Diversity of U.S. Campuses:
Colleges & Students
Dr. Gretchen Neisler
Michigan State University
Session Overview
• Why this information is important
• Institutional Types
• Unique facets of US higher education
Why is this information
important?
• The United States (U.S.) has many different
types of higher education institutions
• As a person new to your institution, you will
need to understand the history, structure, and
culture of the institution to succeed
• How can you start this process?
 Read the institution’s web site
 Look at its mission statement, teaching policy,
and student learning goals
 Talk with faculty, staff, and students about life at
the institution
Public vs. Private
Public (e.g., MSU)
• Some level of public
(state) funding
Private (e.g., Nazareth)
• Does not receive
public support
• Often focused on
serving local needs
• Often more
expensive and
exclusive
• Often less cost and
restrictive access
• Often some level of
accountability to
government
• Don’t seek profits
• More “autonomy”,
could be religiouslybased
• Sometimes may
seek profit
Governance
• In the U.S., Higher Education is not coordinated
nationally, but rather on a state-by-state basis
• Some states have formal governance
structures, and others do not
• Schools with state-systems might coordinate
factors such as enrollments, curriculum,
program offerings, funding allocations, etc.
 Examples: Wisconsin, California, Pennsylvania,
Texas, Florida, North Dakota, Hawaii
 NOTE: not all schools in the state are
necessarily part of the state system
Carnegie Foundation Basic
Classification System
• Associate’s Degree – 2-year schools, such as
Community Colleges (e.g., Skyline College)
• Baccalaureate Colleges – Schools focus on or only offer
undergraduate degrees (e.g., Lees-McRae College,
Davidson College, Beloit College, University of
Charleston)
• Master's Colleges and Universities – often mid-sized
schools that offer Master’s programs but limited or no
doctoral programs (e.g., California State Chico, Cameron
University)
• Doctorate Granting Universities – often larger,
research schools that grant doctoral degrees (e.g.,
Michigan State, NC State, Syracuse, Colorado State,
University of Oklahoma, etc.)
A simpler system
• Community Colleges—open access; typically provide
remedial, preparatory, or professionally-based training
and education
• Regional Colleges—smaller schools focused on
undergraduate and professional training and education
• Liberal Arts Colleges—smaller schools, often private,
focused on providing students with a broad education
with emphasis on a specific liberal arts or science
discipline
• Universities—often large schools with graduate
programs; programs and faculty have a research
background; may include technical and professional
training as well
Land-Grant Schools
• Every state has at least one institution founded to support
the development and application of knowledge
• Designed to provide education to the common person
beyond the liberal arts tradition of classical studies;
traditionally based around the study of scientific
agriculture and engineering
• These schools have associated missions of serving the
public and extending knowledge through outreach
• Examples: MSU, Florida A&M, Colorado State, University
of Florida
Minority-Serving Institutions
• Historically Black Colleges and Universities (HBCUs)
 Mostly located in the South
 Schools founded with a specific emphasis on
education African-Americans/Blacks
 E.g., Fayetteville State, Mississippi Valley
• Hispanic Serving Institutions (HSIs)
 Schools with 25% or more Hispanic students
• Tribal Schools
 Located on tribal reservations and land
 Provide focus on Native American culture
 Support educational attainment for both Native and
non-Native learners
Other Classifications
• Size
• Location/Setting
• Student population
 Undergraduate vs. graduate
 Commuter vs. residential
 Full-time vs. part-time
 Demographics
Type of Institution Effects Many
Aspects of your Job
•
Physical Infrastructure
 Urban vs. rural – distance to buildings, transit and parking,
green space, access to stores and restaurants
•
Classroom Environment
 Selective vs. open access – quality of the students in the
classroom, student motivation
•
Support Structures
 Large vs. small – instructional development and support,
technology support, tutoring and skill support for students,
health services, etc.
•
Expectations
 Research vs. liberal arts – how do teachers and students
interact, what expectations are on you to interact or help
students outside the classroom, how important is
publishing and doing research
Questions to consider for your
teaching
•
Based on your campus and your students, you might consider
the following:
 What type of access do your students have to technology
and computers?
 Do your students have work or other outside
commitments?
 Do your students work on or off campus? What is parking
like?
 Where and when do your students study? What access do
you have to where they go?
 Are there cultural norms, holidays, events, etc. that you
need to consider?
 When and where can you eat during the day?
 Where will you teach? How far is it from your office? Will
your classroom have technology?
 Are there regional/cultural differences that you should be
aware of while working and living?
Some U.S. Institutional
Differences: Academics
• Choosing Major
 Many U.S. students come to college without a major in
mind; changing majors is very common
 Many majors require courses outside the discipline
 Students must typically select their major by the end of
their second-year
 At some schools, some majors are competitive (e.g.,
business or engineering)
• General Education
 Students in the U.S, often take general education
classes during their first two years of college
 General education usually includes: writing, math,
science, social science, and arts/humanities
 Some students take a language to fulfill a requirement,
not because they want to take it
Some U.S. Institutional
Differences: Academics II
• Teaching policy
 Some institutions have codes or rules for teaching;
they might require certain policies in your course
syllabus
•
•
•
•
Grading criteria
Attendance policy
Religious holidays
Special needs accommodations
 Plagiarism has become a major concern in the
US higher education system; check your
institution’s policy on this concern
Some U.S. Institutional
Differences: Student Support
• Student affairs and support
 Tutoring, counseling, careers, advising, etc.
• Residence Halls vs. Dormitories
 Residential campuses provide numerous support
services within student’s living environments
• Cafeterias, fitness rooms, laundry, mail, computer
facilities, classrooms, activity centers, etc.
• Non-residential campuses may provide different
types of support; non-residential campuses often
have lower student participation (engagement)
with campus events