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Diversity of U.S. Campuses: Colleges & Students. Dr. Gretchen Neisler Michigan State University. Session Overview. Why this information is important Institutional Types Unique facets of US higher education. Why is this information important?.

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diversity of u s campuses colleges students

Diversity of U.S. Campuses:Colleges & Students

Dr. Gretchen Neisler

Michigan State University

session overview
Session Overview
  • Why this information is important
  • Institutional Types
  • Unique facets of US higher education
why is this information important
Why is this information important?
  • The United States (U.S.) has many different types of higher education institutions
  • As a person new to your institution, you will need to understand the history, structure, and culture of the institution to succeed
  • How can you start this process?
    • Read the institution’s web site
    • Look at its mission statement, teaching policy, and student learning goals
    • Talk with faculty, staff, and students about life at the institution
public vs private
Public vs. Private

Public (e.g., MSU)

Private (e.g., Nazareth)

Does not receive public support

Often more expensive and exclusive

More “autonomy”, could be religiously-based

Sometimes may seek profit

  • Some level of public (state) funding
  • Often focused on serving local needs
  • Often less cost and restrictive access
  • Often some level of accountability to government
  • Don’t seek profits
governance
Governance
  • In the U.S., Higher Education is not coordinated nationally, but rather on a state-by-state basis
  • Some states have formal governance structures, and others do not
  • Schools with state-systems might coordinate factors such as enrollments, curriculum, program offerings, funding allocations, etc.
    • Examples: Wisconsin, California, Pennsylvania, Texas, Florida, North Dakota, Hawaii
    • NOTE: not all schools in the state are necessarily part of the state system
carnegie foundation basic classification system
Carnegie Foundation Basic Classification System
  • Associate’s Degree – 2-year schools, such as Community Colleges (e.g., Skyline College)
  • Baccalaureate Colleges – Schools focus on or only offer undergraduate degrees (e.g., Lees-McRae College, Davidson College, Beloit College, University of Charleston)
  • Master's Colleges and Universities – often mid-sized schools that offer Master’s programs but limited or no doctoral programs (e.g., California State Chico, Cameron University)
  • Doctorate Granting Universities – often larger, research schools that grant doctoral degrees (e.g., Michigan State, NC State, Syracuse, Colorado State, University of Oklahoma, etc.)
a simpler system
A simpler system
  • Community Colleges—open access; typically provide remedial, preparatory, or professionally-based training and education
  • Regional Colleges—smaller schools focused on undergraduate and professional training and education
  • Liberal Arts Colleges—smaller schools, often private, focused on providing students with a broad education with emphasis on a specific liberal arts or science discipline
  • Universities—often large schools with graduate programs; programs and faculty have a research background; may include technical and professional training as well
land grant schools
Land-Grant Schools
  • Every state has at least one institution founded to support the development and application of knowledge
  • Designed to provide education to the common person beyond the liberal arts tradition of classical studies; traditionally based around the study of scientific agriculture and engineering
  • These schools have associated missions of serving the public and extending knowledge through outreach
  • Examples: MSU, Florida A&M, Colorado State, University of Florida
minority serving institutions
Minority-Serving Institutions
  • Historically Black Colleges and Universities (HBCUs)
    • Mostly located in the South
    • Schools founded with a specific emphasis on education African-Americans/Blacks
    • E.g., Fayetteville State, Mississippi Valley
  • Hispanic Serving Institutions (HSIs)
    • Schools with 25% or more Hispanic students
  • Tribal Schools
    • Located on tribal reservations and land
    • Provide focus on Native American culture
    • Support educational attainment for both Native and non-Native learners
other classifications
Other Classifications
  • Size
  • Location/Setting
  • Student population
    • Undergraduate vs. graduate
    • Commuter vs. residential
    • Full-time vs. part-time
    • Demographics
type of institution effects many aspects of your job
Type of Institution Effects Many Aspects of your Job
  • Physical Infrastructure
    • Urban vs. rural – distance to buildings, transit and parking, green space, access to stores and restaurants
  • Classroom Environment
    • Selective vs. open access – quality of the students in the classroom, student motivation
  • Support Structures
    • Large vs. small – instructional development and support, technology support, tutoring and skill support for students, health services, etc.
  • Expectations
    • Research vs. liberal arts – how do teachers and students interact, what expectations are on you to interact or help students outside the classroom, how important is publishing and doing research
questions to consider for your teaching
Questions to consider for your teaching
  • Based on your campus and your students, you might consider the following:
    • What type of access do your students have to technology and computers?
    • Do your students have work or other outside commitments?
    • Do your students work on or off campus? What is parking like?
    • Where and when do your students study? What access do you have to where they go?
    • Are there cultural norms, holidays, events, etc. that you need to consider?
    • When and where can you eat during the day?
    • Where will you teach? How far is it from your office? Will your classroom have technology?
    • Are there regional/cultural differences that you should be aware of while working and living?
some u s institutional differences academics
Some U.S. Institutional Differences: Academics
  • Choosing Major
    • Many U.S. students come to college without a major in mind; changing majors is very common
    • Many majors require courses outside the discipline
    • Students must typically select their major by the end of their second-year
    • At some schools, some majors are competitive (e.g., business or engineering)
  • General Education
    • Students in the U.S, often take general education classes during their first two years of college
    • General education usually includes: writing, math, science, social science, and arts/humanities
    • Some students take a language to fulfill a requirement, not because they want to take it
some u s institutional differences academics ii
Some U.S. Institutional Differences: Academics II
  • Teaching policy
    • Some institutions have codes or rules for teaching; they might require certain policies in your course syllabus
      • Grading criteria
      • Attendance policy
      • Religious holidays
      • Special needs accommodations
    • Plagiarism has become a major concern in the US higher education system; check your institution’s policy on this concern
some u s institutional differences student support
Some U.S. Institutional Differences: Student Support
  • Student affairs and support
    • Tutoring, counseling, careers, advising, etc.
  • Residence Halls vs. Dormitories
    • Residential campuses provide numerous support services within student’s living environments
      • Cafeterias, fitness rooms, laundry, mail, computer facilities, classrooms, activity centers, etc.
      • Non-residential campuses may provide different types of support; non-residential campuses often have lower student participation (engagement) with campus events