Arthur Levine

How will America's colleges and universities adapt to remarkable technological, economic, and demographic change? The United States is in the midst of a profound transformation the likes of which hasn't been seen since the Industrial Revolution, when America's classical colleges adapted to meet the needs of an emerging industrial economy. Today, as the world shifts to an increasingly interconnected knowledge economy, the intersecting forces of technological innovation, globalization, and demographic change create vast new challenges, opportunities, and uncertainties. In this great upheaval, the nation's most enduring social institutions are at a crossroads. In The Great Upheaval, Arthur Levine and Scott Van Pelt examine higher and postsecondary education to see how it has changed to become what it is today--and how it might be refitted for an uncertain future. Taking a unique historical, cross-industry perspective, Levine and Van Pelt perform a 360-degree survey of American higher education. Combining historical, trend, and comparative analyses of other business sectors, they ask- how much will colleges and universities change, what will change, and how will these changes occur? - will institutions of higher learning be able to adapt to the challenges they face, or will they be disrupted by them? - will the industrial model of higher education be repaired or replaced? - why is higher education more important than ever? The book is neither an attempt to advocate for a particular future direction nor a warning about that future. Rather, it looks objectively at the contexts in which higher education has operated--and will continue to operate. It also seeks to identify likely developments that will aid those involved in steering higher education forward, as well as the many millions of Americans who have a stake in its future. Concluding with a detailed agenda for action, The Great Upheaval is aimed at policy makers, college administrators, faculty, trustees, and students, as well as general readers and people who work for nonprofits facing the same big changes.

Teacher education in America has changed dramatically in the past thirty years—with major implications for how our kids are taught. As recently as 1990, if a person wanted to become a public school teacher in the United States, he or she needed to attend an accredited university education program. Less than three decades later, the variety of routes into teaching is staggering. In Teaching Teachers, education historians James W. Fraser and Lauren Lefty look at these alternative programs through the lens of the past. Fraser and Lefty explain how, beginning in 1986, an extraordinary range of new teaching programs emerged, most of which moved teacher education out of universities. In some school districts and charter schools, superintendents started their own teacher preparation programs—sometimes in conjunction with universities, sometimes not. Other teacher educators designed blended programs, creating collaboration between university teacher education programs and other parts of the university, linking with school districts and independent providers, and creating a range of novel options. Fraser and Lefty argue that three factors help explain this dramatic shift in how teachers are trained: an ethos that market forces were the solution to social problems; long-term dissatisfaction with the inadequacies of university-based teacher education; and the frustration of school superintendents with teachers themselves, who can seem both underprepared and too quick to challenge established policy. Surveying which programs are effective and which are not, this book also examines the impact of for-profit teacher training in the classroom. Casting light on the historical and social forces that led to the sea change in the ways American teachers are prepared, Teaching Teachers is a substantial and unbiased history of a controversial topic.

Every morning is beautiful when Noah visits his Grandparents. When Grandpa and Noah wake up, they take off singing and hardly stop: walking the dog, splashing through puddles, and eating French toast with cinnamon. But one summer Grandpa seems to have forgotten how to do the things they love. Does he even know who Noah is? Grandma steps in energetically, filling in as best she can. But it is Noah who finds the way back to something he can share with Grandpa. Something musical. Something that makes the morning beautiful again. This is a story about how love helps usfind even what we think is lost.

Today’s college students feel as if they are crossing an abyss between their dreams and the reality of an uncertain future. They are a generation seeking stability in a time of profound and accelerating change. They want government and our other social institutions to work in a time when they’re broken; they cling to the American Dream in an age of diminished expectations. They are walking a tightrope, attempting to balance digital connectedness and personal isolation, global citizenship and local vision, commonality and difference in the most diverse generation in American history, and a desire to be treated as mature adults while being more dependent on their parents than previous college students. Generation on a Tightrope offers a compelling portrait of today’s undergraduate college students that sheds light on their attributes, expectations, aspirations, academics, attitudes, values, beliefs, social lives, and politics. Based on research of 5,000 college students and student affairs practitioners from 270 diverse college campuses, the book explores the similarities and differences between today’s generation of students and previous generations. The authors examine the myriad forces that have shaped these students and will continue to shape them as they prepare to meet the future. The first two volumes in this series exploring the psyche of college students, When Dreams and Heroes Died (1980) and When Hope and Fear Collide (1998), offered thoughtful and accurate profiles of the students of the 1980s and 1990s. As Generation on a Tightrope clearly reveals, today’s students need a very different education than the undergraduates who came before them: an education for the 21st Century, which colleges and universities are ill-equipped to offer and which will require major changes of them to provide. Painting a realistic picture of today’s college students, the authors offer guidance to higher education professionals, researchers, practitioners, policymakers, employers, parents, and the public. The book’s insights can help them equip students for the world they face and the world they will help to create.

In this powerful book, Arthur Levine (president of the Woodrow Wilson Foundation) and coauthor Laura Scheiber revisit the South Bronx, where Levine grew up in the 1960s, and compare his experiences with those of a group of teenagers coming of age in the same neighborhood nearly 40 years later. Shaken by the violent death of Leo Disla, one of the young men in his group, Levine and Scheiber explore what happened to Leo and how society failed him. In this compelling account, we meet Leo's family and friends and learn about his hopes and fears. We witness the devastating effects of poverty and racism: low-wage, dead-end jobs; inadequate housing; high crime rates; appalling schools; violence; drugs; a broken legal system; prison; and underage funerals. The authors not only tell Arthur's and Leo's stories, but struggle to explain why their lives were so starkly different. They focus on the new social realities that have shaped Levine's old neighborhood, and they conclude with the lessons that must be learned if we are to help today's disenfranchised children and restore to them the American Dream of a ""better, richer, and happier life.