WorldCat Identities

ERIC Clearinghouse on Higher Education

Works: 785 works in 1,830 publications in 1 language and 81,737 library holdings
Genres: Periodicals  Handbooks and manuals  Abstracts 
Roles: Other
Classifications: LB2300, 378.125
Publication Timeline
Most widely held works by ERIC Clearinghouse on Higher Education
ASHE-ERIC higher education report by Association for the Study of Higher Education( )

in English and held by 1,386 WorldCat member libraries worldwide

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Academic libraries : the changing knowledge centers of colleges and universities by Barbara B Moran( Book )

6 editions published in 1984 in English and held by 758 WorldCat member libraries worldwide

Learning styles : implications for improving educational practices by Charles S Claxton( Book )

7 editions published in 1987 in English and held by 683 WorldCat member libraries worldwide

Four approaches to examining learning styles of college students are reviewed, and the use of information about learning style in the classroom, student affairs, and in the overall college work setting is addressed. Areas where additional research is needed are identified, along with steps that colleges can take to enhance the learning process. Approaches to learning style found in the literature are examined at the following four levels: (1) personality, (2) information processing, (3) social interaction, and (4) instructional methods. It is noted that the research on instructional-preference models supports the idea that matching instructional methods to students' learning style can lead to improved learning. Additional research needs include: determining more about the learning styles of minority students; clarifying the effects of teaching methods that are incongruent with a student's style; and identifying the connections and interaction between style, developmental stage, disciplinary perspectives, and epistemology. Steps that colleges can take to enhance the learning process include publicizing classroom research findings, offering workshops, and sharing information about learning styles with students. (SW)
Redesigning higher education : producing dramatic gains in student learning by Lion F Gardiner( Book )

9 editions published between 1994 and 1996 in English and held by 680 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)
Faculty collaboration : enhancing the quality of scholarship and teaching by Ann E Austin( Book )

9 editions published between 1991 and 1992 in English and held by 666 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 )

5 editions published in 1999 in English and held by 650 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
Peer teaching : to teach is to learn twice by Neal Whitman( Book )

8 editions published between 1988 and 1990 in English and held by 616 WorldCat member libraries worldwide

Successful faculty development and evaluation : the complete teaching portfolio by John P Murray( Book )

8 editions published between 1995 and 1997 in English and held by 577 WorldCat member libraries worldwide

This monograph discusses how teaching portfolios can improve the quality of teaching and learning in higher education. Teaching portfolios can be defined as vehicles for documenting teaching (with an emphasis on demonstrating excellence), empowering professors to gain dominion over their professional lives, providing institutions with the means to demonstrate that teaching is an institutional priority, and individualizing faculty development. Individual sections provide operational definitions and examples of how professors, colleges, and universities use portfolios; suggestions for the content of teaching portfolios and how to organize them; suggestions for how colleges and universities can evaluate the quality of teaching by using teaching portfolios; examples of techniques that professors can use to gather data about their teaching and their students' learning; and a discussion about how higher education institutions might define effective or good teaching. Two concluding sections present an analysis of the elements of organizational culture that will inhibit the successful introduction of teaching portfolios and some of the cultural conditions that need to exist for teaching portfolios to flourish, and the strategies that department chairs can use to make teaching portfolios work in their department. (Contains 142 references.) (MDM)
Academic freedom in American higher education : rights, responsibilities, and limitations by Robert K Poch( Book )

7 editions published between 1993 and 1994 in English and held by 566 WorldCat member libraries worldwide

This brief report summarizes a longer document with the same title in the ASHE-ERIC Higher Education Report series. Academic freedom provides the foundation for faculty scholarship and teaching, making it possible for educators to exchange ideas and concepts freely in the classroom, to explore and disseminate new knowledge, and to speak out both as professionals and private citizens. It is important, therefore, that faculty members and administrators fully understand the issues and contexts that surround academic freedom in American higher education. This report briefly addresses the following issues: (1) what the popular notions are 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) the current issues that affect academic freedom. While the basic notion of academic freedom stems from the 1940 "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 are specified, the U.S. Supreme Court has never granted academic freedom full constitutional status. 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.(GLR)
The department chair : new roles, responsibilities, and challenges by Alan T Seagren( Book )

6 editions published in 1993 in English and held by 560 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)
College student outcomes assessment : a talent development perspective by Maryann Jacobi Gray( Book )

8 editions published between 1987 and 1990 in English and held by 551 WorldCat member libraries worldwide

Factors that contribute to useful measurement of the impact of educational programs on college students are reviewed. Chapters cover the following: goals of student outcomes assessment; philosophy of assessment; outcome taxonomies; issues of measurement in talent development assessment; cognitive outcome instruments; increasing the usefulness of outcomes assessments; and practical suggestions for conducting assessments. It is suggested that an institutional program of assessing student outcomes should be based on a coherent philosophy of institutional mission and should reflect a conception of what constitutes effective performance of that mission. Two commonly used approaches to defining excellence are discussed, reputational and resource approaches, but a "talent development" approach is proposed in which assessment focuses more on changes or improvements in students' performance from entry to exit. Talent development assessments may be conducted with either standard, commercially available assessment instruments or with locally designed instruments developed on campus. Reasons why assessments may not live up to their potential as management tools are addressed, including inadequate conceptualization or political barriers. Appended is a summary of the more than 25 cognitive assessment instruments discussed (general education tests, specific skills tests, and subject matter competency). This document contains approximately 120 references. (LB)
Sexual harassment in higher education : from conflict to community by Robert O Riggs( Book )

5 editions published in 1993 in English and held by 549 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 )

8 editions published between 1994 and 1995 in English and held by 547 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

Increasing students' learning : a faculty guide to reducing stress among students by Neal Whitman( Book )

6 editions published between 1980 and 1987 in English and held by 539 WorldCat member libraries worldwide

Ways that college faculty can increase students' learning by reducing stress are identified by three members of the University of Utah School of Medicine faculty. Consideration is given to the impact of stress on learning and the causation, recognition, and reduction of stress. The value of feedback and control, teacher-student interaction, and stress awareness is addressed. The literature on the relationship between teaching and learning identifies three specific roles: the teacher as human relations specialist, as facilitator, and as motivator. Ways in which teachers can give effective feedback include letting students know where they stand, providing written comments on students' work, and arranging personal meetings to discuss students' work. Various ways that teachers can improve their relationships with students and enhance students' learning include providing structure at the onset of a course, encouraging class participation, and being open to mentoring roles. Teachers may also help students with stress reactions, maximize the outcome of meetings with students, and recognize severe stress that warrants referral to therapists/counselors. Faculty can recommend a number of strategies to students to increase learning: improving study habits and time management, learning positive self-talk, learning how to relax, and joining a student support group. (SW)
Turning teaching into learning : the role of student responsibility in the collegiate experience by Todd M Davis( Book )

6 editions published between 1993 and 1994 in English and held by 536 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 )

5 editions published in 1992 in English and held by 531 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)
The powerful potential of learning communities : improving education for the future by Oscar T Lenning( Book )

5 editions published in 1999 in English and held by 529 WorldCat member libraries worldwide

Offers an in-depth discussion of several approaches to student learning communities, introduces the concept of virtual learning communities, and gives specific suggestions for creating purposeful and powerful learning communities that can promote and optimize student learning
Ensuring quality and productivity in higher education : an analysis of assessment practices by Susan M Gates( Book )

6 editions published in 2002 in English and held by 528 WorldCat member libraries worldwide

A RAND research team conducted a broad review of the general literature on the assessment of quality and productivity in education and professional development. The team also reviewed the documentation of organizations engaged in such assessment, interviewed experts, attended conferences, and conducted site visits to exemplary organizations. This report synthesizes the information and provides suggestions for approaches that might be useful for agencies given the task of ensuring the quality and productivity of education and professional development activities in a specific system. Assessment, as used in this monograph, means the start-to-finish process of examining quality or productivity, while evaluation is the step in the assessment process in which performance measures are examined, and a judgment about performance is made on the basis of that examination. Regardless of the assessment model selected, the study found that three key steps must be included in any provider or student assessment: (1) identifying goals of the education activities under consideration; (2) measuring the outcomes related to those goals; and (3) evaluating whether the outcomes meet those goals. Each step should be linked to the others, and the process as whole should be driven by the goals. Six appendixes contain supplemental information about the research methodology. (Contains 7 tables, 1 figure, and 137 references.) (SLD)
The leadership compass : values and ethics in higher education by John R Wilcox( Book )

5 editions published in 1992 in English and held by 516 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
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Audience level: 0.27 (from 0.22 for ASHE-ERIC ... to 0.34 for Ensuring q ...)

Learning styles : implications for improving educational practices
Redesigning higher education : producing dramatic gains in student learningFaculty collaboration : enhancing the quality of scholarship and teachingThe art and science of classroom assessment : the missing part of pedagogyPeer teaching : to teach is to learn twiceSuccessful faculty development and evaluation : the complete teaching portfolioAcademic freedom in American higher education : rights, responsibilities, and limitationsThe department chair : new roles, responsibilities, and challengesCollege student outcomes assessment : a talent development perspective
Alternative Names
Clearinghouse on Higher Education

Clearinghouse on Higher Education, ERIC

Clearinghouse on Higher Education (George Washington University)

Educational Research Information Center Clearinghouse on Higher Education

Educational Research Information Center Washington, DC Clearinghouse on Higher Education

Educational Resources Information Center Clearinghouse on Higher Education

Educational Resources Information Center (États-Unis). Clearinghouse on Higher Education

Educational Resources Information Center (Spojené státy americké) Clearinghouse on Higher Education

Educational Resources Information Center (U.S.) Clearinghouse on Higher Education

Educational Resources Information Center (U.S.) ERIC Clearinghouse on Higher Education

Educational Resources Information Center Washington, DC Clearinghouse on Higher Education


George Washington University Clearinghouse on Higher Education

George Washington University ERIC Clearinghouse on Higher Education

George Washington University Washington, DC Clearinghouse on Higher Education

George Washington University Washington, DC ERIC Clearinghouse on Higher Education

George Washington University Washington ERIC Clearinghouse on Higher Education‏

미국 ERIC 고등교육정보센터

English (133)