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In the past decade, public sentiment has shifted increasingly to question the value of a college education. These concerns have diverse causes, including the rising cost and questions about the return on investment of higher education, the growing precariousness and insecurity of middle-class households regarding paying for higher education, and changes to the supply of and demand for highly educated workers. Recognizing that non-economic outcomes can be challenging to quantify, the authors have launched the Next Generation Undergraduate Success Measurement Project, which uses diverse forms of data (including surveys, performance assessments, administrative records, learning management system data, and experiential sampling) alongside information on students' longitudinal trajectories to define near- and long-term measures of the multifaceted benefits students derive from college attendance. In this paper, ways of conceptualizing and measuring the value of college education through longitudinal observation of undergraduate student experiences, attitudes, and behaviors are articulated. The paper begins by briefly reviewing prior work measuring higher education learning outcomes that informs the project's efforts. The sections that follow go on to discuss how to attempt to measure aspects of undergraduate student growth and development, which can provide a framework for identifying the value of attending postsecondary institutions in a manner aligned with the achievement of later life course success. The paper focuses on: (1) measuring cognitive ability and intellectual dispositions; (2) development of identity and adaptive life-course agency; (3) self-regulation skills; (4) social capital; (5) civic engagement; and (6) mental health and psychological flourishing. The paper concludes with reflections on the challenges and opportunities surrounding efforts to define and measure the value of higher education.

In the past decade, public sentiment has shifted increasingly to question the value of a college education. These concerns have diverse causes, including the rising cost and questions about the return on investment of higher education, the growing precariousness and insecurity of middle-class households regarding paying for higher education, and changes to the supply of and demand for highly educated workers. Recognizing that non-economic outcomes can be challenging to quantify, the authors have launched the Next Generation Undergraduate Success Measurement Project, which uses diverse forms of data (including surveys, performance assessments, administrative records, learning management system data, and experiential sampling) alongside information on students' longitudinal trajectories to define near- and long-term measures of the multifaceted benefits students derive from college attendance. In this paper, ways of conceptualizing and measuring the value of college education through longitudinal observation of undergraduate student experiences, attitudes, and behaviors are articulated. The paper begins by briefly reviewing prior work measuring higher education learning outcomes that informs the project's efforts. The sections that follow go on to discuss how to attempt to measure aspects of undergraduate student growth and development, which can provide a framework for identifying the value of attending postsecondary institutions in a manner aligned with the achievement of later life course success. The paper focuses on: (1) measuring cognitive ability and intellectual dispositions; (2) development of identity and adaptive life-course agency; (3) self-regulation skills; (4) social capital; (5) civic engagement; and (6) mental health and psychological flourishing. The paper concludes with reflections on the challenges and opportunities surrounding efforts to define and measure the value of higher education.

What I have done in this book, if I have correctly solved the great problem I have sought to investigate, is, to unite the truth perceived by the school of Smith and Ricardo to the truth perceived by the schools of Proudhon and Lasalle; to show that <i>laissez faire</i> (in its full true meaning) opens the way to a realization of the noble dreams of socialism; to identify social law with moral law, and to disprove ideas which in the minds of many cloud grand and elevating perceptions. (Summary by Henry George) <br/><br/>Audio edited by TriciaG; Proof-listened by Kimberly Krause & Larry Wilson.

2Everglades Wildguide

By Jean Craighead George

This is a United States National Parks guidebook written by a popular young people's nature writer, Jean Craighead George. It covers the Everglades in detail, from its mangrove swamps to its sawgrass prairies. (Summary by Matt Pierard)

"What I want to impress upon those who may read this paper is this: The Irish land question is not a mere local question; it is a universal question. It involves the great problem of the distribution of wealth, which is everywhere forcing itself upon attention. It can not be settled by measures which in their nature can have but a local application. It can only be settled by measures which in their nature will apply everywhere as readily as in Ireland." (Summary by Henry George)

4London Mosaic

By Walter Lionel George

An idiosyncratic view of various aspects of London, England, published in 1921. Walter Lionel George (1882 – 1926) was an English writer, chiefly known for his popular fiction. - Summary by David Wales