- Browse by Author
Browsing by Author "Plater, William M."
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item The Global Public Good: Students, Higher Education, and Communities of Good(Higher Learning Research Communications, 2011-10-30) Shaker, Genevieve G.; Plater, William M.Along with introducing the purpose and cohesion of the essays that form this special issue, we also wish to highlight the force on which all of these lofty hopes depend: educated students. Without question, the authors who wrote these essays understand and appreciate the importance of students, especially as the prepared and empowered agents of future actions that will be sustainably transformative in the conduct of their lives. In fact, students are so pervasively important to most discussions of higher education and the public good, including the UNESCO report, that they are often taken for granted in a rush to address institutional and faculty responsibilities. However, no student of any age or educational goal should ever be far from consideration. They are indeed fully present in the essays that comprise this issue of Higher Learning Research Communications.Item The public good, productivity and purpose [Summary Report](TIAA Institute, 2016) Shaker, Genevieve G.; Plater, William M.The TIAA Institute commissioned two papers to address the question of how to demonstrate higher education’s contribution to the public good. Genevieve Shaker, editor of a book on faculty and the public good, and William Plater, an emeritus provost, explore higher education’s institutional responsibility to deliver civic value. A companion piece addresses the issue from the perspective of individual faculty members. Another recent article by Shaker and Plater speaks specifically to the responsibility of trustees to ensure higher education’s commitment to the public is met.Item The public good, productivity and purpose: New economic models for higher education(TIAA Institute, 2016) Shaker, Genevieve G.; Plater, William M.This paper is one of five in the TIAA Institute Higher Education Series: Understanding Academic Productivity, an initiative undertaken in support of NACUBO’s Economic Models Project. That project was launched by NACUBO with the aim to provide colleges and universities with knowledge, ideas and tools to advance the difficult structural, cultural and political changes required for moving to more sustainable economic models. Given NACUBO’s goal of offering thoughtful, objective and credible scholarship on the issues at hand, the TIAA Institute was a natural partner for the project. This paper, written by Genevieve Shaker, author of a recent book on faculty and the public good, and William Plater, an emeritus provost and faculty member, explores the question of how to account for enhancement of the “public good” in the academic productivity equation. The authors address that question here from the perspective of institutional responsibility to deliver civic value; their companion paper, also a part of this series, looks at the issue from the perspective of individual faculty members. Their thoughtful work will help to enrich and elevate the complicated discussions surrounding academic productivity that senior campus leaders face.Item Sustaining Civic Engagement: Faculty Development, Roles, and Rewards(2006) Bringle, Robert G.; Hatcher, Julie A.; Jones, Steven; Plater, William M.Civic engagement of students, faculty, and staff is identified as central to the mission of Indiana University-Purdue University Indianapolis (IUPUI). Although nearly all of the Campus Compact Indicators of Engagement could be cited as mechanisms through which IUPUI’s civic engagement mission is supported (Bringle and Hatcher 2004), this article will focus on faculty roles and rewards. Following an introduction that describes the university’s core mission and values with respect to civic engagement, the discussion will focus on specific policies, procedures, and programs to support faculty roles and rewards for civic engagement. A conceptual framework for faculty development, based on experiential learning theory (Kolb 1984) is used to organize a description of faculty development activities to promote civic engagement.Item Using Tenure: Citizenship within the New Academic Workforce(SAGE, 1998-02-01) Plater, William M.This article has two tasks. First, the author expounds on the idea of citizenship and considers tenure not only as right and reward but also as a bond of shared responsibility. He points out the need to change the workforce and considers what the implications are for tenure. In the second half of the article, the author delineates the multiple tasks and roles that exist within the academy and considers what an audit of faculty work might entail.