Institutions of higher education in the United States are hitting a crisis manifested most noticeably in financial terms: shrinking budgets, decreased investment in faculty, soaring tuition rates, and reduced financial aid for students with the greatest need. But while educational spending has increased, there has been no appreciable change or improvement in student achievement. Yesterday?s inherent faith and trust in higher education?s purpose and value has morphed into today?s skepticism and demands for accountability and assessment. This book describes what universities can do to recapture the public trust and ensure long-term financial viability by reducing costs while increasing quality and productivity. The book explores concrete strategies for assuring quality and productivity in the areas of: organizational change, assessment, faculty development, technology, curricular change, and classroom activity. A collaborative effort by scholars and practitioners who have taken the lead in improving educational productivity at their universities, this volume introduces an array of practical approaches easily accessible by faculty and administrators alike, without requiring a background in economics or finance. This book makes it clear that all segments of the academic community have important roles to play in ensuring the survival of higher education.
James E. Groccia is founding director of the Biggio Center for the Enhancement of Teaching and Learning and associate professor of educational leadership at Auburn University. He has spent more than 25 years in higher education as a faculty member and director of faculty and instructional development, student counseling and orientation services, and as a graduate school assistant dean. He has published and presented nationally and internationally on creating engaged/interactive learning, cooperative learning, student-assisted teaching, and creating an academic portfolio. He is the author of The College Success Book: A Whole-Student Approach to Academic Excellence (Glenbridge, 1992). Judith E. Miller is associate dean for special academic initiatives at Clark University. She has published and presented extensively on cooperative learning, group dynamics, active learning, team teaching, outcomes assessment, and student and professional portfolios. In 1998 she received the Outstanding Undergraduate Science teacher award from the Society for College Science Teachers, and in 2002 she was named the Massachusetts CASE Professor of the Year by the Carnegie Foundation for the Advancement of teaching. In he r other life, she keeps in touch with the experience of novice learners by taking a beginning yoga class. Drs. Groccia and Miller have coedited Enhancing Productivity: Administrative, Instructional, and Technological Strategies (Jossey-Bass, 1998) and (with Marilyn Miller) Student-Assisted Teaching: A Guide to Faculty-Student Teamwork (Anker, 2001).