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Keller, Christine M. – New Directions for Higher Education, 2018
This chapter redefines rigor as academic challenge that supports student learning and growth can be a powerful lever to accelerate institutional efforts to increase educational attainment and close achievement gaps.
Descriptors: Achievement Gap, Educational Attainment, School Support, Achievement Need
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Braxton, John M.; Francis, Clay H. – New Directions for Higher Education, 2018
This chapter describes research findings that show a positive relationship between higher order examination questions and core concepts of empirically supported theories of college student persistence for both residential and commuter colleges and universities.
Descriptors: College Students, Academic Persistence, Student Experience, Thinking Skills
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Campbell, Corbin M.; Dortch, Deniece; Burt, Brian A. – New Directions for Higher Education, 2018
This chapter describes the limitations of the traditional notions of academic rigor in higher education, and brings forth a new form of rigor that has the potential to support student success and equity.
Descriptors: Higher Education, School Support, Educational Change, Success
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Francis, Clay – New Directions for Higher Education, 2018
Historic notions of academic rigor usually follow from critiques of the system--we often define our goals for academically rigorous work through the lens of our shortcomings. This chapter discusses how the Truman Commission in 1947 and the Spellings Commission in 2006 shaped the way we think about academic rigor in today's context.
Descriptors: Classroom Environment, Educational Experience, Educational History, Advisory Committees
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Castillo-Montoya, Milagros – New Directions for Higher Education, 2018
This chapter explores how students' lived experiences contribute to the rigor of their thinking. Insights from research indicate faculty can enhance rigor by accounting for the many ways it may surface in the classroom. However, to see this type of rigor, we must revisit the way we conceptualize it for higher education.
Descriptors: Scaffolding (Teaching Technique), College Students, Student Centered Curriculum, Student Experience
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Bowman, Nicholas A.; Culver, K. C. – New Directions for Higher Education, 2018
This chapter discusses rigor through an examination of academic experiences that promote college outcomes for all students, particularly for those from marginalized backgrounds or with lower academic preparation.
Descriptors: Undergraduate Students, Educational Experience, Student Experience, Outcomes of Education
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Posselt, Julie R. – New Directions for Higher Education, 2018
Racial and gender dynamics in many learning environments present students from minoritized backgrounds with challenges that must be accounted for in defining both what makes a learning experience rigorous and how faculty can scaffold student growth.
Descriptors: Graduate Study, Graduate Students, Minority Group Students, Race
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Baldwin, Roger G.; Belin, Angie A.; Say, Brett H. – New Directions for Higher Education, 2018
Academic retirement no longer follows a consistent, predictable pattern. This trend demonstrates a need to rethink the nature of retirement in colleges and universities to better serve both individual professionals and their institutions.
Descriptors: College Faculty, Teacher Retirement, Needs, Higher Education
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Baldwin, Roger G.; Say, Brett H.; Belin, Angie A. – New Directions for Higher Education, 2018
Academic retirement is evolving in a larger context where coalescing demographic, economic, social, and policy trends are calling standard practice into question.
Descriptors: Retirement, Higher Education, Sociocultural Patterns
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Baldwin, Roger G. – New Directions for Higher Education, 2018
This concluding chapter reviews salient points raised in the volume. It considers what stakeholders should play a role in reinventing academic retirement. The chapter also identifies a number of issues each individual retiree must address in order to achieve a successful transition from work life to retirement.
Descriptors: Retirement, Higher Education, Stakeholders, Midlife Transitions
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Strage, Amy A. – New Directions for Higher Education, 2018
This chapter offers guidance for making retirement an open topic for discussion, poses important questions prospective retirees should consider, and suggests a range of actions institutions can take to help academics make a successful transition into a fulfilling retirement.
Descriptors: Teacher Retirement, Retirement Benefits, College Faculty, Needs
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Brown, Janette C.; Jones, Deborah – New Directions for Higher Education, 2018
This chapter describes the types of organizations that have been established in recent years to enhance the experience and engagement of retirees from higher education institutions. Using the University of Southern California as an example, it also introduces a range of strategies institutions can employ to ease the transition into retirement.
Descriptors: College Faculty, Universities, Retirement, Strategic Planning
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Kezar, Adrianna – New Directions for Higher Education, 2018
This chapter reviews discourses about "senior" and retired faculty. These discourses suggest a deficit or burden-based view that shapes the values and practices of faculty and department chairs. Yet retired faculty can be valuable resources and help with teaching, service, and research. A process for changing departmental views to create…
Descriptors: Retirement, College Faculty, Older Adults, Department Heads
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Goldberg, Carole E.; Baldwin, Roger G. – New Directions for Higher Education, 2018
Creative approaches to academic retirement can yield benefits for retirees, their institutions, and society at large.
Descriptors: College Faculty, Retirement, Creativity, Retirement Benefits
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Bugge, John; Goldberg, Carole E.; Say, Brett H. – New Directions for Higher Education, 2018
Implementing retirement innovations requires careful attention to the organizational change process.
Descriptors: Retirement, Innovation, Organizational Change, College Faculty
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