In April, NEJHE launched its New Directions for Higher Education series to examine emerging issues, trends and ideas that have an impact on higher education policies, programs and practices.
The first installment of the series featured Philip DiSalvio, dean of the College of Advancing & Professional Studies at the University of Massachusetts Boston, interviewing Carnegie Foundation President ...
New England is aging ... but gracefully?
Last week, the Census Bureau reported that three New England states are the oldest in the U.S. in median age: Maine (43.5 years), Vermont (42.3 years) and New Hampshire (42 years). The other states in the region are old too: Connecticut (40.5 years); Rhode Island (39.8 years) and Massachusetts (39.3 years), compared with a national median age of 37.4 yea...
Southern Vermont College's recent first-year seminar, From the Shoes of Our Ancestors, was a collaborative effort with the nearby Bennington Museum and Lincoln High School in Yonkers, N.Y.
The students traced their roots by recording oral histories, documenting them through genealogical research, which included vital records searches and online investigations, and illustrating findings in famil...
Higher education officials have long been familiar with the concept of “summer melt,” where students who have paid a deposit to attend one college or university instead matriculate at a different institution, usually presumed to be of comparable quality. While melt may be a concern for individual institutions as they try to predict their fall enrollments, historically it has not been viewed as...
NEJHE’s New Directions for Higher Education series examines emerging issues, trends and ideas that have an impact on higher education policies, programs and practices.
The convergence of forces driving change in higher education is transforming the academic enterprise—reinventing what a university is, what a course is, what a student is and what the value of higher education is.
On...
Much has been written about the failure of “developmental education” in mathematics. Failure has not been our experience at Worcester State University. In response to concerns about both the placement rate into developmental math courses and the failure rate in those courses, we made substantial changes in our placement program and in our course delivery. We have decreased by 50% the n...
More than three-quarters of administrators, faculty and staff at Jesuit colleges agree or strongly agree that “admitting, enrolling, and supporting undocumented students fits with the mission of the institution.” And yet 40% recently said there were no known programs or outreach to undocumented students of which they were aware. There is then an obvious disconnect between a theoretical...
The case for greater transparency in grading practices in the first yearVermont’s Landmark College has been exclusively serving students with Learning Disabilities since 1985 when it opened its doors for a dyslexic population of college-ready students. Our mission now also includes those with Attention Deficit/Hyperactivity Disorder and those on the autism spectrum. Landmark serves a specifi...
NEJHE on Models that Will Change Higher Ed Forever
MOOCs claim to make education accessible to everyone, but institutions offering MOOCs have yet to define best practices for accessible design. For many, universal design efforts end when course video material has been captioned. Captioning is important, but the idea that you can just caption course video and call a MOOC accessible belongs on the ...
Many students begin higher education unprepared for college-level work in mathematics and must take non-credit developmental courses. Furthermore, many are math-phobic and avoid courses, majors and careers that involve quantitative work. Yet science, technology, engineering and mathematics (STEM) fields are among the few job-growth areas in the U.S. Many companies are lobbying the federal governme...
In April, NEJHE launched its New Directions for Higher Education series to examine emerging issues, trends and ideas that have an impact on higher education policies, programs and practices.
The first installment of the series featured Philip DiSalvio, dean of the College of Advancing & Professional Studies at the University of Massachusetts Boston, interviewing Carnegie Foundation President ... 
New England is aging ... but gracefully?
Last week, the Census Bureau reported that three New England states are the oldest in the U.S. in median age: Maine (43.5 years), Vermont (42.3 years) and New Hampshire (42 years). The other states in the region are old too: Connecticut (40.5 years); Rhode Island (39.8 years) and Massachusetts (39.3 years), compared with a national median age of 37.4 yea... 
Southern Vermont College's recent first-year seminar, From the Shoes of Our Ancestors, was a collaborative effort with the nearby Bennington Museum and Lincoln High School in Yonkers, N.Y.
The students traced their roots by recording oral histories, documenting them through genealogical research, which included vital records searches and online investigations, and illustrating findings in famil... 
Higher education officials have long been familiar with the concept of “summer melt,” where students who have paid a deposit to attend one college or university instead matriculate at a different institution, usually presumed to be of comparable quality. While melt may be a concern for individual institutions as they try to predict their fall enrollments, historically it has not been viewed as... 
Much has been written about the failure of “developmental education” in mathematics. Failure has not been our experience at Worcester State University. In response to concerns about both the placement rate into developmental math courses and the failure rate in those courses, we made substantial changes in our placement program and in our course delivery. We have decreased by 50% the n... 
More than three-quarters of administrators, faculty and staff at Jesuit colleges agree or strongly agree that “admitting, enrolling, and supporting undocumented students fits with the mission of the institution.” And yet 40% recently said there were no known programs or outreach to undocumented students of which they were aware. There is then an obvious disconnect between a theoretical... 
The case for greater transparency in grading practices in the first yearVermont’s Landmark College has been exclusively serving students with Learning Disabilities since 1985 when it opened its doors for a dyslexic population of college-ready students. Our mission now also includes those with Attention Deficit/Hyperactivity Disorder and those on the autism spectrum. Landmark serves a specifi... 
Many students begin higher education unprepared for college-level work in mathematics and must take non-credit developmental courses. Furthermore, many are math-phobic and avoid courses, majors and careers that involve quantitative work. Yet science, technology, engineering and mathematics (STEM) fields are among the few job-growth areas in the U.S. Many companies are lobbying the federal governme...