Steven P. Dandaneau – författare

This study is composed of a series of theoretical reflections inspired by empirical research into the ethical dilemmas of life in contradiction-ridden postmodern America. Adopting a phenomenological orientation toward their own situated, lifecourse experience, the authors dedicate chapters to subjects such as hospital birth, special education, Gen X, community-based anti-crime policy, public intellectuals, and mass death. Drawing primarily from the tradition of Frankfurt School critical theory, and inspired in particular by Theodore W. Arno's post-war aphorism, "wrong life cannot be lived rightly", this volume seeks to contribute to the project of an empirical critical theory (sociology) as a postmodern ethic.

This book introduces the study and reform of curricular structures, an often-overlooked dimension of undergraduate student success.While student success is influenced by a complex array of factors, many of which lie beyond the control of universities, new research underscores that curricular structures (e.g., blocked courses, extended chains of required courses, pre- and corequisites) can be a significant barrier to success - one that unit-level faculty are uniquely positioned to address. By bringing together national research findings, change management experiments, and expert insights into the transformative potential of rethinking curricular structures, this volume opens an exciting new frontier in educational theory and practice, advancing the pursuit of equitable undergraduate success.Written in an accessible style for faculty, administrators, and higher education scholars, this book will resonate with leaders committed to building truly student-centered universities.

This book introduces the study and reform of curricular structures, an often-overlooked dimension of undergraduate student success.While student success is influenced by a complex array of factors, many of which lie beyond the control of universities, new research underscores that curricular structures (e.g., blocked courses, extended chains of required courses, pre- and corequisites) can be a significant barrier to success - one that unit-level faculty are uniquely positioned to address. By bringing together national research findings, change management experiments, and expert insights into the transformative potential of rethinking curricular structures, this volume opens an exciting new frontier in educational theory and practice, advancing the pursuit of equitable undergraduate success.Written in an accessible style for faculty, administrators, and higher education scholars, this book will resonate with leaders committed to building truly student-centered universities.

This book introduces the study and reform of curricular structures, an often-overlooked dimension of undergraduate student success.While student success is influenced by a complex array of factors, many of which lie beyond the control of universities, new research underscores that curricular structures (e.g., blocked courses, extended chains of required courses, pre- and corequisites) can be a significant barrier to success — one that unit-level faculty are uniquely positioned to address. By bringing together national research findings, change management experiments, and expert insights into the transformative potential of rethinking curricular structures, this volume opens an exciting new frontier in educational theory and practice, advancing the pursuit of equitable undergraduate success.Written in an accessible style for faculty, administrators, and higher education scholars, this book will resonate with leaders committed to building truly student-centered universities.

This book introduces the study and reform of curricular structures, an often-overlooked dimension of undergraduate student success.While student success is influenced by a complex array of factors, many of which lie beyond the control of universities, new research underscores that curricular structures (e.g., blocked courses, extended chains of required courses, pre- and corequisites) can be a significant barrier to success — one that unit-level faculty are uniquely positioned to address. By bringing together national research findings, change management experiments, and expert insights into the transformative potential of rethinking curricular structures, this volume opens an exciting new frontier in educational theory and practice, advancing the pursuit of equitable undergraduate success.Written in an accessible style for faculty, administrators, and higher education scholars, this book will resonate with leaders committed to building truly student-centered universities.

How to advance student success through inclusive reform at America's research universities.How can research universities foster both equity and excellence in undergraduate education? This compelling collection, edited by Steven P. Dandaneau, offers a rich set of answers that presents equity and excellence not as competing ideals, but as mutually reinforcing commitments. Building on the influential Boyer 2030 Report, which urged US research universities to embrace the equity-excellence imperative as central to their democratic mission, this volume brings together case studies and reflective essays to document reform efforts that are fundamentally changing the shape of undergraduate education. Essays authored by senior administrators, faculty leaders, and other educational experts highlight institutional strategies ranging from MIT's reevaluation of grading and credit policies to Florida State's scale-up of high-impact practices. Authors describe how shared advising models, integrative general education programs, curricular analytics, and faculty incentive structures have advanced equity and student success. Perspectives from HBCUs, HSIs, regional, and land-grant universities emphasize the importance of mission-driven approaches and contextual responsiveness. Each chapter features empirical data, takeaways for practice, and candid insight into the challenges of leading change. The Equity-Excellence Imperative in Action makes the case for sustained, systemic reform guided by the principle that true excellence requires full inclusion, and that undergraduate education is the foundation upon which the nation's research universities—and democracy itself—depend.