate in which all students feel welcome and able to fully participate. At the same time institutions must nurture an ethic that demands student commitment and promotes student responsibility. A section on student responsibility summarizes Robert Pace's standards embedded in the College Student Experience Questionnaire. Student responsibility is important as the key to all development and learning, because irresponsible students diminish the collective academic life, and because responsible habits pay lifetime benefits to the individual and society. A following section notes the work of Vincent Tinto, Alexander Astin, and Ernest Pascarella on student responsibility. A final section looks at how institutions can encourage responsible student behavior by stressing the importance of student achievement, by conveying the institution's purpose in an unambiguous manner, and by creating an ethos where students believe they are members of a larger community. In addition, small-scale, human environments for student faculty interaction, and other efforts to enhance student faculty relations are important. (JB)
Quality : transforming postsecondary education by Ellen Earle Chaffee( Book )

4 editions published in 1992 in English and held by 529 WorldCat member libraries worldwide

This brief report summarizes a longer document with the same title. Many colleges and universities, in responding to public demand for higher education and the external challenges it creates, are employing Total Quality Management (TQM) techniques to improve quality, increase productivity, and decrease cost. The quality improvement process itself (the tools for problem identification and developing solutions), largely ignored in the past by academic organizations, is now being studied and applied. The TQM process involves the complete transformation to quality requiring top-level commitment followed by substantial and comprehensive reeducation of all personnel. In addition, the administration must develop a cooperative climate for change and recognize that the faculty play the most important role in developing the concept of continuous quality improvements and other ideas about TQM as they might apply to academic activity. The report examines what quality is and what it requires, the technical system and tools for improving quality, and the type of administrative system required to allow the quality process to be successful. Finally discussed is the process of improving academic quality in the curriculum and classroom, as well as its assessment, while looking towards the student as the beneficiary. Contains seven references. (GLR)
Successful faculty development and evaluation : the complete teaching portfolio by John P Murray( Book )

6 editions published between 1995 and 1997 in English and held by 516 WorldCat member libraries worldwide

This report relates to the concept of teaching portfolios. It discusses the importance of accounting for institutional culture when introducing the concept of teaching portfolios. Includes information on how the department chair can help to improve teaching
The leadership compass : values and ethics in higher education by John R Wilcox( Book )

3 editions published in 1992 in English and held by 512 WorldCat member libraries worldwide

Analyzes the varied discourse on values and ethics. Addresses the need for self-scrutiny and explores leadership, the professoriate, and campus culture. Also examines academic integrity, freedom of speech, and the conflict between individual rights and the needs of the academic community
Making sense of administrative leadership : the 'L' word in higher education by Estela Mara Bensimon( Book )

2 editions published in 1989 in English and held by 511 WorldCat member libraries worldwide

Models for improving college teaching : a faculty resource by Jon E Travis( Book )

4 editions published between 1995 and 1997 in English and held by 501 WorldCat member libraries worldwide

One of the purposes of this collection is to encourage faculty to reflect on the learning process and on the influence of their teaching. Higher education in the United States has been challenged to improve the learning experiences of students. Given sufficient support and resources, college and university faculty have the capability to enhance student learning. The models in this collection offer faculty an assortment of resources to utilize in this Andeavor
Faculty socialization as cultural process : a mirror of institutional commitment by William G Tierney( Book )

7 editions published between 1993 and 1994 in English and held by 499 WorldCat member libraries worldwide

Cover title: Enhancing promotion, tenure and beyond. Includes bibliographical references (p. 85-96) and index. Culture and commitment -- The cultures of faculty life --Conceptualizing faculty socialization -- The faculty member as novice -- The ritual process of tenure and promotion -- Post-tenure socialization : senior faculty as learners -- The socialization of women faculty and faculty of color -- Socialization for empowerment : implications for practice
Faculty job satisfaction : women and minorities in peril by Martha W Tack( Book )

5 editions published in 1992 in English and held by 492 WorldCat member libraries worldwide

Given the impending shortage of prospective college faculty that will exist by the year 2000, the topics of faculty job satisfaction, recruitment, and retention must be given priority attention. Moreover, the faculty of the future must reflect the diversity of the population to be served; consequently, immediate actions must be taken to ensure that faculty positions are made attractive to women and minorities alike. Numerous internal stressors uniquely affecting women and minorities must be recognized and dealt with to enhance job satisfaction and create a better fit between the faculty role and the person involved. It has been shown that women faculty members are less satisfied with their positions than their male counterparts because they are often forced to sacrifice more in terms of their personal lives in order to meet the demands of their jobs, as well as their families. As for minority faculty members, they generally find themselves less likely to be tenured compared to whites, are often concerned about lower salaries, feel isolated and less supported, and often encounter prejudice and racism. Leaders and faculty in higher education must implement a variety of recruiting and retention strategies if a faculty representing a diverse culture is to become a reality. Actions include: (1) recruiting women and minorities into undergraduate and graduate programs in sufficient numbers to fill the pool for faculty positions; (2) attracting women into disciplines where they are currently underrepresented; and (3) using incentives for departments to diversify. Contains an index and over 200 references. (GLR)
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Faculty collaboration : enhancing the quality of scholarship and teaching
The art and science of classroom assessment : the missing part of pedagogyRedesigning higher education : producing dramatic gains in student learningAcademic freedom in American higher education : rights, responsibilities, and limitationsThe department chair : new roles, responsibilities, and challengesSexual harassment in higher education : from conflict to communityCollaborative peer review : the role of faculty in improving college teachingAcademic advising for student success : a system of shared responsibilityTurning teaching into learning : the role of student responsibility in the collegiate experience
Alternative Names

controlled identityAssociation of Professors of Higher Education


A.S.H.E. (Association for the Study of Higher Education)


ASHE (Association for the Study of Higher Education)

ASHE (Association for the Study of Higher Education, Washington)

Association of professors of higher education

English (150)