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Books on the topic 'Four-year college education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Crawford, Gregory Philip. The education of a Notre Dame science dean: My four year ride with the Irish. Notre Dame, IN: Corby Books, 2013.

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2

Hendrickson, Robert M., Jason E. Lane, James T. Harris, and Richard H. Dorman. Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two- and four-year institutions. Sterling, Va: Stylus, 2013.

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3

Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two- and four-year institutions. Sterling, Va: Stylus, 2013.

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4

Subcommittee, New Jersey Legislature Joint Committee on the Public Schools Abbott. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Testimony concerning the articulation and transfer coordination among New Jersey's community colleges and four-year institutions : [September 15, 2005, Trenton, New Jersey]. Trenton, N.J: The Unit, 2005.

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5

Peterson's four-year colleges 2016. Albany, NY: Peterson's, 2015.

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6

Statistics, National Center for Education. IPEDS: Integrated Postsecondary Education Data System : four- and two-year institutions. [Washington, D.C.?: National Center for Education Statistics, 1986.

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7

National Center for Education Statistics. IPEDS: Integrated Postsecondary Education Data System : four- and two-year institutions. [Washington, D.C.?: National Center for Education Statistics, 1986.

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8

IPEDS: Integrated Postsecondary Education Data System : four- and two-year institutions. [Washington, D.C.?: National Center for Education Statistics, 1986.

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9

IPEDS: Integrated Postsecondary Education Data System : four-and two-year institutions, forms. [Washington, D.C.?: National Center for Education Statistics, 1986.

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10

National Center for Education Statistics. IPEDS: Integrated Postsecondary Education Data System : four-and two-year institutions, forms. [Washington, D.C.?: National Center for Education Statistics, 1986.

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11

National Center for Education Statistics. IPEDS: Integrated Postsecondary Education Data System : four-and two-year institutions, forms. [Washington, D.C.?: National Center for Education Statistics, 1986.

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12

Bettinger, Eric. Shape up or ship out: The effects of remediation on students at four-year colleges. Cambridge, Mass: National Bureau of Economic Research, 2004.

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13

Bettinger, Eric. Shape up or ship out: The effects of remediation on students at four-year colleges. Cambridge, MA: National Bureau of Economic Research, 2004.

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14

Kane, Thomas J. Labor market returns to two- and four-year colleges: Is a credit a credit and do degrees matter? Cambridge, Mass: National Bureau of Economic Research, 1993.

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15

State Council of Higher Education for Virginia. Budget choices, policy decisions: Challenges facing Virginia's four-year colleges and universities in the midst of a budget crisis. Richmond, Va.?]: SCHEV, 2003.

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16

New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Subcommittee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Discussion on articulation and transfer coordination among New Jersey's community colleges and four-year institutions : [July 12, 2006, Paramus, New Jersey]. Trenton, N.J: The Unit, 2006.

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17

Connecticut, University of. UCONN 2000: Rebuilding, renewing and enhancing the University of Connecticut : the four year progress report, 1995-1999, to Governor John G. Rowland and the Connecticut General Assembly. [Storrs, Conn.]: University of Connecticut, 1999.

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18

Connecticut, University of. UCONN 2000: Rebuilding, renewing and enhancing the University of Connecticut : the four year progress report, 1995-1999, to Governor John G. Rowland and the Connecticut General Assembly. [Storrs, Conn.]: University of Connecticut, 1999.

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19

State Council of Higher Education for Virgina. Determining the need for a new public four-year, degree-granting institution in south central Virginia: Report of the State Council of Higher Education to the Governor and the General Assembly of Virginia. Richmond, Va: Commonwealth of Virginia, 2005.

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20

New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Subcommittee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Issues pertaining to the articulation and transfer coordination among New Jersey's community colleges and four-year institutions : Middlesex County Vocational and Technical School, 457 High Street, Perth Amboy, New Jersey, July 20, 2005, 9:00 a.m. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2005.

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21

Pickron, Carlton. The experience of Black male administrators at predominantly White four-year institutions of higher education. 1991.

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22

American Association of State Colleges and Universities. and National Association of State Universities and Land Grant-Colleges., eds. A Challenge of change: Public, four-year higher education enrollment lessons from the 1980s for the 1990s. Washington, DC: American Association of State Colleges and Universities, 1992.

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23

Fay, Patricia Ann. A STUDY OF AMERICAN NURSES' ASSOCIATION-ACCREDITED FOUR-YEAR COLLEGE AND UNIVERSITY PROVIDERS OF CONTINUING NURSING EDUCATION. 1988.

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24

Educational Resources Information Center (U.S.) and United States. Office of Educational Research and Improvement., eds. Re-engineering four years of college into three: The makings of a competency-based three year bachelor's degree. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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25

Jurgela, M. Linda O'Connor. Attitudes and characteristics of women reentering higher education at one four-year private women's college. 1991.

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26

Tatum, Travis J. A qualitative study of the experiences of Black undergraduate students at a predominantly White four year institution of higher education. 1991.

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27

Step to college: Moving from the high school career academy through the four-year university. Berkeley, CA: National Center for Research in Vocational Education, University of California, 1999.

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28

Archibald, Robert B. The Diverse US Higher Education System. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190251918.003.0002.

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The American higher education system consists of over 4,700 institutions educating over twenty-one million students. The most striking feature of this system is its diversity. There is no “typical college.” Much of the story about the future of America’s four-year higher education institutions is found in their differences, not their similarities. Schools are public and private, large and small, elite and open enrollment, tuition dependent and well endowed, liberal arts oriented and vocational. The challenges facing America’s colleges and universities will affect the diverse parts of this system in very different ways. Generalizing about this system can be very dangerous.
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29

Luz E. Maciel de Villarroel. A study of self-concept among Mexican-American/Chicano(a) students attending community colleges and four-year institutions of higher education in Oregon. 1986.

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30

Luz E. Maciel de Villarroel. A study of self-concept among Mexican-American/Chicano(a) students attending community colleges and four-year institutions of higher education in Oregon. 1986.

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31

Associates, John Minter, ed. Higher education costs: Annual statistical norms for current fund expenditures 1977 through 1986, public four-year colleges & universities : from U.S. Department of Education surveys of college & university financial statistics. Boulder, Colo: J. Minter Associates, 1988.

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32

Brint, Steven, and Jerome Karabel. The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.001.0001.

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In the twentieth century, Americans have increasingly looked to the schools--and, in particular, to the nation's colleges and universities--as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, the opportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college--which now enrolls more than four million students in over 900 institutions--is a central expression of this dream, and its invention at the turn of the century constituted one of the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma--and to the nation's growing professional and managerial classes. But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offer a history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictory task of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' most secure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriously threatened. With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark study provides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.
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33

Scott, Lanett Crews. An investigation of social involvement, social adjustment, and academic achievement of Black undergraduates attending a four year predominantly White public institution of higher education in northeastern Massachusetts. 1991.

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34

Finley, Diane L., and Sherry L. Kinslow. Faculty Talk About Teaching at the Community College. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935291.013.47.

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This article examines what it means to teach at a community college from the viewpoint of two experienced faculty members. The comprehensive community college holds a unique place in American higher education, as it performs many functions, including workforce development, transfer education, and often developmental (remedial) education. The open-admissions nature of the community college gives anyone access to a college education or other training. That access results in a classroom that is different from those at four-year institutions. This article examines what it means to teach at the community college level by examining the community college and its place in American higher education. It includes an exploration of how open admission affects the classroom and the teacher. It discusses how the multiple missions of the community college, as well as political and funding issues, influence the faculty and their primary responsibility of teaching.
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35

Four-Year Colleges 2017 (Peterson's Four-Year Colleges). Peterson's, 2016.

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36

Barron's. Guide to the Most Competitive Colleges. 2nd ed. Barron's Educational Series, 2001.

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37

Archibald, Robert B., and David H. Feldman. The Road Ahead for America's Colleges and Universities. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190251918.001.0001.

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This book evaluates the threats—real and perceived—that American colleges and universities must confront over the next thirty years. Those threats include rising costs endemic to personal services like higher education, growing income inequality in the United States that affects how much families can pay, demographic changes that will affect demand, and labor market changes that could affect the value of a degree. The book also evaluates changing patterns of state and federal support for higher education, and new digital technologies rippling through the entire economy. Although there will be great challenges ahead for America’s complex mix of colleges and universities, this book’s analysis is an antidote to the language of crisis that dominates contemporary public discourse. The bundle of services that four-year colleges and universities provide likely will retain their value for the traditional age range of college students. The division between in-person education for most younger students and online coursework for older and returning students appears quite stable. This book provides a view that is less pessimistic about the present, but more worried about the future. The diverse American system of four-year institutions is resilient and adaptable. But the threats this book identifies will weigh most heavily on the schools that disproportionately serve America’s most at-risk students. The future could cement in place a bifurcated higher education system, one for the children of privilege and great potential and one for the riskier social investment in the children of disadvantage.
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38

Hout, Michael. The Employment Patterns of Young Adults, 1989–2014. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190685898.003.0002.

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A strong start in life includes includes getting started in the world of work. Age, race, and education all affect young people’s employability and labor force experiences. First, just a few years can make a big difference among the young. Twenty-four-year-olds are not nearly as raw as 18-year-olds; they may have more education as well. Second, gender matters. Young women have different employment patterns from young men. Third, black and Hispanic youth have more employment difficulties than white and Asian youth. Fourth, college graduates have much better employment prospects than people with less education. Evidence presented here indicates that credentials outweigh experience, partly because so much employment growth is limited to occupations that require a college degree; but this probably applies in other occupations as well. All of these broad patterns replicate year after year, but economic conditions at the time can make them larger or smaller.
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39

Pollock, Charles Robert. Enrollment management structures and activities at four year institutions of higher education. 1987.

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40

Amerika daigaku rankingu = A ranking of American four-year colleges & universities. Tōkyō: Yōhan Shuppansha, 1997., 1997.

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41

Smith, Faith Marlene. LEADERSHIP BEHAVIOR OF NURSING EDUCATION ADMINISTRATORS IN TWO-YEAR AND FOUR-YEAR COLLEGES AS PERCEIVED BY SELF AND OTHERS (SUPERVISION, MANAGEMENT, EFFECTIVENESS, STYLE). 1985.

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42

1995-96 National Faculty Salary Survey by Discipline and Rank in Private Four-Year Colleges and Universities. College & Univ Professional Assn, 1996.

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43

Higher Education Costs: Annual Statistical Norms for Current Fund Expenditures 1977 Through 1986 : Public Four-Year Colleges and Universities. John Minter Assoc, 1988.

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44

Gordon, June A. Minority culture-based programming in the six four-year public institutions of higher education in the State of Washington: An illustrative evaluation. 1990.

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45

Klug, Redman Barbara, Amos Linda K, Lamothe Ruth, and American Council on Education, eds. Guide to programs in nursing in four-year colleges and universities: Baccalaureate and graduate programs in the United States and Canada. New York: American Council on Education/Macmillan Pub. Co., 1987.

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46

Redman, Barbara K., and Linda K. Amos. Guide to Programs in Nursing in Four-Year Colleges and Universities: Baccalaureate and Graduate Programs in the United States and Canada (American Council ... Press Series on Higher Education). Amer Council on Education, 1987.

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47

Redman, Barbara K., and Linda K. Amos. Guide to Programs in Nursing in Four-Year Colleges and Universities: Baccalaureate and Graduate Programs in the United States and Canada (American Council ... Press Series on Higher Education). Amer Council on Education, 1987.

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48

Gross, Elizabeth Mcgowan. THE PERSONAL CHARACTERISTICS, PROFESSIONAL PREPARATION AND LEADERSHIP STYLE OF HEAD ADMINISTRATORS OF NURSING PROGRAMS AT TWO- AND FOUR-YEAR INSTITUTIONS ACCREDITED BY THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS AND BY THE NATIONAL LEAGUE FOR NURSING. 1988.

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