Across the nation, community colleges, K-12 school districts, and universities are collaborating with each other in creative ways that pool resources, increase access, and achieve myriad educational goals. Although not all partnerships include two-year colleges, these institutions serve as a bridge between public schools and four-year colleges, and between schools and the workforce. 
Despite the perceived benefits of collaboration, many partnerships fail to obtain desired results, cannot be sustained, or cease to benefit both parties. In an era of increased accountability, it is critical to understand why so many partnerships fall short of their goals and to identify the factors that contribute to the success or failure of a collaboration. Highlighting important elements of educational collaboration, chapters in this volume offer a means to evaluate the effectiveness and efficiency of partnerships. This is the 139th issue of the Jossey Bass quarterly report series New Directions for Community College.

Collaborations Across Educational Sectors Number 139 Fall 2007

Education & Teaching

Higher & Continuing Education

Research indicates that rather than an isolated incident experienced by only a few college students, bereavement is a life transition or crisis faced by a significant share of the campus population at any given time. Death loss experiences and subsequent grief reactions have the strong potential to affect the functioning and overall development of bereaved students. 
This sourcebook brings together perspectives from the fields of higher education and thanatology (the study of death and dying) to provide a mix of theoretical, research, and practice perspectives for coping with death and bereavement on campus. The initial chapters move from a macro-level focus on the prevalence of bereaverment on campus to theoretical and empirical approaches for understanding how students cope with death and then to practical approaches for supporting and assisting bereaved students. The volume then explores administrative responses to death, including issues of suicide, death notification, and practical guidance in the aftermath of student death. Death is a fact of life college students, whether they are traditional-age or adult learners, undergraduates or graduate students, full-time or part-time students, or on-campus residents or commuters. Members of the higher education community need to be ready to respond when death touches the lives of students to provide support and assistance. Of course, institutions have unique characteristics, and the composition of student populations differs widely. The materials and guidelines presented in this volume should be considered in light of these contextual factors. With this in mind, the editors have created a sourcebook that provides useful guidance for a caring response. Chapters include <ol>
<li>Grieving: 22 to 30 Percent of All College Students</li> <li>Developmental and Contextual Perspectives on Bereaved College Students</li> <li>Lessons of Loss: Meaning-Making in Bereaved College Students</li> <li>Designing and Conducting Grief Workshops for College Students</li> <li>Training Faculty Members and Resident Assistants to Respond to Bereaved Students</li> <li>Suicide and Its Impact on Campus</li> <li>Guidelines for Death Notification in College Student Populations</li> <li>Student Death Protocols: A Practitioner's Perspective</li> </ol>
This is the 121st volume of the Jossey-Bass quarterly report series New Directions for Student Services, offering guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.

Assisting Bereaved College Students Number 121 Spring 2008

Self-Help

Death & Grief

Helicopter parents have landed on our college campuses! This monograph examines parental involvement in higher education by looking at the history of the relationship between students and institutions and institutional responses to this phenomenon. It explores:   alternative theoretical frameworks that highlight the benefits of strong parental relationships variables of gender, race and socioeconomic class and how they inform the student-parent relationship implications for practice and suggestions for policy  In this monograph, the authors encourage higher education researchers and practitioners to take their own college experience out of the equation as they consider student-family relationships today. They provide the analysis and background information necessary to think holistically about parents and their involvement so that all parents are included in our institutional efforts, not just the ones making all the noise. This is the sixth issue in the 33rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series 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.

Parental Involvement in Higher Education: Understanding the Relationship Among Students, Parents, and the Institution: Volume 33 Number 6

Wartman, Katherine Lynk

The updated edition of the must-have resource for any student applying to college This thoroughly revised and updated edition of the bestselling book Admission Matters demystifies the college application process and offers practical advice for choosing the right school, writing an effective essay, navigating financial aid, and more. This handy resource will help any college-bound student whether they attend well-funded private schools or cash-strapped public schools. Filled with helpful suggestions, ideas, and advice, the new edition also includes tips for home-schooled students who are preparing to attend college. <ul>
<li>Helps all students who are applying to college understand the process and find the school that fits their needs</li> <li>Expanded information on testing, early decision/early action, applying as a home schooler, and tackling the dreaded college essay</li> <li>Up-to-date advice on financial aid in tough economic times – how it works and how to maximize your chances of getting aid</li> <li>Authors bring the multiple viewpoints of college admissions officer, high school counselor, and parent of college-bound students</li> </ul>
This book gives any college-bound student the information they need to make the application process run smoothly.

Admission Matters 2/e

Springer, Sally P.

This volume offers insight into U.S. accreditation--its history,values, advantages, benefits, and challenges--and in so doingrespond to recent critiques. They remind us that it is imperativefor accrediting commissions and institutions to take steps toaddress the legitimate concerns raised about the ability ofaccreditation to function effectively and efficiently and to meetthe needs not only of institutions, but of prospective students andtheir families, and they outline suggestions for how this might bedone. Chapters discuss: Accreditation in the United States: How Did We Get to Where WeAre?Accreditation's Benefits for Individuals and InstitutionsA College President's Defense of AccreditationThe Impact of the Changing Climate for Accreditation on theIndividual College or University: Five Trends and TheirImplicationsAn Accreditation Dilemma: The Tension Between ProgramAccountability and Program Improvement in the ProgrammaticAccreditationAccreditation Systems in Japan and the United States: AComparative Perspective on Governmental InvolvementAccreditation in the United StatesMusings ont he Future of AccreditationAccreditation has long been regarded as an effective mechanismthrough which to assure and improve the quality of highereducation, and it has long been accepted as a fact of life forcolleges and universities. Although campus chief executive offersmight occasionally bemoan the cost or the effort associated withaccreditation reviews, they have also been quick to realize thebenefits of the process. With the convening of the Commission on the Future of HigherEducation (commonly referrred to as the Spellings Commission) in2005, however, accreditation has come under attack. Critics ofaccreditation have argued that accreditation no longer servesinstitutions or the general public well. They have castigatedaccrediting commissions for emphasizing inuts over outcomes asmeasures of quality, for being insufficiently transparent abouttheir processes, and for providing inadequate information tostudents and their families and to members of the generalpublic.This volume is an invaluable resource for institutions facingthe accreditation process. It is the 145th volume of theJossey-Bass quarterly report series New Directions for HigherEducation. Addressed to presidents, vice presidents, deans,and other higher education decision makers on all kinds ofcampuses, New Directions for Higher Educationprovides timely information and authoritative advice about majorissues and administrative problems confronting everyinstitution.

Accreditation: Assuring and Enhancing Quality: Number 145 Spring 2009

Internationalization is a looming policy issue in highereducation?yet precisely what it can add to the student learningexperience and what it means with regard to teaching and learningare far too infrequently discussed or written about. This volume explores different meanings and rationalesunderlying the notion of internationalization in higher education.Although internationalization efforts in higher education havebecome increasingly driven by economic considerations, finance isnot an appropriate foundation for all initiatives, particularlythose at the level of curriculum, where academic, social/cultural,ethical, political and even environmental rationales feature morestrongly. The chapter authors provide a rich conceptual basis fromwhich to appreciate concrete efforts directed at internationalizingcurricula, and they describe nine cases of internationalizationinitiatives at the curricular level.The volume further suggests that consideration ofinternationalization in higher education must look both withinspecific programs and across programs. It cannot be separated fromfundamental questions about the purposes of higher education andthe roles of teachers, students, administrators, and theinstitution as a whole in fulfilling those purposes.This is the 118th volume of the Jossey-Bass higher educationquarterly report series New Directions for Teaching andLearning, which offers a comprehensive range of ideas andtechniques for improving college teaching based on the experienceof seasoned instructors and the latest findings of educational andpsychological researchers.

Internationalizing the Curriculum in Higher Education

Schools & Teaching

Higher education today is being called on to deliver a new and more powerful kind of education, one that prepares students to be more engaged citizens, better equipped to solve complex problems at work and better prepared to lead meaningful lives individually. 
To respond to this call, teachers in colleges and universities need to learn how to design more powerful kinds of learning into their courses. In 2003, Dee Fink published a seminal book, Creating Significant Learning Experiences, that offered teachers two major tools for meeting this need: the Taxonomy of Significant Learning and the model of Integrated Course Design. Since that time, educators around the world have found Fink?s ideas both visionary and inspiring. This issue of New Directions for Teaching and Learning contains multiple stories of how college-level teachers have used these ideas in a variety of teaching situations, with subject matter ranging from the sciences to the humanities. Their conclusion? The ideas in Fink?s book truly make a difference. When used properly, they lead to major improvements in the level of student engagement and the quality of student learning! This is the 119th volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Designing Courses for Significant Learning: Voices of Experience2009: Number 119 Fall 2009

Colleges and universities have administrative and governance arrangements that can come to terms with change. These can come into play to interpret and modulate change and to allow necessary adjustments through participatory processes. But the capacity of these mechanisms to preserve and protect the institution is not ordinarily all that visible. Gradual and decorous accommodations tend to make the working of these mechanisms largely or even wholly invisible. It is a premise of this collection of essays that we need to look at highly stressful change to understand, or at least get a feel for, the capacity of governance, administration, and faculty to deal with major issues. This is the 151st issue of the Jossey-Bass series; New Directions for Higher Education, published quarterly. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

The Stress of Change: Testing the Resilience of Institutions no. 151 Fall 2010

NEW IN PAPERPBACK An excellent 'how-to-do-it book' for educators in schools and school districts who are involved in or about to begin major school-based reforms. ?Thomas W. Payzant, superintAndent of schools, San Diego, California Renewing America's Schools raises the most fundamental questions about the purpose of public education, the role of schools, and the needed school-based application to fulfill the promise of education in a democratic society. This is a book that shows teachers, principals, students, parents, central office personnel, school boards, and community members exactly what they need to do to create schools that are purposeful, moral, and successful places. A down-to-earth and provocative look at the school reform movement, Renewing America's Schools keeps the focus of renewal squarely on teaching and learning concerns. It is an invaluable resource for anyone involved with school change. Contents 1. Introduction: Recapturing the Essence of Schools Part One: A Framework for Renewing Schools 2. The Covenant: Establishing Common Principles of Teaching and Learning 3. The Charter: Understanding How Decisions Are Made 4. The Critical Study Process: Making the Most of Important Information Part Two: The Work of School Renewal 5. Educational Tasks and Organizational Readiness 6. Becoming an Educative Community 7. Dealing with Tough Questions of Practice 8. Supporting School Renewal: The District's Role 9. Common Dilemmas of Good Schools 10. Conclusion: Staying the Course Carl D. Glickman is professor of educational leadership and executive director of the Program for School Improvement at the University of Georgia.

Renewing Americas Schools

Glickman, Carl D.

As a result of rapid changes affecting higher education, educators face continuing challenges to meet their responsibilities and must reevaluate their interactions with students, both inside and outside the classroom. This new issue examines how educators might mentor their students. Covering a variety of disciplines, the authors discuss how to prepare students for more active and collaborative learning and how to help students develop different skills they will need to succeed. They also examine the effect of changing demographics, diverse student populations, and changing student expectations on mentoring. In the transition to a learning-focused environment with the student at the center of the endeavor, instructors will find this issue a helpful tool as they continue to play a major but changing role. 
This is the 85th issue of the Jossey-Bass series New Directions for Teaching and Learning.

Beyond Teaching to Mentoring Number 85 Spring 2001

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