Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews that improve knowledge of topics that are of central and current importance to higher education administrators, policymakers, and researchers. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. Of central importance is understanding how to improve educational experiences, outcomes, and environments, and identifying needed and effective improvements in higher education policy and practice. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the conceptual and methodological rigor of existing research, and sets forth an agenda for research that will advance future knowledge of the topic. The Handbook provides a comprehensive treatment of salient topics of interest to the international higher education community. Past chapters have become the foundation on which continued higher education research builds.
Anna Neumann, Autobiographical essay.- Ethan Ris, History Of State
Policy On Higher Education.- Gina Ann Garcia, Organizational Identity
Development in the Context of Hispanic-Serving Institutions (HSIs).- Erin
Doran and Vincent Carales, Minority Serving Institutions and Community
Colleges.- Cinthya Salazar, Undocumented College Students: An Analysis of
their Experiences To, Through, and Beyond Higher Education.- Claudia
Garcia-Louis, Under the Guise of the LatinX Monolith: How Monoracial
Approaches Work to Erase AfroLatinXs.- Joya Misra, Laurel Smith-Doerr, Elisa
Martinez, Collaboration and Faculty Inclusion.- Rachelle Winkle-Wagner,
Bridget Goosby, In Sickness and Health in Higher Education: A review of
Literature on Discrimination and Health in Postsecondary Education.- Julia
Duncheon, Reid Sagara, Reimagining Dual Enrollment For The Public Good: A
Critical Analysis Of Current Research And Future Possibilities.- Jillian
Kinzie, Claire Major, Levers and Levels for Systemic Change of Teaching &
Learning in Higher Education.- Walter Ecton, Expanding Access to Higher
Education through Career and Technical Education.- Daniel Sparks, The Shift
Toward Work-Based Policies in Higher Education.- AJ Alvero, Machine Learning.
Laura W. Perna is Vice Provost for Faculty, GSE Centennial Presidential Professor of Education, and Founding Executive Director of the Alliance for Higher Education and Democracy (AHEAD) at the University of Pennsylvania (Penn). Her research uses various methodological approaches to identify how social structures, educational practices, and public policies promote and limit college access and success, particularly for students from groups that are historically underrepresented in higher education. Her publications, which include Improving Research-Based Knowledge of College Promise Programs (with Edward Smith, 2020, AERA), Taking It to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship (2018, Johns Hopkins University Press), and The Attainment Agenda: State Policy Leadership for Higher Education (with Joni Finney, 2014, Johns Hopkins University Press), have collectively garnered more than 20,000 citations. She has served as President of the Association for the Study of Higher Education (ASHE), Vice President of the Postsecondary Division of the American Educational Research Association (AERA), and Chair of Penns Faculty Senate. She serves as Chair of the Board of Directors for the Postsecondary National Policy Institute (PNPI) and Board member for the Lenfest Scholars Foundation. She previously served as a member of the Gates Commission on the Value of Postsecondary Education and the Board of Directors for the Institute for Higher Education Policy. Among other honors, she received the Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching from the University of Pennsylvania, Faculty Alumni Award of Merit from the University of Pennsylvania Alumni Association, Early Career Achievement Award and Research Excellence Award from ASHE, Excellence in Public Policy in Higher Education Award from ASHEs Council on Public Policy and Higher Education, Dr. Constance Clayton Education Award from the Philadelphia College Prep Roundtable, and Robert P. Huff Golden Quill Award from the National Association of Student Financial Aid Administrators. She is also a Fellow of AERA and ASHE a member of the National Academy of Education.
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