When parents, teachers, lawmakers and communities debate over which part of the American education system should receive the most scrutiny or support, adult education, specifically General Educational Development (GED), is rarely in contention. Conceptually adult education programs serve those who depart school without diplomas and are now seeking a credential to access the workforce or postsecondary opportunities.
Over the past couple of years the censoring of self-expression has been a hot topic on many campuses. Recently the media washed ashore a new wave of controversy concerning Hampton University’s business school policy that restricts MBA students from wearing their hair in locs (or what is more commonly referred to as “Dread-locs”). This comes on the heels of the brouhaha that developed following the implementation of a written dress code policy at Morehouse College.
In recent years the higher education community has focused more on the role institutions’ play in student success. For a long time the blame for failure has been laid squarely at the feet of students. If a student dropped out of college it was assumed that they were unmotivated, under-prepared, or lacked the aptitude required to be a college graduate. The fact that dropouts were admitted meant that they somehow fell through an admissions crack undetected.
Whitman professors find it inappropriate that the foundation, following a grant for a lecture, requested students' e-mail addresses.
Dominican faculty leaders praise a decentralized approach to administration.
A professor gave up tenure to move to Utah Valley U., only to lose a chance at a permanent job when students objected to his teaching methods.
Discipline urged to pay more attention to issues of race and inequality, and to diversify.
In tough times, with unions under attack, professors on picket lines face huge challenges -- and some think the impact may not be purely economic.
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