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ERIC Number: EJ1135642
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0309-8265
Transitions in U.S. Higher Education: Implications for Geography Learning
Nellis, M. Duane
Journal of Geography in Higher Education, v41 n2 p155-165 2017
In the United States, higher education institutions and structures governing higher education are going through dramatic change. The implications of new technology and changing modes of course structure, and evolving federal and state policies have the potential for significant impact on higher education. The historic federal mandates regarding university systems, including land-grants, and renewal of the U.S. Higher Education Act, for example, have impacts related to higher education regulations, performance expectations, accreditation, and student success. In addition, there are new research questions related to student learning. Several of the key themes impacting higher education also have implications and expectations for university geography programs. Geographers and geography programs in many universities are contributing toward addressing these changes in ways that contribute toward programs and universities that are more committed to new learning paradigms, as well as curricula that enhance engagement, concepts of sustainability, innovation, entrepreneurship, and efforts at more integrated scholarship, among others.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A