Higher Education: Civic Mission & Civic Effects

A Report by The Carnegie Foundation for the Advancement of Teaching and CIRCLE (The Center for Information and Research on Civic Learning and Engagement

Sustainable Food Systems At Urban Public Universities: A Survey Of U‐21 Universities

Urban communities are challenged by the conventional food system in diverse ways. To mitigate these challenges, a growing sustainable food system (SFS) movement mobilizes existing resources—including public institutions—to resolve disparities in access to healthy food, increase economic opportunities, conserve natural resources, and build a stronger, more local food system. Many public universities located in inner cities have adopted missions committing themselves to the improvement of their cities and regions. They also perform anchoring roles to revitalize their immediate neighborhoods, and, in a contemporary extension of their civic purposes, embrace sustainability as an institutional goal. Urban public universities therefore can play many SFS leadership roles, including through links to innovative scholarship, campus dining halls, other food retail such as farmers markets, and civic engagement activities such as community gardens. Through a study of 21 urban public universities, this paper investigates the presence and characteristics of SFS leadership, underlying rationales, and factors that support and oppose leadership.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/112274/1/juaf12149.pd

Evaluation of Faculty Mentoring Practices in Seven U.S. Dental Schools

The aim of this cross‐sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34‐item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents’ demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full‐time faculty, and 7.8% (5/64) were part‐time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members

Realizing General Education: Reconsidering Conceptions and Renewing Practice

General Education is widely touted as an enduring distinctive of higher education in the United States (Association of American Colleges and Universities, [11]; Boyer, [37]; Gaston, [86]; Zakaria, [202]). The notion that undergraduate education demands wide‐ranging knowledge is a hallmark of U.S. college graduates that international educators emulate (Blumenstyk, [25]; Rhodes, [158]; Tsui, [181]). The veracity of this distinct educational vision is supported by the fact that approximately one third of the typically 120 credits required for the bachelor\u27s degree in the United States consist of general education courses (Lattuca & Stark, [120]). Realizing a general education has been understood to be central to achieving higher education\u27s larger purposes, making it a particularly salient concern

Faculty research productivity: Some moderators of associated stressors

Using person environment-fit theory, stress measures were developed on 894 faculty, a subgroup of the 3,972 faculty in the 1988 NCRIPTAL national survey. Within three institutional groups, three fields of study (humanities, natural sciences, and social sciences), three research output variables, and eight moderating variables (singly and collectively) were correlated (direct and partials) with two measures of stress. The findings lend support to the theoretical model. The outcomes also show that moderate levels of stress can be appreciably and significantly mitigated by some selected personal variables. The environmental variables were generally ineffective in moderating the correlations between stresses and productivity. Sex differences exist. Research self-competence is a strong modifier for both sexes and is exceptionally potent for women.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43612/1/11162_2004_Article_BF00992157.pd

The passage to adulthood: Challenges of late adolescence

This chapter outlines the major developmental challenges likely to affect overall well-being during adolescence and emerging adulthood and discusses the personal and social assets needed to facilitate a successful passage through adolescence and into adulthood.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/49326/1/179_ftp.pd