Channel One Revisited: Prospective Teachers and the Role of American Higher Education

2007 ◽  
Vol 32 (2) ◽  
pp. 105-112 ◽  
Author(s):  
A. J. Angulo ◽  
Susan K. Green
Author(s):  
Eugene V. Gallagher

Teaching about religion in American higher education has been shaped by multiple contexts, from the personal and institutional through the national and international. One persistent question concerns the purposes of teaching about religion, from Christian character formation to broad religious literacy as a prerequisite for informed citizenship. As the number of departments grew throughout the twentieth century, fundamental disagreements about the purposes of collegiate study of religion, the ideal curriculum, and the role of the teacher persisted. Contemporary movements, like advocating for religious literacy, “contemplative pedagogy,” and the push for infusing “spirituality” into higher education actually reprise earlier arguments. The field remains divided on several fundamental issues.


2013 ◽  
Vol 46 (01) ◽  
pp. 94-101 ◽  
Author(s):  
Henry E. Brady

Politics, economics, and technology have conspired to make this an exceptionally challenging time for American higher education. Some critics claim that costs are out of control in traditional public and private nonprofit higher education. They believe these institutions will soon go the way of the railroads as for-profit institutions displace them and the Internet replaces college campuses and classrooms. Other critics bemoan the privatization of higher education and the increasing role of market forces. Still others think higher education has lost its way and fails to focus on educating undergraduates.


2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Sara Ronis ◽  
Travis Proctor

We argue that Civic Engagement is fundamental to the stated work of the university, the humanities, and the project of religious studies. We trace the historical connections between Civic Engagement and higher education in the American context to the present, highlighting a consistency of focus on Civic Engagement across diverse university contexts even as educational priorities and instantiations shift. We then explore the particular role of Civic Engagement in Religious Studies pedagogy. We contend that being explicit about integrating Civic Engagement in the religion classroom enhances our students’ ability to understand complex concepts in late antique religion and underscores for them how relevant the study of late ancient religion is to students’ lives today. We offer three ways that instructors in Religious Studies can incorporate Civic Engagement into their classes: cultivating naming practices, focusing pedagogical exercises on honing students’ Civic Engagement skills, and, where practicable, engaging in community-based learning.


2015 ◽  
pp. 21-23 ◽  
Author(s):  
Philip G. Altbach

Classifying higher education institutions in a complex higher education system is quite important for understanding the system and the role of institutions within it. In the United States, the Carnegie Classification, developed by Clark Kerr and the Carnegie Foundation for the Advancement of Teaching developed such a system. Now, under new leadership, the future of the original model is threatened.


Author(s):  
Stephen J. Nelson

This chapter explores the defining events and leaders in American higher education during the past 75 years. Special attention is directed at the defining events and leaders of the 1960s and 1970s that have shaped so much of the current landscape of higher education. The chapter begins by exploring the idea of a 'career president', a recent trend during the past four or five decades, and includes both influential leaders who have spent significant time at one institution, to those who move to different institutions throughout their career entirely in the role of president. The chapter concludes by offering critical questions about the future of the academy.


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