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1

Pool, Gail, and A. S. Byatt. "Chronicle of Higher Education." Women's Review of Books 13, no. 10/11 (1996): 35. http://dx.doi.org/10.2307/4022491.

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Cohen, Deborah. "Chronicle of Higher Education." Women's Review of Books 15, no. 5 (1998): 27. http://dx.doi.org/10.2307/4022859.

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3

Kroll, Morton. "A Chronicle of Higher Education." Public Voices 3, no. 2 (2017): 101. http://dx.doi.org/10.22140/pv.398.

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Harry Birkin's battles with time and timing were evident from early childhood. In postcards, letters and memoranda we trace his development as a child, adolescent, undergraduate student, and his career in academia. We read of Harry's progress through his creative rationalizations for the delays and mishaps that characterized his personal and administrative behavior. He moved up the ladder to positions of increased responsibility, sufficiently admired by his colleagues, his profession and institution, to have had, upon his retirement, a campus building named for him. Harry, so to speak, marched to a different beat.
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Zhang, Jiabei, Daniel Joseph, and Michael Horvat. "Marketable Features of the Adapted Physical Education Career in Higher Education." Adapted Physical Activity Quarterly 16, no. 2 (1999): 178–86. http://dx.doi.org/10.1123/apaq.16.2.178.

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The purpose was to investigate marketable features of the adapted physical education (APE) career in higher education. A total of 560 APE job openings (297 APE first priority and 263 APE second priority were identified from the Chronicle of Higher Education between 1975–1976 and 1997–1998. These data were analyzed by regression, chi-square, and descriptive statistics. The results indicate that the APE career is a growing employment market demanding candidates who specialize in APE to prepare in one or more other areas and encouraging candidates who specialize in other areas to minor in APE. The market shows that APE second priority openings increase more quickly than APE first priority openings. Personnel for the APE career in higher education appear to be in short supply.
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5

Meyer, Katrina A. "A Study of Online Discourse at The Chronicle of Higher Education." Innovative Higher Education 35, no. 3 (2010): 143–60. http://dx.doi.org/10.1007/s10755-010-9138-8.

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Rhee, Jeong-eun, and Mary Ann Danowitz Sagaria. "International Students: Constructions of Imperialism in the Chronicle of Higher Education." Review of Higher Education 28, no. 1 (2004): 77–96. http://dx.doi.org/10.1353/rhe.2004.0031.

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7

Wilson, Jeffery L. "Blogging about diversity: the academy sounds off inThe Chronicle of Higher Education." Multicultural Education & Technology Journal 5, no. 2 (2011): 106–15. http://dx.doi.org/10.1108/17504971111142646.

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8

Severns, Roger. "Higher Education In Times Of Financial Distress: The Minnesota Experience." Journal of College Teaching & Learning (TLC) 9, no. 2 (2012): 115–20. http://dx.doi.org/10.19030/tlc.v9i2.6906.

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Like many states, Minnesota has incurred large budget deficits during the past two years. Those deficits have, in turn, led to changes in a number of areas of state government, particularly higher education. Faculty have incurred pay freezes and layoffs, programs have closed, and tuition increased. Campuses within the MnSCU system have been allowed to find their own way in dealing with many of these problems, with the result that some approaches have worked better than others. This paper will chronicle some of the problems encountered and solutions attempted, and will evaluate various strategies used within the system from the perspective the Faculty Association. The intent is to provide insight into identifying preferred strategies when addressing similar situations in the future.
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Becker, William E. "How to Make Economics the Sexy Social Science (From Chronicle of Higher Education)." Southern Economic Journal 70, no. 1 (2003): 195. http://dx.doi.org/10.2307/1061640.

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Semela, Tesfaye, Hirut Bekele, and Rahel Abraham. "Navigating the river Nile: the chronicle of female academics in Ethiopian higher education." Gender and Education 32, no. 3 (2017): 328–46. http://dx.doi.org/10.1080/09540253.2017.1400522.

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Kessler, Lauren, and Patricia Baldwin. "Covering the Campus: The History of The Chronicle of Higher Education, 1966-1993." Journal of American History 84, no. 1 (1997): 313. http://dx.doi.org/10.2307/2952883.

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Hardesty, Larry, and Theresa Byrd. "Exciting things happen @ your library™: ACRL advertisements in the Chronicle of Higher Education." College & Research Libraries News 63, no. 8 (2002): 586–87. http://dx.doi.org/10.5860/crln.63.8.586.

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13

Somers, Kay B. "When Less Means More." Mathematics Teacher 82, no. 7 (1989): 556–57. http://dx.doi.org/10.5951/mt.82.7.0556.

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If you were offered a choice between having your salary raised $200 every six months or $1000 every year, which would you choose? Professor Hiram Bleeker (1983) posed a similar question as reported in the Chronicle of Higher Education. He stated that “many people would take the $1000 raise and so deprive themselves of the better deal,” In a later issue of the Chronicle (1983), several letters to the editor indicated nonbe lievers among the readers. We shall see that the answer depends on severa l factors.
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Dunn, John M., and Jeffrey A. McCubbin. "Preparation of Leadership Personnel in Adapted Physical Education." Adapted Physical Activity Quarterly 8, no. 2 (1991): 128–35. http://dx.doi.org/10.1123/apaq.8.2.128.

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This paper presents data that document the need for additional leadership personnel in adapted physical education. A systematic analysis of the Chronicle of Higher Education, Dissertation Abstracts International, and the Physical Education Gold Book reveals that there is currently a discrepancy between the number of advertised positions in higher education and the number of available personnel to fill these positions. The delivery of appropriate personnel preparation programs in the area of adapted physical education is dependent upon the availability of well trained and qualified personnel. Observations are made on the type of training needed and recommendations for ensuring the availability of a qualified pool of applicants.
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Waymer, Damion, and Joshua Street. "Second-class, cash strapped, antiquated institutions." Journal for Multicultural Education 10, no. 4 (2016): 489–506. http://dx.doi.org/10.1108/jme-02-2015-0004.

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Purpose The purpose of this paper is to examine The Chronicle of Higher Education, a leading site for higher education news and politics, and its representation of historically black colleges and universities (HBCUs). Design/methodology/approach Frames are strong discursive tools that can help social actors achieve the following: define and solve problems, shape public opinion, increase the productivity of interpersonal negotiations and “serve as a foundation of public discourse, such as negotiation, on a mass-communication level”. As such, this research is guided by both higher education literature of HBCUs and media framing theories and methods in an attempt to identify potential problems and opportunities for improvement of the presentation of HBCUs nationally in the USA. Findings This study reveals that when the frames are viewed in concert-funding challenges at HBCUs, status differential between predominantly white institutions vs HBCUs, questionable leadership practices at HBCUs and achievement success, what one sees is an unflattering picture depicted in the Chronicle of Higher Education of HBCUs, as second-hand universities that are poorly managed, outdated and are a drain on the economy. Any one of these themes, alone, is not problematic, but when taken as a whole, their entirety represents a troubling picture – one that is inaccurate because HBCUs have and continue to serve an important role in society: educating African Americans. Originality/value This paper concludes with pragmatic implications of the negative findings about HBCUs as well as discusses tactics proponents HBCUs should use to combat the negative depictions.
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Okafor, Victor Oguejiofor. "Shortcomings in Wilson’s Chronicle of Higher Education Article on the State of Black Studies Programs." Journal of Black Studies 37, no. 3 (2007): 335–47. http://dx.doi.org/10.1177/0021934706290077.

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FINS, JOSEPH J. "The Humanities and the Future of Bioethics Education." Cambridge Quarterly of Healthcare Ethics 19, no. 4 (2010): 518–21. http://dx.doi.org/10.1017/s0963180110000551.

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Let’s face it, the humanities are in trouble. Last year, in The Chronicle of Higher Education, Thomas H. Benton warned prospective graduate students to avoid doctoral studies in the humanities. His rationale: a job market down 40%, the improbability of tenure, the more certain prospect of life as an adjunct, and eventual outright exile from one’s chosen field. Benton, the pen name of William Pannapacker, an associate professor of English at Hope College in Holland, Michigan, pulled no punches. His piece was entitled, “Graduate School in the Humanities: Just Don’t Go.”
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Vacher, Aimeric. "L’esplumoir virtuel : Chronicle of Highter Education et La Guilde des Doctorants." Questes, no. 6 (January 15, 2004): 57–58. http://dx.doi.org/10.4000/questes.4101.

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19

Perrin, David H. "Reflections on a Career Spanning Kinesiology and Athletic Training." Kinesiology Review 10, no. 2 (2021): 191–98. http://dx.doi.org/10.1123/kr.2020-0056.

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In this essay, I reflect on my life and academic career, detailing my childhood, family background, education, and those who influenced me to study physical education and athletic training. My higher education started with a small college experience that had a transformative impact on my intellectual curiosity, leading to graduate degrees and, ultimately, a career in higher education. I chronicle my academic career trajectory as a non-tenure-track faculty member and clinician, tenured faculty member, department chair, dean, and provost. My personal and professional lives have been undergirded by a commitment to equity, diversity, and inclusion, with examples provided in this essay.
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Allan, Elizabeth J., Suzanne P. Gordon, and Susan V. Iverson. "Re/thinking Practices of Power: The Discursive Framing of Leadership in The Chronicle of Higher Education." Review of Higher Education 30, no. 1 (2006): 41–68. http://dx.doi.org/10.1353/rhe.2006.0045.

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21

Mutale Mulenga, Innocent. "Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 20–31. http://dx.doi.org/10.46606/eajess2020v01i03.0039.

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Far-reaching advances and change in technology, climate and global economic integration are transforming the way we live today in ways that we do not yet fully understand. In sub-Saharan Africa, these uncertainties make a dramatic increase in population and a rapid expansion and demand in higher education. This creates challenges especially where higher education curriculum development and quality assurance are concerned since higher education has to provide the much needed appropriate work force. In this paper, the author explores the opportunities that quality assurance in higher education curriculum development can ride on using the thinking behind 21st century competencies. The chronicle of this discussion combines clear academic definitions of curriculum, curriculum development and then an analysis of how 21st century competencies may bench mark quality assurance in curriculum development for higher education. The final section of the paper brings together some challenges that are real threats and impediments to quality assurance in curriculum development in most African tertiary institutions. In the conclusion, the author feels that there are no reasons why African countries cannot transform challenges into stepping stones through quality assurance and improvement of their higher education sector so as to make it vibrant and productive. This will require a mind-set transformation.
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22

Radziszewska, Maria. "The Teachers’ Training School in Olsztyn in 1954–1969. A Contribution to Research on Pedagogical Education in Warmia and Masuria." Masuro-⁠Warmian Bulletin 297, no. 3 (2017): 517–41. http://dx.doi.org/10.51974/kmw-134947.

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The Teachers’ Training School in Olsztyn was founded in 1954 by the pedagogue Bolesław Wytrążka. Its task was to educate primary school teachers in grades V–VII to meet the needs of the Olsztyn voivodeship. The studies took place in daily and extramural forms. In the Olsztyn branch, the curriculum implemented compulsory subjects as well as compulsory classes. The programme of education consisted of compulsory subjects and ped�agogical practice, writing diploma theses and submitting diploma exams. Graduates were able to continue their studies at the third year of higher education. The Teacher Training College in Olsztyn was liquidated in 1969. His task was taken over by the Higher School of Teachers in Olsztyn. The chronicle of the Teacher’s Studies in Olsztyn presented in the annex is preserved solely in the original and not in any other copies of the manuscript. It is stored in the collections of the Archives and Museum of the University of Warmia and Mazury in Olsztyn. The text of the chronicle was printed, and the use of cursive enabled the author to apply footnotes and to deal with shortcuts
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23

McCubbin, Jeffrey A., and John M. Dunn. "Preparation of Leadership Personnel in Adapted Physical Education: A Follow-Up Study." Adapted Physical Activity Quarterly 17, no. 4 (2000): 371–80. http://dx.doi.org/10.1123/apaq.17.4.371.

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This study examined the need for the preparation of leadership personnel in the area of adapted physical education within the USA. Data were collected on the advertised positions in the Chronicle of Higher Education between 1991-1998 compared to the numbers of personnel prepared during a previous, similar time period (1981-1989). During the 1991-1998 time period, 87 professionals completed dissertations related to adapted physical education, while 173 positions in institutions of higher education were advertised for professionals with expertise in adapted physical education. These data indicate that there continues to be a significant need for additional doctoral personnel trained in adapted physical education for college or university teaching positions in the United States. Evidence of a need for diversified, well-qualified training programs is offered. In addition, the authors suggest promising alternate approaches to assist in meeting the needs of qualified personnel in adapted physical education for leadership positions.
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24

Turner, Caroline Sotello Viernes. "On diversity, identity and socialization: Inequality of educational outcomes." education policy analysis archives 29 (March 29, 2021): 41. http://dx.doi.org/10.14507/epaa.29.5329.

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This essay begins with a presentation of the author’s personal and professional background relative to the topics of diversity, identity, socialization, and the inequality of educational outcomes. Turner then presents US census and Chronicle of Higher Education data to provide a national context for the discussion to follow, including but not limited to implications for policy. Findings emerging from narratives collected via interviews as well as from relevant extant literature are then described to portray issues involved in the underrepresentation of Latinx women as students and professors in higher education. How role identity and identifiers used to categorize Latinx women are then presented followed by a discussion of the Latinx designation and privilege. Educational outcomes for Latinx women are then presented, demonstrating racial/ethnic/gender imbalance. Recommendations on how this underrepresentation of Latinx women, as well as other marginalized groups, in K-12 and postsecondary education can be addressed are then presented.
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Shank, John D. "The Blended Librarian: A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian." College & Research Libraries 67, no. 6 (2006): 514–24. http://dx.doi.org/10.5860/crl.67.6.514.

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This exploratory study uses job advertisements from periodicals (College and Research Libraries News, Library Journal, and The Chronicle of Higher Education), a job discussion list (libjobs), and an employment Web site (Educause) from 1999–2004 to investigate position announcements of the newly emerging position of Instructional Design Librarian. Ten unique position announcements were identified and examined to determine the positions’ qualifications and job responsibilities. The research reveals some notable similarities and differences among these positions and identifies a broad set of key characteristics.
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26

Lewis, Philip. "Is Monographic Tyranny the Problem?" PMLA/Publications of the Modern Language Association of America 117, no. 5 (2002): 1222–24. http://dx.doi.org/10.1632/003081202x60305.

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Lindsay waters's “rescue tenure from the tyranny of the monograph“ in the 20 april 2001 chronicle of higher Education complements his “Modest Proposal […]” in PMLA. The longer Chronicle piece insistently deploys the concept of crisis that presided over a 1997 conference of humanities scholars, librarians, and editors, The Specialized Scholarly Monograph in Crisis (Case). According to Waters, the overproduction of monographs required of tenure candidates “conceals an identity crisis in the humanities that has been developing for the past thirty years […]” (B7). “Above all,” he avers, “the crisis of the monograph is a crisis in leadership” that implicates the university: “the problem of the humanities monograph is, mutatis mutandis, the problem of the university […],” an institution “increasingly committed to business values” (B8). In this university in which “the humanities have grown to be beside the point,” Waters submits, the increased stress on the tenure monograph during the eighties and nineties is the most evident symptom of an ill-conceived professionalization of the humanities.
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Eichinger, Joanne, June Downing, Kelly Evans, Amy Feck, and Robert Ike. "Special Education Faculty Positions Advertised from 1991 to 1997: Reflective of Current Practices?" Journal of the Association for Persons with Severe Handicaps 25, no. 2 (2000): 104–8. http://dx.doi.org/10.2511/rpsd.25.2.104.

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As inclusion of students with disabilities in general education classrooms becomes more common, it is important for special education teachers to have the necessary skills and competencies to meet the needs of a heterogeneous group of students, some of whom may have severe disabilities. Given this need, it is imperative that institutions of higher education have faculty who can prepare future special educators to be successful in inclusive environments. The purpose of this study was to examine advertisements in The Chronicle of Higher Education to determine the demand for faculty positions from 1991 to 1997, particularly those related to severe disabilities, inclusive practices, and cross-categorical teacher preparation. Results indicated that for all years except 1997, 8%-10% of the job advertisements were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term (mainstreaming, integration, or inclusion) increased from 5% to 35% and then decreased to 20%. Position announcements for jobs other than in severe disabilities that also specified an inclusionary term increased from 8% to 22%.
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Kaspar, Wendi. "C&RL Spotlight." College & Research Libraries News 81, no. 1 (2020): 44. http://dx.doi.org/10.5860/crln.81.1.44.

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A recent report from The Chronicle of Higher Education on “Views on Academic Innovation” (with a teaser video) caught my attention. Given the forces at work in library scholarship and practice, innovation is one of those topics that I always consider, especially in the context of higher education. Overall, the report (which is really a summary of a round table discussion) brought together several different academic leaders to discuss a number of issues influencing change and innovation on campuses. There were several points made that are particularly relevant to academic libraries, not just as issues with which libraries are struggling but also as potential opportunities for libraries to engage with the larger campus efforts: the barriers to collaboration, the traditional incentives that undermine innovation, and the external forces that provoke a reactive rather than a thoughtful, planned approach.
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NITECKI, DANUTA A. "CONCEPTUAL MODELS OF LIBRARIES HELD BY FACULTY, ADMINISTRATORS, AND LIBRARIANS: AN EXPLORATION OF COMMUNICATIONS IN THE CHRONICLE OF HIGHER EDUCATION." Journal of Documentation 49, no. 3 (1993): 255–77. http://dx.doi.org/10.1108/eb026915.

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30

Deeken, JoAnne, and Deborah Thomas. "Technical Services Job Ads: Changes Since 1995." College & Research Libraries 67, no. 2 (2006): 136–45. http://dx.doi.org/10.5860/crl.67.2.136.

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For this project, the researchers studied job ads posted during 2001 in American Libraries, Autocat, The Chronicle of Higher Education, College and Research Libraries News, and SerialsST. This article replicates studies by Penny M. Beile and Megan M. Adams, and Michael Towsey that analyzed job ads from the mid-1990s.1–2 The results from the current study were compared with their results. Findings included a very large increase in the number of jobs advertised, increases in the number of jobs reposted and in salaries, and a decrease in foreign-language requirements.
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Block, Laurie. "“An Invented Archive”: The Disability History Museum." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 8, no. 2 (2007): 141–55. http://dx.doi.org/10.5860/rbm.8.2.288.

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The September 2006 issue of the Chronicle of Higher Education included a special supplement on “Diversity in Academic Careers.” It focused primarily on race and ethnicity; sexual preference received minimal attention. No references were made, however, to disability, although disabled Americans can be said to comprise the largest single “minority group” in the United States. Consider the following: according to the 2000 U.S. Census, 49.7 million people, representing 19.3 percent of the 257.2 million people aged five and older in the civilian noninstitutionalized population (or almost one in five U.S. residents), lives with some type of long-lasting condition or disability.
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Gerber, Brian, and Edmund A. Marek. "A Model Intervention Program for Secondary School Education." Education Research International 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/189630.

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Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.
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Rivera, Marisa. "Ángeles, Sacrificios, y Dios: A Puerto Rican Woman's Journey Through Higher Education." Harvard Educational Review 79, no. 4 (2009): 553–60. http://dx.doi.org/10.17763/haer.79.4.313422773550t088.

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Moving from young adulthood to her experiences as a nontraditional student at Pace University, Rivera chronicles her path to independence in this poignant essay about determination, support, and sacrifice. Evoking powerful images, she introduces the people and forces that served to inspire, recharge, and steady her resolve to succeed in her second chance at college. The role of faith is clearly articulated in this story of a student whose identity as a mother serves to remind her why her persistence is so important.
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Avila, Rolando, and Anita Pankake. "President Emeritus Miguel A. Nevárez: An Agent for Social Justice in Higher Education." Journal of Hispanic Higher Education 17, no. 4 (2016): 294–316. http://dx.doi.org/10.1177/1538192716670995.

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This study chronicles important contributions made by Miguel A. Nevárez, an Hispanic model for social justice in higher education. An analysis of archival records and interviews shows how Nevárez brought about greater opportunities for South Texas students by institutionalizing campus initiatives and by playing a role in the birth of the South Texas Border Initiative and the expansion of the University of Texas System. By chronicling Nevárez’s actions, this study fills a gap in the historical record.
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Weiss, Maureen R. "Cheering for the Children: My Life’s Work in Youth Development Through Sport." Kinesiology Review 10, no. 2 (2021): 155–67. http://dx.doi.org/10.1123/kr.2020-0064.

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I adopt an autobiographical approach to chronicle the contexts, experiences, and individuals that shaped my academic and career choices, which resulted in finding kinesiology and, specifically, sport and exercise psychology. Consistent with the developmental perspective I employ in my research and practical applications, I trace my life’s work in youth development through sport using transitional career stages. My academic path has been strongly influenced by hardworking and caring mentors and a commitment to balancing theoretical knowledge, applied research, and professional practice. Based on my many years in higher education, I conclude with some reflections on the future of kinesiology given past and present trends in the field.
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Rosenberg, Dory, Karin M. Kettenring, and Anne R. Diekema. "Everybody’s publishing but me! How a writing group can help actualize your publishing dreams." College & Research Libraries News 80, no. 3 (2019): 138. http://dx.doi.org/10.5860/crln.80.3.138.

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On any given day, one can go to the Chronicle of Higher Education and see a new article on the trials and tribulations of publishing and seeking tenure in academia. Anxiety inducing titles such as “Measuring Up” and “The Stress of Academic Publishing” reaffirm the notion that one must publish, or perish. While this type of pressure pushes some to success, for others, it makes it harder to write. However, you don’t have to travel this writing and publishing road alone. Inspired by the book Every Other Thursday: Stories and Strategies from Successful Women Scientists by Ellen Daniell, a small group of women academics and professionals in Logan, Utah found their support team through the creation of a writing group in Spring 2009.
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Sadibekov, A. K. "Elements of Pedagigical Archetype on Old Turkic Monuments." Turkology 4, no. 102 (2020): 46–58. http://dx.doi.org/10.47526/2020/2664-3162.003.

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Going through various stages of evolution humanity continuously aims to bring up the following generation rich in human qualities. To achieve these noble initiatives, various progressive models of bringing up have been developed from many centuries to the present day. Ancient Turkic monuments inscriptions, the most precious treasures of Turkic world pedagogics play great role in the education of specialists and children upbringing. When specializing future primary school teachers, philologists, and history specialists in higher education, it is necessary to include these great values in the curriculum. It is worth paying attention to the fact that the historical chronicle of ancient Turkic inscriptions on the monuments of Kultegin, bilge Kagan, Tonykok, which are considered the most valuable. The study of the heritage of Orkhon, Yenisei, and Talas monuments as ethnopedagogical values is of great importance in higher education. After all, starting from the kindergarten and school desks, it is obliged to lead the younger generation to the high culture and civilization of the ancient Turkic people. Thus, it would be possible to implement the ideas in the program article by N. Nazarbayev 'The course towards future: spiritual modernization'.
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Murungi, John. "The Academy and the Crisis of African Governance." African Issues 32, no. 1-2 (2003): 9–23. http://dx.doi.org/10.1017/s1548450500006582.

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Richard A. Joseph’s article “Facing Africa’s Predicament: Academe Needs to Play a Stronger Role” (Chronicle of Higher Education, March 7, 2003) poses a thought-provoking question. He asks, “How can a revolution in African governance be effected that would build complexes of institutions that operate efficiently and synergistically?” The revolution is needed, he says, because “entrenched political corruption throughout Africa has become just one element of a broader phenomenon that I call ‘catastrophic governance.’” He defines the catastrophe as “endemic practices that steadily undermine a country’s capacity to increase the supply of public goods to serve the basic needs of its population, including the security of life itself.” The practices he has in mind include repressive regimes, absence of democratic institutions, pervasive corruption, theft, mismanagement, and inefficient utilization of public resources.
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Ramsey, Shirley A. "Science Interviews: Asymmetric or Symmetric." Journal of Technical Writing and Communication 19, no. 2 (1989): 181–97. http://dx.doi.org/10.2190/dxp6-1pkf-181q-qqwm.

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Findings from a matched study of science writers and their scientist sources seem to portray two basic approaches to the science interview: 1) an asymmetric, carefully controlled interview that produces an overview or “wrap-up” of scientific inquiry within the context of an article generally known as interpretive or explanatory, written for readers of publications such as The New York Times, the Boston Globe, Wall Street Journal, the Chronicle of Higher Education, or Popular Science; and, 2) a symmetric, intense, less controlled interview situation that produces more technical articles of greater depth and breadth, perhaps of one scientist's research or of an important era in a scientific domain, written for readers of publications such as New Yorker, Psychology Today, Science, and Discover. The first type of interview emphasizes two language principles—singularity and parsimony—through use of items on a questionnaire representing tight organization, precise wording, unity, and others; the second type of interview emphasizes two other language principles—redundancy and complexity—through use of items such as clarification, figures of speech, and others. “Understanding” as an item was more highly correlated with use of figures of speech and other items represented in the second type of interview.
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40

Kanyemba, Roselyn, and Maheshvari Naidu. "Nature and Perception of Sexist Humor at Great Zimbabwe University." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 19, no. 2 (2019): 173–89. http://dx.doi.org/10.1177/0972558x19862403.

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For the majority of women, university represents a time of hopefulness and opportunities such that gendered incidences questioning their academic merit poses a serious setback. Sexist humor is one such incident which communicates a message that females are irrelevant and insignificant. This article discusses the nature and perceptions of sexist humor on University campuses. The views on how students on campus perceive sexist humor are crucial for understanding students’ response and offer a clear understanding of what justifies and normalizes sexist humor. The paper analyzes how the use of language can be connected to sexism and violence. Using a mixed methodology for data collection at Great Zimbabwe University, the paper attempts to link language, sexual violence, misogyny, and sexism as well as chronicle the overall pattern of exclusion and marginalization of women in higher education settings. The findings of the paper present evidence that the institutional and intellectual cultures of educational institutions are permeated with sexual and gender dynamics that have become embedded and naturalized in popular thought. Normalization of verbal harassment contributes to muting victimized women, thus perpetuating a culture in which violence against women becomes part of the social milieu. Thus, this study concludes that while one may consider higher education institutions in Africa as safer spaces for women, these are highly contested terrains as misogyny through sexist humor, among other hindrances, has created an obstacle for women’s equal participation in higher education.
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41

Schechner, Richard, Timothy K. Beal, William E. Deal, et al. "Concerning Theory for Performance Studies." TDR/The Drama Review 53, no. 1 (2009): 7–46. http://dx.doi.org/10.1162/dram.2009.53.1.7.

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In 2007, Routledge published Theory for Performance Studies as part of its Theory 4 series, listing Philip Auslander as author. When, in August, The Chronicle of Higher Education revealed that much of the book was lifted word-for-word from the template for the series, Theory for Religious Studies by Timothy K. Beal and William E. Deal, TDR editor Richard Schechner convened via email and phone conversations a “TDR Forum,” asking leaders in the field to respond to the book and the series. Schechner and other respondents address issues of plagiarism, corporate takeovers of academic publishing, and the dumbing down of performance studies, asking why a notable scholar such as Auslander would undertake such an egregious piece of “scholarship.” Deal and Beal answer some questions put to them by Schechner, and Routledge's Claire L'Enfant and Talia Rodgers offer their perspectives.
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Traweek, Alison C. "Integrating Writing in the Classics Classroom." Journal of Classics Teaching 18, no. 35 (2017): 26–30. http://dx.doi.org/10.1017/s2058631017000034.

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In a 2015 interview with the Chronicle for Higher Education, prolific scholar Anthony Grafton showed a reluctance to call himself a writer that surprised many readers: “I've never felt I could claim to be a writer in that full sense” he confessed (Toor, 2015). I have heard similar admissions from many of my friends and colleagues in classics; we see ourselves as teachers and researchers, not as writers. When we stop to consider our work, though, it is obvious that writing makes up an enormous part of our workload: we write not just articles, abstracts, books, and book reviews, but also course descriptions, syllabi, letters of recommendation, grant proposals, and those ‘statements of research interest’ that haunt job candidates annually. Whether or not we feel comfortable claiming the label ‘writer’, writing is, undeniably, a central part of our professional lives.
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43

Lopez, Brianna, and Kate A. Manne. "Origin, Impact, and Reaction to Misogynistic Behaviors." Stance: an international undergraduate philosophy journal 14, no. 1 (2021): 147–67. http://dx.doi.org/10.33043/s.14.1.147-167.

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Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.
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Lopez, Brianna. "Origin, Impact, and Reaction to Misogynistic Behaviors." Stance: An International Undergraduate Philosophy Journal 14 (2021): 146–67. http://dx.doi.org/10.5840/stance20211412.

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Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.
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45

Portnoi, Laura M., and Tiffany M. Kwong. "Employing Resistance and Resilience in Pursuing K-12 Schooling and Higher Education: Lived Experiences of Successful Female First-Generation Students of Color." Urban Education 54, no. 3 (2015): 430–58. http://dx.doi.org/10.1177/0042085915623333.

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Drawing upon standpoint theory and phenomenology, this study chronicles the lived experiences of 16 successful female first-generation students of color as they pursued K-12 schooling and accessed higher education. Findings indicate that a complex set of school, family, peer, and personal factors affected students’ lived experiences in their urban environments; three holistic student profiles illustrate the interconnectedness of these factors. Stories of successful female first-generation students of color demonstrate how they, despite facing numerous challenges, used resistance and resilience during their K-12 urban schooling and when accessing higher education.
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46

Murphy, M. Lynne. "(Un)separated by a common language?" English Today 32, no. 1 (2016): 56–59. http://dx.doi.org/10.1017/s0266078415000619.

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Interest in the differences between English in Britain (or more especially England) and the United States supports a small industry, of which I am a small part. But there are those who argue that the differences are so negligible that they are not worth investigating. One of these is University of Edinburgh Professor of General Linguistics Geoffrey Pullum, who wrote a post on the topic for the Lingua Franca blog of the Chronicle of Higher Education. Pullum (2014) concluded: Looked at seriously, the tiny differences between standard American and standard British English are trivial, barely even worth mentioning. Pullum was motivated to make this argument for good reasons. He was fighting the exaggeration of the differences and pointing out that Britons and Americans generally understand each other well in spite of whatever differences there are. But at the same time, Pullum's argument rests on oversimplifications, just like the claims that he hopes to counter.
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47

Sinclair, J. D. "Theology chronicle - Opening words at the graduation ceremony at the University of Pretoria (Part 4 - Law, Theology & Veterinary Sciences) 27 March 2001." Verbum et Ecclesia 23, no. 1 (2002): 257–61. http://dx.doi.org/10.4102/ve.v23i1.1252.

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The mission of the University of Pretoria, to be an internationally competitive and locally relevant, comprehensive research institution is by now deeply entrenched in the minds of all its stakeholders. This mission, to which we remain steadfastly committed, will ensure that the qualifications obtained by students at this University will serve them well in the development of their future careers. Through our efforts to steer a strong and sound vessel safely through the turbulent waters that characterise the higher education sector, we are able to say, with confidence, to all of you, that you can and should be proud to become a Tukkies graduate.
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48

Tan, Rohana, and Norhasni Zainal Abiddin. "Tinjauan Permasalahan Akhlak Belia di Institusi Pengajian Tinggi." MIMBAR PENDIDIKAN 1, no. 2 (2016): 161. http://dx.doi.org/10.17509/mimbardik.v1i2.3939.

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ABSTRAKSI: Belia adalah aset bernilai kepada negara dan menjadi harapan nusa bangsa untuk merealisasikan hasrat menjadi negara maju. Namun, dengan arus globalisasi yang melanda dunia, apa yang berlaku pada hari ini ialah penglibatan belia, termasuklah belia di institusi pengajian tinggi, dalam permasalahan akhlak yang menyimpang daripada nilai-nilai ke-Timur-an dan prinsip Islam, walaupun hakikatnya mereka telah melalui proses pendidikan agama secara formal di sekolah. Ini menimbulkan persoalan: Apakah permasalahan akhlak belia di institusi pengajian tinggi? Penglibatan mereka dalam tingkah-laku yang berisiko seolah-olah memberi petunjuk bahawa pendidikan di sekolah sahaja belum mencukupi untuk membentuk akhlak belia, dan menjadikan Islam sebagai satu cara hidup dalam kehidupan mereka pada hari ini. Justeru itu, artikel ini mengupas tentang konsep belia dan akhlak Islam, permasalahan akhlak belia di institusi pengajian tinggi, dan cara mengatasinya. Dalam konteks negara Malaysia, pembentukan akhlak belia untuk menjadi insan kamil yang cemerlang dan seimbang dari segi intelek dan spiritual adalah proses pendidikan sepanjang hayat dan perlu diberi penekanan selaras dengan pembangunan dan kemajuan negara-bangsa.KATA KUNCI: Belia; Akhlak; Institusi Pengajian Tinggi; Globalisasi; Pendidikan Tidak Formal.ABSTRACT: “Exploring the Issues of Morality among Youths in Higher Education Institution”. Youth is a valuable asset to the nation to realize the objective of becoming a developed nation. However, what is happening in the globalization era nowadays is the involvement of youths, including those in higher educations, in the behaviors that deviate from Eastern values and principles of Islam, despite the fact that they have been through the process of formal religious education in schools. This begs the question: What are the moral problems of youths in institutions of higher education? Their risky behaviors seem to indicate that school education alone is not sufficient to to form good morals in youths, and Islam can alternatively be made a way of life. Therefore, this article explores the concept of youths and Islamic morality, moral problems of youths in institutions of higher education, and how to overcome them. In the context of Malaysia as a nation-state, the development of youths’ moral to be a perfect human and who can maintain a balanced in the intellectual and spiritual aspects is a lifelong process in education and should be addressed in line with the development and progress of the nation-state. KEY WORD: Youths; Morality; Higher Education Institution; Globalization; Informal Education. About the Authors: Rohana Tan ialah Pelajar Master Sains Pendidikan Pengembangan di Jabatan Pemajuan Profesional dan Pendidikan Lanjutan, Fakulti Pengajian Pendidikan UPM (Universiti Putra Malaysia). Prof. Madya Dato’ Dr. Norhasni Zainal Abiddin ialah Pensyarah di Jabatan Pemajuan Profesional dan Pendidikan Lanjutan, Fakulti Pengajian Pendidikan UPM Serdang, Selangor Darul Ehsan, Malaysia. Alamat emel: nonie@upm.edu.my dan nonieza99@gmail.comHow to cite this article? Tan, Rohana & Norhasni Zainal Abiddin. (2016). “Tinjauan Permasalahan Akhlak Belia di Institusi Pengajian Tinggi” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.161-178. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (February 19, 2016); Revised (May 20, 2016); and Published (September 30, 2016).
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Marí Sáez, Víctor Manuel, and Clara Martins do Nascimento. "Communication Research, the Geopolitics of Knowledge and Publishing in High-Impact Journals: The Chronicle of a Commodification Process Foretold." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 19, no. 2 (2021): 307–24. http://dx.doi.org/10.31269/triplec.v19i2.1258.

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The reforms in higher education that have been introduced on a global scale in recent years have gone hand in glove with the progressive imposition of scientific journal impact factors, all of which points to the rise of academic capitalism and digital labour in universities that is increasingly subject to the logic of the market. A diachronic analysis of this process allows for talking about, paraphrasing Gabriel García Márquez, the chronicle of a commodification process foretold. More than twenty years ago it was clear what was going to happen, but not how it was going to unfold. Accordingly, this article reconstructs that process, comparing the Spanish case with global trends and highlighting the crucial role that governmental agencies like the National Agency for Quality Assessment and Accreditation and specific evaluation tools like the publication of scientific papers in high-impact journals have played in it. In this analysis, Wallerstein’s core-periphery relations and the concept of commodity fetishism, as addressed by Walter Benjamin, prove to be especially useful. The main research question posed in this article is as follows: What does the process of the commodification of communication research look like in Spain?
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50

Gaulee, Uttam. "Suggestions for International Students in the US." Journal of International Students 5, no. 3 (2015): 315–16. http://dx.doi.org/10.32674/jis.v5i3.426.

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For international students transitioning into the US academic and social culture, as well as for those aspiring to make USA their higher education destination, Paras’ book is a savvy guide and companion. The book provides a detailed guidance in an illustrative manner for aspiring international students on critical steps from the beginning of the admission process to documentation, travel, and transition. The way Paras has chronicled a lived experience of a successful student himself, is commendable.
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