The debate over how to construct appropriate and meaningful assessments for students of all ages continues to polarize scholars and educators. Various forms of student assessments have been employed in modern classrooms in accordance with varying theoretical perspectives on what "meaningful learning" consists of. Authentic assessments have often been considered productive tools for increasing student engagement, learning, and confidence. One particular form of authentic assessment, student portfolios, can be seen as useful authentic assessments tools when used in certain capacities. This article outlines research on the use of authentic assessments by instructors in the classroom and specifically discusses the use of student portfolios to enhance student learning, creativity, and confidence. The merits of student portfolios as a learning tool are discussed and demonstrated through a specific example of classroom practice.

After its advent in the 1970s, the rap music genre was represented almost exclusively by male black artists who honestly and realistically embodied a poor urban image. Images of black urban poverty in music videos and rap lyrics were consistently used by black artists to emphasize and authenticate who they were and where they came from. With the upsurge of white rap acts starting in the early 90s and continuing through the early 21 st century, the means by which rap authenticity is measured have been permanently renegotiated. Before the emergence of white rappers, race was the primary signifier of rapper authenticity. After the success of white rappers such as Eminem new parameters of what constitute credibility and authenticity in the rap genre have been forged. This article discusses the significance of the continued presence of white rappers in hip-hop in terms of class and race in relation to artistic credibility within the rap genre. On a larger scale, this article considers questions related to cultural interloping upon a racially concentrated art form. It is concluded that class has generally emerged as the premier indicator or variable of authenticity throughout rap.

Student motivation continues to be a vital topic throughout all levels of education. Various approaches to motivating students have been articulated in education circles but educators are still coming to terms with best-fit models to inspire students in classroom settings. One particular often employed form of student motivation, praise, has been a point of contention and scrutiny in the modern classroom. Praise has the potential to be a productive source of student motivation but only when used in certain capacities and with specific outcomes in mind. This article outlines research on the use of praise by instructors in the classroom in the context of student motivation and specifically discusses the use of praise-notes to productively induce student performance and engagement. The merits of praise notes as a motivational tool are discussed and demonstrated through applicative suggestions for classroom practice.

Educational credentials play an important role in the job attainment process. To employers, academic credentials signal that a prospective employee has acquired certain competencies that certify readiness for the workplace. As grantors of educational credentials, higher education institutions (HEIs) are entrusted with the important duty of preparing graduates to enter the workforce. In order to better understand what employers need from HEIs in terms of preparing recent graduates for the workforce and the degree to which employers currently view the performance of HEIs in terms of preparing graduates to meet these needs, a review of the literature concerning employers' perceptions of HEI performance was conducted for the current study. Sources were reviewed and analyzed for reoccurring ideas or themes in the literature. Three themes emerged from the review: (a) the need for work-related skills, (b) the need for internships, and (c) skepticism toward for-profit higher education (FPHE) graduates. Suggestions for future research are offered based on the emergent themes. This study is beneficial to prospective college students, college administrators, employers, and higher education professionals and scholars.

After years of remarkable expansion, the for-profit higher education sector is showing signs of an industrial reset in the wake of increased federal regulations aimed at addressing claims of aggressive recruiting practices and high student default rates throughout the sector. Large publicly-traded for-profit universities, such as the University of Phoenix, have resultantly experienced precipitous drops in student enrollment. As an initial point to begin thinking about for-profit higher education going forward, this article will put forth a multi-frame organizational analysis of the University of Phoenix with the particular goal of generating a body of knowledge endemic to improving Phoenixs overall operating environment and discussing the important role the school has played and can continue to play in (re)defining higher education in the United States. This discussion can be used as an entry point to promulgate further discussion surrounding significant issues in for-profit higher education and the changing landscape of higher education.