AAHE Bulletin, 1995-96. INSTITUTION American Association for Higher Education, Washington, D.C

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AUTHOR Marchese, Theodore J., Ed. TITLE AAHE Bulletin, 1995-96. INSTITUTION American Association for Higher Education, Washington, D.C. PUB DATE 96 NOTE 190p. AVAILABLE FROMAmerican Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110 ($35, annual subscription; $5, single issue). PUB TYPE Collected Works Serials (022) JOURNAL CIT AAHE Bulletin; v48 n1-10 Sep 1995-Jun 1996

EDRS PRICE MFOI/PC08 Plus Postage. DESCRIPTORS Academic Standards; Administrator Role; Citizen Participation; College Faculty; College Freshmen; *College Instruction; College School Cooperation; Departments; *Distance Education; *Educational Assessment; Educational Change; *Educational Quality; Elementary Secondary Education; Higher Education; Instructional Improvement; School Schedules; Student Evaluation; Undergraduate Study IDENTIFIERS *American Association for Higher Education

ABSTRACT The 10 issues of this organizational bulletin for the 1995-96 school year present reports, reviews, andessays on issues concerning the advancement of higher education as wellas organizational news items. Major articles include: "Bowling Alone"--An Interview with Robert Putnam; "Crossing Boundaries: Pathways to Productive Learning and Community Renewal" (Russell Edgerton); "'Read My Lips': The Academic Administrator's Role inthe Campus Focus on Teaching" (Joan Deguire North); "Front-End Alignment/An Introduction to the Standards Movement" (Ruth Mitchell); "How Standards-Based K-12 Reforms Affect Higher Education" (Francis Griffith); "Student Collaboration: Not Always What the Instructor Wants" (Donald McCabe and Sally Cole); "Reassessing (and Defining) Assessment" (Thomas Angelo); "Just Say No' to Calendar Change" (Thomas Trzyna); "Distance Education: The Options Follow Mission" (Susan Rogers); "Resources for Learning about Distance Education"; "Giving Distance Learning a Try" (Norman Coombs and Edward White); "Crossing Boundaries" (information about the 1996 national conference); "Persistent Problems in Evaluating College Teaching" (W. J. McKeachie and Matthew Kaplan); "Closer to the Disciplines: A Model for Improving Teaching within Departments" (Deborah DeZure); "The Search for Next-Century Learning/An Interview with John Abbott" (Ted Marchese); "The Name Game: Forward to the Past/The Right Job Title Can Make a Big Difference" (Martin Schoppmeyer and Christopher Lucas); "The Partnership Terrain/Results ofa Study of School-College Partnerships" (Louis Albert and Franklin Wilbur); "Transforming Assessment: High Standards for Higher Learning" (Thomas Angelo); "What Research Says about Improving Undergraduate Education/Twelve Attributes of a High-Quality Experience"; "The Baldridge in Education: Why It Is Needed and What the First Pilot Year Produced" (Daniel Seymour); "Assessment and CQI: Could CollaborationBe on the Horizon" (Monika Springer Schnell); and "Out of Africa: A Modelfor Others" (Linda Chrisholm and Louis Albert); "'Motor Voter':How the New Law Can Help Colleges Promote Civic Engagement" (an interview with David Warren); "An Agenda for Involving Faculty inService" (Deborah Hirsch); "It Was Time To Act, and Southern UniversityDid: New Orleans Partnership Prepares Young Professionals To MeetUrban Needs" (Deborah Smith); "Making Learning Communities Work/Seven Lessons from Temple's Effort to Transform the First-Year Experience" (Jodi Levine and Daniel Tompkins); and "Crossing Boundaries:Pathways to Productive Learning and Community Renewal" (excerpts from the 1996 national conference). (DB) AMERICAN ASSOCIATION FOR HIGHER EDUCATION (AAHE) BULLETIN, 1995-96.

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"Crossing Boundaries: Pathways to Productive Learning and Community Renewal" March 17-20, ChicagoCall for Proposals

AAHE NEWS BOARD ELECTION BULLETIN BOARD RESULTS by Ted Marchese AMERICAN ASSOCIATION - - 3- FOR HIGHER- EDUCATION-. ST COPY AVM

I In this issue: Until 1985, AAHE's National Conference for coming together across sectors, across regional on Higher Education was not just our boundaries, across specialties and hierarchies to "flagship" convening, it was our only con- address the challenges that face us ... for consid- vening. No longer, of course. AAHE now ering with colleagues where we've been, and where also mounts three special-topic confer- we want to be, both individually and as a commu- ences annually: the June AAHE Conference on nity. In other words, the National Conference is the Assessment (the first addition, and since 1993 incor-event that most captures AAHE's spirit. porating "Quality"); since 1990 a fall National Con- Accordingly, instead of an insert into an issue of ference on School/College Collaboration; and since the Bulletin, the National Conference call for pro- 1993 a January AAHE Conference on Faculty Roles posals is the September Bulletin. Beginning on the & Rewards. But still the National Conference on opposite page, AAHE invites you to submit a session Higher Education dominates, reflecting its special proposal or a suggestion for a session you would like status. to see on the 1996 program. Address this year's For decades a major higher education event, the theme or other topics and issues important to higher meeting is an occasion for stepping back and lookingeducation. Make your voice heard. at the whole of the higher education landscape ... BP

CALL FOR PROPOSALS 1996 National Conference on Higher Education March 17-20, Chicago

3 "Bowling Alone"/An Interview With Robert Putnam About America's Collapsing Civic Life/with Russell Edgerton 7 "Crossing Boundaries: Pathways to Productive Learning and Community Renewal"/the theme statement/by Russell Edgerton 8 On Crossing Boundaries /comment by AAHE's Board chair, Diana Natalicio 11 1996 Call for Proposals/provocative questions and the proposal guidelines 15 1996 Conference Proposal Submission Form

Departments 16AAHE News 17Letters 19Bulletin Board/by Ted Marchese

AAHE BULLETIN September 1995/Volume 48/Number 1

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman

Published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: Theodore J. Marchese and Louis S. Albert. Unsolicited manuscripts may be submitted by readers. All are subject to editorial review. Guidelines for authors are available. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education, anonprofit organization incorporated in the District of Columbia. Second class postage paid at Washington, DC. Annual domesticmembership dues: $85, of which $45 is for publications. Subscription price for AAHE Bulletin without membership: $35 per year,$43. per year outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August Back issues:$5.00 each for up to ten copies; $4.00 each for eleven or more copies of the same issue, plus shipping. AAHE Bulletin is available inmicroform from University Microfilms International Printed in the United States of America. POSTMASTER: Send address changes toAAHE Bulletin, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

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Typesetting by Ten Point Type. Printing by Hagerstown Bookbinding & Printing, Ina: AMERICAN ASSOCIATION FOR HIGHER E:DUCATION 1996 NationalConference on Higher Education March 17-20, Chicago Call for Proposals

"BOWLING ALONE" An interview with Robert Putnam about America's collapsing civic life.

This September issue of the AAHE Bulletin Professor of International Affairs and director of announces the theme and call for pro- the Center for International Affairs at Harvard Uni- posals for AAHE's next National Confer- versity. In his book on Italian politics, Making ence on Higher Education (March 17-20, Democracy Work (Princeton University Press, 1993), Chicago). It's our occasion to stimulate Putnam builds a strong intellectual foundation for your thinking and reading about the theme, in hopesthe thesis that the vigor of civic life is a strong pre- you'll sign on to become part of the annual intellec- dictor of the performance of democratic government. tual adventure that is AAHE's conference planning Now he has turned his attention to civic life in our process. own country. This year, the troubled state of American society "Bowling Alone: America's Declining Social Cap- was much on the minds of AAHE's Board as they ital" was the first report to come out of his new began deliberating a focus for the upcoming gath- research. Since its publication in the January 1995 ering. "How," the Board asked, "could higher educa- Journal of Democracy, his inquiry into what is hap- tion become a more engaged part of the solution?" pening to civic engagement in America has become This question in turn led to a prior one: "How should the talk of the town. In July, while on sabbatical from we think about what's gone wrong Harvard and at work on a new with American civic life?" And this book, Robert Putnam spoke with led us to Robert Putnam. AAHE president Russ Edgerton Robert D. Putnam is Dillon about what he's finding out.Eds.

EDGERTON: "Bowling Alone" is democracy. an arresting title. You say in the PUTNAM: I used the title because, article that while the total number frankly, I didn't want people to of bowlers in America has in- think that the trend of disengage- creased by 10 percent between ing proprietors, because league ment from civic life that I was 1980 and 1993, "league bowling" bowlers consume three times the talking about was limited to par- that is, the number who bowl beer and pizza, and that's where ticipation in do-gooder organi- as members of organized leagues the money is. zations like the League for Women has plummeted by 40 percent. More to your point, that's also Voters. You say that's bad news for bowl- bad news for American EDGERTON: The data you cite

A A LTVnt nZwlTIO /OVIEITEMAIILArl I MG /0 Youtell me how many choral societies in your article are quite striking. years later, you're still there! Weekly churchgoing is down. there are in an Italian PUTNAM: Iam indeed. The one- Union membership has declined region, and I will year-old daughter I mentioned by more than half since the mid- is now finishing her own doctor- tell you plus or minus 1950s. PTA membership has fallen ate, with a daughter of her own. from 12 million in 1964 to 7 mil- three days how long MAKING DEMOCRACY lion. Since 1970, membership in it will take you to the Boy Scouts is down by 26 per- WORK cent; membership in the Red get your health bills EDGERTON:Unfortunately, we Cross is off by 61 percent. reimbursed by its Did any of these data surprise don't have time to go through the you? regional government. marvelous analysis and argument PUTNAM:Frankly, the first time you lay out in Making Democracy we got back the data on PTA Work But our readers should membership, I didn't believe it. know the punch lines. I thought there was a mistake. You found, to oversimplify hor- I was astonished when the data ribly, that different regions of Italy turned out to be true. That's a an amazingly long period of time. varied enormously in things like huge change. PUTNAM:That's right. Since rates of membership in sports The people trying to make these 1970. clubs, and that associational ties organizations go sometimes EDGERTON:In the preface, likeyou sports club membership assume that they have done some- talk about being in Italy in 1970 turned out to be critical predic- tors of the quality and success thing wrong ...that they have when, unexpectedly, the Italian a lousy director or something. But government agreed to establish of the regional governments you they need to see themselves as a system of regional governments. were tracking. part of a broader picture a pat- As a budding political scientist, PUTNAM: Yup. Youtell me how tern of civic disengagement. you realized that a wonderful many choral societies there are I came across the bowling evi- experiment was about to unfold. in an Italian region, and I will tell dence doing what academics in PUTNAM: Ihad just gotten my you plus or minus three days how the 1990s have to do: fund raising. Ph.D. and was in Rome, with my long it will take you to get your I was talking about my work to one-year-old and three-year-old, health bills reimbursed by its a person who had been a gener- trying to set up interviews with regional government. ous supporter of Harvard. As it members of the Italian parliament EDGERTON: So,Alexis de turned out, he was the owner of for another study I wanted to do. Tocqueville got it right when he one of the largest bowling chains The government was falling apart. pointed out in Democracy in in America. He told me that the The politicians had left the city, America the critical importance trend I was observing wasn't I couldn't arrange my interviews, of voluntary associations. Is this limited to the Red Cross and the and in the midst of all this con- thesis pretty well accepted now Moose Club. It was affecting his fusion, the government decided in the academic circles you travel own bottom line. Then he told to go forward with a constitu- in? me about the declining partic- tional reform to establish regional PUTNAM:Well, as you know, ipation in bowling leagues. governments. nothing is settled in academic life. EDGERTON:Let's talk about whyTo me, this seemed like being But let me distinguish two prop- all this is important for ableour to civicstart a study in 1789 of ositions that I laid out in the book, life and the future of our democ- Congress ... to beable to under- one of which is pretty widely racy, Bob. I understand from stand how it took root, what shared, the other of which is still reading your book Making Democ- social circumstances conditioned debated. racy Work that your ideas about how it evolved. And so, in a hand- The first proposition is that if civic engagement are rooted in to-mouth kind of way, I started you want to know why democracy your studies of civic traditions with several colleagues doing this works in some places and not oth- in Italy, and that you've been research. ers, de Tocqueville was right ...

. . it's the strength of civil society. tracking data in that country for EDGERTON:. and twenty-five

srcr nr n CITIO /01,17TVISIIVD 1110M Ifyou want to know why democracy works But the second is that if we ask democracy works. why some places have a stronger in some places and PUTNAM:Well, let's take the civil society than others... why not others, toughest case, which is my claim, there are more football clubs and partly but not entirely tongue- choral societies in one region than de Tocqueville was in-cheek, that the fate of the another ... the answer gets more right. ..it's the strength republic hangs on the fact that complicated. As you know, in my Americans are no longer engaging book I went back a thousand of civil society. But in league bowling. years and traced some deep his- if we ask why some First, when you participate in torical roots. But there is profes- a bowling league, interacting reg- places have a stronger sional debate about this historical ularly with the same people week argument. civil society than others after week, you learn and practice EDGERTON: Youalso found in the answer gets more what de Tocqueville called "habits your work in Italy that the various of the heart." You learn the per- forms of civic engagement are complicated. sonal virtues and skills that are interrelated. Participation in civic the prerequisites for a democracy. associations, newspaper read- Listening, for example. Taking ership, voter turnout, ... they all Italy, it occurred to me that what notes. Keeping minutes. Taking go together. I was finding out as a scholar of responsibility for your views. PUTNAM:That's right. If a Italianregion politics was connected to That's what is different about is high on one, it's high whaton theworried me as an American league bowling versus bowling others. citizen namely, the sense that alone.

That's true, by the way, in the our national experiment in dem- Second, bowling leagues ... and United States, too. Just yesterday, ocratic self-government is falter- sports clubs and town bands, I was looking at how voter turning. So I started digging around whatever ... provide settings in out, membership in groups, and about trends in civic engagement which people can talk about their indicators of social trust are all in America As I said earlier, I shared interests. These are set- correlated in different states. frankly was astonished. tings quite different from, say, a People in Minnesota, for example, EDGERTON:So you've now talk show, where Ted from Toledo are the most trusting people in mounted a serious research calls in and shares his prejudices the United States. They are also effort? with a nationwide audience. In among the most intense joiners. PUTNAM: Ihave seven research that scenario, the rest of us don't And they are the most likely to assistants working on this broad know Ted, we don't know how turn out to vote. project about what I like to call to interpret what he says. But if EDGERTON:That's a nice segue"social capital" ... the networks Ted were in my bowling league, to your current research into and norms of civil society. My I'd understand him better, American civic life. You're a study question is: What's been because I would interact with him. scholar of international affairs happening to our social capital? regularly, and so I'd hold him and economic development; how As I reported in "Bowling Alone," accountable for his views. and why did you shift your focus what we're finding is that it's EDGERTON:In "Bowling Alone," to our own country? collapsing. you take note that not all forms PUTNAM:For many years, I'veNow I'm sitting up here in New of organized life are collapsing. been worried.. a s. a citizen ... Hampshire, on sabbatical, trying Mass membership organizations about things like the collapse of to write a book about that and such as the Sierra Club and the trust in public authorities. When about what we might do about National Organization for Women, I was growing up in the 1950s and it. This time it's going to be written nonprofit organizations, and infor- 1960s, 75 percent of Americans for a broad public audience, mal support groups are growing. said that they trusted their gov- rather than simply an academic But these kinds of associational ernment to do the right thing. audience. relationships don't, in your view, Last year, same survey, same EDGERTON:Say a bit more teach the sort of civic virtues that question, it was 19 percent. about how our associational life you just mentioned. As I was finishing my book on is tied up with how well our PUTNAM:That's right. The kinds

AAHE BULLETIN /SEPTEMBER 1996/6 Thiserosion of social capital on our campuses of groups that are growing most nections. This is playing out within has serious rapidly are the mailing-list organ- the academic community as well, izations, like the AARP and the consequences for and it means that the average faculty member's ties to colleagues NRA. You don't attend meetings; university life. Deans membership involves merely the around the country and around act of writing a check or perhaps can't order people the world are getting closer, while ties to colleagues in the next reading a newsletter. From the around; they depend point of view of social connected- building or across the hall are ness, such organizations are a very on the faculty's sense weakening. It's harder and harder to fill faculty clubs. different species from the bowling of campus citizenship. leagues. This erosion of social capital on our campuses has serious con- NEXT STEPS? sequences for university life. Deans can't order people around; EDGERTON: Iassume your book- they depend on the faculty's sense in-progress will not only describe of campus citizenship. When that the trends but point out what citizenship weakens, it becomes those of us who care about we had built up at the turn of the harder and harder to get on with democracy in America can do century. What we need now is a the important tasks of the about reversing them. I know that new round of reform, as we had campus. you're a long way from comple- in the Progressive Era, to reinvent EDGERTON: Sowhat do we do? tion, but give us a sense of how new social organizations, new PUTNAM: I don't have any simple you are thinking about turning ways of connecting, for the answer here, any more than I the corner from diagnosis to twenty-first century. have a simple answer for the solutions. I'm not sure what those con- broader society. The first step is PUTNAM:In searching for how nections will look like. I've been to recognize the character of the to put these trends in perspective, going around the country this problem, to acknowledge that I find myself going back to the year, visiting lots of places where connections matter. Without con- massive social and economic people are trying to move against nections, it's not just that people transformation America went the current of civic disengage- don't feel warm and cuddly through between 1865 and 1890. ment. I'm hoping that I can put toward one another. It's that our The Industrial Revolution, urban- these strands of activity together schools don't work as well ... that ization, immigration, and so on and articulate ways in which peo- the crime rate gets worse. And rendered obsolete a lot of social ple might contribute to a new so it is on campus. So, while I capital .. . which is a jargony way period of civic inventiveness. can't give you five easy steps to of saying that in the transition EDGERTON:One last question.rebuilding community on our from the country to the city, a When you talked about the birth campuses, I can say that recog- lot of connections got left behind. of new forms of associational life nizing the character of the prob- And then in a rush, roughly from at the turn of the century, what lem is the place to begin. 1890 to 1910, all kinds of new came to my mind are all the af- EDGERTON: . .. and then to look, organizations formed. That's when filiations that academics are now as you are doing now, as you the YMCA, Red Cross, Boy Scouts, engaged in ... the American traipse around the country, for National League of Cities, and on Political Science Association, the those nascent forms of new com- it goes, really took off. American Historical Association, munity that might be nurtured? While the parallel is not perfect, and so on. You've been a dean. PUTNAM: Yes, that's exactly right. my sense is that over the last Have you thought about what's EDGERTON:Bob, what a fas- thirty years we have been going happening to community within cinating project! I'm sure AAHE's through a period like that after academe? members will want to stay in the Civil War. Television, the global PUTNAM: A little. Americans are touch with your work, and join economy, two-career families ... in the midst of a transformation me in thanking you for letting me such developments are rendering that is privileging nonplace-based interrupt your sabbaticaL obsolete the stock of social capital connections over place-based con- PUTNAM: You're welcome.

6 /AAHE BULLETIN/SEPTEMBER 1996 1996 National Conference on Higher Education March 17-20, Chicago Call for Proposals

"CROSSING BOUNDARIES" Pathways to Productive Learning and Community Renewal by Russell Edgerton President, AAHE

When AAHE's Board For the purpose of our ary to personal safety and free- of Directors conference agenda, the dom from crime. gathered last Trend number three is a grow- spring to select responsibilities of higher ing disconnection between Amer- a theme for the education to society boil ica's "elites" the thin layer of experts, professionals, and leaders 1996 National Conference on down to two great tasks: Higher Education (March 17-20, and the rest of the public. Chicago), we were all still feeling improving the quality and Economists pronounce that the the aftershocks of the November productivity of instruction, economy is good, Yankelovich mid-term elections. warned, while ordinary folks feel As background for our discus- and becoming more it just isn't so for them. It's almost sion, I shared with the Board a engaged as "part of the as if average Americans were liv- presentation made by social ana- solution" in addressing ing in one world and the elites lyst Daniel Yankelovich to the in another. "In my judgment," National Civic League shortly after America's many Yankelovich writes, "the gap today the election, in which he had problems. between elites and average citi- argued that Americans' foul mood zens is as great (though different the anger and anxiety was in character) as the one that going to last a long time, and divided the French people from would not lift until its causes had the aristocracy in Marie been addressed. In that presen- Antoinette's prerevolutionary tation, he pointed to three France." destructive trends that needed on full-time, full-benefit These seismic shifts are already turning around. employees." having an impact on higher edu- The first, resulting from the Trend number two is a break- cation in multiple ways. impact of technology and the glo- down in the shared norms that Take trend one. As economic bal economy, is that even though hold our society together. Four insecurities have mounted, more the American economy is improv- out of five Americans, he reported,and more people are coming to ing, personal income levels and believe the nation's social moralityfeel that a college degree is an job security are declining. "The is in a state of decline and decay. ever more indispensable ticket brutal reality," Yankelovich noted, While Americans have tradition- to the good life. Add to this the "is that in today's global economy, ally described a good community tidal wave of enrollments coming employers can grow and be prof- in terms of such things as "being from the "baby echo," and we are itable by restructuring their oper- friendly with your neighbors," looking at a huge surge in demand ations so as to be less dependent today such concerns are second- for access to higher education.

9 AMIE BULLETIN /SEPTEMBER 1995/7 But, at the same time, the ability crime and violence are already California State University. The of Americans to afford college and doing to local revenue bases. In average yearly salary of a Cali- state and federal governments California, the state budget for fornia prison guard with a high to underwrite the costs of atten- corrections has now outstripped school diploma and six years on dance is eroding. the combined budgets of the the job is $45,000; the starting sal- Or take trend number two. state's two 4-year systems the ary of a tenured CSU associate Look at what public fears about University of California and the professor with a Ph.D. is $41,184. Trend threethat the elites are becoming a class apart, insu- lated from the problems of aver- On Crossing Boundaries age people is clearly lurking by Diana Natalicio in the background of a number Chair, AAHE Board of Directors, and of new issues now coming to the President, University of Texas at El Paso fore in higher education for example, rising public resentment Nearly twenty-five years of living and working on the U.S.- of academic privileges such as Mexico border have given me a fascination for bound- tenure and the lengthy vacations aries and how they affect our thinking and behavior. built into the academic calendar. The two million people who live in the binational metropolitan area of El Paso-Ciudad Juarez, far from their respective HIGHER EDUCATION'S national capitals of Washington, D.C., and Mexico City, have TWO TASKS learned that the Rio Grande the political boundary between As I had anticipated, the their two countries both divides them and draws them Yankelovich address set off a together. Those of us who live on this border learn to cross it fre- wide-ranging and sobering dis- quently and comfortably ... likethe director of the El Paso City- cussion about America's future County Health Department, who sends his vector-control trucks and higher education's role in it. into Juarez because mosquitoes do not need passports to cross Diana Natalicio, president of the the international boundary. University of Texas at El Paso and The U.S.-Mexico border is highly visible ... on maps,in fences, chair of the AAHE Board, started and at border crossing checkpoint& Its visibility is at once a rein- things off with moving comments forcement of the limits it sets and an invitation to explore "the about privilege and responsibility: other side." I have come to understand that there are many other What a privilege it is to be part boundaries in my life and in the life of the University of Texas at of institutions of higher learning, El Paso, and although most of these boundaries are far less obvi- she mused ...what enormous ous than the geopolitical border, they present the same intriguing responsibilities we have, partic- combination of impediment and opportunity. Identifying these ularly now, to the larger society. boundaries and developing strategies to cross them has long been From that moment forward, my passion. discussion has focused on how, I hope that the "Crossing Boundaries" theme of the 1996 AAHE through the planning process and National Conference will provoke our collective thinking about program agenda for the 1996 the boundaries, both real and imagined, that deeply affect what National Conference, we can mar- we in the higher education community think and do; help us to shall ideas and practices that recognize them and the constraints and opportunities they pre- exemplify how higher education sent to us; and enable us to explore and celebrate successful can respond more effectively to efforts to cross them. America's urgent needs. Higher education has been privileged to play a pivotal role in The Board confirmed that for the human, social, and economic development of this nation. The the purpose of our conference very traditions upon which our success agenda, the responsibilities of has rested may now be the source of both higher education to society boil our greatest strength and our most dys- down to two great tasks: improv- functional weakness. Rethinking all that ing the quality and productivity we do ... redefining highereducation ... of instruction, and becoming finding new pathways ...crossing bound- more engaged as "part of the aries . . . these are our challenges if we solution" in addressing America's hope to continue to play a major societal many problems. The challenge role. At least that's what life on this bor- is to decide how best to approach der has taught me. those tasks as we put together the 1996 program.

aie AUL Pr ITISI1IN1 /51VVIVIIIRMR 1 CICIS 10 The first task the quality and keynote address, that conference into these issues. productivity of instruction has, put forth the case for being Third, in turning the corner and of course, been a core agenda of responsive. Then last year, with thinking about higher education's AAHE's National Conference for our theme "The Engaged Campus,"contributions to America's social years. With themes such as "Tak- we began looking into ideas and renewal, it's helpful to think ing Teaching Seriously," "Today's practices that represented first locally. Often when we think Choices... Tomorrow's Faculty," steps toward deeper engagement: about public life, "public" is taken ideas such as "the public intel- to mean that which is national lectual" and practices such as in scope, impact, or character. service-learning. But a vast territory of social life We need to venture So, we have been asking, where lies between national culture and do we go from here? How, given individual meaning and existence. beyond the familiar what we've learned, should we And, as James Hunter argues in boundaries of who we frame the problems? What Before the Shooting Begins, the are, how we define our approaches would release the key to a more satisfactory dis- most creative energy? course is often to redefine "the professional lives, and public" in very local, concrete the famirsar arenas in FIVE SIGNPOSTS terms and then go about the Discussions continue... we've hard task of trying to understand which we work. by no means figured this all out. and resolve our differences. But we think that following the Fourth, none of the most seri- five signposts below can take us ous and urgent problems within all, together, on a promising our local communities is merely and "Difficult Dialogues: Achieving journey. technical in character. Most such the Promise in Diversity" we've First, higher education's role problems don't lend themselves explored many of its different in America's renewal to this point to being "fixed" by specialists and dimensions. has been framed largely in terms experts. Thus, as Ron Heifetz bril- Looking at the current state of our contributions to economic liantly argues in his book Lead- of our national conversation, development. The challenge has ership Without Easy Answers, what's most promising, we feel, been cast as one of competitive- leadership to address such prob- is that the accent is now on learn-ness; the responses called for, lems involves "adaptive work." The ing: faculty, ever more deeply largely those of applying faculty first task of these leaders is to engaged in improving and eval- technical expertise, especially thatclarify the competing values that uating their teaching, are telling of our business and engineering are really at stake, and reframe us that they want to understand schools. But clearly, America's perceptions of what the problem more about student learning, ... challenge and our challenge really is. When President Clinton creative administrators, such as as Yankelovich's three trends sug- and Vice President Gore went to Bruce Johnstone and Alan Gus- gest is larger than this. The Portland to listen to the compet- kin, are arguing that significant solutions must encompass the ing views of environmentalists gains in real productivity will kind of issues that Robert Putnam and loggers about the Endangered come from looking at our enter- describes: the collapse of civic life, Species Act, they were engaging prise from a "learning" perspec- the workings of America's in adaptive work. Heifetz's thesis tive, ... scholars of management democracy. has profound implications for the talk of the "learning organization," Second, to understand what's way we need to think about our ... and on it goes. happening to our civic life, we roles especially the faculty role So, in putting together the 1996 need to view the world through in community renewal. program, we propose to take up a wide-angle lens and look at, Last, as Mary Walshok points our core concerns about instruc- among other things, the role and out in Knowledge Without Bound- tional quality and productivity influence of the media. We began aries, there are many kinds of from the vantage point of learning this last year with the marvelous community needs, many different strategies. conference presentation (sub- ways that campuses can respond The second great task to be sequently published in the May/ to those needs, and quite a few more fully engaged in addressing June 1995 Change) by NYU pro- exemplary programs already the problems of the larger society fessor Jay Rosen on "public jour- under way that we can all learn is a challenge that AARE first nalism." For 1996, we've enlisted from. But being responsive, in put on the marquee in 1992 with the help of Felix Gutierrez, vice almost every case, requires higher our theme "Reclaiming the Public president of the Freedom Forum, education to rethink what we Trust." Highlighted by Derek Bok's to help us delve even more deeply mean by "knowledge" and to open

1 1 AAHE BULLETIN/SEPTEMBER 1995/9 ourselves to new kinds and stakeholders. And in each case, of these boundaries are visible sources of knowledge including what is required is that we all and obvious those at the edge knowledge derived from action become less self-referential, and of what our particular discipline and experience. look to the larger external needs or field defines as "the canon" of that we must all serve. We need valued scholarship, for example. CROSSING BOUNDARIES to venture beyond the familiar Some are more subtle such as boundaries of who we are, how the boundaries we have internal- So we began asking ourselves we define our professional lives, ized about what "our kind of peo- is there an underlying theme, and the familiar arenas in which ple" or "our kind of institution" a leitmotif; that runs through the we work ... AsBoard Chair can be and should do. ways we need to respond to the Natalicio says, what we're talking In the Call for Proposals that challenge of productive learning about is "crossing boundaries." follows, we suggest what sort of and the challenge of community And so, we invite you to join overall program and sessions we renewal? AAHE in constructing a program think the theme "Crossing Bound- Indeed there is. around the theme of "Crossing aries" might yield. We leave it to For starters, both tasks require Boundaries" into the promised you, through your proposal sub- a lot from everyone faculty, land of more productive learning missions and comments, to refine administrators, students, external and community renewal. Some and sharpen them as you see fit.

To Get You Started Thinldng Interested in thinking further about the campus role in American civic life? Try these:

Before the Shooting Begins: Searching for Knowledge Without Boundaries: What America's Democracy in America's Culture War Research Universities Can Do for the Economy, by James Davison Hunter, professor of sociology the Workplace, and the Community at the University of Virginia (Free Press, 1994) by Mary Lindenstein Walshok, associate vice Hunter uses the issue of abortion to analyze chancellor for extended studies and public service the roles that interest groups, the press, the at the University of California-San Diego (Jossey- schools, and others play in forging civil Bass, 1995) discourse. Offers useful classifications and frameworks for thinking about the university role, as well Coming to Public Judgment: Making Democracy as descriptions of exemplary programs. Work in a Complex World by Daniel Yankelovich, president and cofounder Leadership Without Easy Answers of Public Agenda (Syracuse University Press, by Ronald A. Heifetz, director of the Leadership 1991) Education Project at Harvard's Kennedy School A wonderful analysis of the experts/public gap of Government (Belknap /Harvard University and how to bridge it, including a critique of Press, 1994) objectivist epistemologies in academe. Discusses his thesis that in an era when solving problems entails reconciling conflicting values, leadership becomes a task of mobilization for 011111 \ k1.1,0 k,\XV.,e1 < K_EAN1 adaptive work. 441, INTEGKITV li A Making Democracy Work: Civic Traditions in 411 i u Modern Italy Eivictradians; by Robert D. Putnam, director of Harvard's pro- m Modem Italy gram of international affairs (Princeton Uni- 111E111 III11M versity Press, 1993)

\V P, LIAM Presents a compelling case for the importance of civic community to modern democracy.

Intellect and Public Life: Essays on the Social Work and Integrity History of Academic Intellectuals in the United by William M. Sullivan, professor of philosophy States and sociology at LaSalle University (HarperCol- by Thomas Bender, University Professor of the tins, 1995) Humanities at New York University (Johns Hop- A coauthor of Habits of the Heart and The Good kins University Press, 1993) Society puts his mind to the crisis and promise Explores the nature and interaction of the of professionalism in America. intellectual cultures within academe and in the public sphere. EST COPY MAULE RE 10/AAHE BULLETIN /SEPTEMBER 1995 12 1996 National Conference on Higher Education March 17-20, Chicago "Crossing Boundaries: Pathways to Productive Learning and Community Renewal" CALL FOR PROPOSALS

AAHE welcomes your proposals for organizing and/ II.... and the Thsks Before Us or presenting general and/or poster sessions on the 1996 National Conference theme "Crossing Bound- Does the shift in perspective from Improving aries" or on other topics and issues you deem impor- teaching" to "enhancing learning" really move us tant to the future of higher education. in new directions toward advancing the quality and productivity of higher education? What are some of these directions? SESSION TRACKS Is the quality of civic life in the communities sur- In submitting a session proposal, you may find it use- rounding our campuses an agenda that campuses ful to have a sense of the way the conference theme might actually study, measure, and attempt to might translate into tracks, or clusters of sessions, address? What are some examples of promising in the final program. To this end, a version is offered initiatives already under way? below of eight such tracks, plus illustrative questions that might make for provocative sessions within Many of our social problems seem to require not those tracks. But please understand, these tracks technical fixes but what Ronald Heifetz calls are suggestive only; your own and the other pro- "adaptive work"... that is, helping people clarify posals submitted will undoubtedly lead to new and conflicting values that affect understanding of better clusters as the conference planning process what the problem is in the first place. What impli- proceeds. cations exist for the roles faculty with disciplinary expertise can play in community renewal? What I. Seismic Shifts & the Policy Environment implications for the kind of leadership that campus administrators might provide? More than in past years, the need exists to recon- struct our understanding of how societal changes Most campuses that have seriously tried to mobi- are affecting our institutions and professional lives lize faculty involvement in community renewal ... and thus AAHE welcomes proposals based on have established "brokering offices" of some sort. questions such as these: What have we learned from such experiences about how to go about the task? What does the impact of technology and global- ization on the workplace imply for the kind of III. Boundaries of Mission and Accountability knowledge and skills America will need over the next ten to twenty years? How can higher edu- While we have developed visions ("the urban uni- cation shape that impact? versity," "the new American college," etc.) of service-oriented missions, we have been much Our community life shows evidence of fragmen- slower to change our internal structures and pol- tation and breakdown, but there are also signs icies in ways that convert the visions into practice. of renewal. What are the most promising forms Are there creative examples of real progress in of emerging new community? Is there a role for putting such visions into practice? higher education in encouraging them? Most accountability and rating systems from What assumptions should we be making about state and federal reporting requirements to con- our revenue sources (tuition, state funds, federal sumer guides to accreditation processes reward funds) over the next five to ten years? What are institutions for accumulating resources rather their implications for our capacity to move in new than for actual performance. What new mecha- directions toward productive learning and com- nisms of accountability could recognize and munity renewal? reward campuses for their contributions to pro-

1 0 AAHE BULLETIN /SEPTEMBER 1996/11 ductive learning and community renewal? examples of cost-effective integration of the two functions? Faculty devote much effort to meeting quantitative standards for research output, yet many thought- More and more, campuses are searching for alter- ful people regard counting and weighting publi- natives to departments organized around disci- cations to be an intellectually bankrupt standard. plines and professional fields, while hoping to Are there sensible alternatives? What would it take retain the important benefits such disciplinary to adopt them? collectives bring. Where are the successful examples of reinvention of academic organization at What are the next boundaries to cross in the effort this "village" level? to provide a more effective system of K-16 learning? What changes, for example, should we be con- As outcomes and methods of teaching change, the sidering in our admissions standards and policies role of teacher is shifting from that of provider of to reinforce the movement in K-12 to high stand- knowledge to that of designer, coach, and assessor ards and mastery learning? of tasks students perform individually and collaboratively. What are the most successful strategies for enabling large numbers of faculty to move W. Boundaries of Difference into this new facilitator role?

Recognition and respect for difference are essentiaL To respond effectively to public expectations about We no longer live in, nor want, a monolithic society. the missions of our colleges and universities Yet our democracy also requires that we move requires administrators and faculty to find new beyond the boundaries of race, ethnicity, gender, and ways to work together. What new forms of com- other differences to find and achieve the common good. How to respect diversity and realize the vision of a democratic community is one of our most pressing dilemmas. OTHER WAYS TO

The media has become a powerful influence in our Service-Learning Action Officers Foram culture, and in many ways is a source of fragmen- In January 1995, in partnership with Campus tation and polarization rather than integration Compact, AAHE hosted the Colloquium on and understanding. What constructive initiatives National and Community Service. More than 400 might higher education undertake to turn things campus "action officers" representing 350 cam- around? puses participated in the colloquium. As a follow- up, AAHE and Campus Compact are organizing Lately affirmative action has become a divisive, a forum for service-learning action officers and national political issue. What choices remain open others interested in service-learning to be held for those of us who are committed to the imper- in conjunction with the 1996 National Conference. ative of accelerating minority access and achieve- For more information, call Monica Manes, con- ment? What should our strategy be? ference coordinator, at 202/293-6440 x18.

Amidst all the contentious debate over speech Tbaching, Learning, and lbchnology Roundtable codes, curricular content, and so on, has anyone Launched in July 1993, the TLTR program seeks figured out ways to measure the state of commu- to improve the quality and accessibility of higher nity life on campus and to develop real evidence education through the selective use of information of the contributions campuses make to things such technology and information resources in teaching as students' respect for difference and commit- and learning while controlling costs. This ment to core democratic values? national program encourages, guides, and assists individual campuses to develop their own cam- Traditional conceptions of liberal learning often puswide planning and support Roundtables to ask students to abandon their particular identities serve the learning needs/preferences of a wide and loyalties as they became cosmopolitan range of students and the teaching capabilities/ members of the larger society. Are there examples preferences of a wide range of faculty. of curricula that seek to honor both the particular The National Conference will offer numerous communities/cultures we each come from and general sessions and workshops dedicated to the general culture we all should share? technology. In addition, the National Conference will include a special preconference TLTR pro- V. Boundaries of Position and Internal gram: a "Start-Up Seminar" for institutions inter- Organization ested in developing their own local Roundtable, and an "Advanced Seminar" dedicated in part to Some campuses have been challenging the tra- the important role CAOs play in the Roundtable ditional internal division of activities into "student process. affairs" and "academic affairs." Where are the best Special TLTR invitations to CAOs and current

12/AAFIE BULLETIN/SEPTEMBER 1995 14 munication and shared governance hold the most Logically, the place to begin expanding the bound- promise? aries of professionalism is graduate education, particularly the reigning conception of what is required for the award of a Ph.D. Assuming, for VI. Boundaries of Professionalism the sake of argument, that a broader conception of the Ph.D. is desirable, what are the most pro- The ideas we hold about the nature of knowledge ductive pathways toward that end? To what and what kinds of scholarly investigations are extent do the pathways vary by discipline? most worthy of our attention are the deepest source and creator of boundaries in academic life. Many of the tasks of broader scholarly work, such For teaching or professional outreach to be con- as writing for audiences beyond one's peers, falter sidered legitimate forms of scholarly work, faculty on the criteria and peer-review process we have will have to develop a new respect for the kinds in place for promotion and tenure. Where are our and forms of knowledge and knowing that go by most promising examples of departments that such labels as "practical," "narrative," "situated," have developed ways to evaluate as scholarly work "experience-based." What are the prospects for faculty contributions to student learning? Faculty this happening? contributions to community renewal?

There's a conversation under way about the need Tenure is surfacing as a major topic for discussion for archetypes or ideals for scholarly life beyond and debate. AAHE recently has mounted an ini- that of the research scientist ... one of these new tiative to reframe that debate and encourage a ideals being that of the "public intellectual." What reexamination of new pathways for faculty are its strengths, limitations, and prospects? careers. For the professoriate of the 21st century, what kinds of career pathways do we need? How can we give legitimacy and status to pathways that depart from the traditional course? GET INVOLVED

Roundtable members will be mailed early in 1996, VII. Curricular Boundaries or contact Ellen Shortill, project coordinator, AAHE Technology Projects, at In efforts to both reduce costs and enhance the [email protected] or 202/293-6440 x38. quality of undergraduate education, some campuses have abandoned the distribution model of Exhibit Program general education... and by doing so have "recap- Higher education institutions and other nonprof- tured" a substantial amount of faculty time that its are invited to join commercial exhibitors in can be directed at new priorities. Is this a strategy the National Conference's exhibit program. Con- that many more campuses should pursue? tact AAHE to reserve a booth in which to display information about your programs, centers, ser- Disciplines both include and exclude, and thought- vices, and publications. ful members of some disciplines (e.g., literature) For more information about the National Con- are advocating a return to more inclusive and invi- ference exhibit program, contact Mary Joyce, mar- tational conceptions of what disciplines should keting manager, at 202/293-6440 x14. be and do. What are the merits of this position? How can this idea best be surfaced for serious Caucuses and Action Communities discussion? AAHE members can get involved by participating in the work of one or more of AAHE's member Innovative programs in medicine, business, and networks. For the National Conference, AAHE's engineering have been developed around concep- caucuses and action communities develop work- tions of "problem-" and "project-based" learning. shops, sessions, and other professional networking What are the merits and prospects for problem- opportunities. based and project-based learning in the arts and AAHE's Caucuses: American Indian/Alaska sciences? Native, Asian and Pacific, Black, Hispanic, and Women's. AAHE's Action Communities: The What are the most effective ways that institutions Research Forum, The Community College Net- have found to support interdisciplinary work? work, Classroom Research, Collaborative Learning, and Faculty Governance. VIII. Boundaries and the Uncertain Impact of For more information about joining any of these Information Technologies member networks or about their conference activities, contact Monica Manes, membership rela- Information technologies represent the most tions/conference coordinator, at 202/293-6440 dynamic new force in our lives a force that can x18. cut both ways. Technology can erect new boundaries between the "haves" and "have nots" and deliver ever

AAHE BULLRITN/SEPTEMI3ER 1996/13 more shallow versions of access to higher learning. 2. The audience you intend to reach, and the sig- Alternatively, information technologies can overcome nificance of your topic for that audience. boundaries of income, access, time, and place to pro- 3. How you intend to use new information tech- vide exciting, substantive, and interactive forms of nologies or resources (if appropriate) to enhance higher learning. How can we move toward the more the quality of your communication with the audience promising of the two possibilities? both at the conference itself and, perhaps, beyond. 4. The qualifications of all presenters, and the role Governors and other state leaders, caught between they will play in the session (moderator, presenter, new demands for access and diminishing resour- discussant, etc.). ces, are casting about for new, technology-based 5. How your session would manifest gender, cul- models to deliver higher education. But do these tural, racial diversity and/or student involvement. models really enable us to enhance learning and 6. The format of your session, including your plans lower costs? How should we think about meas- for involving the audience in active learning. In par- uring the return on our information technology ticular, AAHE encourages sessions that will actively "investments"? engage attendees by: (a) helping them make meaningful connections with one another and encour- Many campuses, especially those serving commut- aging teamwork and collaboration; (b) offering them ing adult and part-time students, are increasingly useful information, skills, insights, resources, and looking to new combinations of computer tech- connections they wouldn't get elsewhere; and (c) nology and collaborative learning pedagogies as providing them with at least one practical model, ways to both productive learning and community guideline, technique, or tool they can adapt and renewaL What particular combinations seem to apply. be most successful? 7. A one-paragraph abstract of your session (subject to editing by AAHE), which will be printed in How can campuses most effectively organize their the final conference program book if your proposal efforts to improve learning through the use of is accepted. information technology and resources? Who should be at the policy-making table? What kinds Proposal submission form. To have your proposal of issues should these campuswide groups be tak- considered, you must submit both a Proposal Letter ing on? and a completed Proposal Submission Form. This issue of the Bulletin contains the form. (Photocopies PROPOSAL GUIDELINES of the form are acceptable.)

AAHE welcomes your proposals for organizing and/ Mail/fax. Send your Proposal Letter (3 pages max.), or presenting general and/or poster sessions on this accompanied by a completed Proposal Submission year's theme or on other topics and issues important Form, to: to higher education. NCHE Conference Proposals Also encouraged are letters about the kinds of ses- c/o Louis S. Albert, Vice President sions you, as a potential attendee, would like to see AAHE on the program. One Dupont Circle, Suite 360 Washington, DC 20036-1110 Session format. fax: 202/293-0073 A general session is typically one to three presenters addressing a topic through a combination Deadline All proposals must be received by AAHE of lecture and discussion lasting 50 to 75 minutes. on or before October 20, 1995. All proposals will be For a poster session, presenters assemble visual acknowledged via U.S. mail by November 15, 1995. displays that describe the results of innovative pro- You will be notified in December about the status grams, new research, methods of practice, or suc- of your proposal. cessful solutions to problems faced by campuses, and they provide attendees with handouts contain- Fees. If your proposal is accepted, you should plan ing more detailed information, if needed. Presenters to attend the conference as a paying registrant. If give short talks (5-10 minutes) about their topics, you invite others to participate in your presentation then take audience questions and comments. Poster (as moderator, panelists, presenters, respondents, presentations repeat periodically throughout the etc.), please notify them of the registration require- time band and are staged in the Exhibit Hall. ment and fees. Registration forms will be mailed to all presenters of record in January 1996. Proposal letter. To have your proposal considered, you must submit both a Proposal Letter and a com- 1996 National Conference fees. pleted Proposal Submission Form. Your general/ AAHE Members: Nonmembers: poster session Proposal Letter must include the Regular $255 $345 following: Discounts: F/T Faculty $205 $295 1. A description of the problem or issue you will Retired $145 $195 address. Student $115 $165

14 /AAHE BULLETIN/SEPTEMBER 1996 16 AAHE's 1996 National Conference on Higher Education Proposal SubmissionForm

Please print or type. Include ALL information as requested to facilitate consideration ofyour proposaL Mail or fax this completed Proposal Submission Form along with your Proposal Letter to: NCHE Conference Proposals, c/o Louis S. Albert, Vice President, AAHE, One Dupont Circle, Suite 360, Washington, DC 20036-1110; fax: 202/293-0073. Proposals must be received by AAHE on or before October 20, 1995. Letters submitted without a completed form, or forms submitted without a letter will NOT be considered.

1. Session Title (subject to editing): (2) Name

Title

Institution

2. Proposed Session Format: Address General Session Typically one to three presenters addressing a topic through a combination of lecture and discussion lasting 50- City State Zip 75 minutes. Daytime Phone Poster Session Presenters in these sessions assemble visual displays that describe their projects, prepare handouts containing Fax more detailed information, and give short talks (5-10 minutes) about the projects. These interactive sessions will take place in the Exhibit E-mail (indicate Internet or other) Hall and will be scheduled to repeat during a time band lasting approximately 2 hours. (3) Name 3. Proposed Audience: General Administrators Title Faculty Particular Group(s): Institution

Address

4. Primary Presenter (contact person): City State Zip Daytime Phone Name Fax Title E-mail (indicate Internet or other) Institution 5. Audiovisual Equipment Needed: Address If you will be using a computer, we prefer that you provide your own: however, specify below what type/model you will be providing (e.g.. City State Zip IBM or Mac, etc.) and what additional equipment you will need (e.g.. LCD panel). If you are requesting that AAHE provide a computer. Daytime Phone please be specific about hardware and software.

Fax

E-mail (indicate Internet or other)

Other Presenters (no more than 3, including any Moderator): 6. Proposal Letter: (1) Attach your Proposal Letter (3 pages max.) as described in the Name "Proposal Guidelines" in the Call for Proposals. Title 7. Presenter Release: Upon acceptance of this proposal, AAHE is hereby authorized to record Institution and/or publish any material presented during this session at the 1996 National Conference on Higher Education. I/we also authorize AAHE Address to record, reproduce, and distribute audiocassettes of this presentation, and I/we waive any rights to fees or royalties associated City State Zip with the printed or recorded reproduction and distribution of these materials. Daytime Phone

Fax Signature of primary presenter, on behalf of all presenters

E-mail (indicate Internet or other) Date 17 For your proposal to be considered, you must submit a Proposal Letter anda completed Proposal Submission Form! Deadline: October 20, 1995 AAHE NEWS Stodf phone extensions in parentheses.

The Education Trust Plenary speakers Warren Sim- director, or Wanda Robinson Thrum on Faculty Roles & Rewards mons and Jeannie Oakes will (x15), project coordinator, The discuss "High Standards, Chal- Education Trust, at AAHE. Taro Upcoming lenging Curriculum: An Urgent AAHE's 4th Conference on Conferences Imperative for All of Our Young Faculty Roles & Rewards AAHE will hold its 6th People." Lauren Resnick will is scheduled for January 18-21, National Conference on share her perspective on stand- 1996, in Atlanta, GA. Session School/College Collaboration ards as a useful lever in the drive proposals are being accepted October 26-29 in Washington, DC. to improve student learning. until September 15; registration The conference theme will be Antoine Garibaldi and Humph- materials will be forthcoming. "Accelerating Reform in Tough rey lbnkin will discuss the why For more information, contact Times: Focus on Student Learningand how of standards- or Pam Bender (x56), program coor- K-16." performance-based reform on dinator, AAHE Forum on Faculty their campuses. Roles & Rewards, at AAHE or see All AAHE members should the Forum's Call for Proposals receive a conference preliminary in the June 1995 Bulletin. program by September 15. If you have not received a copy by that Teleconference date, call or fax AAHE to be sent one. For more information, con- Students With tact Carol Stoel (x34), conferenceDisabilities Cortines Rama ley This fall, AAHE is cosponsoring a teleconference by the National Important Dates Association of Student Personnel AAHE Board of Directors Meeting. Administrators (NASPA) entitled Washington, DC. September 21-22. "Educating Students With Dis- abilities: A Shared Responsibility." 6th National Conference on School/ College Collaboration. Washington, The conference will be broadcast DC. October 26-29. live via satellite from Washington, Team Registration Deadline. DC, on Wednesday, October 25, September .90. Discount Hotel Rate Deadline. at 1:30-3:30 PM, ET. Deavere Smith October 4. Registration for NASPA insti- Early Registration Deadline. tutional members is $495 (includ- Registration increases $20. October Thursday, AAHE's Education 7. ing taping rights). Nonmembers Trust will be presenting its First Registration Refund Deadline. may register for $650. After Sep- Requests must be made in writing tember 29, an additional $100 Annual Award for Educational and postmarked/faxed by the dead- Leadership to Ramon Cortines line. October 7. fee will be charged. For more information, contact NASPA, and Judith Rama ley. 4th Annual Conference on Faculty In other conference highlights: Roles & Rewards. Atlanta, GA. Jan- 1875 Connecticut Avenue, NW, Roger Wilkins will discuss the uary 18-21. Suite 418, Washington, DC 20009- Proposal Deadline. See June '95 5728; ph 202/265-7500, fax 202/ long-term ramifications of the Bulletin insert for details. September University of California Regents' 15. 797-1157, [email protected]. decision in "Affirmative Action: National Service-Learning Sympo- Where Do We Go From Here?" sium. Chicago, IL. March 16-18. Membership In a special conference per- 1996 National Conference on Higher formance, Anna Deavere Smith Education. Chicago, IL March 17- Dues Increases will explore issues of race and 20. At its spring meeting, the AAHE community, combining the jour- Proposal Deadline. October 20, Board of Directors voted to nalistic technique of interview 1995. increase membership fees slightly with the art of interpreting the 1996 AAHE Conference on Assess- this year. For a regular member- words of her subjects through ment & Quality. Washington, DC. June ship, fees rose to $85 for 1 year, 8-12. $165 for 2 years, and $245 for her performance. I IA/AAUP MIT TITURF.PTFMRPR ISN5 1.8 3 years an increase of $5/year. home pages, allowing you to The special 1-year membership access information any time. fee for students and retirees Learn more about: remained the same, $45. Teaching, Learning, and In a separate action, the AAHE Technology Roundtable program Black Caucus has increased its at HITP://www.ido.gmu.edu/ dues to $25 per year. aahe/welcome.html EASI (Equal Access to Soft- LETTERS Board of Directors ware and Information) at HTIP:/ Election Results /www.rit.edu/-easi/aahe.html Unions on ilnure AAHE is pleased to announce I WRITE TO object to your char- the results of the 1995 Board of AAHE Technology Projects acterization of AAUP's reaction Directors election. Each new Summer TLTR to AAHE's New Pathways project member serves a four-year term, [in "From Tenure to ... New Pathways," June 1995] as positive which began on July 1. Wrap-Up AAHE's Teaching, Learning, and and encouraging. I am especially Technology Roundtable program concerned because the tone of hosted its first Roundtable work- the discussion among Russ Edger- shop and seminar in Phoenix, ton, Richard Chait, Judith Gappa, and Gene Rice printed seems so AZ, July 14-18. More than 250 complacent in its attitude of wel- people from more than 65 insti- come to a "new" world without tutions attended, with the aim tenure. Nowhere in their debrief- of advancing their efforts to ing on the initial reception of the improve teaching and learning project was mention made of the Leitzel Girgas through more effective use of objections I raised in the [1995 information resources and tech- National Conference] panel at nology. (For more about forming which [the project] was pre- your own TLT Roundtable, see sented in March. The project Change, March/April 1995.) seems already to be on its own The Start-Up Workshop and predetermined "pathway," which, I believe, would lead to a further Summit Seminar provided oppor- stratification of higher education tunities for teams from similar maintaining tenure as another institutions to work together on supposed perk for powerful pro- developing and advancing insti- fessors in elite institutions while Garibaldi Ehrlich tutional goals. Teams included leaving "ordinary" professors faculty members, presidents, pro- without its protection of their Joan IL Leitzel is AAHE's new vosts, faculty development pro- academic freedom which vice chair. Leitzel is senior vice fessionals, librarians, and com- includes their right to question chancellor for academic affairs puting professionals. Some specific academic practice as well and professor of mathematics materials from the workshop and as abstract ideas... . seminar will be available via the AAUP is quite willing to par- at the University of Nebraska- ticipate in a reconsideration of Lincoln. On AAHE's Board, she AAHE TLTR World Wide Web the reward structure in faculty will serve successive one-year Home Page: careers, to examine responsible terms as vice chair, chair-elect, HITP://wi,vw.ido.gmu.edu/aahe/ systems of post-tenure review, chair (1997-1998), and past chair.welcome.html and to explore accommodations Joan S. Girgus, professor of The Summit Seminar helped of faculty work to life patterns psychology and director of the participants identify intermediateand to institutional needs, but Pew Science Program in Under- goals, produce outline/drafts of we will not be passengers on the graduate Education, The Pew working papers, and focus on col- vehicle described in your colloquy. Charitable Trusts, filled Board laborative learning. Some of the Tenure is not "on the table" to Position #2. Antoine M. Gari- topics discussed included group- be bargained away for those who ware; long-term change strategies need it most women, part-time, baldi, vice president for academic community college, and junior affairs and professor of education (introductions to Epiphany and faculty. We believe that its pos- at Xavier University of Louisiana, "Composition in Cyberspace" proj-sibility must be extended to such won Board Position #3. In addi- ects); assessment and technology; groups! tion, Thomas Ehrlich, of Cali- vendor relations; increasing Mary Burgan, general secre- fornia State University, has joined student-faculty communication tary, American Association of the Board by appointment. through computer conferencing; University Professors disabilities and distance education; national faculty and student AAHE Technology Projects ON BEHALF OF the National issues; regional TLTR activities; Education Association, I want WWW Link and reports from several ad- a retraction of the assertion by AAHE's Technology Projects has vanced Roundtables. [Eugene] Rice that the NEA has joined the World Wide Web! Two Plans for future TLTR events been consulted on the New Path- of its most popular projects have continued on p. 18ways project, that we have agreed

9 A AMR RI ISMITT/REPIEMBUI 19146/17 continued from p. 17 cont LEITERS, including regional meetings and sessions for AAHE's 1996 National Conference on Higher that "tenure is on the table," and AAHE, to achieve that aim. But Education (March 17-20, Chi- further, that we are "beginning the initial rhetoric surrounding cago) are moving ahead. For to recognize that the best defense AAHE's tenure project is not more information about theTLTR is to engage in a serious explo- promising. program, check out the AAHE ration of the issues." This is not Lawrence N. Gold, director, Web Page, join the AAHESGIT NEA's position... . Higher Education Department, listserv, and/or contact Ellen American Federation of Teachers The New Pathways project is Shortill (x38), program coordi- starting not from a neutral position on tenure but from stereo- nator, AAHE Technology Projects, typical, negative assumptions. Eugene Rice, director of AAHE's [email protected]. NEA's new publication, Update, Forum on Faculty Roles & in its September 1995 issue, will Rewards and of the New Path- AAHE Assessment Forum provide data on the numbers of ways project, responds faculty with tenure in higher edu- When critical issues related to A&Q Conference cation using the latest national one's work and career are Assessment study by NCES. Our preliminary addressed, words take on special According to attendees' assess- analysis shows that among full- meaning. When I spoke in the ments, the 10th AAHE Confer- time faculty in all institutions, interview of tenure being "on the ence on Assessment & Quality only 52 percent are tenured table," I was thinking of the open dialogue the discussion the was a quantitative and qualitative (76.08% of the men who are full- success. A total of 1,518 people time faculty and 23.92% of the New Pathways project is intended women). If part-time faculty are to facilitate. I was not referring attended the conference held included, then the percentage to tenure being "on the table" in June 11-14 in Boston including of tenured faculty is lower any negotiative sense, much less more than 200 presenters. These 35.89 percent of the faculty is in a collective bargaining context. attendance figures set new tenured. This is hardly the picture Obviously, it was a poor choice records for AAHE's Assessment portrayed by campus adminis- of words. I regret the misunder- & Quality event. trators, and the data challenge standing conveyed. In terms of quality, the news the underlying assumptions of The intent of the New Pathways was also very positive. Nearly the project. project is to place consideration three-quarters (74%) of those of this volatile issue in a broader It is NEA's hope that as your attending assessed the experience project moves forward that you context and carefully examine examine all viewpoints without the kinds of faculty careers we as "very" or "extremely" useful preconceptions of the tenure want for the American profes- and helpful. Four out of five issue. soriate in a new century. Given (80%) rated conference quality Christine Maitland, higher the enormity of the changes we as "good" or "excellent," and 93 education coordinator, National face in our society, our institu- percent said that the conference Education Association tions, and the makeup of the fac- met or exceeded their ulty, it is imperative that we take expectations. AAHE SAYS IT wants to open on this challenge. Audiotapes of most sessions a fresh, unbiased, and inclusive Particularly important is the are available for purchase. They dialogue about tenure and facultyinvolvement of the faculty and can be ordered by credit card careers, but the tone of the articlethe national faculty organizations directly from Mobiltape Company, in this discussion. Proposals for describing the [New Pathways] Inc. by calling toll free 800/369- project would surely get a "no sessions for 1996 AAHE Confer- confidence" vote from AFT ence on Faculty Roles & Rewards 5718. Copies of order forms for faculty. (January 18-21, Atlanta) are this or other AAHE conferences Eugene Rice opens with the heartily welcomed. Faculty are are available from Mobiltape or proposition that "all three major especially invited to actively par- from AAHE (x11). faculty organizations ... under- ticipate in this conference, where Participants' assessments also stand that tenure is on the table the tenure issue, which is a mat- provided many ideas for improv- and are beginning to recognize ter of widespread public concern ing next year's Assessment & that the best defense is to engage and misunderstanding, will be Quality Conference, June 8-12, in a serious exploration of the one of the topics explored. 1996, in Washington, DC. issues. This is a different climate Through the New Pathways project, we will try to make the than we've had in the past." That's AAHE's Quality Initiatives just not true. In the traditional discussion of tenure as open and parlance of negotiations, we are fair as possible. In this overly con- CoordNet News certainly not willing to "put ten- tentious time, perhaps we can AAHE's Campus Quality Coor- ure on the table" that is, to model how an important con- dinators Network (CoordNet) negotiate it away... . troversial issue can be the subjectheld its first annual gathering AFT is deeply interested in of balanced, thoughtful deliber- in Boston on June 10th, in con- ation. After all, fostering this kind developing rewarding career junction with AAHE's Conference paths for tomorrow's faculty, and of open dialogue on society's crit- we're working with our member- ical issues in one of the primary on Assessment & Quality. Fifty- ship and our colleagues, includingpurposes of tenure. continued on p. 20 .7 /cmrnmenn3nrr tbnc 20 m former AAHE Board member.... As was Piedad Robertson, who resigned this summer as Massa- chusetts secretary of education in Gov. Weld's by Ted Marchese cabinet to take the presidency of Santa Monica College in California.... Sad to report, John Carroll Welcome back hope summer brought some restpresident Fr. Mike Lavelle passed away in the for news of AAHE members (names in bold) doingspring ... a memorial booklet evokes Mike's faith, interesting things, plus items of note. Let me knowtoughness, and heart, notes that he was the kind what you're doing... this is your column! of priest Spencer Tracy and Pat O'Brien played in 1940s movies. PEOPLE: Many heartfelt tributes for Missouri educator (and AAHE Board NEW PRESIDENTS: It's encouraging to member) Charles McClain, who retired see many younger AAHE members now last month as commissioner of Missouri's moving into presidencies... best wishes state coordinating board ... Charles came to Richard McCormick (U of Washington), to fame through a long presidency of Walter Massey (Morehouse), Elisabeth Northeast Missouri State, had to be pleased Zinser (Kentucky-Lexington), Antonio this summer as Gov. Mel Carnahan ok'd Perez (Borough of Manhattan CC), Dave a board-recommended name change for Frohnmayer (Oregon), Faith Gabelnick the campus to Truman State U (effective McCormick (Pacific U), Joe Lee (Tougaloo), Bruce next July) ... Charles's successor as Grube (St. Cloud), William Sederburg commissioner to be Kala Stroup. ... (Ferris St.), Robert Preston (Belmont Meanwhile, up in Kirksville, Charles's Abbey), Betty Youngblood (Western Ore- former NEMo colleague Jack Magruder gon St.), Charles Taylor (St. Philip's), was installed as president August 4th ... David House (St. Joseph's, ME), Bruce his predecessor, Russ Warren, now directs Perryman (Northeastern JC), James the teaching and learning research center Doppke (College of St. Francis), Marie at Hardin-Simmons. ...Like NEMo, an Rosenwasser (Canada), Richard Santa- institution that keeps popping up on "rising Massey gad (Merrimack), and Mary Ellen Jukoski star" lists is Nashville's Belmont U, a CQI (Mitchell).... I'm not sure whether this leader, now winner of NACUBO's innova- next item will give these new presidents tive management achievement award... pause or heart: Association of Governing congrats to provost Jerry Warren and VP Boards' Ibm Ingram has convened a 21- Susan Hillemneyer.... There'll be a New person panel headed by former Virginia Campus (that's its name, so far) in the governor Gerald Baffles to look into the Tucson area, a four-year public with "troubled academic presidency"... ambitious curricular goals ... provost answers by next July, so hang in there! Celestino Fernandez heads the effort, advised by an eight-person national board Zinser LAST NOTES: June's Assessment & Qual- that includes Ernest Boyer, Alexander ity conference in Boston broke attendance Astin, Thrnas Arciniega, and Alan Guskin. records (1,500+ on hand) and was well evaluated overall, a tribute to organizers MORE PEOPLE: Remember that Bulletin Tom Angelo and Monica Manning.... The interview last winter with Hobart's Richard 150 U.S. and Canadian faculty gathered for Hersh on what the public thinks of liberal our Teaching Initiative's "Reflective Prac- education? The AT&T Foundation has just tice" confab in Vancouver got a rare treat: put up $140,000 for deeper study of the good workshops, deep conversation, and topic.... Mathematical Sciences Educa- Perez not a single speech in the entire four days tion Board here in town has been a champ ... thanks to organizers Pat Hutchings of for math reform, K-16 ...St. Olafs Lynn SteenAAHE and Rita Silverman and Bill Welty of Pace headed the postsecondary unit these past two years,University.. .. Kudos to my colleagueSteve Gilbert now Harvard's Daniel Goroff comes in for a stint.for his Teaching, Learning & Technology Roundtable ... The Ford Foundation began supporting women'sseminars in Phoenix this July, in which 65 campuses studies 25 years ago ... now comes a terrific reportparticipated. ... News tip: the National Academy from Ford by Spelman's Beverly Guy-Sheftall,of Sciences releases its new rankings of graduate "Women's Studies: A Retrospective," tracing trendsdepartments its first since 1982 September andresettingtheagenda...Bevisa12th. 21 continued from p. 18 classroom, and, in general, gettingtional relations doctoral program re-immersed in campus life ... this fall. Erin Anderson, Teaching five campus coordinators met all of this thanks to generous sup-Initiative project assistant for for a full day to network, share port and sponsorship from the three years, has moved on to war stories, and develop plans university. greener pastures this fall, as well. for future collaborative work. You can contact Pat at the Cen-In August, Pam Bender joined CoordNet members, who must ter for Teaching Excellence, P.O. on as program coordinator for be their campus's lead quality Box 3334, University of Wyoming, both the Teaching Initiative and coordinator to be eligible for Laramie, WY 82071; ph 307/766- the Forum on Faculty Roles & CoordNet, are electronically con- 4825, [email protected]. Or reach Rewards. nected in a listsery run by AAHE'sher through the AAHE office by Brooke Bonner, executive sec- CQI Project. contacting Pam Bender (x56), retary to AAHE president Russ program coordinator, AAHE Edgerton, is now attending Cath- The Teaching Initiative Teaching Initiative, olic University's master's program Moving West [email protected]. in social work Andrew Berner, Pat Hutchings, director of the registration specialist, has left AAHE Teach- AAHE Stctif to complete his master's degree ing Initiative, Comings & in art at Bard College and is mov- will be spending to Austin, TX. Wayne Hsu, ing the 1995- Goings who left to complete his MBA at 96 academic In staff changes over the last few George Washington University, year on a months: has been replaced by Mary "reverse sab- After one and a half years as Adams as accounting assistant. batical" at the project assistant for the Educa- Christy Ramsey joined on as University of tion Trust, Grace Moy has administrative assistant in Hatchings Wyoming, in departed to start her prerequisite administration. Laramie. She will continue her studies at Harvard, with the goal And, finally, Monica Manes ongoing AAHE work from there, of entering medical school; Wanda has changed positions, from assis- but also enjoy a stint as visiting Robinson has stepped in as the tant director of administration professor, with an office in the Trust's new project coordinator. to conference coordinator, also Center for Teaching Excellence, Kris Sorchy, project assistant replacing Judy Corcillo (see last working with faculty and depart- for the Forum on Faculty Roles April's "Bulletin Board") as staff ments on issues of teaching and & Rewards, has left to begin liaison to AAHE's caucuses and learning, spending time in the American University's interna- action communities.

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The Academic Administrator's Role in the Campus Focus on Teaching BY JOAN NORTH

Sta ased Reform

An Introduction to the K-12Standards Movement B Y RUTH MITCHELL How That Movement AffectsColleges B Y JERRY GRIFFITH

III II

1998 CONFERENCE ON AARE BULLETIN BOARD ASSESSMENT a QUALITY NEWS by Ted Marchese CALL FOB PROPOSALS AMERICAN ASSOCIATION 23 FOR HIGHER EDUCATION In this issue: Real change in American education requires & National Directory, 2nd ed. In it you'll fmd looking at "the big picture" at education as detailed descriptions and contact information for a K-16 continuum, for example. As Jerry Grif- more than 1,100 model collaborationscovering all fith says in his article beginning on page 12, "The K- disciplines, regions. sectors, and grade levels, plus 12 and postsecondary education systems must contact information only for another 1,000+. acknowledge the disjointed character of their rela- The 500-page volume is being copublished by tionship with each other and move decisively toward AAHE and Anker Publishing Company, Inc., of Bol- creating an integrated education system." ton, MA. ($50/$55 nonmembers, plus shipping.) All One way AAHE has supported that integration orders go to Anker Publishing, c/o Publishers Busi- over the years has been to publish a succession of ness Services, PO Box 390, Jaffrey, NH03452-0390; guides to the school/college partnership movement. 603/532-7454. (Quantity discounts available.) Out this month is an expanded and completely With Linking, 2nd ed., you'll get vital information updated 1995 edition of that guide, Linking Amer- about successful programs and contacts to aid you ica's Schools and Colleges: A Guide to Partnerships in establishing collaborations of your own. BP

3 "Read My Lips": The Academic Administrator's Role in theCampus Focus on Teaching/by Joan DeGzuire North

7 Front-End Alignment/an introduction to the standardsmovement/by Ruth Mitchell

Tb Follow Up .../where to send away for everything you ever wanted to know about standards

12 How Standards-Based K-12 Reforms Affect Higher Education/byFrancis A. (Jerry) Griffith

11th AAHE Conference on Assessment & Quality: Call forProposals

Departments 16 AAHE News 18 AAHE Members Return 19 Bulletin Board/by Ted Marchese From Zimbabwe

AAHE BULLETIN October 1995/Volume 48/Number 2

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman

Published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington,DC 20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: Theodore J. Marcheseand Louis S. Albert. Unsolicited manuscripts may be submitted by readers. All are subject to editorial review. Guidelines for authors areavailable. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Associationfor Higher Education, a nonprofit organization incorporated in the District of Columbia. Second class postage paid at Washington,DC. Annual domestic membership dues: $85, of which $45 is for publications. Subscription price for AAHE Bulletin withoutmembership: $35 per year, $43 per year outside the United States. AAHE Bulletin is published ten times per year, monthly exceptJuly and August. Back issues: $5.00 each for up to ten copies; $4.00 each for eleven or more copies of the same issue, plus shipping. AAHEBulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER:Send address changes to AAHE Bulletin, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

BEST COPYAVAILABLE 24

Cover art @ Tim Lewis/Laughing Stock Thpesetting by Capital Prepress. Printing by Hagerstown Bookbinding & Printing,Inc. AMERICAN ASSOCIATION FOR HIGHEREDUCATION 66 9/

The Academic Administrator's Role in the Campus Focus on 'leaching

by Joan DeGuire North

picture a spring evening own efforts, and on phone interin 1993 around 5:00 PM. views I conducted with twenty- I'm working late on five academic administrators dur- remarks for a state ing the summer of 1994, I pose meeting the next day. these two challenges: We need My topic is how I, in particular, to give teaching greater visibility, and academic administrators, in and we need to develop better general, encourage and support assessments of teaching quality. teaching excellence. I'm hungry, and I don't think the task will THE VISIBILITY OF keep me from my lasagna very TEACHING long. Staring at the computer keys The Problem longer than I expected, though, Teaching is an inherently pri- I come to a realization since vate act, so private that peers give becoming dean, I had not actually Joan De attire North is dean of theseveral days' notice before slipping College of Professional Studies at the done much at all to promote University of Wisconsin-Stevens Point, quietly into the back row for a teaching. WI 54481-3897. She also is a POD20-minute observation ... so pri- Back in the 1970s, I was the Network board member. vate that many faculty, awash founding director of POD, the in research to the contrary, insist national professional organization that students have no business for faculty developers. Back then ers are skeptical because they fail in or expertise for commenting I was preoccupied with thoughts to see actions that confirm my on it ... so private that faculty about teaching improVement and commitment. And neither they members mostly speak about it I was a leader in celebrating the nor I know why there is a gap only with their confidantes or at teaching of our faculty. So what between what I say and what I private faculty-development had happened to me in the last do. retreats. ten years? How had I apparently Since that spring evening, Scholarship, on the other hand, lost my commitment to teaching unveiling and closing the gap is public, available at any hour, as a top priority? Was it just me, between talk and action has stackable, countable, shiny, visible. or is a similar rejuggling of prior- become my mission. Based on my Grants are trophies in our rep- ities common to other deans? Do utation rooms, evidence of our we all espouse the virtues of Johari Window intellectual prowess. Even service teaching, saying "Read my lips," activities are performed in the while we actually support I KNOW I DON'T KNOW presence of peers and are easily research scholarship instead? counted and evaluated, if one is The Johari Window diagram THEY "I support My actions of a mind to do so. right illustrates this "read my lips" KNOW teaching," don't Meanwhile our campuses have I say support problem by helping to reveal the my words become increasingly addicted to spaces between what we see in this kind of visibility and external ourselves and what others see THEY I really What's evidence of success. State college in us. I say that I support teach- DON'T mean behind campuses especially have grading; we all hear that; I know that KNOW it the gap ually modified their missions, from I really mean what I say, but oth- above? serving local clients and needs

0 M to competing in a global market- scholarship is so seductive, I offered a six pack of Point Beer place. Our athletic teams (espe- would especially note that where for one good teaching success cially at the Division III level), a dean visibly spends her time story. once content to trounce the rival (and her money) sends signals Using resources for teaching. up the road, now face fans who through the building about When we add up the investments would desert us if we lost national priorities. in the grants office, matching ranking. We once devoted enor- Dean talk One dean I spoke funds, travel monies for presen- mous attention to excavating the to suggested that in both public tations, book subsidies, specialized talents of our local students, and and private, our message should research equipment, research now we spend more time devel- promote teaching. Several deans assistants, campus competitive oping the potential of our faculty make sure to include presenta- grants, it can tower over more members, as they compete in the tions by faculty about teaching meager investments in teaching. international game of who's best. in all college meetings. Others And why does the common prac- We all get sucked in. Campuses make sure that teaching appears I tice of "release time" typically need good reputations: Their fund prominently in annual reports apply only to being released from raising is dependent upon it, or in college goals. One vice chan- teaching to do something "more recruiting high-quality faculty and cellor evaluates the deans, in part, important"? That few campuses students relies upon it, successful on their activities to advance have release time from scholar- positioning in marketing strategy teaching. ship or from service subtly and demands it. We all bask in being My own examination of con- deeply reinforces their minimizing well thought of. science brought to light my prac- of the teaching function. New deans get especially caught tice of writing letters of congrat- When we audited our resources, up in their campus's need for ulations to faculty members who we noticed that meeting rooms prestige. One of our responsibil- had received grants, published were carpeted and nicely fur- ities is to nurture and enhance a book, attained a national pro- nished for good discussion, and the reputation of our college. fessional office, won an athletic yet few classrooms were so well Along with my colleagues, I did conference title, and so forth. I appointed; that faculty members my best to highlight my college's could only remember writing one lugging VCR carts from storage "mosts and winners and bests," letter highlighting excellence in areas into their classroom fre- primarily with whatever was teaching. Now I look for reasons quently lost valuable class time. numerical, competitive, and to celebrate all kinds of faculty These problems were easily solved national. Our deans meetings successes, including classroom when we began to ask how to begin with recitations of "good triumphs. demonstrate support for teaching. news," each dean trying for bigger Media. Media coverage tells We also found faculty members stories, like old fishermen at a bar. the public what is important to who really wanted to talk about In none of these fish tales do we the university. But getting media their teaching but felt selfish ask- hear much about classroom coverage of teaching is harder ing someone to listen, so we teaching. than getting women's volleyball created a college "Teaching And that's how it happens that on the front page of the sports Partners" program, which pairs well-meaning, classroom-oriented section. Even getting coverage in faculty from different depart- deans seem to turn away from our own campus newsletters can ments to help with each others' teaching as their first priority. be a challenge, because they, too, classes. seem to print only news about Being part of the conversa- 'Biking Action scholarship and committee meet- tion. One of the hallmarks for me So what ought a dean do to ings. Several years ago, one pro- of a real "teaching campus" is that place the statue of teaching back fessor's attempt to get the news- colleagues discuss teaching all on its pedestal? letter to focus more on teaching of the time, not just in workshops Focus. One of my first sugges- read: "Leon Lewis stayed on cam- or personnel committee meetings. tions is to substitute the term pus, spent time in the library, and Of course, deans can help orga- "focus on teaching" for the more taught all his classes well during nize and support that conversa- common term "improvement of the month of February." How dif- tion, as I did with our Teaching teaching." We don't refer to "the ficult would it be to feature teach- Partners program. But I also improvement of scholarship" or ing in each issue? believe that deans should be par- to "excellence in service." Focusing Unearthing suitable teaching ticipants in those conversations. on teaching is the issue, because headlines is no easy task. In my Yet, my dean colleagues report we have turned our attention first attempt to focus on teaching, steering clear of teaching discus- away and because we want to I asked my department heads to sions, heeding the dictum that remind ourselves about our prior- report on teaching "good news" deans are not welcome to par- ities. And if one believes in the at the beginning of our meetings. ticipate in both the formative and Hawthorne effect, the focus itself I have to admit I heard only threesummative, in enrichment efforts will stimulate improvements. reports all year. Our education and personnel decisions. Because diverting attention to department chair reportedly But I believe that if deans are 2A not deeply engaged in significant then devote attention to other, real issue is which way works best discussions about teaching, their more pressing matters? One with this group of students or, exclusion may handicap them author described this phenom- ideally, with each individual in their personnel role. What we enon as "satisficing," whereby fac- student. are learning about teaching ulty get to some acceptable stan- Also on the science side, we and more important, about learn- dard of teaching performance and have abundant research about ing is shifting and complex and then turn their attention to principles for good teaching prac- required reading for anyone research efforts instead of con- tice. I like the "Faculty Inventory: involved in personnel decisions tinuing to perfect their teaching Seven Principles for Good Practice for faculty members. Not being (Massy and Wilger 1995, p. 17). in Undergraduate Education" by part of the conversation about Third, student evaluations, once Chickering, Gamson, and Barsi teaching is missing an opportunityopposed with professorial passion, (1989). A very useful expansion for important learning. have a virtual monopoly on the on these principles is Tom Ange- assessment of teaching. While I lo's "A `Teacher's Dozen': Fourteen ASSESSING THE support their use, I am dismayed General, Research-Based Prin- 1.1ALIT1 OF TEACHING that over the years what the stu- ciples for Improving Higher Learn- dents say about quality has ing in Our Classrooms" (1993). The Problem eclipsed what faculty say about Other sources of enlightenment A second circumstance that quality. Indeed, faculty themselves are AAHE's Teaching Initiative keeps teaching at the Rodney complain about the shortcomings and its Forum on Faculty Roles Dangerfield end of the respect of student evaluations, but they & Rewards, and the research from continuum is our inadequate often do not provide an alterna- the National Center on Postse- approach to assessing its quality. tive in the form of evidence from condary Teaching, Learning & After all, if we cannot identify serious and comprehensive peer Assessment. (See box.) quality teaching, how can we evaluation. Finally, we must shake off the make it visible? Even worse, if we view that most faculty are pretty cannot distinguish really effective Taking Action good at teaching, and so don't teaching from the merely pass- So, how can we push for better need to devote much attention able, how do we avoid relying on assessment of teaching quality? to it after the seventh year. This a system that can sift and sort I can suggest three ideas. fall, I heard a twelve-year veteran our personnel, namely research. A different view. First, we have faculty member in his first year What is keeping us from devel- to believe that teaching is both as a Teaching Partner admit with oping better, more credible pro- an art and a science, and that a new sense of wonder: "I never cesses for assessing teaching? we can identify effective and inef- thought about doing anything dif- First, many of our colleagues fective teaching, as defined by ferent in my classroom." (That appear to view teaching more as what students learn. statement is so powerfully full an art than a science, lacking On the art side, we bring to of implications that I would ask ways to judge good-better-best teaching our own artistic gifts, you simply to pause for a minute practice. And while I believe that our personality, values, talents, before reading on.) faculty are right to suspect simple and quirks. In this model, no two Peer review. Second, in pushing formulas for effective teaching, teachers are exactly alike, nor for better assessment of teaching it's a slippery slope from that sus- should they be, and there's no quality, we need to expect depth picion to making excuses for the sense trying to improve on an in peer review, beginning with fac- professor whose classes fold original. That being true, one ulty hiring. Too often faculty seem before the add/drop period. Held teaching "style" may not be supe- to think that uncovering problems in the extreme, this viewpoint rior to another. or recognizing quality in teaching mocks the issue of quality in On the science side, we know is the students' job or the dean's. teaching and renders efforts to how to theorize, to test assump- But only faculty can make the improve teaching futile. tions, to watch for cause and complex judgments about the Second, the Lake Wobegon effect in an attempt to increase complex act of teaching. If they effect seems to permeate our student learning. And we possess do not devote the time and judg- assumptions about teaching per- the tools classroom research, ment to do so, decisions about formance. From what I hear on analysis of quizzes, graduate the teaching of individual faculty campus, apparently we are all follow-up data, or any of dozens members as well as overall wis- above-average teachers as we of other approaches to turn dom about teaching will suffer. practice our art in our individual the model of teaching from "This The kind of peer review I envi- ways. And, this reasoning goes, is me; take it or leave it" to an end-sion goes well beyond slipping into if we're all above-average then lessly fascinating puzzle of the a back seat of a colleague's class- why bother nitpicking over dif- pieces of student learning. A focus room for 20 minutes. It takes into ferences in quality? Is it not on student learning takes us awayaccount the complexity of teach- enough to finger poor perfor- from pointless arguments about ing, struggles with the issues of mance in untenured faculty and "my way versus your way"; the student mastery of material, and 7 acknowledges the context of the shifted from teaching graduate from her essay we could see (and teaching/learning environment. students to undergraduates in feel) her commitment to making For me, peer review means a thor- a required course described at a connection with thoseunder- ough knowledge of a faculty length her struggle to understand graduates and her determination until member's special talents; philos- how undergraduates learn. Those to continue to experiment ophy about the discipline and who read her comments her she found answers that worked. a teaching; depth of knowledge in peers, her dean, and the vice the content area; approaches to chancellor could not come teaching, student learning, and away believing that she was a Note achievements; match between mediocre teacher, despite lack- This article is adapted from Joan luster student ratings at that time. North's 1995 National Conference goals for the class and results; on Higher Education presentation; contributions to the profession Her numbers on our five-point that conference session is available and to the campus. It is no cur- scale 3.52, 3.57, 3.89, 4.2 on audiotape by calling1/800/369- sory glance. Clearly, this attention revealed very little about her 5718 and ordering tape #95AAHE- to deeper peer review will take intentions or shortcomings. But 34 ($8.50, plus shipping). more time, but it seems our only alternative to the simplistic review that comes from looking only at Useful Resources numbers numbers of publica- Angelo, Thomas Anthony. "A 'Teacher's Dozen': FourteenGeneral, Research- tions, and numbers on student Based Principles for Improving Higher Learning in Our Classrooms,"AAHE Bul- evaluations. letin, April 1993. Serious, caring, and critical peer Chickering, Arthur W., Zelda F. Gamson, and Louis M. Barsi."Faculty Inventory: evaluation of teaching gives a 7 Principles for Good Practice in Undergraduate Education."Racine, WI: The safety net to faculty experimen- Johnson Foundation, Inc., 1989. Copies of this booklet, plus the "Institutional Inventory" the'Student ters, alerts some faculty to real be ordered teaching problems, and symbolizes Inventory," and the "Seven Principles" document itself, can from Winona State University's Principles Resource Center.To request an the program's commitment to order form and price list, call 507/457-5020 or fax507/457-5586. teaching. Change, July/ Self- review.Third, in pushing Edgerton, Russell. "The Re-Examination of Faculty Priorities," for better assessment of teaching August1993. Edgerton, Russell, Pat Hutchings, and Kathleen Quinlan. TheTeaching Port- quality, we must encourage reflec- American Asso- tion and depth in self-review. folio: Capturing the Scholarship in Teaching. Washington, DC: ciation for Higher Education, 1991. Teaching is a complex interaction Includes a bibliography, eight actual sample portfolio entries,and poin- of activities, very much influenced ters on getting started with portfolios on your campus.($14.95 AAHE by the teacher's goals for the memb/$16.95 non, prepaid inc/ shipping) experience. Such complexity is From Idea to Prototype: The Peer Review of Teaching (A ProjectWorkbook). never revealed in numerical stu- Washington,DC:American Association for Higher Education, 1995. dent evaluations and is seldom Some 150 pages of reproducible materials in a three-ringbinder, including exercises, samples, guidelines, checklists, a menu ofstrategies, and obvious in peer reviews that are memb/$101 non, prepaid incl not informed by accompanying an annotated bibliography. ($86 AAHE shipping) self-reflection. Gibbs, Graham. "Promoting Excellent Teaching Is Harder ThanYou'd Think: Recently, when faculty members Initiative," have come up for retention, pro- A Note From an Outside Observer of the Roles and Rewards motion, or tenure, I have been Change, May/June 1995. Hutchings, Pat. Using Cases to Improve College Teaching: AGuide to More encouraging them to write a one- for Higher Edu- or two-page reflection piece on Reflective Practice. Wcishington, DC: American Association cation, 1993. pivotal aspects of their teaching. Offers strategies for writing and discussing cases. Includes aresource While these statements are not guide and seven actual cases accompanied byteaching notes. ($19 full, formal "teaching portfolios," AAHE memb/$21 non, prepaid inc/ shipping) they do open an avenue to Massy, William F, and Andrea K. Wilger. "ImprovingProductivity: What Faculty describe the context of their Think About It and Its Effect on Quality," Change,July/August 1995. teaching, their goals for students, National Center on Postsecondary Teaching, Learning& Assessment. their struggles, their analysis of A research, development, and disseminationcenter. Contact: NCT1A, any disappointments. Contrasted The Pennsylvania State University, 403 South AllenSt., Suite 104, University with our new six-question com- Park, PA 16801 5252.' phone: 814/865-591Z e-mail:[email protected] puterized student evaluation Terenzini, Patrick T., and Ernest T. Pascarella. "Living WithMyths: Undergraduate form, these self-reflections about Education in America," Change, Jan/Feb 1994. the teaching experience have Wergin, Jon F. The Collaborative Department: How FiveCampuses Are Inching brought shape and technicolor Toward Cultures of Collective Responsibility. Washington,DC: American Asso- to personnel files. ciation for Higher Education, 1994. In one such piece, a faculty Case studies, plus reproductions of actual campusdocuments and an member whose teaching load had agenda for action. ($14 AAHE memb/$16 non, prepaidincl shipping) 28 phi

An Introduction to the Standards Movement by Ruth Mitchell

merican education is standards from San Diego to Prov- prone to fads. Open idence, proving that American \ classrooms, "new" education may have finally math, block schedul- stumbled on something that might ing you name it, transform its mediocrity into uni- we've tried it, and its day has versal achievement. That potential passed. To suggest, then, that the keeps the movement accelerating, conversation about standards is whatever the lack of federal funds more than a fad, that it goes and enthusiasm. deeply into the purposes, methods, and structure of K-12 education, seems almost naive. Why not curriculum? Why not To imply further that postsecon- assessment? What will standards dary education is inevitably do that these others can't? The involved in the conversation might answer is that standards are log- seem like fantasy. ically antecedent to them both: But in this short introduction You can't know how to teach to this latest movement in K-12, Ruth Mitchell is project manager, something or how to assess what Standards-Based Professional Devel- I will argue that standards opment, Education Trust, American has been learned until you know clear statements about what stu- Association for Higher Education. what it is you want students to dents should know and be able know and be able to do. to do at certain stages in their In the everyday world, everyone education represent a radical and pervasive shift has standards. When you grade a student paper, that cannot be dismissed as transitory. evaluate a transcript, or comment on a journal submission, you are applying standards. They may not .,,itanuarus dIistor be explicit in most cases they aren't. Indeed, we Standards first broke into the national conscious- resist making clear the criteria by which we judge, ness in 1991, when the nonpartisan National Edu- in schools and on campuses alike. cation Goals Panel recognized that progress toward But clarity is what the movement wants: Educa- goals can't be measured without clear statements tional standards are explicit statements describing describing the aims of learning. To measure progress the qualities of expected performance. From them toward Goals 3 and 4, for example, you must have follows curriculum, which can consist of anything explicit statements of the knowledge and abilities reasonable and feasible that gets students to the expected at grades 4, 8, and 12. standards but must be targeted toward them. Thus the Goals, promulgated in 1989, have been Assessment also follows naturally, asking how well the prompts for the development of standards else- students have attained the standards, not how well where. Since the Goals were established by the they have performed in the curriculum. nation's governors and Congress working together, Since 1991, when the first national standards were the movement toward standards was revolutionary suggested, it has become clear that standards not only in broaching the subject of required knowl- can break our norm-referencing habit of meas- edge for all students but also in that the reform uring students against one another. agenda would be set from the top, at the federal level. are potent tools for equity. Published standards Times and Congresses change, of course; today, make it possible for community members to hold leading from the top no longer has any charm or a school district's feet to the fire: "Is my child going advantage. Some now see the whole standards move- to achieve these standards in this school?" The con- ment as a federal embarrassment. In the intervening cept of high standards for all students not reme- years, however, the conversation took hold at levels diation to a norm was incorporated into the reau- state, district, even single school where federal thorization of Title 1 (formerly Chapter 1) in the influence means little. As I write, there's a buzz about ESEA last year.

q I' V% V11 rt MINI es.r. n. can bring the K-16 system into align- assessments begin a chain of responses ment. If everyone knows from published that ultimately affects the whole system: standards what students should know Teachers find they need to add to stu- and be able to do, and if high school dents' knowledge and skills by changing graduation comes to be based on these their curriculum and pedagogy, but in standards, then collegiate institutions turn the teachers themselves need to The National can adjust accordingly their admissions acquire additional abilities, which fre- Education Goals criteria, their lower-division programs, quently means demands on university academic faculty ... teachers, admin- By the year 2000: and their teacher-education curricula. All children in America For these and other reasons, national istrators, and students feel the need for will start school ready to education leaders at the K-12 level have different arrangements of time, both learn. during the day and the school year, to The high school grad- by and large endorsed the concept of uation rate will increase standards, although some object to set- accommodate deeper explorations of to at least 90 percent. ting them at the national level and worry content ... materials such as textbooks All students will leave must be rethought ... resources must grades 4, 8, and 12 having about a top-down process dictated to demonstrated competency schools from Washington, DC. be redistributed ... teacher education over challenging subject In fact, the process of standards- must rethink its purposes and methods. matter including English, mathematics, science, for- setting was initiated not by the feds but eign languages, civics and by the National Council of Teachers of What Are Standards? government, economics, Mathematics (NCTM) back in the 1980s. The following working definitions don't arts, history, and geography, necessarily enjoy universal acceptance and every school in America Its publication Curriculum and Eval- will ensure that all students uation Standards for School Mathemat- or usage. They are based on a report, learn to use their minds ics, issued in 1991, has become the issued by a technical planning group on well, so they may be pre- the review of education standards, pared for responsible cit- model for subsequent efforts. Groups izenship, further learning, of mathematics teachers and postse- entitled Promises to Keep: Creating High and productive employment condary faculty (frequently those who Standards for American Students. Pub- in our nation's modern lished by the National Education Goals economy. prepare future K-12 teachers) wrote United States students drafts of standards and then circulated Panel at the end of 1993, Promises to will be the first in the world the drafts among NCTM members a Keep is a useful source not only of defi- in mathematics and science nitions but also of criteria for standards achievement. process that took most of eight years. Every adult American Draft and review and redraft has now ("standards for standards"). It was will be literate and will pos- become the accepted process of intended to provide guidelines for the sess the knowledge and proposed National Education Standards skills necessary to compete standards-setting at all levels, national, in a global economy and state, and local, and it began with the and Improvement Council (NESIC), until exercise the rights and mathematics teachers, not with the fed- the November 1994 election erased that responsibilities of citizenship. council's future. Every school in the Uni- eral government. ted States will be free of Content standards are narrative drugs, violence, and the Powerful Effects statements about what students unauthorized presence should know and be able to do at of firearms and alcohol and The potential of standards to improve will offer a disciplined envi- learning and teaching becomes clear stages in their education, usually at ronment conducive to when standards are used as the basis grades 4, 8, 10 or 12, 14, and 16. Con- learning. tent standards address both knowl- The nation's teaching for student assessment. High-stakes tests force will have access to absolutely drive curriculum and instruc- edge and skills (something some programs for the continued tion, as everyone knows; reformers standards-setters have misunder- improvement of their pro- stood, inferring that "content" did not fessional skills and the oppor- expect standards-based assessments tunity to acquire the knowl- to become the new drivers for curric- encompass processes, such as prob- edge and skills needed ulum and instruction meeting much lem solving). To avoid the ambiguity, to instruct and prepare all some call content standards "aca- American students for the higher expectations for performance. next century. Assessments based on standards are demic standards." Every school will promote different in form and content from the Performance standards are stated partnerships that will levels of performance for meeting, increase parental involve- norm-referenced multiple-choice tests ment and participation that still, alas, dominate the American approaching, or failing to meet the in promoting the social, educational landscape. Standards-based content standards. Performance emotional, and academic standards need examples from stu- growth of children. assessments require students to actively construct responses to demonstrate the dent work to make their meaning knowledge and skills expected in the concrete. standards. Such assessments must also Opportunity-to-learn standards are cover a wide range of applications to statements of the conditions neces- real-world situations, especially where sary to ensure that students have a standards and "goals" are fused into a fair chance to meet the content and matrix, as we shall discuss later. performance standards. Logically, Thus standards and their concomitant they can't be written until content 3 and performance standards are clear. ences come out in what is assessed. In Milwaukee (where the conflict between Standards and Goals: goals and standards first surfaced), the A New Angle school district decided to assess not the There are still more terms used in the standards directly but a set of goals writ- standards conversations that don't fit ten as goals frequently are at the state these definitions, such as "goals," "out- and local levels by groups of repre- comes," and "expectations," with or with- sentative citizens. These goals include out epithets such as "learning" or "stu- such statements as: dent." Standards originally arose, as we 7. Students will think logically and saw above, as a subset of the National abstractly, applying mathematical and Education Goals. But many states also scientific principles of inquiry to solve have "goals," often differently framed problems, create new solutions, and from the federal, and they may have communicate new ideas and relation- The real stated "outcomes" (this latter term now ships to real world experiences.... story today is usually avoided, since "outcomes-based 10. Students will set short and long- lies in the education" has been tarred and feath- term goals, will develop an awareness ered by right-wing opponents). of career opportunities, and will be ways states In general, goals are statements about motivated to actualize their potential. and cities the characteristics we would like stu- The dilemma posed by combining have capitalized dents to have when they leave K-12 edu- standards (often organized by academic on the cation. They often focus on the uses of discipline) and goals (which draw on knowledge and skills in adult life. Here's a wide range of disciplines plus addi- movement. what goals look like in Kentucky, for tional skills) has provoked creative new As these example: approaches. In Milwaukee, the solution localities 1. Students are able to use basic com- was a matrix in which academic disci- have picked munication and mathematics skills plines are ranged along the vertical axis up the ball, for purposes and situations they will and goals are arranged on the horizon- encounter throughout their lives. tal, with appropriate statements in each the national 2. Students shall develop their abilities resulting cell. Vermont has adopted such standards to apply core concepts and principles a model, though its standards-setters have come from mathematics, the sciences, the further modified the content standards arts, the humanities, social studies, by grouping them into interdisciplinary to seem practical living studies, and vocation clusters. like repositories studies to what they will encounter Standards in Philadelphia will com- of knowledge throughout their lives. prise content standards plus "cross- or reference 3. Students shall develop their abilities cutting competencies." Chief among the works to become self-sufficient individuals... latter are workplace readiness skills, an Similarly, Minnesota's goals posit "Pur- almost universal feature of goal state- shelf, not poseful thinkers, effective communica- ments (as opposed to standards). The desk material. tors, self-directed learners, productive inclusion of workplace skills in matrices group participants, responsible citizens, of goals and standards makes clear a and life-work decisionmakers." A North point that can't be stressed too strongly Dakota student "will have the ability to in the larger standards movement: apply concepts, use complex reasoning Standards apply to all students, no mat- processes, work in a cooperative manner, ter where the students begin and no regulate herself in a variety of situations, matter what they believe they will be communicate through a variety of prod- doing after high school. The Business ucts, and gather information in a variety Task Force on Student Standards, a of ways." group convened by the National Alliance These state goals are quite different of Business and the Business Round- from the content standards defined in table, places these recommendations Promises to Keep. Unfortunately, failure first: to recognize the different nature of 1. All students should be expected to "goals" and "standards" can lead to con- master challenging, world-class subject fusion, particularly for those who try matter. to catalog standards-setting efforts in 2. All students must master the skills states and cities. needed to further education, employ- The lines between standards and goals ment, and citizenship.... are beginning to blur, however, especially The consequences of cross-cutting as standards are put to work to change goals and standards are immense for curriculum and instruction. The differ- curriculum and teachers. Building

el 9 AARE RI mt.r.riN/OCTOBER 1995/9 opportunities to learn workplace readi- assemble. The teams need to see what ness skills into instruction in math, sci- standards look like, and the pile is now ence, language arts, history/social stu- growing: To the national standards you dies, the arts, and world languages can add dozens of state and district means not only rethinking the curric- standards and goal statements. (Again, ulum and lesson plans but also focusing see ToFollowUp.) Teams usually dis- on how to abstract skills from multiple cover quickly that their task is to select, experiences and transfer them to new not create, standards; so many state- situations. It requires a radical shift in ments are out there now that the pro- attention from the classroom to the real duction of a local document can be world, and this shift in turn requires pro- accomplished quickly. viding business/industry workplace In fact, the virtue of a standards- experiences to teachers who have none. setting process is not in the document The purpose itself but in the extended conversation that occurs among its writers and of setting Developing Standards After the flurry of activity in 1992, reviewers. Standards can't differ a great standards 1993, and 1994, no more federally deal across the country, for we all want at the local funded national standards will be devel- students to be able to write effectively, level is to oped. The political tide is flowing away understand and apply algebraic concepts, use scientific reasoning, and so get as many from the national to the state level. At this point, then, we have national on. The purpose of setting standards people standards in the arts, history (world at the local level is to get as many people as possible and American), geography, and civics, as possible including campus faculty, including funded by the U.S. Department of Edu- deans, provosts, and administrators talking about what students should campus cation and developed by professional organizations of teachers and faculty know and be able to do, and how to reor- faculty, members in each discipline. Foreign lan- ganize the system so that all students deans, provosts, guages and science, both partially sup- gain that knowledge and skill. and ported by federal funds, are due to release documents within the year. Eco- Consequences of Standards administrators nomics, social studies, health, and phys- But producing a standards document talking ical education are proceeding with non- is only a first step. Subsequent use about what government funding; mathematics did reveals their power. A set of student students the same in its pioneering effort. papers evokes a series of questions: "How does this work relate to the standards?" should know English/language arts began with funding from the U.S. Department of Edu- "Will it help students meet standards and be cation but is now continuing with non- at the appropriate benchmark?" "Is the able to do, governmental funds. (See'lb Follow Up.) assignment engineered to allow students and how In a curious development, national to demonstrate skills and knowledge?" "If our answers to the preceding are neg- to reorganize standards now are almost irrelevant. Yes, a few progenitors of the federal ative, what are we going to do about it?" the system standards repudiated their progeny The consequences will ripple out from so that all (Lynn Cheney, for example, as director the classroom to the district office, to students of the National Endowment for the local business and industry, to students' homes, and to postsecondary institu- gain that Humanities, funded the national history standards yet became their most vocal tions. In order for students to meet knowledge and destructive critic when they were standards, all parts of the system must and skill. published). But the real story today lies rethink their roles. in the ways states and cities have cap- Universities and colleges are just italized on the movement. As these local- beginning to realize what standards and ities have picked up the ball, the national standards-driven assessment mean for standards have come to seem like repos- them. Perhaps the most significant impli- itories of knowledge or reference works cation is that the standards discussion shelf, not desk material. The national is not only for K-12. This conversation standards which in some cases are can't be boxed conveniently and ignored; excessively lengthy and encyclopedic it will inevitably extend K-16, prompting seem even less relevant in locales necessary rethinking along K-16 "all one where goals and standards have been system" lines. combined. Within that broad implication, here The national standards are most use- are some specific areas where the adop- ful at the beginning of a standards- tion of standards will affect colleges and setting process, when writing teams universities [for more, see the article by Jerry Griffith that followsEds.]: improvement"). Standards aren't static. Admissions. Expectations for college You don't dust off your hands and say, entrance are commonly based on "That's done. Now let's get on with our required courses (the California A-F pat- teaching." Standards should probably tern, for example). In a standards-based never leave the draft stage, because use system, however, courses are a means and changing targets demand contin- to achieving the standards, not a qual- uous revision. ification in themselves. Seat-time and Carnegie units will no longer be enough Jar r:.t.STDA,VPIT cs for progression from one level to the Certainly, the risk is there for the next. A number of colleges already are standards-based reform movement to experimenting with different forms of lose its energy and become just another admission; the University of Wisconsin, episode in the endless education reform for example, is experimenting with soap opera. But the urgency for adopting portfolio-based admission in conjunction a potent reform tool as standards can with some Milwaukee high schools. be is real. The educational system Other institutions are cooperating K-16 is on the line for its life, and it must with feeder school districts to set up respond with confidence derived from high school graduation standards that a clear statement of purpose. also will be admissions qualifications for the local university; the University of Texas at El Paso and Temple University, in North Philadelphia, for example. To Follow Up. .. Despite initial dismay on the part of some K-12 educators "Do you mean Subject-matter standards Arts (Music Educators National Conference, 800/336-3768); Civics (Center for Civic Education, all students have to be prepared for col- 818/591-9321); Economics (National Council on Economic lege?" that is the logical consequence Education, 212/730-7007); English (International Reading Asso- of the standards reform principle that ciation, 302/731-1600 x226); Foreign Languages (American all students must be prepared for work Council on the Teaching of Foreign Languages, 914/963-8830); and for postsecondary success. Geography(National Geographic Society, 800/368-2728); Health (Association for the Advancement of Health Education, Less remediation or none. If 703/476-3441); History (National Center for History in the standards begin to operate as they Schools, 310/825-4702); Mathematics (National Council of should, universities and colleges should Teachers of Mathematics, 800/235-7566 x102); Physical Edu- see a drop in the need for remediation. cation (National Association for Sport and Physical Education, But they will need to strengthen 800/321-0789); Science (National Research Council, 202/334- 1399); and Social Studies (National Council for the Social Stu- K-16 bonds immediately if they want dies, 800/683-0812). to see such desirable results. Faculty State standards contact the education departments of from both the major disciplines and the states that have established them. schools of education must serve on Promises to Keep: Creating High Standards for Amedca's standards-setting writing and review Students free, from the National Education Goals Panel, 202/632-0953. committees, then work with school Struggling for Standards, an Education Week special report, groups to apply standards to student April 12, 1995 an invaluable compendium of national and work. Of course, such cooperative work state information, including contact names, addresses, and must be rewarded by postsecondary phone numbers for the national standards-setting groups; sim- institutions another example of the ilar information for the states; and nutshell summaries of the national standards in twelve subject areas (see above). Sold far-reaching changes instigated by out, but may soon be available electronically by contacting standards. Education Week, 202/364-4114. Standards-based assessment Col- States' Status on Standards, April 1995 a useful summary leges and universities beginning self- of state efforts from the Council of Chief State School Officers examination through assessment find (CCSSO). Classifies efforts into beginning, developing, and that they can't judge the success of a implementing stages; also includes useful names, addresses, course or program without explicitly and telephone numbers. Contact CCSSO at 202/336-7016. City and school district standards no handy central source defining what students should learn in of information exists, but the following districts have produced it. To this point, however, most colleges' or are producing standards: Birmingham, AL; Chattanooga, assessment has been standards-free TN; Chicago; Corpus Christi, TX; El Paso, TX; Hartford, CT; Jack- indeed, it is almost arbitrarily based on son, MS; Long Beach, CA Milwaukee, WI; Philadelphia; Pueblo, individual preference. CO; San Diego: Contact each central district office to request what material is available: a chart (Chicago and El Paso), Standards and quality. Institutions or a short booklet (Milwaukee), or some advanced drafts. involved intensively in discussions of Journals that have produced special issues on standards quality (CQI) and productivity recognize Educational Leadership (March 1995) and Phi Delta Kappan the need for standards,andthe need (June 1995). to keep raising them ("continuous t HOW STANDARDS-BASED K-12 EF AFFECT HIGHER EDUCATION

by Francis A. (Jerry) Griffith

tandards-based K-12 edu- Some faculty members pride cation reforms present themselves on the high number formidable challenges of Ds or Fs they give, in the mis- for higher education taken belief that it reflects their because of important dif- high standards and program qual- ferences in educational philos- ity and rigor. ophy between the two. Here are We must move away from the five conflicts to consider: notion of the bell-shaped curve as the most credible reflection "All students can learn" Vs. of academic standards, and "Survival of the fittest" instead develop explicit and high Many K-12 standards-based standards for performance that programs begin with the assump- students must meet in their tion that all students can succeed majors. Students and the public and that it is the obligation of the want and expect quality, and we faculty to ensure that success. should make sure they get it. Many universities, in contrast, Francis A. (Jerry) Griffith is assistant operate on the principle that vice provost for assessment at theCoaching Vs. "The sage on the University of Northern Colorado,stage" some students will "get" the mate- Greeley, CO 80639. rial being presented and there- In contrast to higher educa- fore graduate and others just tion's penchant for "talking heads," won't. University faculty defend K-12 standards-based education this belief by saying college stu- ards before they can graduate, promotes the role of teacher as dents are adults, who must the public will be assured of get- "coach" or "guide on the side." In assume responsibility for their ting good value for their these K-12 models, the teacher own learning and shouldn't be investment. is a facilitator of student learning, coddled, which is true. But our rather than a fount of wisdom, faculty too often use it to excuse Performance-based assessment and the students take much themselves for their failure to Vs. The bell-shaped curve greater responsibility for their assume their rightful share of Some standards-based schools own learning. Consequently, new responsibility to students to propose to make only two or threeteaching strategies such as coop- set high and achievable standards, letter grades, if any, available. In erative/collaborative learning see to design challenging and relevant such a school, a student is not much greater use in the public curricula, to teach effectively, and regarded as having completed schools than in higher education, to assess student learning a task or a grade level until he where the claim of too-large meaningfully. or she has earned a grade of A classes is used to justify outmoded If the higher education com- or B; if necessary, students instructional methods. munity is genuinely committed "relearn" material and improve to helping students succeed, and or refine class assignments until Formative assessments Vs. One- our admission requirements are they are of acceptable quality. shot summative assessments consistent with our expectations Universities, on the other hand, Collegiate students typically for graduation, students who are have sanctified the bell-shaped get one chance to demonstrate admitted should be able to grad- curve; we act as if a certain pro- their knowledge and/or skills. uate. Further, if we insist that stu- portion of students "should" get Their grade on the exam or proj- dents meet high academic stand- each letter grade, A through F. ect is presumed to reflect what the students learned up to that via relevant measures (bench- public school work-a-day world, point in the course. But too often marks), and students should be especially in those schools under- such a grade gives them almost informed how well they are pro- going significant reforms such as no guidance about ways to gressing toward the performance- standards-based education. improve their performance the based standards set for their K-12 teachers know best what next time. More important, they graduation. When a student is knowledge, skills, and personal rarely get an opportunity to not progressing satisfactorily, the qualities a public school teacher improve their performance on college should intervene with help, requires; they must share that the original task to retest on so the student can eventually information with the university the same material or to improve meet the high standards, even faculty members who are charged a project before the "final" if it takes him or her longer to do with preparing the teachers of grade is awarded. What does this so than the other students. the future. tell students? That the material When a student passes the bar Ideally, leaders in K-12 edu- they inadequately mastered was exam or the exam for a medical cation and in higher education less important or necessary than license, the certificate does not would collaborate regarding what the material they learned to an tell how long it took, but it does they expect of learners as well acceptable (high) level, and that signify that specific standards as student-outcomes assessment, their gap in knowledge or skill were met. We must trade our con- so students would experience a is acceptable to the instructor. cern for getting people "out" of continuum of performance-based But if material was important the institution for getting them evaluation of their learning, from enough to test on, shouldn't it be educated before they can get out. preschool or kindergarten important enough to master? through college, including in Our exams are almost exclu- IMPLEMENTING 1X-16 teacher-education programs. sively summative, whereas in .7tEF-Cs'RIVI What key actions, then, must standards-based schools they we take if we are to develop a often are diagnostic, or formative. K-12 educational reform is going K-16 standards-based educational Like standards-based schools, to have genuine impact on higher system? Here's my list, with some higher education should precede education whether we like it or real-life examples of programs high-stakes graded exams or dem- not, and many of us are not ready attempting to meet some of those onstrations with formative assess- for it. What steps need to be taken challenges. ment (e.g., brief in-class quizzes, now? Mainly, the K-12 and post- outlines, rough drafts of papers secondary education systems Alignment with expectations and or projects, or demonstrations must acknowledge the disjointed standards from K-12 of skills) to help students deter- character of their relationship Students who enter college from mine their readiness for an exam. with each other and move de- standards-based schools will Such formative information also cisively toward creating an inte- arrive expecting the standards- suggests ways the instructor can grated education system and performance-based assess- change his or her behavior in rela- K -16, not K-12 and higher ments they were used to, such tion to the students, to help them education! as task simulations or demon- achieve at high levels. Then fol- University faculty need to stop stration projects. They will expect lowing a high-stakes exam, stu- complaining about how unpre- to complete a degree program dents should have a short time pared high school graduates are as a result of their ability to dem- within which to redemonstrate in basic skills, especially writing onstrate prescribed knowledge mastery of the knowledge or skills and mathematics, and about the and competencies, not by simply and so increase their score. consequent need for remedial accumulating courses and credits math and English courses. in a disciplinary curriculum. And Commencement standards Vs. Instead, they should communicate they will expect performance- The accumulation of courses and their expectations of incoming based assessments of their learn- credits students clearly to the schools. ing and benchmarks of their pro- In standards-based K-12 pro- They should help junior and gress toward commencement grams, the emphasis is on the per- senior high school teachers iden- standards. formance of each student in rela- tify where entering university stu- For the most part, higher edu-

I tion to specific performance dents have specific difficulty, then cation is not prepared to meet standards that apply to all stu- work with those teachers to find those expectations, because most ff criterion-referenced data ways to improve students' writing of our faculty evaluate student Higher education assessment and math skills while they are still performance in "traditional" ways, often is oriented more toward in junior or senior high school. such as multiple-choice exams institutional accountability, using Similarly, school teachers and term papers. It is true that norm-referenced data. should stop complaining that uni- some collegiate programs, that In the ideal, the amount and versity teacher-education pro- prepare musicians, speech- quality of student learning should grams don't prepare graduates language pathologists, audiolo- be determined at specific intervals to deal with the realities of the gists, nurses, and the like, have used performance-based assess- of the future inK-12schools; our the standard for entry into col- ment for years. But students from teacher-preparation programs lege, and the body of evidence standards-based schools will be need to be training our students from which high schools would expecting performance-based in it now. derive the scores presented to assessment in all general-skills To successfully implement college admission offices as evi- and academic-content areas. standards-based education at dence that students had met the Project SPAN (Standards- and both theK-12and higher edu- entry standard. Performance-Based Academic cation levels will require thorough, In fall1996, UNCand UCD will Networking), sponsored by the focused, and responsive faculty admit students from the coop- Fund for the Improvement of professional development. Faculty erating high schools solely on the Postsecondary Education (FIPSE), members from both sectors will basis of their competency scores aims to extend the tenets of need to learn to select/write related to the standards in the standards-based education and standards, design appropriate five content areas. These students' performance-based assessments performance-based assessments, academic performance and sat- into higher education. Five teams and design curricula aligned with isfaction with the university expe- of faculty from Weld County standards and assessments. rience will be carefully monitored School District#6schools (Gree- and compared with that of a con- ley, CO), the University of North- Admissions policies trol group of first-year students ern Colorado, and its Laboratory How will higher education grap- from traditional high schools who School have jointly designed comple with the various admission were admitted under the current mencement standards for credentials that students from admission index of GPA, class teacher-education programs in standards-based schools will pre- rank, and ACT/SAT score. history, Spanish, mathematics, sent, such as data from student chemistry, and speech commu- portfolios and competency rat- Broad-based cooperation and nication. To make sure the comings? Parents of children in long-range planning mencement standards were high, standards-based schools often K-16educational reform achievable, and credible, they express concern about how requires greater collaboration were evaluated byK-16students, K-12reforms will affect their among schools, universities, and faculty, and administrators. children's chances of being admit- the community. AAHE's Educa- TheK-16faculty teams also ted to college. They fear that tion Trust has provided important designed senior-level because their children lack the leadership in this area, through performance-based tasks designed typical credentials, such as GPA, its Community Compacts for Stu- to assess whether students met class rank, and ACT or SAT dent Success program, funded the standards. These tasks were scores, their competitiveness will by the Pew Charitable Trusts, and accompanied by detailed criteria be adversely affected. itsK-16Councils. These Compacts for scoring them (scoring guides, Several states, such as Wiscon- and Councils are building bridges or "rubrics"). Eventually, each uni- sin, Oregon, and Colorado, are between the community and edu- versity department will have actively pursuing admissions cational institutions, to ensure performance-based tasks at each alternatives at their state colleges that the public is informed about educational level, from first-year and universities, while more than and directly involved in all major to senior, which will benchmark twenty others are considering decisions aboutK-16standards- student progress. Scoring data changes to their admissions based education. The work will will trigger early intervention, policies. serve as a model for other com- when necessary, to ensure that The Next Step Project, funded munities and institutions. students eventually meet the com- by the Colorado Commission on mencement standards. Higher Education, was jointly Faculty roles and rewards sponsored by the University of Changes in our faculty eval- Preparation of' teachers for Northern Colorado and the Uni- uation and reward system will standards-based schools versity of Colorado-Denver, two be needed to recognize the many Teacher education is a signif- Denver-area school districts changes in faculty performance icant responsibility of many state (Mapleton and Aurora), and the that will be necessary to accom- universities. But teacher- Colorado Department of Educa- plish aK-16standards-based edu- education faculty (especially thosetion.K-16content specialists from cation system. Higher education outside colleges of education) are the four institutions came faculty will be required to work typically ill-prepared to model together around the Colorado collaboratively with colleagues the teaching strategies and assess- standards-based education law's fromK-12schools and from other ments that students from first five content standards: read- higher education institutions, and standards-based schools will have ing/writing, math, history, science, with students, parents, and the experienced and will need to offer and geography. The teams defined public at large to address a num- once they become teachers. what students must know and ber of issues: Performance-based evaluation be able to do to meet the high admission criteria for entry keyed to standards is the wave school standards in each subject, into higher education; transfer from community col- Using such a standard and indi-teaching they will do in the future leges into four-year institutions; cators, schools, colleges, and uni- will acquire a problem-solving development of standards versities will be able to establish perspective aimed at helping all for graduation from both K-12 baselines for K-16 faculty perfor- students succeed, rather than a and higher education; mance, develop appropriate narrow focus on teaching tech- development of student per- faculty-development plans for niques derived from arbitrary cur- formance indicators of standards; improvement in given areas, and ricula and tradition. Consequent the design of engaging, evaluate faculty progress in order improvements in teacher perfor- authentic student performance to make decisions about promo- mance should result in students' tasks and scoring criteria tion, tenure, and merit pay. demonstrable success in meeting (rubrics); and Implementation of such a school standards. redesign of curricula from K-16 teaching standard and its The development of university the senior level of college as accompanying indicators requires graduation standards should deeply into the K-12 system as the development of appropriate enhance the credibility of our necessary. means by which to evaluate per- assessment programs. To be able Faculty also will be responsible formance. If that can be accom- to certify the competencies of col- for modeling new teaching strate- plished for higher education, it lege graduates is a more compel- gies and materials, including tech- will go a long way toward putting ling and responsible form of nology, in their college classrooms teaching on an equal footing with accountability than our current and for aligning institutional the other traditional components practice of reporting group data standards and assessments with of faculty evaluation: "traditional" that purport to reflect institu- state and national counterparts. research activity and service. tional effectiveness. A K-16 standards-based edu- Designating a developmental cational system also will require 7H PAYOFF'S progression of knowledge and increased emphasis on the quality skills for students, and providing of instruction. In Colorado, for Changes of the sort I've suggested feedback about them at regular example, a Goals 2000 Planning here will require commitment and intervals, will over time result in Grant to the Northern Colorado effort over a long period. It fol- more students meeting com- Board of Cooperative Educational lows, then, that we should weigh mencement standards. Identi- Services (BOCES) supported the potential benefits of such fication of students' learning dif- development of a standard for changes. ficulties and appropriate K-16 educators' performance plus The collaboration of collegiateacademic intervention (e.g., five indicators consistent with and K-12 faculty members to "coaching") will result in fewer a new state teacher licensure law. arrive at jointly defined com- students failing. (See box.) mencement outcomes for college By extending university com- Under the plan, K-12 teachers students should foster a sense mencement outcomes downward will be held accountable for their of shared commitment both to from the senior to the first-year knowledge and skill in implement- evaluation of student learning level, we will communicate clearly ing the tenets of standards-based based on standards and to ongo- to K-12 schools what competen- education and performance-based ing dialogue, because the com- cies and skills public school stu- student assessment via faculty- mencement standards will need dents will need to complete col- development plans keyed to that to change over time. lege successfully. This means we licensure process. Similar University teacher-education can eventually eliminate basic- accountability is needed for col- students who actively experience skills remediation for college lege and university faculty a standards-based approach in students. members. their own learning and to the The articulation of school and collegiate performance-based commencement criteria will pro- Colorado's Educator Standard vide a framework for assessing Standard.All educators must demonstrate up-to-date pedagogical content the adequacy of existing curricula knowledge and skills appropriate to their discipline or area(s) of academic and teaching/assessment strate- responsibility. gies. This information will make Indicators.All educators must it possible to systematically 1. utilize information from current research, theory, and practice; 2. demonstrate ability to select/create developmentally appropriate learn- improve existing curricula, to ing standards for students; create a closer match between 3. select/develop, administer, and evaluate performance-based and other learner expectations and the assessments which inform and direct improvements in teaching and instruction provided. By deter- learning; mining at which level various pro- 4. incorporate the needs and abilities of students in selecting, creating, and implementing instructional planning and assessments; grammatic elements should begin, 5. align and integrate standards, assessments, and curricula with teaching we will be able to make changes methods, materials, and technology. at the lowest identifiable level and build up from there. BEST COPYNAI AAHE NEWS Staff phone extensions in parentheses.

The Education Trust highlights include: plenary speak- forum for service-learning action ers Warren Simmons, Jeannie officers and others interested in Conference Oakes, Lauren Resnick, Antoine service-learning on March 16-18, Highlights Garibaldi, and Humphrey as part of AAHE's 1996 National AAHE's 6th National Conference lbnkin. Conference (March 17-20, Chi- on School/College Collabora- On Thursday morning, a special cago, IL). tion, October 26-29, 1995, in symposium on The Role of the Dis- For more information, call Mon- Washington, DC, is fast approach- ciplines in Systemic Reform will ica Manes, NCHE coordinator ing! Sessions revolve around the provide faculty leaders an oppor- (x18), at AAHE. theme of "Accelerating Reform tunity to explore the changing in Tough Times: Focus on Student educational policy environment Service-Learning Project Learning K-16." and its implications for their dis- Program highlights: Heidi ciplines. Topics to be examined Senior Associate Byrnes, mem- include the effects of school Edward Zlotkowski, English pro- ber of the advi- reform on precollege preparation,fessor and founder and director sory council the role of higher education fac- of the Bentley College Service- for the nationalulty in standards setting, ongoing Learning Proj- standards in and continuous models of teacher ect, is spending foreign lan- professional development, and a year-long sab- guages, will federal and state education batical working provide an reform agendas. Chief academic as a senior "Update on officers have been asked to spon- associate for Wilkins Standards in sor faculty members who have AAHE in a new Foreign Lan- demonstrated a keen interest in effort on guages." The educational reform at the preservice- National Com- collegiate and collegiate levels. Zlotkowski learning. mission on Save$20!The early bird reg- In just six years, Zlotkowski's leaching and istration deadline is October 7th, work in service-learning at Ben- America's so get your registrations in now! tley College has grown from a sin- Future is hold- All AAHE members should havegle service-learning component ing an open received a conference preliminaryin one of his courses to a college- forum, "Map- program. If you have not received wide project involving approx- Deavere Smith ping a Blue- a copy, call or fax AAHE to be imately50faculty colleagues from print for the Teaching Profession: sent one. For more information, 15undergraduate departments, The National Commission on contact Carol Stoel (x34), con- with 700 students participating Teaching and America's Future," ference director, or Wanda Robin-annually. to discuss its work and the issues son(x15),program coordinator, Zlotkowski's main focus will it should address. In "Standards- AAHE's Education Trust. be to further develop the base Based Reform in Higher Educa- of leadership and support for tion," Robert C. Shirley, pres- National Conference community service and service- ident, University of Southern Col- learning at the national level, orado, and other university Service-Learning working particularly with presidents and academic leaders Forum discipline-based professional will discuss why they have com- Last January, in partnership with societies. He also will work closely mitted themselves to standards- Campus Compact (a national with AAHE vice president Lou or performance-based reform on coalition of presidents who are Albert(x23)to build this their campuses. advocates for community ser- national leadership network and Roger Wilkins will discuss the vice), AAHE hosted the Collo- help plan AAHE's follow-on to long-term ramifications of the quium on National and Commu- last year's Colloquium on National University of California Regents' nity Service. More than 400 and Community Service. decision in "Affirmative Action: campus "action officers" repres- Zlotkowski also will generate Where Do We Go From Here?" enting350campuses participated new service-learning literature An artistic performance by Anna in the Colloquium. As a follow- and resources. Several writing Deavere Smith will explore issueson to that event, AAHE and Cam- projects are already in progress. of race and community. Other pus Compact are organizing a He will contribute to a winter 16 /AAHE BULLETIN/OCTOBER 1995 3R New/Mils m reapcuided t-- nZordeI7 gi,Cided Page2.

issue of Change, which may con- AAHE Technology Projects responsibility for public life. tain two or three articles on WWW Home Page Keynoter Stephen Portch, service-learning. And he will be With the help of George Mason chancellor of the University editing a service-learning mono- University, AAHE recently began graph series in association with constructing a home page on the System of Geor- gia, has pro- Campus Compact's "Invisible Col- World Wide Web. You'll be able lege" project, a networking effort to browse the home page to learn vided national that brings together faculty from more about ways in which you leadership in various disciplines who have can participate in AAHE activ- the faculty incorporated service-learning into ities. Materials from AAHE Tech- roles and their courses. Zlotkowski was one rewards nology Projects are ready now; Portch of the first faculty to become conference calls for proposals agenda. Gov- active in that Invisible College and registration forms, and other ernor Zell Miller, of Georgia, per- project when it began in 1994. AAHE materials will follow. haps the nation's leading edu- Contact Edward Zlotkowski http://www.ido.gmu.edu/ cation governor, has been invited c/o AAHE. aahe/Welcome.html to describe the innovative work If you would like more infor- being done to address faculty- related issues in the state. Plans AAHE Assessment Forum mation about getting involved AAHE's Quality Initiatives with AAHE's Technology Projects, also are being made for attendees please contact Ellen Shortill to visit the 1996 Olympic Village Call for Proposals (x38), program coordinator, at at Georgia Tech and important Enclosed in this issue is the call points of interest such as the for proposals for the 11th AAHE [email protected]. Martin Luther King, Jr. Center Assessment & Quality Confer- and the Carter Presidential ence, to be held here in Wash- Thrum on Faculty Roles & Rewards Center. ington, DC, June 8-12. Get your A conference preview detailing proposals in soon, the deadline Forthcoming workshops, major sessions, speak- is December 15, 1995. Conference ers, and registration will be com- For more information, contact Make plans now to attend AAHE'sing your way by the end of Octo- Liz Reitz (x21), project assistant, 4th Conference on Faculty Roles ber. Until then, for more at AAHE. & Rewards, January 18-21, 1996, information contact Pam Bender in Atlanta, GA. Go to Atlanta as (x56), program coordinator, Teleconference a part of a faculty/administrator AAHE Forum on Faculty Roles team set to work on pressing & Rewards, or see the Forum's Students With campus-based issues related to call for proposals in the June Disabilities faculty priorities and the changes 1995 Bulletin. This fall, AAHE is cosponsoring your institution currently faces. a teleconference by the National The primary theme of the con- AAHE Staff Association of Student Personnel ference is "Faculty Careers for Administrators (NASPA) entitled a New Century." Faculty leaders, More Changes "Educating Students With Dis- provosts, regents, and presidents Three new staff have joined abilities: A Shared Responsibility." will address critical questions AAHE in the past month. In a The conference will be broadcast being raised about tenure and newly created position, Mary live via satellite from Washington, post-tenure review across the Joyce, marketing manager, will DC on Wednesday, October 25, country. The impact of new coordinate marketing for AAHE's at 1:30-3:30 PM, ET. approaches to learning (such as books, membership, conferences, Registration for NASPA insti- technology-assisted instruction) and new ventures. Linda Law- tutional members is $595 (includ- on the faculty role will be exam- rence is now executive assistant ing taping rights). Nonmembers ined. Four other critical themes to AAHE president Russell Edger- may register for $750. For more will also be pursued: honoring ton. S. James Guitard is the new information, contact NASPA, different forms of scholarly excel- governmental relations advisor 1875 Connecticut Avenue, NW, lence (especially teaching and and Eleanor Dougherty is a new Suite 418, Washington, DC 20009- service); can we build a collabor- principal partner, both for the 5728; ph 202/265-7500, fax 202/ ative culture?; taking charge of AAHE Education Trust. 797-1157, [email protected]. accountability; and faculty (News continued on p. 20)

AAHE BULLETIN/OCTOBER 1995/17 1995 Study Tour AAHE Members Return From Zimbabwe by Melvin Terrell In early August, twenty-seven travelers (AAHE members and our guests) visited Zimbabwe on a study tour organized by AAHE and the AAHE Black Caucus. We spent most of our time in the capital city of Harare (pop. 600,000+), one of the most sophis- Victoria Falls was magnificent a roaring mile-wide cataract spanning ticated in all of southern Africa Zimbabwe's northwest border on the Zambezi River. With its mist rising in the soaring skyscrapers, first-class background, some of the group pose. AAHE staffers /tour leaders:Lou Albert (standing fourth front right), Elizabeth Brooks (kneeling, far right)and hotels, museums, parks, and abun- Ricardo (standing second from right). dant transportation. Educational husband highlights included rich educational exchanges with officials at the University of Zimbabwe and at Syracuse University's Harare Cen- ter, and with the Zimbabwean government's higher education ministry.

Melvin Terrell is vice president for student affairs at Northeastern Illi- nois University. Afarmer AAHE Black Caucus chair, he served as study tour coordinator.

An unanticipated visit to a rural village. The village chief(thirdfromthe right) greets our group at the gate.

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I explore the 500-year-old stone ruins of Great Zimbabwe, once the capital of the Munhumutapa Kingdom.

Harare, the bustling capitalof Zimbabwe. AAHE member Zimbabwe Study Tour participants: Sheila V. Baldwin, Columbia College; Lonnie Sad- berry, Texas Southern University; Rose G. Thomas, University of Illinois; Rosalind Morgan, Chicago State University; Roselle Wilson, Rutgers, the State Univer- sity of New Jersey; Emily Moore, Concordia College St. Paul; Johnetta C. Brazzell, Spelman College; Mel- vin R. Ramey, University of California - Davis; Feli- cenne H. Ramey, University of California - Davis;Lyle Woodward, Ocean County College; Jacquelyn Mitchell, Scripps College; Roland B. Smith, Jr., University of At home on the dry savannah, an elephant wades at Notre Dame; Jacqueline E. Woods, City Colleges of a watering hole in Hwange Game Park just 40 feet from Chicago; Melvin 'lrrell, Northeastern Illinois our safari vehicle. University 18/AAHE BULLETIN/OCTOBER 1995 4 usli COPY AVAILABL passed the ball to a "work group" of some two dozen campus presidents, whose agenda seems to involve a reassertion of presidential control, especially over by Ted Marchese specialized accreditation. Look for a report from them later this month. Welcome back for news about AAHE members (names in bold) doing interesting things, plus itemsMORE PEOPLE: Had a good chat with Darryl of note... do send me news ... email toGreer, exec for the NJ state colleges' governing [email protected]. boards, on sabbatical for a fresh look at issues of governance, finance, and productivity ... and with PEOPLE: Lots of friends who've had both Diane Gillespie, celebrated teacher at UN- jobs tell me their move up to a presidency Omaha, whose academic unit (the Good- brought relief, that as chief academic rich Scholars Program) won the third all- officer they had higher work pressures, university departmental award for teach- tougher cases, and less support... all best ing ... which gets that faculty $25,000 for wishes, then, to new VPAAs John Osthei- its own use in improving teaching....On mer at UW-Parkside, Art Ferrari at Nebraska's Lincoln campus, acting chan- Connecticut College, Flavius Killebrew at cellor (and new AAHE Board member) West Texas A&M, Joseph Subbiondo at Joan Leitzel has created a council of Saint Mary's (CA), Robert Koob at North- Eaton outstanding teachers to give leadership to ern Iowa, and Robert Griffith at Amer- improvement efforts. ... Up in Massachu- ican.. .. Speaking of tough jobs and people setts, longtime member Rich Alpert their equal, Judith Eaton signs on as launches Amherst Educational Publishing chancellor of Minnesota State Colleges and to develop and bring to market materials Universities, that July 1st merger of the for multicultural learning (800/865-5549 state's regional universities, technical for flyer).... Another interesting career institutions, and community colleges.... move: Narcisa Polonio, two college presi- Departing Illinois president Stan Iken- dencies behind her, signs on as COO of berry takes a turn as senior scholar at the Stevens Haynes Philadelphia-based Replication and Pro- Carnegie Foundation for the Advancement gram Strategies, Inc., a foundation-backed of Teaching, starting in January.... nonprofit effort to identify social programs Assessment thinker Barbara Fuhrmann that work and get them implemented leaves Richmond (and VCU) for Baton elsewhere. ... Regards to Samuel Myers, Rouge, as associate dean of LSU's ed school. retiring after 18 years at the helm of ... Over the years dean David Justice NAFEO (a public-policy voice for the helped make DePaul's School for New SwF', historically black colleges and Learning a beacon for adult education... universities). now he assumes a larger role within the university as VP for lifelong learning and Greer SERVICE-LEARNING:Thistown's suburban campuses.... A tip of the hat national-service partisans are deep in to another urban educator, Gale Stevens gloom as Congress takes the axe to Haynes, provost of LIU/Brooklyn, who in AmeriCorps... interesting that this has six years reoriented her college to the had almost no effect on the service- Borough's immigrant communities and learning movement, which is campus- increased enrollment by 82%. based and predominantly faculty-led ... lots of reports this fall of rising student ACCREDITATION: The National Policy interest, disciplinary participation, new Board on institutional accreditation it Myers programs and networks, etc.. .. atAAHE, started as a broad effort to "reinvent" we've been glad to have Bentley's Ed regional accreditation and wound up as a spat aboutZlotkowski with us on sabbatical (see AAHE News) setting up a new office in Washington has goneand thus the greater wit and agency to dig deeper quietly into the night. At a June meeting in Leesburg,into the phenomenon and help it achieve a stronger, VA, the association heads who founded the NPBlasting place in the academy.

41 ;.t (News continued from p. 16) damental purposes of our colleges Important Dates and universities. The Forum will NASPA leleconference on Students Forum an. Faculty Roles & Rewards now be able to build on the With Disabilities. October 25, 1:30- momentum that has been estab- 3:30 PM, ET. FIPSE Grant lished and advance a rapidly AAHE is pleased to announce 6th National Conference on School/ expanding faculty roles and College Collaboration. Washington, that the Fund for the Improve- rewards agenda. DC. October 26-29. ment of Postsecondary Education Discount Hotel Rate Deadline. (FIPSE) has awarded the Forum October 4. National Office Early Registration Deadline. on Faculty Roles & Rewards a Registration increases $20. October second three-year grant. It was Bulletin Invitation 7. FIPSE's support that made the Have you thought of submitting Registration Refund Deadline. . Requests must be made in writing Forum possible in the beginning, an article for publication in the and postmarked/faxed by the and it is FIPSE that will now Bulletin? The Bulletin looks for deadline. October 7. articles that attack problems in enable AAHE to extend the work 4th Annual Conference on Faculty of the Forum and continue to practical ways and offer fresh Roles & Rewards. Atlanta, GA. Jan- give visibility, direction, and prac- insight on issues. Topics currently uary 18-21. tical guidance to an emerging, on our wish list: learning-across- 1996 National Conference on Higher nationwide reexamination of fac- the-curriculum, adult learners, Education. Chicago, IL March 17- ulty priorities and the academic learning organizations, National 20. Proposal Deadline. October 20, career. Policy Board developments, and 1995. This significant reaffirmation distance learning. Can't write it yourself? Suggest who can. 1996 AAHE Conference on Assess- is a tribute to the accomplishment & Quality. Washington, DC. June ments of faculty and adminis- To receive the Bulletin's author 8-12. trative leaders on hundreds of guidelines free by fax, call AAHE's Proposal Deadline. December campuses across the country who Fax/Access service at 510/271- 15, 1995. have collaborated in reexamining 8164 and request item #11. To what counts as scholarly work, have the guidelines sent by mail, how that work is documented, contact Kerrie Kemperman (x41), evaluated, and relates to the fun- editorial assistant, at AAHE. fl

kr k.r. Moving? Clip out the label AmericcurAssogatior44,tiighergducci below and send it, marked AAHE members receive free the AAHE Bulletin (ten issues/year) and Change with your new address, to magazine (six issues/year); discounts on conference registration and publications; "Change of Address," AAHE, special rates on selected non-AAHE subscriptions; Hertz car rental discounts; One Dupont Circle, Suite 360, and more. To join, complete this form and send it to AAHE, One Dupont Circle, Washington, DC 20036-1110. Suite 360, Washington, DC 20036-1110; fax 202/293-0073. MEMBERSHIP (Choose one) Regular: 1 yr, $85 2 yrs, $165 3 yrs, $245 Retired / Student 1 yr, $45 (For all categories, add $8/year for membership outside the U.S.) CAUCUSES (all are open to all AAHE members; choose same number of years as above) Amer. Indian/Alaska Native: yrs @ $10/yr Asian/Pacific: yrs @ $15/yr Black: yrs @ $25/yr Hispanic: yrs @ $25/yr Women's: yrs @ $10/yr Name (Dr./Mr./Ms ) M/ F Position ((/faculty, include discipline) Institution /Organization Address ( home/ work)

City St Zip Day Ph Eve Ph E-mail Fax (if not Internet, specify) EST COPY AVAILABLE Bill me Check enclosed (payment in U.S. funds only) 10/95 Rates expire 6/30/9613 AAHE

When ollaboration

Is Cheating WAY r Student Work and Academic Integrity VIEW CI1EATING BY DONALD McCABE AND IS THAT

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A Second Try r*. ; _ *'-' 7-, ": Defining Assessment AND WE SHOULD BY TOM. ANGELO . . . - . -- ,.',...,---,s--e.!....,..:177.:7,:--7-'...... , ...... - -- . -- ... ALL TRYTO GIVE

BY THOMAS TRZYNA ' .

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. 111 11 - . - CALL EBB AARE BULLETIN BOARD =77 . BOARD NOMINATIONS NEWS by Ted Marchese_ - AMERICAN-ASMCIATION=

- - , - ""t In this issue:

" here does the Bulletin get its feature arti- ated by AAHE Assessment Forum director Tom cles?" Funny you should ask, because this Angelo. Ruth Mitchell's article on standards in Octo- month's features conveniently exemplify ber and our September interview with Robert Put- the ways we develop copy. nam are two other recent examples. With these, we "Student Collaboration" began as a topic sugges- aim to draw your attention to AAHE activities and tion in this instance, from the William and Flora share work products from the special projects. Hewlett Foundation, which had recently made a At their best, Bulletin articles regardless of grant to the Center for Academic Integrity. their origin get right to the point, attack problems Impressed by the Center's mission, Hewlett was look- in practical ways, offer fresh insights on campus ing to help it increase its visibility. Director Sally Cole,issues, include useful resources and contacts. Now of Stanford, and Prof. Donald McCabe, of Rutgers, here's the pitch: Have you thought about writing an dropped by for a visit, and we wound up inviting article for the Bulletin? Or, more broadly, do you them to prepare an article. Which they did, as you have a topic for an article? A suggestion for who can see beginning on the next page. might write it? We'd really like to hear from you. A second way is by over-the-transom submission, To pass along a manuscript or a suggestion, call as was Thomas Trzyna's "Just Say 'No.'" Here the or fax me (x19) or Ted Marchese (x17). To receive author had wrestled with a knotty problem and the Bulletin's author guidelines free by fax, call 510/ wanted to share with colleagues what he learned. 271-8164 and request item #11; to have them The third route is internal and AAHE staff driven. mailed, contact Kerrie Kemperman (x41), editorial "Reassessing (and Defining) Assessment" was gener- assistant, at AAHE. BP

3 Student Collaboration: Not Always What the Instructor Wants/help from the Center for Academic Integrity/by Donald L. McCabe and Sally Cole

7 Reassessing (and Defining) Assessment/a second draft from the AAHE Assessment Forum/by Thomas A. Angelo

10Just Say "No" to Calendar Change/too much work, too much cost, too little benefit/by Thomas Trzyna

Departments 13 AAHE News/first voluntary leadership retreat, new book, FFRR conference preview, call for Board nominations, and more 15 Bulletin Board/by Ted Marchese

AAHE BULLETIN November 1995/Volume 48/Number 3

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman

Published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: Theodore J. Marchese and Louis S. Albert. Unsolicited manuscripts may be submitted by readers. All are subject to editorial review. Guidelines for authors are available. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Second class postage paid at Washington, DC. Annual domestic membership dues: $85, of which $45 is for publications. Subscription price for AAHE Bulletin without membership: $35 per year, $43 per year outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues: $5.00 each for up to ten copies; $4.00 each for eleven or more copies of the same issue, plus shipping. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

IS Student quotes on the cover and pages 3-5 courtesy of MIT w Typesetting by Capital Prepress. Printing by Hagerstown Bookbinding & Printing, Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION 44 STUDENT COLLABORATION Not Always What the Instructor Wants

Donald L. McCabe is an associate Sally Cole is executive director of professor on the Faculty of Man- the Center for Academic Integrity, agement at Rutgers, The State PO Box 7928, Stanford University, University of New Jersey, 180 Stanford, CA 94309; sally.cole0 University Avenue, Newark, NJforsythe.stanford.edu. She also is 07102;dmccabe0andromeda. judicial affairs officer at Stanford. rutgers.edu. He also is thefounding president of the Center for Aca- demic Integrity.

ncreasingly, both faculty and stu- dimension of collaborative activity i.e., dents are recognizing the educa- when students collaborate on academic tional benefits of collaborative assignments where the instructor has learning. AAHE has encouraged specifically asked for individual work. 1the trend through its 800-person The dilemma that students and faculty CUE (Collaboration in Undergraduate by face is the large gray area that often Education) network. The Carnegie Foun- exists between permitted collaboration dation for the Advancement of Teaching Donald L. and unpermitted collaboration. Within suggests that students be required to that gray area lie many behaviors that work together on group assignments "to McCabe are acceptable to students but are underscore the point that cooperation and viewed as dishonest by faculty. in the classroom is as essential as com- petition" (Campus Life, 1990, pp. 12- Sally Student Behavior 13). The business community and the In a 1992 survey, more than half of larger society have sent repeated mes- Cole MIT undergraduates acknowledged sages that collaboration and teamwork that they had collaborated on home- are valued activities. Corporations say work assignments even when the they want to hire people who can work instructor asked for individual work; together in teams; students often agree, copied homework assignments that arguing also that they can learn more would be graded; allowed other stu- in groups. dents to copy their homework; col- The focus of this essay is on a different laborated on the correct approach

AARE BULLETIN/NOVEMBER 1995/3 A to assignments. an essential element of the learning pro- Fewer than one in five MIT students cess, but so should teaching students felt that collaborating on homework to accept personal responsibility for their when this was prohibited was "seri- own academic work. Acknowledging the ous." In contrast, three in five memberscontributions of others to one's work "I see problem of the MIT faculty believed that such product is a fundamental tenet of schol- sets as a learning collaboration constituted serious arship, and we should not be afraid to device, and for cheating. teach that lesson to the next generation Similar findings were reported in a of scholars. a lot of people recent study of Stanford students and talking is a good in a study of students at a large state Strategies That Work, way to learn. Tests university in the Midwest. And Those That Don't show you what In a 1990 survey of more than 6,000 Preventive. A number of techniques students at thirty-one schools around have been identified that can reduce or you know. I feel the country, unpermitted collaborationprevent unpeimitted collaboration no guilt about on major written assignments was among students, including reducing the collaborating reported by more than one third of relative importance of assignments that on a problem the students responding, and unper- are known to have a high potential for mitted collaboration was the only form unpermitted collaboration (e.g., set, even when of cheating that had increased dra- ungraded homework assignments per- it is prohibited, matically compared with a similar sur-ceived as busywork, time-consuming but I would never assignments given with only a short lead vey conducted thirty years earlier. cheat on a test." Indeed, while the prevalence of most time for completion); giving students forms of cheating on written work had different term paper topics or different remained steady or declined slightly, questions on take-home essay exams; unpermitted collaboration almost requiring students to turn in work pro- tripled. ducts on major assignments in stages A fourfold increase in unpermitted (e.g., an outline, a bibliography, a draft); collaboration was noted over the same and minimizing individual assignments thirty-year period in a comparative when the main thrust of a course is study of almost 2,000 students at nine based on collaborative work. medium to large state universities. However, a problem with these Forty-nine (49) percent of the stu- approaches is they focus on prevention dents in this 1993 survey self-reported and detection strategies. Although they at least one incident of unpermitted may succeed, they teach students very "I consider collaboration. Only 17 percent of these little about personal responsibility. The cheating doing students considered the behavior to primary message of such strategies is, something that be serious cheating, and 23 percent "We can't trust you, and therefore we've is clearly wrong, did not think it was cheating at all. devised assignments that make it dif- In sum, there is little doubt that ficult for you to cheat." That message like copying a unpermitted collaboration is pervasive conveys disrespect and presents a chal- paper or test. I on college campuses, that the incidence lenge to students' integrity and they don't consider of unpermitted collaboration has respond by finding ways around the ... collaborating increased dramatically in the last few safeguards. decades, and that most students do not Proactive. Proactive strategies, with other people see such collaboration as a serious issue. designed to motivate students to pass cheating. In the up opportunities to engage in unper- real world, that's mitted collaboration, present a different Faculty Perspectives called making Student collaboration raises several and interesting alternative. They assume difficult issues for faculty. Among the that students are capable of ethical deci- good use of your most difficult is the inherent conflict sion making and they encourage the resources and between the university's need to recog- development of those skills. Students working well with nize collaborative work as a model that are expected to learn the difference people." serves students well in their careers and between acceptable and unacceptable lives, and the need to teach students to assistance. As research shows, however, do their own, independent work. The the line between the acceptable and conflict is heightened by the current gen- unacceptable can be unclear. We should eration of faculty having inherited an not assume that students are capable academic tradition of assigning individ- of precisely defining the boundary with- ual grades that reflect individual out clear faculty guidance. accomplishment. A good starting point, and one often Collaboration is, and should remain, neglected, is a healthy discussion of the

4/AAHE BULLETIN/NOVEMBER 1995 4R topic at the start of each term. Such dis- an opportunity to check the accuracy cussions help students to clarify the of their work. None of these is a trivial issue: to understand why collaboration factor to a student trying to juggle a vari- is appropriate on some assignments and ety of priorities and still maintain a com- "My friends and not on others; to understand how stan- petitive GPA. I usually do our dards on collaborative work vary from Professors who believe that students one discipline to another; to understand will follow their directions simply problem sets how the expectations for individual ver- because they are the teacher will be con- alone, but do sus collaborative work change as one sistently disappointed. Those who don't compare final moves to more advanced work in a field believe they need to be explicit concern- answers before and engages in more in-depth research; ing collaboration guidelines are even and, in general, to understand why col- more likely to be disappointed. Like most we hand them laborative work is educationally valid people, in the absence of clear instruc- in. I don't think in some settings and not in others. tions to the contrary, students will gen- that's academic Instructors need to be very clear abouterally take the path of least resistance dishonesty. their expectations regarding individual and assume that collaborative work is versus group work, and they must pro- acceptable. Professors should state the Is tr.?" vide a clear and convincing rationale "rules" in their course syllabus and ver- for that distinction. Compliance is oth- bally remind students of their expec- erwise unlikely. Many factors encourage tations at least once or twice more dur- students to collaborate with their peers: ing the term. When collaboration is It reduces the time needed to satisfy encouraged, or even permitted, this also course requirements; it can enhance should be made clear. learning, as students share their expe- The strategy used by professor Eric riences and talents with one another Roberts in his computer science courses in a synergistic way; it provides students at Stanford presents an interesting model. Recognizing that students are likely to collaborate to some degree on About the any assignment they are given, he requires students to document any help Center for Academic Integrity. they have received on an assignment Founded in 1992, the Center for Academic Integrity is a coalition and who provided it. Not only does this of more than seventy colleges and universities in the United approach allow Professor Roberts to States, Mexico, and Canada. The Centers mission: understand the true progress of individual students in his courses, it also The Center for Academic Integrity provides a forum to identify, affirm, and promote the values of academic integrity teaches students the importance of among students. This mission is achieved primarily through acknowledging all of their sources in any the involvement of students, faculty, and administrators from academic work they submit. From a the member institutions, who share with peers and col- practical perspective, it has the advan- leagues the Centers collective experience, expertise, and tage of moving the problem from the creative energy. There is no single path to academic integrity, and the mire of unpermitted collaboration into Center respects and values campus differences in traditions, the relatively easier domain of plagia- values, and student and faculty characteristics. rism. For someone trying to figure out whether a student's work is or is not The Centers activities include: individual, establishing whether sources an annual conference, mailings, electronic communication, and presentations at other conferences and on campuses; have been correctly cited is much easier encouraging and supporting research on factors that have 'than determining whether two or more an impact on academic integrity; students collaborated without permis- developing a "fundamental standard" that defines the level sion. Professor Roberts's approach also of integrity that should be expected of all students in their aca- helps students understand that plagia- demic work; helping faculty members in different disciplines develop rism can be just as much of an issue in pedagogies that encourage adherence to that fundamental technical courses as it is in a first-year standard; and English course. showcasing successful approaches from schools around the Proving unpermitted collaboration country policies, enforcement procedures, sanctions, and edu- raises another difficult issue for faculty. cation/prevention programs. Students can be very creative in explain- For more, contact ing why their work just happens to bear Sally Cole, executive director a striking resemblance to another stu- PO Box 7928. Stanford. CA 94309 dent's in the same course. Although 415/723-9610, fax 415/725-6227 every faculty member probably has a sally.coleolorsythe.stanford.edu favorite horror story, one of the most common is when students deny the

47 AAHE BULLETIN /NOVEMBER 1995/5 Useful Resources charge and each accuses the other of Baird, J.S. "Current Trends in College Cheating." Psychology in copying the other's work. the Schools 17 (1980): 515-22. Unless other evidence exists to prove Bowers, W.J. Student Dishonesty and Its Control in College. New that collaboration took place, or to York: Bureau of Applied Social Research, Columbia University, establish who copied from whom, the 1964. truth is impenetrable. How does a faculty Center for Academic Integrity Four Committee Papers From member determine where permitted the October 1994 Conference on Academic Integrity, Rice Uni- cooperation ended and unpermitted col- versity, Houston, Texas. Stanford, CA Center for Academic Integ- laboration began in a lab course, when rity, 1995. students work together in pairs to gather Cole, S. "Cheating Statistics: What They Do and Don't Tell Us." their data but are required to write up Synthesis: Law and Policy in Higher Education 5 (Spring 1993): their results independently? Are stu- 346. dents allowed to discuss an essay assign- Campus Life: In Search of Community. Princeton: Car- negie Foundation for the Advancement of Teaching, 1990. ment then do their writing independently? If so, how do faculty determine Fass, RA "By Honor Bound: Encouraging Academic Honesty." Educational Record 67 (4) (1986): 32-35. when such discussion crosses the boundary? In short, proving unpermitted col- Haines, V.J., G.M. Diekhoff, E.E. LaBeff, and R.E. Clark. "College Cheating: Immaturity, Lack of Commitment, and the Neutral- laboration is time-consuming at best, izing Attitude." Research in Higher Education 25 (1986): 342- and often impossible. Most instructors 354. find this very demoralizing. Harp, J., and P. Taietz. "Academic Integrity and Social Structure: But faculty must remember that col- A Study of Cheating Among College Students." Social Problems laboration is a difficult issue for indi- 13 (1966): 365-373. vidual students to resolve on their own Jendrek, M.P. "Faculty Reactions to Academic Dishonesty." Jour- and that in the absence of clear guid- nal of College Student Development 30 (1989): 401-406. ance, unpermitted collaboration will be

."Student Reactions to Academic Dishonesty." Journal widespread. Faculty have an obligation of College Student Development 33 (1992): 260-273. to help students work through this issue; Kibler, W., E. Nuss, and B. Patterson. Academic Integrity and Stu- it is a teaching opportunity that should dent Development. College Administration Publications, 1988. not be lost. Students must learn to exer- LaBeff, E.E., R.E. Clark, V.J. Haines, and G.M. Diekhoff. "Situational cise responsibility for their own behavior, Ethics and College Student Cheating." Sociological Inquiry 60 but faculty have a corresponding duty (2) (1990): 190-198. to help them. Upson, AG., and N.G. McGovern. "Undergraduate Academic A recent study by MIT of academic Dishonesty A Comparison of Student, Faculty, and Teaching dishonesty provides guidance for faculty Assistant Attitudes and Experiences." Paper presented at the 1993 AIR Forum. that may be appropriate on all McCabe, D.L "Faculty Responses to Academic Dishonesty The campuses: Influence of Student Honor Codes." Research in Higher Educa- Although many faculty report giv- tion 34 (4) (1993): 647-657. ing students guidelines about the and LK. Trevino. "Academic Dishonesty Honor Codes limits of collaboration, this is not and Other Contextual Influences." Journal of Higher Education done consistently or explicitly 64 (5) (1993): 522-538. enough. Most guidelines are oral. Michaels, J.W., and T.D. Miethe. "Applying Theories of Deviance The best approach would include to Academic Cheating." Social Science Quarterly 70 (4) (1989): employing both oral and written 870-885. guidelines, along with a discussion. Nuss, E.M. "Academic Integrity Comparing Faculty and Student Students may also need instruction Attitudes." Improving College and University Teaching 32 (3) in the methodology and art of col- (1984): 140-144. laborative learning. Collaboration Pavela, G.R., and D.L McCabe. "The Surprising Return of Honor is clearly helpful to learning and Codes." Planning for Higher Education 21 (4) (1993): 27-32. should be widely encouraged, but Stern, E.B., and L Havlicek. "Academic Misconduct: Results of the limits of collaboration must Faculty and Undergraduate Student Surveys." Journal of Allied be clear (Lipson and McGavern, Health 15 (2) (1986): 129-142. 1993, p. 16). Also Multimedia Integrity Teaching Tool Project The MITT project is developing on CD-ROM an interactive Note computer program to provide students with computer- Much of the preceding, in particular our over- assisted instruction in issues of academic integrity (includ- view of strategies to reduce or prevent col- ing collaboration). The developers hope to make the pro- laboration, is based on the summary recom- gram available in late-1996; readers are invited to contribute mendations of a group of students, faculty, suggestions and ideas. Contact: Patricia Keith-Spiegel, and administrators who were members of Department of Psychological Science, Ball State University, a discussion group at the third annual meet- 317/285-8197. ing of the Center for Academic Integrity, held at Rice University in October 1994.

6/AAHE BULLETIN/NOVEMBER 1995 A (-) REASSESSING (AND DEFINING) ASSESSMENT by Thomas A Angelo

Second drqft definition Assessmentisan ongoing process aimed at to "focus our collective hat is understanding and improving student learning. It assessment? attention" at depart- involves making our expectations explicit and public; mental and institu- I'm often setting appropriate criteria and high standards for asked, tional levels. And sev- learning quality-, systematically gathering, analyzing, eral contributors as I sus- and interpreting evidence to determine how well pect other assessment advocated using assess- performance matches those expectations and ment as a vehicle to advocates are, to pro- standards; and using the resulting information to vide a 100-words-or- create linkages and document, explain, and improve performance. When enhance coherence less answer. But though it is embedded effectively within larger institutional we've talked about and within and across the systems, assessment can help us focus our collective curriculum. struggled with assess- attention, examine our assumptions, and create a ment for more than Managing the inher- shared academic culture dedicated to assuring and ent tensions between a decade now, we've improving the quality of higher education. yet to come up with assessment for a widely acceptable improvement and definition. What I think assessment for account- we need and I hope the AAHE excerpts represent. (Numbers in ability was a fifth major theme. Assessment Forum can provide brackets key to the list of con- While most respondents favored is a definition that: expresses tributors on page 9.) putting improvement first, all the core educational values accepted the need for account- behind assessment; recognizes Five Common Themes ability: "Assessment for improve- the need for improvement and There was near total agreementment is the only meaningful type accountability; and prompts cam- among contributors that assess- of assessment: accepting respon- pus teams to construct their own, ment should focus primarily on sibility for improving programs more appropriate and useful improving student learning and services means being "local" definitions. rather than on the broader, accountable to somebody" [6]. So, in an April 1995 Bulletin vaguer "higher" learning I had An old saw holds that a camel article, "Reassessing Assessment," suggested. is a horse designed by committee. I proposed a first-draft defmition That said, several writers also Given its multiple "parentage," and invited comments and sug- noted the importance of not lim- the hybridized second draft def- gestions from the network of iting its focus to student learning inition above may not be a thor- practitioners who connect in the classroom, of including the oughbred, but I hope it will prove through AAHE's Assessment wide range of processes that influ-to be a hardy, useful workhorse. Forum. In response, more than ence learning: MY goal in offering it is not to forty readers wrote, emailed, or "[Assessment] must begin arrive at a final, "camelized," one- phoned. About half those mes- with the learning of the indi- size-fits-all definition. Rather, I sages were of the "I agree" or vidual student in the indi- hope the thoughtful contributions "Good idea, thanks" variety. The vidual classroom.... In addi- that informed it, partially revealed balance were detailed, substantive tion, we must assess the by the next two pages, will gen- responses, suggesting everything effectiveness of advising, dis- erate further discussions on cam- from minor changes in wording, pensing financial aid, pro- puses and in departments. To the to major changes in content, to viding library services and extent that this revised, 92-word rethinking of premises, to entirely child care.... " [3] defmition succeeds, the contrib- different approaches. Third was the value of a sys- utors deserve the credit. Please The following two pages display tems approach understanding direct any comments, criticisms, a few representative excerpts assessment as a process embeddedand suggestions to me. from the responses. Due to the within larger systems and as a limited space, they can only hint tool for organizational learning. at the richness and complexity Along these lines, there was also Thomas A. Angelo is director of the of the letters and faxes (some- general agreement that we should Assessment Arum, at the American times several pages long) those use assessment more effectively Association for Higher Education,

AAHE BULLET114/NOVEMER 1995/7 49 Just some of the response...

First drqft definition Assessment is a means for Perhaps "focusing our collective focusing our collective attention, Why is there no mention of the attention" could instead be "focus- examining our assumptions, student ... ?We believe that at the heart of any definition should ing our collective attention as and creating a shared academic campus communities." [13] be student learning. [1] culture dedicated to continuously improving the quality of higher I think the word "student" needs learning. to become an explicit part of the I would add two items under definition. [13] "examining our assumptions." Assessment requires making First, ... the assessment process expectations and standards I would suggest ... an explicit requires us to examine our for quality explicit and public; mention of improving ... student assumptions about teaching and learning in the definition. [14] learning.... Second, [it] helps systematically gathering evidence us to clarify issues of professional on how well performance I would like thedefinition...[to ethics and professional respon- matches those expectations recognize] that assessment is "stu sibility at all levels of the insti- and standards; analyzing and dent centered" and that institu- tution. [6] interpreting the evidence; tional outcomes objectives "add intellectual design to student and using the resulting learning" by connecting and inte- information to document, Is assessment part of an improve- grating knowledge and skills more ment system or, as the draft explain, and improve explicitly into a unified whole. implies, the improvement system? performance. That is its potential power and ...The draft definition may be intellectual beauty. [11] making extravagant claims when AAHE Bulletin, April 1995. p. 11 it implies that assessment (without any reference to structure, principles, and practices) can The phrase "of higher learning" create a shared academic I would prefer to see the second ...bothers me the most. Do you mean "... the quality of learning culture. [1] sentence ... [give] equal weight to providing diagnostic informa- in higher education'"? ... Does it tion and gathering evidence on mean higher in the Bloom Tax- how well performance matches onomy, or critical thinking, or in I'm very uncomfortable with "con- standards. The best kind of assess- college, or what? [10] tinuously improving."... Isn't any- ment combines these two empha- one going to at least mention the ses and does not require a "second My first suggestion is that ... Enlightenment assumption here round" to get at meaningful "higher learning"... be broadene about human perfectibility? ... analysis and interpretation of to "higher education." [9] I don't think that we know that data. [9] there aren't ceilings to what all students can attain. This is not a form of resting on the oars; it's Information most helpful to ... We certainly endorse making a way of saying that no matter continuous improvement . .. is standards explicit and public, how innovatively we row, or how comparative.... I would then sug- although we might be inclined hard, there may be students we gest the insertion of the words to talk about criteria rather that won't help arrive, and there may "comparative and relevant" standards. [1] also be a limit, in some respects between "requires making" and to what any student can achieve "our expectations and standards in a given time.... Yes, we can for quality." [5] improve what we do, but no, the How about adding a phrase at implication that whatever we do the end improve performanc will never be enough is profoundly and enhance development, both distressing and inhibiting. [2] in and out of the classroom." [6]

8 /AAHE BULLETIN/NOVEMBER 1995 n Contributors [1] Alverno College Team: Mary Diez, chair of the Education Division; Austin Doherty, vice president for academic affairs; Georgine Loacker, chair of the Assessment Council; Marcia Mentkowsld, director of the Other approaches someone who wrote, "I have read Research and Evaluation Office; Tom Angelo's definition of assess- Kathleen O'Brien, academic dean; ment ... and he seems to be con- and Thu Riordan, professor of It seems to me that your draft philosophy definition is rather a gloss, or even fining the definition to classroom a mission statement, for assess- learning." ... I do not see that you [2] MindaRae Amiran, professor ment rather than a definition. I have left out ... program and and chair, Department of English, would suggest using Ted Mar- institutional effectiveness. On the SUNY College at Fredonia chese's definition ("the systematic other hand, those aspects of [3] Trudy W. Banta, vice chancellor gathering, interpretation, and use assessment are not explicitly for planning and institutional of information about student addressed. [3] improvement, Indiana University learning for purposes of improve- Purdue University Indianapolis ment") but modifying it to con- A few suggestions: "Assessment [4] John R. Barker, research clude "... for purposes of con- is an ongoing strategy for focusing associate, University of Mississippi tinuous improvement and an institution's collective atten- Medical Center documented accountability." You tion by examining its assump- could then go on from there with tions.... Assessment requires not [5] Richard M. Bernard, executive only establishing standards but vice president for academic affairs, your own sentences, which would Niagara University form an appropriate statement also making the expectations ... of "how's" after the "what" of gathering evidence on how well [6] Deborah A. Fordham, student assessment. [8] actual performance...." [12] assessment coordinator, West Virginia State College Assessment is a critical process [7] Lawrence R. Kellerman, of organizational learning ... [It] .. .But on the other assistant professor of elementary focuses organizational attention teacher education, Bradley on the processes and outcomes The definition ... does seem to University of student learning, forcing the place a priority on program or examination of assumptions institutional assessment.... Thus, [8] Edward C. Knox, vice president (it) is not as broadly encompass- for academic affairs, Middlebury about inputs, outputs, and the College design of systems.... [It] creates ing as might be intended.... a culture of continuous improve- Assessment of students to provide [9] Alan S. Krech, associate ment of people, processes, and individual feedback, and evalu- commissioner, South Carolina performance. [4] ation that results in further learn- Commission on Higher Education ing, is central. )1] [10] Patricia D. Murphy, dean for Assessment is an ongoing process, assessment and institutional which, if appropriately designed A remaining question research, North Dakota State and implemented, will be an inte- University Finally, what is the role of judg- gral part of the instruction that [11] Norman R. Muir, assistant takes place in the classroom. ment in assessment? ... The sig- academic dean, Keuka College Assessment must be designed to nificant judgment process for address every level of cognitive interpretation of evidence and [12] Daniel J. Phelan, vice ability and should be developed for making decisions is inferred president, Western Nebraska horizontally (i.e., department or and not made explicit.... It does Community College college level assessment) and ver- not note the centrality of making [13] Monika Springer Schnell, tically (i.e., student to professor judgments at the student, depart- graduate assistant, University of to college to university established ment, and broader levels; it does Maryland-College Park outcomes). The evidence should not clarify who is involved nor the processes that help create [14] Etienne ntrault, secretary, show "how well performance Commission of Evaluation of matches...." )7] meaningful judgments.... Our College Education (Commission experience is that a major influ- d'Evaluation de l'Enseignement On the one hand.. . ence in creating a coherent cur- Collegial), Government of Quebec riculum is the development of a (Canada) Recently I received a letter from community of judgment. [1]

AAHE BULLETIN/NOVEMBER 1995/9 JUST SAY "NO" TO CALENDAR CHANGE It's too much work...too much cost...too little benefit. by Thomas Trzyna

Changing calendar of essential departmental learning from quarter to semes- tl objectives, for example? Or to ter, or the other direc- ',f' focus on the objectives of indi- tion often looks like vidual classes and ask, as some 711.10-7 a cure for institutional N biologists are, what are the key ills. But are the costs and disrup- I ideas that students should learn tion worth it? in depth, even if that means cut- Having worked with two mid- ting back on the sleet of facts to sized private universities (Seattle which their students are now Pacific University and Seattle Uni- exposed? versity) now coming to the end r The desire for time for reflec- of their latest review of the topic, tion can be satisfied in another and having reviewed the literature way, too, by changing the weekly and talked with two consultants schedule so that courses in some who have tracked the course of 7 disciplines are taught in longer calendar changes over the years, Thomas Trzyna is dean of the Collegeclasses on alternate days. I conclude they are not. of Arts and Sciences, Seattle Pacific Both quarter and semester I found only a few colleges that University, Alexander Hall, 3rd andcalendars would benefit from had published reports on calen- Bertona Streets, Seattle, WA 98119. deeper thought as to scheduling dar changes and, curiously, and pace. Quarters may seem no long-term follow ups. So a com- time for reflection and learning." rushed, but a common complaint pact polemic against changing The literature, however, offers in the literature is that semester- calendars might help some admin- no empirical evidence of such long courses are plagued by a istrators and faculty to short-cut pedagogical superiority. "dead time" that hits in about the the process of thinking through Still, this intuitively attractive eighth or tenth week, leading to the costs. argument might be true if two poor attendance, the assignment conditions obtained. First, stu- of long research papers with "time Untangling the Arguments dents would have to carry a off' from class for library work, The burden of this polemic can limited course load. Some colleges and so on. be summarized in two points: that contemplate changing to Some universities on the semes- Calendar change carries greater semesters plan to ask students ter system have responded to the economic and human costs to go from three 5-credit quarter problem of excessively long than the limited literature courses to five 3-credit semester courses by initiating half-term suggests. courses. Where is the leisure in courses, which bring with them Focusing institutional effort on a five-class load, either for stu- many of the difficulties that specific goals is a better dents or faculty? semesters are supposed to pre- approach to improvement than The second condition follows: vent: frequent and expensive reg- hoping that changing calendars The curriculum would need to istration periods, complex sched- will bring with it a host of sub- be redesigned to make more selec-uling, and rushed learning. sidiary benefits. tive choices of what students Some colleges that have Let's look, then, at the reasons must learn in four years of study. changed to semesters have found pedagogical and otherwise In the background of the cal- that the continuing education commonly given to justify a calendar debate is the often unstatedmarket, in particular, demands endar change. belief that learning well is better half-term courses. Continuing Pedagogical. A change back than learning lots. But if that is education students prefer the to semesters is commonly urged the root rationale, wouldn't it quicker pace, and students whose for the pedagogical reason "semes- make as much sense to focus employers reimburse them only ters provide a longer period of efforts there? By developing lists after completion prefer a shorter

10/AAHE BULLETIN/NOVEMBER 1995 wait to paying off that charge on of prerequisites and degree This is wonderful for faculty, the credit card. This is a good requirements. but it complicates cash flow for place to note a common reason And not only the classes them- the institution. Changing the other for adopting a calendar that selves but their associated faculty direction, from early semester to starts in August and ends in early schedules and offering times must quarter, could conceivably create May: Students can get into the be reconsidered. Anyone who has the opposite problem a month summer job market earlier than changed the day and time of a without a check. More likely, fac- their peers at other colleges. course required by several majors ulty would teach on the new basis So, faculty support for longer knows the chaos that can follow. but hold contracts on the old terms focuses on the value of lei- schedule. surely thought; student reasons These monetary considerations for preferring a different schedule Weeds have deep roots and merely point to a related issue: focus on economics. are well-adapted to survive; Where will faculty find the time A final pedagogical argument in the overwhelming work to carry out all the changes, and how will they be compensated given for calendar change, in any of a calendar change, the direction, is "a change in calendar for the effort of completely revis- is the only way to deal with weeds weeds will find a way to hide ing the curriculum? in the curriculum." Said another and grow again.. Second, an earlier start means way: "If pockets of weeds are vis- that student recruitment sched- ible in the garden, then apply ules need to be reexamined, par- weed-killer to the whole lawn." These changes, in turn, must ticularly by less-selective colleges But two problems arise. lead to adjustments in the that admit students well into Sep- First, it is wasteful to ask well- requirements of majors and tember and count on late admis- managed departments to rebuild minors. If one new course replac- sions to meet their budget. everything just to target a few es two old ones, or if the change At the same time, a change to areas. Second, weeds have deep leads to a decision to offer a new an August-to-December term can roots and are well-adapted to sur- specialty or to cut old ones, then increase several costs dependent vive; in the overwhelming work for the next three years a system on the region of the country that of a calendar change, the weeds of special advising and petitioning are difficult to estimate. The total will find a way to hide and grow must be in place to help students number of student board-days again. Instead, academic man- who entered under one system will vary, and the number of week- agers should work directly with but will graduate under another. ends that students are in resi- problem departments, rather than Timing. University wide, a cal- dence can easily increase the cost hope that a general revolution endar change brings many chal- of utilities and food service. Heat- will cure what ails a college. lenges, which become still greater ing and air-conditioning costs will Programmatic. At the depart- if the university proposes to also also change, particularly if the mental level, calendar change change the date the first term region is very hot in August but requires the re-creation of every begins. The traditional semester cooler in September, and if stu- course. schedules final examinations afterdents board later into December Moving from semesters to quar- the winter break. This is less pop- to complete an early semester. ters could feel like a burst of free- ular than the early semester, Student health clinic costs also dom, since the total number of which begins in late August ratherrise when a term runs longer into offerings can increase by 50 per- than late September. But chang- cold December weather. cent, opening the possibility of ing from a September start to an Advocates of semesters argue many specialized courses, longer August start creates more prob- that these costs can be balanced lists of options in general edu- lems than most university reports by savings in many central busi- cation, and other mixed blessings. have described. ness functions, such as registra- Changing from quarters to semes- First, there is the matter of fac- tion and financial aid, because ters could force a reduction and ulty compensation. A university students will register fewer times consolidation of courses. that contracts faculty for nine and need other business services In the liberal arts, the latter months but pays over twelve, and less frequently. Such savings are prospect is not particularly daunt-that opens its doors in late Sep- very likely in smaller, rural col- ing. Whether the year-long soph- tember, issues its first paychecks leges that do not offer extensive omore class in English literary on October 1 and its last on Sep- continuing education programs. history is cut at two points or one tember 1. Moving to an earlier But urban universities with large is of little significance. Readjusting start means that in the first year continuing education, off-campus, the sequences of biochemistry and of the new schedule, faculty wouldand distance-learning programs physiology for pre-meds is more report to work on August 1, and register students almost every likely to be complex, especially on September 1 would receive day of the year and cannot con- where the quarter system has two checks the final check of template the ideal of shutting allowed compact, specialized the previous year's contract and down the registration and busi- courses to fit into a tight matrix the first check of the new one. ness offices between terms.

AAHE BULLETIN/NOVEMBER 1995/11 Two final timing considerations are the scheduling of summer Useful Resources school and faculty vacations. If (ERIC microfiche numbers in parentheses) teacher education is an important "Academic Calendar Task Force, Report to the President, College of DuPage, market, an August start means 1992." Glen Ellyn, IL: College of DuPage, 1992. (ERIC DOC HE 025 857/ that summer school must be ED 349 927) squeezed into the period begin- Coleman, Daniel, et al. "Academic Calendar Change Impact on Enrollment ning after the date that K-12 Patterns and Instructional Outcomes," AIR 1983 Annual Forum Paper, Association of Institutional Research, Toronto, Ontario, May 1983. (ERIC teachers go on vacation (typically DOC HE 016 505/ED 232 581) mid-June) and ending at least Puyear, Don. "Semesters, Enrollment, and Retention: The Effect of Converting two weeks before the Fall term. From Quarters to Semesters on Enrollment and Retention in the Virginia Since early semester programs Community College System," Virginia State Department of Community end in mid-May, the period from Colleges, Richmond, August 1989. (ERIC DOC ED 308 918) mid-May to mid-June then Quann, C. James. "Washington State University Project Committee on becomes the longest dead time Academic Calendar." Washington State University, Pullman, Washington, of the year. Faculty who teach April 1973. in summer school can vacation Walz, Orville C., et al. "The Process of Calendar Conversion." College and then, and it becomes the best time University, Summer 1977, pp. 725-734. for major campus renovation projects. For some regions, this schedule is ideal; in other regions Otherwise, students will choose transitional costs are affordable; August offers better weather for another college whose schedule the payback period is both vacationing and outdoor is more convenient to their reasonable. repairs. In the Northwest, for summer jobs, or they will simply Moreover, an earlier term will example, May and June are often turn up at the wrong time, or theyenable students to enter the rainy, while August's weather is will fail to come back for other summer job market early and get not. reasons. the jobs they need to pay their Articulation. Finally, colleges Retention, however, tends to escalating tuitions. should probably stay on the same improve in a change to a semester Perhaps more important is the schedule as their major feeder calendar, because students then bottom line in pedagogical and institutions. If the local commu- have only one chance to drop out: human terms. One small state nity colleges are on semesters, Abandoning the quarter system university (7,000 FTE) estimated then semesters are a reasonable means abandoning the Spring that the direct costs of change choice for a four-year college that quarter's typical drop in enroll- would be only $326,000 a figure depends heavily on their transfer ment. Improvement in retention that seems extremely low, and students. If the feeder community varies from 2 percent to 10 per- certainly doesn't account for the colleges are on quarters, an early cent in the few cases cited in the imponderable cost of asking a fac- semester might be almost as good literature. ulty and staff to devote their ener- as a quarter system, since both Here again, if the college's goal gies to that process rather than systems have an entry point in is to improve retention, is a cal- to advising, teaching, scholarship, January. endar change the best approach? or other duties. Articulation with the state's I think not. Wouldn't a compre- Another small university (3,200 teacher education system is also hensive plan specifically aimed I. 1E) estimated that the direct a consideration; if the state uses at increasing retention of specific and indirect costs of transition, quarter CEUs, then the college's groups be preferable? including extra faculty and staff database or transcripting system The first step to any decision compensation, direct adminis- must provide that currency, what- is to calculate the costs in trative and capital costs, addi- ever calendar the college chooses. enrollment losses, salary, utilities, tional student costs, and a con- whatever. And to weigh against servative estimate of lost revenue, Balancing Benefits, these costs any potential increase would add to between $2 million Calculating All the Costs in retention, with a monetary pay- and $3 million. The overall cost of a calendar back period estimated by a few Now if a donor offered you a change is difficult to estimate, but colleges at between five and ten gift of $3 million, where would at least the following factors years. it be most wisely invested? In a should be calculated. One way to state the "bottom calendar change, on the chance During the first year of a line" is this: A calendar change that it would renew the curric- change, the few cases reported is worth it if ulum, increase retention, or in the literature suggest, a college your institution's major feeder improve student learning? Or in will lose between 2 percent and colleges are also changing; faculty scholarship, better labor- 10 percent of its students. Losses convincing evidence exists that atories, improvements to specific will be lowest where a college has better retention will outrun programs, student recruiting, bet- a traditionally high retention rate losses (especially of adult ter advising, or outcomes assess- and excellent public relations. learners); ment? The answer seems clear.

I2/AAHE BULLETIN/NOVEMBER 1995 54 AAHE NEWS Staff phone extensions in parentheses.

National Office Strengthening AAHE's Voluntary Communities A Saturday retreat on September Diana Natalicio, presiding, the The result: All participants left 9th in Washington, DC, the first- retreat was organized to accom- feeling much better connected ever of its kind, brought the plish three purposes. First, to AAHE and unanimously elected leaders of AAHE's vol- AAHE's voluntary community recommended that this AAHE untary communities (caucuses, leaders met in small group ses- leadership retreat be held on a networks, and issue-based sions with AAHE's staff, learning regular basis each September. groups) together with AAHE's the details of AAHE's regular and In addition to Diana Natalicio, national office staff and a sub- special programs: their purposes Board members attending the committee of AAHE's Board of and directions, the timing and retreat were Barbara Leigh Directors. agenda of their conferences, and Smith (chair-elect of the Board) The retreat grew out of con- other opportunities for partic- and Roberta Matthews. The cau- cerns, raised by the chairs of ipation. Second, retreat partic- cuses were represented by AAHE's American Indian/Alaska ipants went over AAHE's gover- Michael Pavel (American Indian/ Native, Asian/Pacific, Black, and nance, policies toward voluntary Alaska Native Caucus), Michael Hispanic Caucuses, but shared communities, and the kinds of Ego and Joe Julian (Asian and by all of AAHE's various voluntarysupport the national office can Pacific Caucus), Lillian Poats communities, about wider par- provide. During this portion of (Black Caucus), Estela Lopez ticipation in the work of the Asso-the retreat, many of the voluntary(Hispanic Caucus), and Felicenne ciation. AAHE now sponsors not leaders considered particular Ramey (Women's Caucus). one but four annual national con-initiatives for outreach and mem- Special-interest groups were ferences. How can the caucuses bership development. represented by Gail Mellow and other groups contribute to Finally, the retreat became a (Community College Network), those programs? How can AAHE'sgeneral forum for the voluntary Roberta Matthews (Collaborative interest groups keep up with leaders to raise issues that they Learning Action Community), opportunities to participate in felt should be at the center of and Joe Flynn and Karen Mar- AAHE's governance, such as the AAHE's agenda. Among the koe (Faculty Senate Network). nomination process for the numerous issues raised, number Representing pilot efforts to gen- Board? How can interest groups one on their minds was what con-erate AAHE activity at the state raise issues that should be at the tribution AAHE might make to level were Howard Altman (Ken- center of AAHE's agenda'? the national debate about affir- tucky) and John Gardner (South With AAHE's Board Chair, mative action (see p. 14). Carolina).

Board of Directors describing the contribution the train and assist individual cam- nominee would make to AAHE puses in developing their own Call for and its Board. All nominations campuswide planning and sup- Nominations should be addressed to Linda port systems and in working on AAHE invites you to nominate Lawrence (x24), executive assis- related projects with other insti- candidates now for the 1996 tant to the president, at AAHE. tutions. Start-up Workshops offer Board of Directors election to be Nominations must be received planning and training for a suc- held next spring. A nominating no later than December 1, 1995. cessful launch and first year's committee, headed by Past Chair activities. Helen S. Astin, will consider the AAHE Technology Projects If your institution is interested names submitted and select the in hosting or cosponsoring a final election slate. Regional TLTR Start-up Workshop, or you The following offices are open Workshops would like more information for nominations: Vice Chair, to The Teaching, Learning & Tech- about AAHE's Technology Proj- be Chair in 1998-1999, and three nology Roundtable (TLTR) Pro- ects, please contact Ellen Shortill regular positions. Each office gram is hitting the road with its (x38), program coordinator, at carries a four-year term. TLTR Regional Start-up Work- [email protected] To submit a candidate for con- shops. Organized and conducted sideration by the committee, send by AAHE but hosted by a local his or her resume and a letter campus, the Start-up Workshops News continued on p. 14

AAHE BULLETIN/NOVEMBER 1995/13 News continued from p. 13

Forum on Faculty Roles & Rewards Conference Preview "Faculty Careers for a New Cen- tury" is the central theme of Wilson Portch Shulman Miller Massey AAHE's 4th Annual Conference on Faculty Roles & Rewards, January 18 -21, 1996, in Atlanta, GA. Plenary speakers will include evaluate and reward teaching review also will be reported. The Linda Wilson, president of Rad- in new ways. Georgia Governor professional service and outreach cliffe College, who will address Zell Miller, perhaps the leading role of faculty will receive special the conference theme in light of education governor in the nation, attention, as well, led by Ira Har- her work in the sciences and with has also been invited to speak. kevy, Ed Zlotkowski, and Ernest women faculty. Stephen Portch, The closing plenary will feature Lynton, who will share their work chancellor of the University Sys- Walter Massey, president of and examples from Penn, tem of Georgia, will give the key- Morehouse College and former Rutgers, Portland State, and Wis- note address, and Lee Shulman, director of the National Science consin. William Sullivan, author professor of education, Stanford Foundation. of Work and Integrity, will pre- University, will challenge you to Much of the conference will sent on the topic of the professor focus on the academic depart- as professional. ment. William Massy will share All AAHE members will receive Important Dates the results of the major faculty the conference preview (which 1st Midwestern Regional TLTR Start- workload study being conducted includes registration and hotel Up Workshop. Hosted by Indiana Uni- at the Stanford Institute for forms) during November. Register versity Purdue University Indianapolis. Higher Education that points to early! The Early Bird deadline Indianapolis, IN. November 15-16. the department as the fulcrum is December 16 (save $30); the 1st Southeastern Regional TLTR for change. Daniel Goroff, Har- deadline to register by mail is Start-Up Workshop. Hosted by Nicholls State University and Xavier University. vard University, will lead a case- January 8. For more information, New Orleans, I.A. December 1-2. based workshop on taking col- contact Pam Bender (x56), program coordinator, AAHE Forum 1st Western Regional TLTR Start- lective responsibility as a depart- Up Workshop. Cosponsored by WICHE ment, with mathematics as the on Faculty Roles & Rewards; (Western Interstate Commission for disciplinary example. Zelda [email protected] Higher Education). Reno, NV. January son, and others from NERCHE, 9-10. will present a session on "The Voi- National Office 4th Annual Conference on Faculty ces of Department Chairs: Bul- Roles & Rewards. Atlanta, GA. Jan- Affirmative uary 18-21. letin From the Front Lines." Early Bird Registration Deadline. Daniel Bernstein, University of Action December 16. Nebraska, will report on "Depart- Close on the heels of AAHE's vol- Mall Registration Deadline. Jan- uary 8. mental Implementation of the untary leadership meeting, Registration Refund Deadline. Peer Review of Teaching." AAHE's Board of Directors con- January 8. Technology, learning, and the vened September 21-22 and Team Registration Deadline. January 8. changing role of faculty will be devoted two major discussion featured, led by Steve Gilbert, sessions to the topic of affirma- 1996 National Conference on Higher Education. Chicago, IL. March 17- director of AAHE's Technology tive action. Martin Michaelson, 20. Projects, and Stephen C. a partner in the law firm of -Early Bird Registration Deadline. Ehrmann, the Annenberg/CPB Hogan & Hartson, was the fea- February 23. Discount Hotel Rate Deadline. Projects. Another feature will be tured guest speaker. Author of February 22. the theme "Can We Build a Col- a recent Chronicle Point of View essay, "Building a Comprehensive Mid-South Instructional Technology laborative Culture?" including Conference. In cooperation with case studies from the University Defense of Affirmative-Action AAHE's TLTR Program. Cohosted by of Cincinnati (president Joseph Programs," Michaelson developed Middle Tennessee State University his thesis that there is much work and Southeast Missouri State Uni- Steger leading the team) and versity. Murfreesboro, TN. March 31 Kent State (with provost Myron to be done to develop the edu- April 2. Henry and Faculty Senate repre- cational rationales for affirmative 1996 AAHE Conference on Assess- sentatives). Private college and action especially the relation- ment & Quality. Washington, DC. June universities will share their strug- ship between university missions 8-12. gles with rewarding the faculty and admissions policies. Proposal Deadline. December 15, 1995. role in institution building. Returning to the topic the fol- The tenure discussion will be lowing morning, the Board 2nd Annual AAHE TLTR Summit Seminar. "Education, Technology, updated, with reports from state- endorsed and further devel- and the Human Spirit." July 1996. wide deliberations in Florida and Arizona. Advances in post-tenure News continued on p. 16 14/AAHE BULLETIN/NOVEMBER 1995 5R National Conference (March 17-20, Chicago).... Former AAHE colleague, now Teachers College faculty member Lee Knefelkamp passeS the word that she's "feeling better and recovering well" after by Ted Marchese her recent surgery. ... Theword back at Teachers College is that new prexy Art Levine has done a Welcome back for news about AAHE membersbang-up job, highlighted by the faculty's decision (names in bold) doing interesting things, plus items(unanimous!) to completely reorganize programs of of note ... do send menews! study in the institution ... notincidently, Art's latest book (with Jana Nidiffer), Beating the Odds: How PEOPLE: A salute to Bob Atwell on his announcedthe Poor Get to College (Jossey-Bass) is one of the stepping down from the American Council onbest you'll read this fall.... Alsorecommended: a Education presidency December 1996 ... ACEseven-page statement that says a lot, "The Role of board members tried to talk him into staying, butUniversities in K-12 Education," from the American Bob knows his mind and the decision stuck ... Academy of Arts and Sciences ...fax requests to during his dozen-year term, Bob has championedAAAS at 617/576-5050. student aid and minority advancement and taken on tough issues like reform of accreditation andNOTABLE: I know not many of us have time to intercollegiate athletics.. .. Two of the three Haroldread professional books these days, but I wanted W. McGraw Jr. Prize in Education winners this yearto mention three recent ones that I found of value. are much-appreciated AAHE members: Carnegie ... DanielSeymour has been the bright light in Foundation president Ernest Boyer and Mary Diez,an often pedestrian CQI literature ... try hisOnce dean of education at Alverno. Bravo! Upon a Campus (ACE/Oryx) for an easy-to-read mix of campus stories and useful questions. ... TENURE: Wryly, I note in retrospect, AAHE leaders Rutgers professor Brent Ruben lifts the CQI thought last year that a quiet, careful study ofliterature up a notch with the 21 essays he collects tenure, set in a context of "new dialogue aboutin Quality in Higher Education (Transaction). ... faculty careers," might be a helpful contribution;And, finally, a solid report on a topic all-too- thus our "New Pathways" project, led by an ever-attractive to legislators these days (but so vexing thoughtful Gene Rice. Through calendar 1995,for the rest of us): Measuring Up: The Promises however, tenure exploded into a hot-button issue,and Pitfalls of Performance Indicators in Higher with arguments, even confrontations popping upEducation (ASHE/ERIC), by Gerald Gaither, Brian across university campuses and statewide boardsNedwek, and John Neal. of regents. All parties, of course, call AAHE in a search for support. Indeed, notes Gene, "We're beingFOR YOU: My colleagues here always look for ways pressed for information and analysis that we'veto enhance the value of your membership in AAHE

barely begun to develop. Maybe we should we have ... someof the conference flyers, book announce- started this project two years ago." ments, etc. that reach you come from our (selective) lending of mailing lists to others ... later thismonth, MORE PEOPLE: Very best wishes to Eduardoby arrangement with the U.S. Department of Padron, tapped to succeed Bob McCabe as Miami-Education, all members will receive a copy of ED's Dade's district president.. .. Meanwhile,California'sThe New College Course Map, a close look at student Glendale CC taps the head of Miami-Dade's medicalcourse-taking and achievement over the years 1972- campus (and AAHE Board member), Tessa Mar-93, written by Clifford Adelman. ...Also, I've tinez Pollack, for its presidency.. .. My friend Nancyarranged courtesy of CyberMark and TIAA/CREF Hoffman leaves Temple to become executive to make copies of Michael Dolence and Donald assistant to the president of Brown, January 1st.Norris's 100-page Transforming Higher Education: ...The Ford Foundation has funded BruceA Vision for Learning in the 21st Century available Johnstone's launch of a Learning Productivityfree to the first 200 AAHE members who fax me Network out of his offices at SUNY-Buffalo ... infoa request ... send your name, address, 7-digit from 716/645-6635 ... Bruceis helping us designmembership number (see Bulletin's mailing label) a set of panels on the topic for the next AAHEto me at 202/293-0073.. .. You'rewelcome! 57 News continued from p. 14 Completely updated and Business Services, PO Box 390, expanded, the second edition of Jaffrey, NH 03452-0390; ph/fax oped the view that AAHE's dis- Frank P. Wilbur and Leo M. Lam-603/532-7454. tinctive role might be to work on bert's national directory, Linking the educational rationales and America's Schools and Colleges, issues that undergird the debate. is "an indispensable source of AAHE Assessment Forum Is merit, for example, something ideas and contacts." AAHE's Quality Initiatives that should be viewed indepen- Linking features short de- Call for Proposals dent of issues of fit between stu- scriptions of 1,100 successful It's time to start thinking about dents and institutions? If we partnerships, workshops, sessions, and/or com- believe and say that students ben- covering goals, missioned papers you would like efit from a peer culture that is activities, to propose for next summer's itself diverse, how can we doc- structure, and 11th AAHE Assessment & Qual- ument that benefit? funding; plus ity Conference, June 8-12, in The Board also discussed pos- contact infor- Washington, DC. The theme of sible AAHE vehicles for action: mation for the 1996 conference is "What conference presentations, pub- 2,300+ Works? Learning From Success licationS, special projects, etc. The partnerships. (and Avoiding Pitfalls)." Board concluded that besides This edition The conference will offer a rich sponsoring sessions at AAHE's of Linking (470 pp.) is copub- variety of presentations that upcoming conferences, Change lished with Anker Publishing respond to the following question: magazine was AAHE's best vehicle Company, Inc. Single copies of What specific assessment and for contributing to the debate. the book are $50 each for AAHE quality approaches work for President Russ Edgerton and members, $55 for nonmembers, whom, when, where, how, and VP Ted Marchese (senior editor plus 8% shipping. To receive the why in improving learning? of Change) are taking the lead member price, provide your 7- As always, proposals that go on this project. digit member number (printed beyond these topics are also wel- on each Bulletin mailing label). come. But, get your proposals in Publications Discounts on two or more copies soon, the deadline is December are available by calling 508/779- 15, 1995. School/College 6190. To order, send an institu- For more information on Guide Released tional PO, check, or Visa/Mas- AAHE's Assessment Forum, con- How about 2,300 school/college terCard to Anker Publishing Com-tact Liz Lloyd Reitz (x21), project partnerships at your fingertips? pany, Inc., c/o Publishers assistant; [email protected]

Moving? Clip out the label American Association forHigherEducation below and send it, marked with your new address, to AAHE members receive free the AAHE Bulletin(ten issues/year) and Change "Change of Address," AAHE, magazine (six issues/year); discounts on conferenceregistration and publications; special rates on selected non-AAHE subscriptions; One Dupont Circle, Suite 360, Hertz car rental discounts; Washington, DC 20036-1110. and more. To join, complete this form andsend it to AAHE, One Dupont Circle, Suite 360, Washington, DC 20036-1110; fax202/293-0073. MEMBERSHIP(Choose one) Regular: 1 yr, $85 2 yrs, $165 3 yrs, $245 Retired /Student 1 yr, $45 (For all categories, add $8/year for membershipoutside the U.S) CAUCUSES (all are open to all AABE members;choose same number of years as above) Amer. Indian/Alaska Native: yrs @ $10/yr Asian/Pacific: yrs Co $15/yr Blade yrs 0 $25/yr Hispanic: yrs 0 $25/yr Women's: yrs 0 $10/yr

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58 AAHE

A Special Issue , !STANCE[i[CATION The Options Follow Mission

0 :r Z-- Speaking Out Freely V 0 e I V:11.425:77-.4.72:

PLUS:- GLOSSARY . . . -AN Dr- ESSAYS BY STEVE GILBERT, CHRISTINE :BILL O..'NEILL,_AND RA.CHEL.H-ENDRICKS-0 2 - 7

AAHE NEWS CIATIO CATION°

,",/. DISTANCE EDUCATION a special issue

3 Why Distance Education?/foreword/by Steven W.Gilbert 4 Distance Education: The Options Follow Mission/anintroduction to the topic/ by Susan M. Rogers Plus: What Does "Distance Education" Look Like? A Distance Learning Glossary 9 Resources for Learning About Distance Education/somepublications, journals, online discussion lists, online journals, WWW sites,software, and projects

11 Giving Distance Learning a Try/two faculty tales Speaking Out Freely/by Norman Coombs New Bytes Need New Bottles/by Edward M. White Plus: essays by Christine Maitland, Bill O'Neill,and Rachel Hendrickson

15On Issues of Intellectual Property/some resources,plus an essay by Rachel Hendrickson 16 Questions for Discussion/by Steven W. Gilbert

Departments 17AAHE News/new grants, TLTR planning meeting, 14 FRRand Assessment/Quality conferences, affirmative action, CQI events, and more 19 Bulletin Board/by Ted Marchese

AAHE BULLETIN December 1995/Volume 48/Number 4

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman Contributing Editor to "Distance Education": Pat Gallagher

Published by the American Association for Higher Education, One Dupont Circle,Suite 360, Washington, DC 20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: TheodoreJ. Marchese and Louis S. Albert. Unsolicited manuscripts may be submitted by readers. All are subject to editorial review.Guidelines for authors are available. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of theAmerican Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Second class postage paid atWashington, DC. Annual domestic membership $43 per year dues: $85, of which $45 is for publications. Subscription price for AAHEBulletin without membership: $35 per year, outside the United States. AAHE Bulletin is published ten times per year,monthly except July and August. Back issues: $5.00 each, $4.00 each for eleven or more copies of the same issue, plus shipping,AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER:Send address changes to AAHE Bulletin, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

BEST COPY AVAVLABLE

Cover artworkDavid Clark Typesetting by Capital Prepress. Printing by Hagerstown Bookbinding& Printing, Inc. AMERICAN ASSOCIATION FORHIGHER EDUCATION WHY DISTANCE EDUCATION? A special Bulletin.

by Steven W. Gilbert

istance learning" is ubiq- -4, nector. Of course, faculty members have uitous: As you read this Bul- known for a long time that students letin or watch the Discovery don't have to be together all the time Channel, you are learning with a teacher to learn effectively; stu- things prepared at a dis- dents can and do learn independently, tance. If we change the locution to "dis- in groups, from reading and projects, tance education," by implication an and so on. educational institution enters the pic- Once the hegemony of an in-person, ture, but we are still dealing with some- here-or-nowhere-else view of learning thing that's been going on a long time, is broken, new possibilities open up. all over the world. Correspondence Today, for example, we've begun to courses, for example, were an inno- grasp the educative power of groups; vation of the 1920s; courses by tele- but we've just scratched the surface vision became commonplace in the Distance education in understanding the options for fac- 1960s. is any form ulty in forming and interacting with In the past two years, American groups or in knowing how the work higher education's interest in distance of teaching of a group is affected by the media it education has exploded. Suddenly, the and learning uses for interaction. technology seems to be there; the eco- in which teacher Distance education, then, requires nomics look attractive; we're supposed and learner thoughtful attention to pedagogy and to serve more students, especially are not in the to the settings in which learning can adults, and find new markets and reve- same place occur. The sheer power and rapid nue streams ... many roads, it seems, improvement of telecommunications at the same lead to distance education. options make it imperative that we The new interest in distance edu- time, with identify how to use best combinations cation arouses both unrealistic hopes information of face-to-face, independent, and "dis- and unfounded fears. On the hopes technology tant" learning. As we do so, we'll find side, the claim is that instruction their likely insights that help us rethink what we mediated by telecommunications will connector. Of do in "nondistant" education with bring new gains in productivity, that or without technology. course, faculty somehow we'll hike access and quality For this Bulletin, we've aimed for while reducing costs a claim for members have a panoramic introduction to the which there yet is precious little evi- known for a options and controversies surrounding dence. Or we hear that technology is long time that contemporary versions of distance edu- the route to new populations of not every student cation. Many of the themes raised apply learners in whose wallets there sits a has to be in also to "nondistant" educational uses financial bonanza another unfulfilled of technology a larger topic for hope. the same room another day. We also point to resources On the fears side, there are reason- all the time elsewhere. But much more can and able concerns about quality and the with a teacher has been said by others. What's missing personal side of education, and unreal- to learn effectively. what we'd like to find and dissem- istic ones about the imminent replace- inate next is information about the ment of faculty by machines. costs involved and about new statewide Most broadly, distance education is and interstate efforts to deliver, assess, any form of teaching and learning in and accredit education at a distance. which teacher and learner are not in Steven W. Gilbert is director of AAHE Tech- the same place at the same time, with nology Projects at the American Association information technology their likely con- for Higher Education; [email protected].

61 AAHE BULLETIN /DECEMBER 1995/3 DISTANCE EDUCATION The Options FollowMission

As director of the Educational Technology Center herself in making reasoned and reasonable choices at the Rochester Institute of Technology, Sue Rogers when it comes to the use of technology. has been involved in distance learning and the use With her careful and sensitive guidance, RIT has of technology to extend and enhance education since gradually engaged a significant minority of its fac- 1980. Under her direction, distance learning pro- ulty (currently about 15 percent) in using various grams at RIT have grown from a few simple tele- forms of distance education to offer their courses. courses to include six undergraduate and graduate This transition has relied on providing the kinds degrees, seven professional certificates, and of support and inducements (flexibility of schedule, hundreds of courses delivered to thousands of stu- better communication with a wider range of students across the United States and in several foreigndents) that make voluntary faculty participation countries. grow. Under Rogers's pragmatic leadership,RIT Rogers has helped RIT faculty and staff develop has developed and maintained a program of effec- responsive and interactive programs using a wide tive distance education with a sense of common pur- range of media and telecommunications technologiespose and trust among participatingfaculty, admin- that serve the educational needs of distance students istrators, and staff . without a significant capital outlay. She prides Steven W. Gilbert

by Susan M. Rogers When "distance learn- for presentation and interaction. ing" meant the correspondence course The RIT Experience or even the tele- RIT is a career-oriented insti- vised lecture tution with a long history of many people looked down on it responsiveness to the educational as a poor cousin to an on-campus needs of business and industry, college education. Today, of as well as a desire to meet the course, the media for distance changing needs of its diverse stu- learning have become vastly more dent body. At the same time, as varied and interactive, spurring a private institution, our student a new round of institutional and base is not solely local (or even student interest. What had been regional, in some fields), and this a marginal activity has become drove our choices of distance an important means of access learning technologies in a direc- to educational opportunities and tion that permits us to extend resources. educational services to a national Institutions thinking of adding or even international audience. a distance learning program As a technological institution, should start with their academic Susan M. Rogers is director of theboth what we teach and the ways mission, and only then consider Educational Technology Center at thewe teach are continually affected the variety of options available Rochester Institute of Technology, 91by technology. Currently, RIT Lomb Memorial Drive, Rochester, NYoffers six graduate and under- to meet their distance-education 14623; smretcrit.edu. goals. In that spirit, I'll describe graduate distance degree pro- briefly the distance-education programs, along with seven profes- gram at the Rochester Institute sional certificates that is, of Technology (RIT), highlight students can earn these entirely some of the reasons for choosing through courses taken at a dis- distance learning, then discuss tance. These programs comprise some of the technology options more than 3,000 registrations a 62 4/AAHE BULLETIN /DECEMBER 1995 year, representing 25 percent of "educated" population as if as the number of times a course RIT's part-time enrollment. education were something you will be repeated. Finally, the We began our distance learning finish but rather learners who organizational culture must be program in 1980 by offering combine work and education in considered. If learners are reluc- courses taught by faculty who an active and ongoing process. tant to use a computer, for exam- were particularly enthusiastic Even within school settings, ple, then including computers in about trying it, but we quickly situating learning within func- the delivery system will involve faced the need to select courses tional contexts helps students a great deal of preparation. In based on the student market to transfer their new information addition, the reward systems and rather than faculty interest. We to real-world tasks. Important politics of the institution must also found that distance learning also is providing the learning be considered in the selection of strategies must be and the when students need it; skills and alternatives to ensure faculty technologies can be sufficiently knowledge immediately applied endorsement and effective flexible to meet the demands of are more likely to be retained. participation. a range of content areas. Finally, new communications This has meant going beyond technologies now offer exciting Making Technology Choices simply replicating at a distance opportunities and tools for teach- Distance learning has the "traditional" classroom teaching. ing and learning. Telecommun- potential of meeting new educa- In developing instructional pro- ications networks have the poten- tional demands because it can grams at RIT, the constraints of tial to interconnect students, provide instructionally effective, the learners, their locations, and teachers, and information resour- highly interactive learning expe- the subject matter of the courses ces in a conversation of learning riences that are flexible, equitable, drive the selection of instructionalthat is free from many of the con- and responsive to individual approaches. We consider the straints of time, place, and phys- needs. When it responds to the instructional strengths and weak- ical disability inherent in tradi- changes mentioned above and nesses of each communications tional classroom instruction. makes use of appropriate tech- technology. As much as possible, In preparing to meet these nologies, distance learning can we offer instructional experiences changing needs through distance provide a rich learning environ- at the place and time of the education, institutions must ment that affords: learner's choosing, while still tak- address a variety of feasibility multiple representations of ing advantage of the strengths issues: instructional, technical, information; of group interaction. This economic, and organizational The individually responsive time approach has been used success- instructional objectives of the frames for learning activities; fully at RIT for nearly fifteen subject must drive the choice of learning that is situated years. alternatives. Instruction in a rap- within a real-world context; idly changing technical field, for participation of all learners Choosing Distance example, cannot afford an without limitations of class time; Education extended development time. In opportunities for inclusion The demand for educational fields where talented instructors of learners with special needs; access solutions such as distance are scarce, the best methods for a community of learners learning is being driven by well- extending that talent must be based on intellectual interests known changes affecting the land- considered. In others, extensive rather than physical proximity. scape of higher education. First, and rich visual environments are Achieving this environment the student is changing. Older stu-necessary. requires a significant investment dents, who have begun to out- Technical feasibility will be in telecommunications technology, number traditional-age students, determined both by the existing but first, an institution should often need to renew their edu- resources of the institution, the establish its goals for distance cational skills several times duringteachers, and the learners and education. A goal of simply repli- their careers. These older learners by their ability to use instructionalcating classroom instruction are busy, working adults, who are technologies. For example, access would simply require a kind of not well served by traditional edu- to a statewide infrastructure for one-way technology. (A faculty cational structures. telecommunications may make member at a distance-education Second, we are beginning to two-way video alternatives more seminar once remarked, "I don't see education in terms of learning, feasible than might otherwise be want to change anything I'm not just teaching where learn- the case. Technologies that doing; I want to use my same ing is defined as students' guided require extensive user training, overheads. I just want to push efforts to construct knowledge on the other hand, may be more the back wall of the classroom for themselves, in addition to trouble than they are worth. back 1,000 miles.") More inter- merely receiving information from As with all choices, economic active, learner-centered an instructor and other resources. issues also drive the feasibility of approaches would require dif- The dramatic rate of change in alternatives. Cost/benefit analysis ferent technologies. information alone is forcing us must take into account reduced At RIT, we have found that a to realize that we don't need an travel time and expenses, as well wide range of technologies can 63 AAHE BULLEIIN/DECEMBER 1995/5 help different learners achieve What Does "Distance Education"Look Like? almost the same instructional the lesson being that insti- ends t RIT, we define "distance education" asinstruction that tutions should not lock themselves (1) is delivered other than wherethe instruction originates, into a single delivery method to (2) has an interactive component,and (3) has a structure meet all instructional needs. that includes assessment. All the scenariosdescribed below except By involving faculty in decisions the last exist now in college and universitysystems around the Uni- regarding the selection of instruc- ted States; the final scenario certainlyexists on planning boards. tional tools, and using technologies more familiar to faculty and students, the development of new A correspondence course. distance learning environments In a university's engineering technology program,students view can be driven by the needs of the prerecorded videotape lectures in theirhomes and perform lab work learner and learning situation, at the local community college.Assignments are faxed back and not the technology. forth between the students and the instructor.For recitation ses- At the same time, this learner- sions, the students convene as a class atthe community college and oriented approach also may communicate with the instructor, who islocated at the university's encourage the thoughtful use of main campus, via electronic blackboards(telewriters). face-to-face settings in support of distance learning programs. In a large state system, a major university campusis able to trans- It challenges us to examine how mit live video from its classrooms tocommunity college and industry we use face-to-face gatherings, sites around the state. Students at theseremote locations view the . since we are asking students to live video lectures and are able tointeract with the instructor and go to considerable trouble, and with one another via audio carried overstandard telephone lines. often expense, to participate in Assignments are exchanged via courier or fax. person. At this point, there is no defin- High school students from geographicallyremote school districts itive list of which courses work take college-level courses for AP orcollege credit from the originating "best" or "worse" in an alternative university. The high schools and theuniversity are connected by a delivery format. As with the gen- digital fiber optic network, which supportstwo-way video and two- eral use of media, it still appears way audio. Each site hasclassrooms equipped so that everyone can to depend more on how distance see and hear everyone else. learning technologies are used rather than which technologies In a distance learning chemistry course,students complete almost are used. all of their work off campus. In addition toreading textbook assign- Next, I will discuss some of the ments, in their homes they watchvideotapes that describe chemical available technologies and their processes and explainlaboratory assignments. They also use alab- flexibilities. oratory kit provided by the universityto conduct several experiments at home. They come to campustwice during the course Presentation Technologies for a laboratory assignment that requiresspecial equipment (several The most common technologies weekend and evening options are available)and again for the final for presenting course material exam. are print, audiotape, videotape, and the computer. While some Students earning a degree take allrequired courses via distance faculty prefer to deliver live lec- learning. The courses are delivered in avariety of ways, including tures via audioconferencing (see telecourses; interactive television courses,delivered via one-way Glossary for terms in bold] or which students can take from one videoconferencing, many find video, two-way audio connections, of several remote sites; and online courses,in which all course mate- advantages in the time- and place- rials are delivered and all instructor/studentinteraction occurs over independence of print, videotape, and audiotape, and in the oppor- a computer network tunity they provide students to The students taking a biology coursereceive all of their reading review information and work at assignments via the World Wide Web;using the Web they also can their own pace. The increasing view compressed video demonstrationsof laboratory procedures. availability and ease of develop- Using virtual reality equipment andsoftware provided by the uni- ment of CD-ROM multimedia versity, they conduct several laboratoryassignments, including the packages, along with the World virtual dissection of a frog. The softwarerecords each student's per- Wide Web's rapidly improving gra- formance on the assignments and emails areport to the instructor. phics and linking options, expand the presentation options. SMR In addition to textbooks and reading collections, print provides course outlines and syllabi,read- 14 ing assignments. media viewing action between the distant stu- timelines. assessment dates. dent and instructor is a Glossary assignment due dates, and any continuing challenge. However, audiobridge: telecommuni- other teacher/ learner expecta- it is the strength of ongoing inter- cations equipment that permits tions. Allowing learners to know action with faculty and other stu- multiple telephone calls to be well in advance what to expect dents that distinguishes college/ joined in a conference call during the entire course helps university instruction from pur- them take greater responsibility chased self-instructional pro- audioconference:anelectronic meeting in which participants for their own learning and grams or mass education pro- in different locations using their most pertinent to the typical dis- grams. Mail, individual telephone telephones or speakerphones tance learning student lets calls, and class meetings are the are bridged together to com- them balance their education with oldest forms of interaction for municate interactively in real their home, work, and community distance courses. time; requires an audiobridge responsibilities. Electronically It is important to determine audiographics: technology available documents, such as whether class meetings are nec- that provides graphical images those prepared for online or essary to meet course objectives via phone lines or another trans- WWW access, still have the or if they are simply more commission mode; see telewriter instructional features of print, fortable and easier for faculty and and picturephone and therefore we consider them some students since they may computer conference: a part of the print support for not be practical for distant stu- computer-facilitated commu- a course. dents. Class meetings are espe- nication among members of Audio or videotapes present cially useful for courses in which a group, where all messages key concepts and supporting students need to gain access to are seen by all members bodies of knowledge. Faculty special resources or participate compressed video:a process review and select these produc- in a real-time interactive expe- by which video images are cap- tions as they would textbooks: rience. At RIT, we rarely use class tured and transmitted/stored seeking the highest quality, most meetings in our distance- more efficiently and at lower cost-effective instructional mate- cost than traditional broadcast education courses, and if we do, video, with the result that the rials available to support their they will have a call-in option. For video information can be sent course. One of the challenges is our distance-education courses via phone lines or stored on locating and acquiring high- that require meetings, we find CD quality media materials. This pro- that nearly three-quarters of stu- cess, especially because of the picturephone: equipment that dents think them helpful and permits the transfer of pictures additional time it takes to preview enjoy the opportunity to meet moving or still via regular a video or series (few faculty can other students. 'telephone lines "skim" a video!), can be very dis- Many institutions create addi- couraging unless the institution tional opportunities for interac- telewriter: a personal provides assistance to its faculty computer-based electronic tion through audioconferencing blackboard system; that is, a perhaps the best assistance and computer-based commun- live two-way interactive is an experienced and resourceful ications. With these additions, dis- computer-based conferencing media specialist. tance courses become increasingly system that uses phone lines As with text materials, faculty interactive and create learning to transmit still video or com- must be free to rearrange the pre- puter graphics, with real-time environments that often surpass annotation and simultaneous sentation order of course tapes, classroom settings for permitting two-way audio communication eliminate segments, or supple- student participation and ment with other materials such interaction. telecourse: a course students as locally produced programs. In addition to the technology can take from home, in which they listen to lectures distributed Audiotapes have their own spe- used for interaction, faculty must via broadcast or cable television cial strengths over print. Hearing consider the appropriate balance and study accompanying print a poet actually reciting his or her between synchronous (real-time) materials own poem, for example, serves and asynchronous (time-shifted) a different instructional purpose modes of interaction. Some stu- videoconference:typically, one-way video and two-way thin reading it in a book. Audi- dents prefer the spontaneity of audio transmission conducted otape also can be more conve- discussion in real-time audiocon- via satellite; that is, audience nient than videotape or print for ferences, which enable students members can see and hear the learners with long commutes. And to get to know others in the class instructor, who can hear but faculty often like the ease and or to immediately resolve their not see them. Two-way video, which requires camera equip- control they feel with audio pro- confusion over a subject. Others ment at both sites, allows the duction versus video. like to analyze complex issues instructor to also see the through asynchronous computer audience Interaction Tbchnologies conferencing, where they can Providing appropriately respon- take time to consider their sive communication and inter- response and carefully choose 65 AAHE BULLETIN/DECEMBER 1995/7 their words. Most distance- interactivity are worth investi- even admitted to being self- education students don't want gating, asynchronous computer- conscious about the "teacher to be locked into the rigid sched- mediated communications sys- centeredness" of classroom teach- ule required by real-time com- tems permit time- and place- ing. Increasingly, we are finding munications very often during independence. Using personal that many faculty are using tech- a course, and we've found that computers and modems, learners nologies and approaches in their using both technological modes can at a time of their choosing campus instruction that they first helps us balance their strengths create and submit homework, employed in distance instruction. and weaknesses. receive feedback, take a self-test, Distance education is beginning Simple audioconferences are interact with their instructor and to affect faculty recruitment, as useful for collaborative problem others, and access software, well. Several RIT department solving, reinforcement of learning library resources, and advisory chairs with significant distance objectives, and question-andinformation. learning programs report that answer. Students dial into an The use of asynchronous com- distance education is considered audiobridge from anywhere in puter conferencing for course dis- a part of the job now. One has the world at a specified time and cussions has had especially said that a candidate who wasn't are linked with their professor rewarding results. No one is open to distance teaching would and the other students in the excluded from participation due simply not be considered. class. The open environment on to time limitations of the class, At RIT we are very direct about an audioconference also allows communications barriers, or dis- the fact that distance instruction for easy inclusion of subject- tance. Students for whom English is just as much work (sometimes matter experts from outside the is not a first language and more!) as on-campus instruction university to join the discussion. hearing-impaired students have it is just that some of the tasks Audioconferences must be used found these conferences especiallyare different. Rather than spend carefully, however, because they useful. [For more on this point, a certain number of hours lec- require students to be available see Coombs and White later in turing, faculty interact with stu- at a specific time and they are this Bulletin.] dents via telecommunications. not easily accessible to students Interestingly, one of the often who are hearing impaired. Impact on Faculty unstated rewards of distance The lack of graphic support also When we started offering full instruction at RIT is the freedom makes audioconferences less than distance-education degree pro- it gives faculty to arrange their ideal, but rapid changes in tele- grams at RIT in 1991, the selec- own work time, just as it does for communications systems promise tion of courses to be developed students. This is not unnoticed increased capabilities. Even now, began to be dictated by the cur- by faculty. technology such as telewriters riculum as opposed to faculty and picturephones, for example, interest or student demand. This Summary use simple telephone lines to has required more active faculty The underlying assumption of transmit graphical images. development and increasingly RIT's approach to distance learn- Such audiographics can be as sophisticated support systems. ing is that the evolving techno- simple as a fax machine or as Faculty receive assistance and logical alternatives must be complicated as a compressed guidance in instructional tech- responsive to educational needs. video system. As with other nologies to give them more control It also accepts that there is no course design decisions, the choiceover their distance teaching single, perfect technological solu- of audiographics technology methods. At the same time, rather tion to all distance learning prob- depends on the situation. For a than view themselves as infor- lems. A combination of technol- math class, where it is often mation providers, they are ogies and approaches seeking to important to see how an equation oriented to see themselves as facil-support instruction, not replicate is solved, for example, visuals are itators and mentors for learning. the classroom, provides the best, especially valuable. There, highly They are encouraged to explore most cost-effective approach. The detailed images are preproduced the demands of their own dis- key to future success in estab- and loaded onto the computer cipline that might be addressed lishing alternative learning envir- for use in conferencing using tele- through new strategies, and they onments will be the ability to con- writers. This arrangement also have input in technology selection.nect appropriate technological places demands on students, who Sadly, for many college-level solutions to instructional prob- must have access to similar equip- instructors such a scenario may lems and the varied needs and ment and must attend sessions be the first time anyone has askedcapabilities of both learners and at a preset time. Some faculty them to seriously examine their instructors. have been able to encourage instructional methods or their Once the restrictions of the meaningful collaboration with view of knowledge in their dis- classroom model are reduced, industry- or school-based tele- cipline. Many faculty who teach future technological developments writer sites, which makes the at a distance have commented will provide even greater oppor- travel worthwhile for learners. on the impact it has on their tra- tunities to expand and improve While the advances in real-time ditional instruction. Some have instructional efforts.

12/A AUL" RI TI I&TIN /TIFYFMRFR I AQR 0 Resources for Learning About Distance Education Online Resources Far West Laboratory for Educational Research and Development, Educational Technology Program Discussion lists http://www.fwl.org The distance learning Web sites listed below will This nonprofit agency provides educators and contain addresses for additional discussion lists. policymakers with information and support based on the best knowledge from educational research and DEOS-L practice. Lots of other distance learning Web American Center for the Study of Distance resources are available from this site. Contact: Far Education West Laboratory, 730 Harrison Street, San Francisco, [email protected] CA 94107-1242; 415/241-2745, fax 415/241-2746; [email protected]. AAHESGIT American Association for Higher Education, Software Technology Projects Discusses teaching, learning, and technology issues. Business Model for Educational Telecommunications Highly moderated by Steven W. Gilbert for 3,300+ in Higher Education subscribers. Often includes postings about distance Commercial program (Mac or Windows) designed education. To subscribe, send the email message to help you determine the viability of distance learning SUBSCRIBE AAHESGIT YOURFIRSTNAME at your institution. Provides step-by-step planning YOURLASTNAME to LISTPROC @LIST.CREN.NET. guide, along with numbers. Addresses revenue, cost, cash flow, and payback Considers delivery, program Online journals development, equipment, staff development. Sched- Some good (and currently free) online journals. uled for release in early 1996. Contact: Hezel Asso- ciates, 800/466-3512. DEOSNEWS American Center for the Study of Distance Publications Education, The Pennsylvania State University, College of Education Berge, Zane L, and Mauri P. Collins. 1995. Computer [email protected] Mediated Communication and the Online Class- room, Vols. 1-3. Cresskill, NJ: Hampton Press. DISTED: The Online Journal of Distance Education and Communication The series offers a very useful range of articles, from University of Alaska theoretical discussions about the pedagogical impact of computer communication to nuts-and-bolts case LISTSERWUWAVM studies. The Online Chronicle of Distance Education and Federal Disability Law and Distance Learning. Communication 1994. Washington, DC: Instructional Telecommun- [email protected] ications Council. When are accommodations required for distant dis- International Centre for Distance Learning (ICDL) abled students? What accommodations are appro- ICDL @OPENAC.UK priate? Who must bear the cost? This monograph is A worldwide information clearinghouse for distance the work of Kenneth Salomon, Elliott Shaper, and education. Mark Lloyd, of the Washington law firm Dow, Lohnes Web sites & Albertson. To be faxed an order form, send your name and fax number to ITC, One Dupont Circle, Suite 410, Washington, DC 20036-1176; fax 202/833- American Association for Higher Education 2467; [email protected]. http://www.ido.gmu.edu/aahe/welcome.html General information about AAHE, but includes a page Gilbert, Steven W., and Kenneth C. Green. 1995. maintained by AAHE's Technology Projects. Information Technology: A Road to the Future? Washington, DC: National Education Association. Distance Teaching Resource Guide A guide that aims to demystify information technology http://www.gnacademy.org/ issues in higher education for faculty and staff. Dis- Database of mailing lists, teaching guides, online peri- cusses the campus environment, productivity, mot- odicals, and organization homepages. Offers a forum ivating behaviors, and distance education. (Stock that allows readers to post comments, as well as a #2680-2-00, call 1/800/229-4200) form for adding other resources to the database.

Dr. E's Eclectic Compendium of Electronic Resources for Adult/Distance Education http://www.oak-ridge.com/ierdrepl.html Compiled by J.H. Ellsworth: [email protected].

67 AAHE BULLETIN /DECEMBER 1995/9 Going the Distance: A Handbook for Developing Dis- Programs and Projects tance Degree Programs. 1992. Washington, DC: Annenberg/CPB Project and PBS Adult Learning AAHE Teaching, Learning & Technology Roundtable Service. (TLTR) Program An excellent overview of distance learning; offers use- One of AAHE's Technology Projects, the program pro- ful suggestions for institutions seeking to develop vides activities and materials to help colleges and uni- degree programs rather than offer individual courses. versities improve teaching and learning through more effective and widespread use of information technol- New Connections: A College President's Guide to Dis- ogy. In their planning efforts, most individual campus tance Education. 1994. Washington, DC: Instruc- TLTRs address distance-education issues. Contact tional Telecommunications Council. American Association for Higher Education, One Readable and nontechnical. The work of three expe- Dupont Circle, Suite 360, Washington, DC 20036-1110; rienced community college practitioners. 202/293-6440 x38, [email protected]. To be faxed an order form, send your name and fax Other of AAHE's Technology Projects are EASI number to ITC, One Dupont Circle, Suite 410, Wash- (Equal Access to Software and Information) and ington, DC 20036-1176; fax 202/833-2467; Rights and Responsibilities for Electronic Learners. [email protected]. Annenberg/CPB Projects Teaming Up With Technology: How Unions Can Har- The Annenberg/CPB Projects offer a variety of mate- ness the Technology Revolution on Campus. October rials (including videos, print, and computer software) 1995. Washington, DC: American Federation of and services that are quite valuable for those con- Teachers. sidering, planning, or delivering distance education. Report from a special task force on technology, man- For a complete description of these resources for dated by the Higher Education Program and Policy learners and educators, see its WWW site at Council of the AFT, with a strong emphasis on issues http://www.learner.org/. For an abbreviated paper related to distance education. (Scheduled for release catalog that includes only materials for students, call in 1996; order from the An, Higher Education 1/800/LEARNER. Contact Annenberg/CPB Projects, Department, 555 New Jersey Avenue NW, Washington, 901 E Street NW, Washington, DC 20004-2037; DC 20001) 202/879-9657.

Willis, Barry, ed. 1994. Distance Education: Strate- Balancing Quality and Access: Reducing State Policy gies and Tools. Englewood Cliffs, NJ: Educational Barriers to Electronically Delivered Higher Education Technology Publications. Programs, WICHE Collection of articles about important issues, including A three-year FIPSE-supported project to create an planning, assessment, copyright, and regulation. Also environment that fosters the interstate delivery of contains a good overview. high-quality, electronically delivered higher education degree and certificate programs. Has produced a use- Journals ful report, When Distance Education Crosses State Boundaries: Western States' Policies 1995, other pub- American Journal of Distance Education lications, and a set of "Principles of Good Practice for The Pennsylvania State University, 403 S. Allen Electronically Offered Academic Degree and Certif- Street, Suite 206, University Park, PA 16801; 814/ icate Programs." Contact Western Cooperative for 863-3764. Educational Telecommunications, Western Interstate The leading journal published in this country con- Commission for Higher Education (WICHE), PO Box cerning research in distance education. P, Boulder, CO 80301-9752; 303/541-0308. WICHE's homepage is http://www.wiche.edu. Open Learning Longman Groups UK, Pearson Professional Subscrip- EASI (Equal Access to Software and Information) tion Department, PO Box 77, Harlow, Essex CM19 Until 1994 affiliated with EDUCOM, but now a Tech- 5BQ Great Britain; ph 01279-623924. nology Project of the American Association for Higher Very useful articles and reviews, from a European Education. Chaired by Prof. Norman Coombs of the perspective. Rochester Institute of Technology, EASI provides information and guidance on using adaptive com- ED-TECH Review puting technology to help people with disabilities par- Association for the Advancement of Computing in ticipate fully in higher education. EASI frequently uses Education, PO Box 2966, Charlottesville, VA 22902; distance education and the Internet as a means of 804/973-3987. information dissemination. Articles with a more technical focus. EASI supports four electronic discussion lists, produces a quarterly electronic journal, and conducts online workshops. It also distributes electronic and paper publications. Contact Carmela Castorina, 714/ 830-0301, fax 714/830-2159, [email protected] or [email protected]. EASTs homepage is http://wwvv.rit.edu/easi

10/AAHE BULLETIN/DECEMBER 1995 GIVING DISTANCE LEARNING A TRY The tales of two faculty members. Speaking Out Freely by Norman Coombs

Computer-mediated com- the topic on RIT's central main- munication can facilitate frame using the software VAX class discussion both for Notes, accessing the mainframe inhibited students and for the dis- from my office or home computer. cussion of sensitive topics. In my The students accessed the same class on African American history mainframe, from their personal at the Rochester Institute of Tech- computer or from a computer nology, part of the class discussionlab on campus, to read the ques- occurred in a traditional class- tions and post their responses room setting and part on a com- for me and their classmates to puter conference system. read. For the computer conference, I would periodically post a "topic," Where There's No Stage... asking the students questions Students recognized that they Norman Coombs is a professor of history at the Rochester Institute of about the content of our textbook,shared differently in the computer Technology, 1 Lomb Memorial Drive, videos they watched in class, and conference and in class, and they Rochester, NY 14623; NRCGSH@ other class materials. I posted (continued on p. 12) RITVAX. ISCRIT. EDU.

New Bytes Need New Bottles Fitting the computer into the curriculum. by Edward M. White

hen the University of computer on my desk could do. Arizona asked me to As I look back on the commute from California experience now that the term has to teach a graduate class on ended, I realize that I was wise assessment one day a week, it was not to plan too carefully exactly understood that part of that what shape the distance learning teaching would take place by would take. I had to allow the computer, to save my time and computer to find its best use Edward M. White is a professor ofthe university's travel funds. But just as a fiction writer can create English at California State University, how, exactly? Like most English a character but must then follow SanBernardino, CA 92407; [email protected]. He is also teachers, I was perfectly familiar where that character will go and author of Teaching and Assessingwith word processing but a bit listen hard to hear what he or Writing (Jossey-Bass, 1994). vague about what else the (continued on p. 13)

AAHE BULLETIN/DECEMBER 1995/11 (Coombs continued from p. 11) Faculty Contracts and Technology by Christine Maitland spontaneously commented on On many campuses, the impact of technology on workload, training, this fact. One student said that evaluation, and compensation is an issue in contract negotiations. she liked the computer discussion The language of some 480 higher education contracts is captured because she did not have to worry in the National Education Association's Higher Education Contract about "somebody giving you a Analysis System (HECAS). A search of HECAS turns up the following: crazy look" She added that she leclutology in general. Several agreements provide for the use was "not a great speaker," and of technology on a case-by-case basis until the parties have time to the computer let her get her study the full impact of technological changes. Other contracts thoughts together without getting establish a labor-management committee and defer bargaining on the specifics until there is more information. Large numbers of contracts contain clauses on intellectual property rights, including patents and/or copyrights. Distance learning and telecourses. In most contracts, faculty members cannot be forced to teach telecourses, and such courses are not used to fill a faculty member's regular teaching load. Some contracts limit telecourses to noncredit classes out of the I mainstream curriculum. Faculty who teach such courses often are paid at a lower rate either the overload rate or the part-time I hourly rate. Class size. Contracts vary widely on this issue. For example, one contract for an urban community college limits telecourse "tongue-twisted." enrollments to 75 students per section; another has an enrollment Apparently, where there is no minimum of 80 and maximum of 240. stage, there is no stage fright. As Student contact. Various contracts describe how students enrolled a teacher, computer-mediated in off-campus telecourses are to have access to faculty by phone, discussion assists me in drawing email, or regular mail. In some cases, faculty are to schedule review out students who resist classroom sessions for students throughout the semester. participation. Course preparation. One contract for a four-year campus In the same computer confer- provides for up to a year of preparation, during which the faculty ence, another student commented member works with the media department to adapt lesson plans that what he liked was that the to telecourse, becomes familiar with equipment, and receives computer avoided what he called training. Another college provides faculty the option of enrolling in "the everyday communication bar- telecommunications training courses. Yet another campus reduces riers ... whether this barrier is course loads for faculty preparing televised courses. being hearing-impaired, being More detailed analysis of such contract language is made available black, white, or green, being shy, in the NEA 1996 Almanac of Higher Education (January 1996 or whatever." He felt that through release; stock #2696-9-00, call 1/800/229-4200). the computer conference he and Christine Maitland, higher education coordinator, Higher Education Office, his fellow students were being lis- National Education Association, 1201 Sixteenth Street NW, Washington, tened to and judged by what they DC 20036-3290; CMaitland®n,ea.org. said, not by their appearance. In fact, the class included par- An Online Survey: Faculty Pay Incentives ticipants who were black, white, by Bill O'Neill deaf, or blind. Besides facilitating Facing a faculty reluctant to seriously consider distance education, a more open sharing across ethnic I was asked to research what incentives other schools provided to and cultural divisions, the format their teachers for distance education. Among other efforts, I posted was ideal for mainstreaming per- the question to the 3,300+ subscribers of AAHE's technology listsery sons with disabilities the dis- (AAHESGIT). Fourteen of those subscribers responded; here are ability became irrelevant. As a some excerpts blind professor who uses a speech synthesizer to access computer At Kent State distance teaching is usually regarded as "on- display, I discovered that the for- load," although the university (with only three courses available mat enabled me and my hearing- at this time) expects the policy to change. impaired students to transcend a double communication barrier. Northampton Community College is just starting interactive It is important, as computer technology keeps changing, that video courses. And so far we have had no interest from our full- institutions make new purchases time faculty. We have considered some of our most experienced and dynamic adjuncts, but the academic deans are reluctant with the access needs of their students and faculty who have dis- to have their best be "diverted" from the traditional classroom. abilities in mind. a

12/AAHE BULLETIN/DECEMBER 1995 (White continued from p. 11) Eastern New Mexico University is paying an "incentive" of she will say. $360. It is a flat rate. Faculty who drive [to remote sites] receive As more and more faculty move $1,800, which makes it the desired method of delivery. into distance teaching through computer, we will need to share A few listsery subscribers replied that their institution has no pay our experiences to learn what policy regarding distance-education instruction. such new teaching tools can do The full text of the survey response, "Televised Learning: Teacher for us and our students. Clearly, Incentives: A Study Conducted Through AAHESGIT Regarding we must find new ways to teach Policies for Teacher Incentives to Teach Televised Courses," is using technology, but also we need available on the AAHE homepage at http://www.ido.gmu.edu/aahe/ welcome.html (jump to "Technology Projects"). [For more about the AAHESGIT listserv, see Resources on pp. 9-10.] Bill O'Neill, director, Academic Grants Office, Library 108, Southern Utah University, Cedar City, UT 84720; ONEILLBgedu-suu-lifac.li.suu.edu.

A Union View of Faculty Evaluation by Rachel Hendrickson Faculty and institutions need to create for the distance learning campus a fully integrated training and evaluation system that is clearly and logically linked to the reward system. Inherent in the . creation of such a system is the full consultation and participation of faculty. In the presence of a collective bargaining agreement, such consultation may be authorized by a labor-management committee or by agreement for a task force on distance learning. To have a fair summative evaluation process for distance learning, the campus needs to institute an appropriate process for formative evaluation. An institution's investment in faculty development will determine success of both the distance learning system and the to adapt the technology to the faculty involved in its delivery. To be prepared to teach via distance needs of teachers and learners. learning, and to teach well, faculty need the following assistance: The literature on computers and 'technical training. Becoming familiar with the equipment distance learning was not of much involved in distance learning is a bit more complicated than learning use to me; what I read seemed to turn on a microphone. Even if faculty will have ongoing access to have it backwards that to a distance learning technician, they need to understand the whole teachers were supposed to adapt production process in order to understand their role in it. teaching and learning to the Pedagogical training. Quality distance teaching is more than a needs and capabilities of the talking head rising fuzzily above a lectern on a stage. There is an art machines. and a skill to such teaching. This is where the campus faculty- development center begins its work, assisting faculty to develop the The Experiment Begins skills they need. The students were well Preparation time. Just as faculty members need extra advanced, independent learners, preparation time to teach a new course, so too do they need that most of them already teaching extra time to teach an old course in a new way. Providing faculty first-year college English, and with appropriate course-development time in distance learning is a not-inconsiderable expense. relatively computer literate. My first intention was to have them Evaluation and troubleshooting. The faculty-development center convene on the days I stayed in should remain involved with the faculty member, providing formative California and, linked live via feedback as long as the instructor needs it to make the transition computer, we would converse just from lecture hall to studio. as if I were in the classroom. Grace period. This is less a direct monetary cost than a delay in Without realizing it, I was trying the evaluation process. Any new program requires a pilot period to pour new bytes into old bottles. during which faculty should feel free to experiment and take risks, I wanted to duplicate the to try out the new career opportunity and still be able to withdraw conventional classroom setting, gracefully if distance learning is not for them. and to use the computer like an Only after all these conditions have been met should a faculty extended telephone conference member be summatively evaluated. And when that evaluation does call. come, it should be designed and disseminated sufficiently in advance Happily, as it turned out, the of its implementation for faculty to be prepared. Rachel Hendrickson, higher education specialist, Higher Education Office, technology and facilities were not National Education Association, 1201 Sixteenth Street NW, Washington, available to make that happen, DC 20036-3290; RHendricksoCOnemor9 at least easily. "Let's see what

11 AAHE BULLETIN /DECEMBER 1995/13 happens," I suggested, somewhat in quite individual ways. The quiet like a bumbler, but I did set a vaguely, "if we just set up an students, unwilling to speak out model for casual conversation online conference, with several in class, were still shy online, but online, a place for first-draft, topics, and we all post messages." the pressure was off. They could faulty prose. For another, I was The English department already take their time, back and fill, and 500 miles away, while the class sponsored a computer mail list, still get plenty of positive members, with the same and the students and I all had responses. The computer is assignment in hand and similar accounts. The graduate director, patient, more so than I am, and sources to read, were just around John Warnock, a whiz at such it waits without twitching while the corner from one another. In things, set up a closed conference we think. The quality of the an odd way, the computer for the class in effect, a discussion online more than conversation was a form of computer "bulletin board," on publishing, to a real extended which we would all post messages audience, not just comments to and read one another's responses. impress the teacher. During one of my trips to As the semester Arizona, I assigned the class its progressed, I was Reestablishing Contact first writing assignment to surprised to find that I was fascinated by the work propose an essay test that could we handily shifted on the computer, yet I was always be used by the upper-division relieved to meet with the class, writing assessment program on from a class meeting in the flesh, to reestablish human campus. We spent a good bit of one week to mail contact. I think the computer class time working through the list discussion the learning would not have worked criteria for a good essay test and, next, with each as well if we had not met at least specifically, the criteria for the once every other week. As the campus testing program, which enriching the other. students began developing their called for an impromptu piece term papers, it was essential to of writing about a given text. "I'll sit down to talk with them and be talking with you about the those conferences often continued assignment on the computer next a thousand entries in one term afterwards on the computer. week," I said as class ended. from a small graduate seminar Curiously, we seemed to know also was very high. Why? The one another better because of the A Series of Discoveries students were working at their mail list, but we had to have live The first observation I made, own peak periods, they had conversations to confirm the as the next week began, was that enough time to think through complex relationship part every student seemed to get on what they had to say, and they mentor, part colleague that the computer at a different time: knew that everyone on the list needs to form between a graduate Sunday morning for one, 2 AM would be listening. student and his or her teacher. on Tuesday for another, and so Third, I was impressed with From my experience, I think on. When I signed on each the responses class members gave that instruction via computer morning at 8 AM, from home, in one another. It's hard to foster can't meet the demand for my robe and slippers, the cross-response in class, with many increased faculty "productivity" discussion had been raging. "Why students addressing the teacher that is, teaching more students that reading?" went one argument; and others planning what they in the same amount of time it is too hard, too easy, not will say when they get a chance. without damaging the quality of relevant, not interesting. "Why But on the mail list, with its easy that instruction. Personal contact those questions on the passage?" code for response to a message, between student and teacher is They are too unclear, too it's hard not to respond. Often, essential, and without it the structured, too open, boring. I the response would begin with computer conversation dries up. noted the times of the comments: praise "Great idea, Gail" and And too large a class would make They covered the 24 hours of the then shade off to constructive a mail list an enormous burden. day. Aha, we had stumbled onto suggestions or references to books But I am convinced that for one of the great advantages of and articles in the library. my class, the computer was not computer-assisted learning: Fourth, my role changed on the merely a useful tool for a distant Everyone can work at his or her computer. In class, I was the teacher, it provided a positive own pace, time, and place. No undisputed authority, the center benefit for the class. And our great discovery, this; but as the of attention and power. Online conversation continues, now, after semester progressed, I was my voice was not only one among the class is over, for the computer surprised to find that we handily many but, in some ways, a more has room, time, and patience for shifted from a class meeting one diffident voice. For one thing, my good talk without regard to the week to mail list discussion the on-screen editor would not work class schedule if we keep it in next, with each enriching the other. on the computer 500 miles away, its place as a creative tool, The second discovery I made so every typing mistake I made supporting but not dominating was that everyone participated, was preserved on the list. I felt our relationship to our students.

.. r irs-.".:-nr.flAG 72 On Issues of Intellectual Property CSU/SUNY/CUNY Collaborate A Union View of Faculty Contracts on Fair Use by Rachel Hendrickson California State University, the State University of As the monetary stakes rise, intellectual property New York, and the City University of New York have rights and faculty rights are becoming intertwined. collaborated to produce Fair Use of Copyrighted Some institutions that previously asserted no own- Works: A Crucial Element in Educating America. ership claim to scholarly books by their faculty are The pamphlet offers useful information, plus issues rethinking their intellectual property rights policies. a call for other institutions to join the three systems Anecdotal evidence exists of faculty being required in their effort to advance "understanding of intel- during the hiring process to sign a statement that lectual property rights and the critical role of fair they are "for hire," making their future intellectual use in teaching, learning, and scholarship." products possessions of the institution. Scheduled for release in 1996, the pamphlet gives Faculty "for hire" aren't seen as scholarly creators; guidance to members of the university community they're institutional mechanics. Such a philosophical in understanding fair use and the difficulties of shift devalues the role of faculty as independent applying its principles in diverse situations. It offers scholars and educators. a statement of principle, illustrative scenarios, expla- As institutions look to distance learning as a nations of what fair use has meant in the courts, scheme to reach a new student population and sup- and help in obtaining permissions. plement revenues, faculty look to see what such a Plans are to make the publication available elec- scheme might imply for their intellectual property tronically on the CSU homepage: http:// rights, and they see a potential diminution of those www.co.calstate.edu/ITPA/Info_Tech.html. rights. Their unease is exacerbated by the unans- wered question of how current copyright law applies to issues raised by distance learning. New "Rules of the Road?, As Linda Enghagan points out in her forthcoming In early September 1995, the Clinton Administration NEA book Technology and Higher Education: began the final phase of the process of defining the Approaching the 21st Century (scheduled for spring intellectual property "rules of the road" to control 1996): "In the absence of a specific agreement, the the distribution of information over the electronic ownership of live broadcasts and videotaped courses superhighway by publishing Intellectual Property is less clear. On the one hand, if the course is broad- and the National Information Infrastructure. cast or taped as part of the faculty member's regular This final report discusses issues critical to edu- duties, the university may claim ownership as the cation's use and production of intellectual property employer. On the other hand, as the owner of the (including fair use, the educational use exemptions, underlying notes and materials, the faculty member multimedia works, and online and BBS operator lia- may claim ownership on the basis that the broadcast bility) and proposes a number of changes to bring or videotape is a derivative work" U.S. copyright law into the digital age. The report In this uncertain and unsettling climate, some is available online from the Information Infrastruc- institutions and faculty have chosen to clarify the ture WWW server (http: / /IITF.DOC.GOV) by high- issues through collective bargaining. The language lighting "speeches and documents" in the index. of some 480 higher education contracts is captured Bills incorporating the Administration's proposals in the National Education Association's Higher Edu- were introduced in Congress in late September, and cation Contract Analysis System (HECAS). the first hearing on the legislation was held on A search of HECAS turns up many contracts con- November 15. taining articles on intellectual property rights or on An analysis of the proposals has been prepared distance learning, and an increasing number linking by Kenneth Salomon and Billie Munro, of the Wash- the two in attempts to define, at the local level and ington, DC law firm of Dow, Lohnes & Albertson. A outside the lengthy jurisdictional process, the rela- copy of that analysis is available on the firm's tionship of an institution to its faculty and their homepage (www.dlalaw.com) or by email addressed intellectual property. to [email protected]. In general, the contract articles parallel external Copyright primer. This same law firm also has intellectual property rights law, but adapt that law published a Primer on Distance Learning Intellec- to meet the particular environment of higher edu- tual Property Issues that explores the relationship cation. The contracts respond to the "for hire" issue of copyright law to the delivery of education via tele- by asserting the rights of faculty as scholars to their own intellectual property, while assuring colleges communications. The Primer identifies some of the gray areas in the current law and the risks that and universities of the right to a fair use of that those areas of uncertainty pose for distance learning property. Rachel Hendrickson, higher education specialist, Higher practitioners. For a copy of the Primer, send your Education. Office, National Education Association, 1201 name and mailing address to Kenneth Salomon at Sixteenth Street NW, Washington, DC 20036-3290; [email protected]. [email protected].

73 AAHE BULLETIN/DECEMBER IRAS/ Questions for Discussion

Fundamental research and policy issues. How are related instructional materials books, For which purposes and under what circumstan- articles, laboratory specimens delivered to dis- ces is it important to have learners and teachers tant students in a timely fashion? together in the same place at the same time? If demand for use of scarce distance-education What special resources or beneficial conditions resources (e.g., specially equipped classrooms) are available only to those who can participate increases faster than their availability, how will in person on campus? Only to those who partic- the resulting conflicts about priority be resolved? ipate elsewhere? For which purposes and under what circumstan- Institutional costs and benefits. ces is it just as good perhaps even better to Can your institution use distance education to have people interacting via telecommunications? reach more students and provide the same or Working independently? better-quality learning? What is the right balance among face-to-face, tel- Can or should it do so with fewer faculty? With ecommunications, and individual work? What changes in faculty responsibilities and the roles kinds of face-to-face interactions can or should of TAs and adjuncts? With new pay scales? be replaced by telecommunications options? Can your institution identify another like itself that has already been able to offer coursework of Student participation and benefits. acceptable quality (by that institution's standards) What portion of students at your institution are via distance education that reduces institutional already participating in which forms of distance costs and/or increases institutional revenues? education? With which benefits, for whom? What methods can usefully assess the quality and How many students who currently cannot access impact of the forms of distance education you are your offerings would be enabled to do so via some using or considering? form of distance education? When switching from conventional classroom How would such students gain access to the nec- usage to distance education, can your institution essary technology? (For example, if email is the reduce new capital investments and building- vehicle, how would students who cannot get to maintenance expenses by an amount larger than campus get access to email?) the corresponding additional costs of telecommun- To what extent are "regular" students requesting ications equipment, services, training, etc.? access to "distance education" materials to enhance their own learning (e.g., students with fying before buying. learning disabilities requesting the use of video- Can a few faculty members try some attractive tapes as a supplement to live lectures)? and affordable forms of distance education before the institution makes a major commitment? What Faculty participation and benefits. support services need to be committed for such How many faculty at your institution are already an experiment to take place? participating in which forms of distance education? What are the benefits to them? Long-term impacts. What kinds of incentives can be offered to faculty If an institution "succeeds" at replacing faculty for teaching via distance education? How will fac- with distance-education technology, what will the ulty get compensation and/or release time for ultimate result be? If you don't need the faculty, such teaching? do you need the college? If a faculty member is audio- or videotaped as part Could the "edutainment" industry do a better job of teaching a distance-education course, who owns than your institution in mounting a particular what intellectual property rights to that tape? Who offering? decides when and under what conditions that Will most education eventually include the use of recording is used? Who gets what fees? telecommunications as a facet, the way most edu- In what ways might colleagues use tapes of their cation now includes the use of books? own teaching to help one another improve? How different is the answer if an administrator uses such tapes to evaluate a faculty member for promotion or tenure? For additional information, and the opportunity to "discuss" distance learning and related topics of Infrastructure to support distance education. teaching, learning, and technology, you are invited What special facilities and equipment (at both the to subscribe to AAHE's highly moderated Internet teaching and the learning ends) are needed for online discussion listsery AAHESGIT. given versions of distance education? To subscribe, send the email message (with its sub- What special training and support services are ject line left blank) SUBSCRIBE AAHESGIT YOUR- needed and available to faculty and students FIRSTNAME YOURLASTNAME to the address engaged in distance education? [email protected]. SWG AAHE NEWS Staff phone extensions in parentheses.

Forum on Faculty Roles & Rewards by Steve Gilbert, director of ing the Case for Affirmative FFRR Conference AAHE's Technology Projects, and Action in Higher Education: A Stephen C. Ehrmann, of the Handbook for Organizers), Preview Annenberg/CPB Projects. organized efforts to lobby the By now, all AAHE members Response to the question "Can Congress, and used its October should have received the preview We Build a Collaborative Cul- 1995 Educating One-Third of a and registration materials for the ture?" will include case studies Nation conference to mobilize 4th Annual AAHE Conference from the University of Cincinnati support for affirmative action. on Faculty Roles & Rewards, (with president Joseph Steger) ACE's 1995 Status Report on in Atlanta, January 18-21, 1996. and Kent State (with provost Minorities in Higher Education, "Faculty Careers for a New Cen-Myron Henry and faculty senate coauthored by staffers Deborah tury" is the central theme of the representatives). A major session Carter and Reginald Wilson, will conference. Plenary speakers will featuring William Sullivan, focus on affirmative action in include Linda Wilson, president author of Work and Integrity, higher education. The authors of Radcliffe College, and keynoter will focus on the professor as are looking for research studies Stephen Portch, chancellor of professional. that provide "evidence" of the the Georgia University System. Much of the conference will effectiveness of affirmative action focus on the academic depart- programs as tools for increasing ment. William Massy will discuss student and faculty diversity, as results from the major faculty well as studies that address the workload study at the Stanford question "What is the educational Institute for Higher Education value of diversity?" In addition, that points to the department ACE is collecting personal stories as the fulcrum for change. Daniel about how affirmative action has Goroff, of Harvard University, enhanced the lives of faculty, will lead a case-based workshop administrators, and students. If Wilson Miller on taking collective responsibility you have such stories to share, as a department. and/or are aware of such If you have not already received research studies, contact Carter the conference preview, contact or Wilson via fax at 202/785-8056 Pamela Bender (x56), program or by email at DEBORAH_ coordinator; [email protected]. [email protected] or Register now! The deadline to reg- REGINALD_WILSON@ACE. ister by mail is January 8. NCHE.EDU or write them at the American Council on Education, Office of Minorities in Higher Edu- Sullivan Massy Affirmative Action cation, One Dupont Circle, Suite Lee Shulman, professor of edu- ACE Solicits Info 800, Washington, DC 20036. cation at Stanford University, will For many years, the American challenge you to evaluate and Council on Education (ACE) has reward teaching in new ways in promoted diversity in higher edu- AAHE Quality Initiatives his address "Course Anatomy. cation through providing con- Upcoming Events The Dissection and Transforma- ferences, programs, and resource AAHE's Quality Initiatives (as tion of Knowledge." The closing materials targeting the needs and part of its second phase of fund- plenary will feature Walter Mas- concerns of minority men and ing) plan to sponsor two new sey, president of Morehouse Col- all women. ACE is responding events in 1996: CQI Institutes and lege and former director of the to the national debate about affir- a CQI Summer Academy. National Science Foundation. mative action by sponsoring an The CQI Institutes, to be held Also, Georgia governor Zell initiative to define affirmative in April and October 1996, will Miller, perhaps the leading edu- action in positive terms and provide high-quality learning cation governor in the nation, defend its practice. experiences about CQI. Each has been invited. The ACE initiative has con- institute will offer up to six con- The conference theme will be vened a symposium of legal scho- current workshops over 2-3 days. explored from a number of dif- lars, informed campus presidents Workshop ideas for the first insti- ferent perspectives. "Technology, about national and state devel- tute include the Baldrige as a Sys- Learning, and the Changing Role opments, developed and dissem- temic Self-Assessment Tool; of Faculty" will be a feature, led inated a special publication (Mak-Benchmarking Academic Pro-

'7 r; AAHE BULLETIN/DECEMBER 1A96/17 Teachers College, Columbia Uni- announced at the meeting that cesses; and Strategies for CQI in his entire system had voted to the Classroom. versity, will present the opening keynote. Among other presenters adopt the TLTR model, becoming The CQI Summer Academy will the TLTR program's first state- provide a more retreat-like set- confirmed at press time are Trudy Banta, Peter Ewell, Jeffrey Sey- wide Roundtable. Each of VCCS's ting in which senior-level campus twenty-three individual campuses teams, already committed to CQI, bert, Dan Seymour, Vincent Tinto, Claire Ellen Weinstein, will start its own local Roundtable develop new skills and strategies of Grant Wiggins, and Ralph Wolff. to speed up the integration to reinforce and advance their technology into the classroom; current efforts, as well as share For more information on the conference or on AAHE's Assess- these Roundtables will be admin- "lessons learned" across institu- istered through the VCC System tions. The theme for the 1996 ment Forum, contact Liz Lloyd Reitz (x21), project assistant; office. academy will be "Organizing for To help accommodate all of [email protected]. Learning," and all activities will the new institutions joining the Roundtable program, AAHE's Vy Technology Projects have added another staff person Amanda Antico (x51), as project assistant. For more information about AAHE's Technology Projects, please contact Ellen Shortill (x38), program coordinator; Levine Banta Tinto Ramaley Cortines [email protected]. have the common focus of The Education Trust improving the core process of Leadership AAHE Publications learning. rrwo New Titles For more information about Awards these new events or the ongoing As tonic to the deep sense of .. .a New Staffer despair gripping many colleagues Professional Development: activities of AAHE's Quality Initi- International and National Pers- atives, contact Steve Brigham in K-12 and higher education. pectives (#SC9501) To put some (x40), director; [email protected] Education Trust presented its first Awards for Educational new ideas in play in the education-reform conversation, AAHE Assessment Forum Leadership to two exemplars of AAHE's Quality Initiatives optimism and perseverance The Education Trust has col- to Judith Ramaley, president of lected four speeches from AAHE's Summer Portland State University, and Fourth and Fifth National Con- Conference to Ramon Cortines, former chan- ferences on School/College Col- Planning is well under way and cellor of the New York City Public laboration. On topics such as re- several higher education lumi- Schools. Both Ramaley and Cor- visiting pedagogy and practice, naries are already confirmed tines were cited for their lead- student learning, time arrange- presenters for the 11th AAIIE ership in the toughest of times ments, and the definition of the Conference on Assessment & and for their commitment to teacher's role, speakers Linda Darling-Hammond, Nancy Sato Quality,June 8-12, 1996,in making schools and universities Washington, DC. The conference work better, particularly for poor (Japan), Diane Snowball (Aus- will focus on "What Works? Learn-and minority students. tralia), and Lynn Paine (China) ing From Success (and Avoiding The two were presented with offer new ideas and ways of supporting teachers to improve stu- Pitfalls)." their awards October 26, at At the conference, the Assess- AAHE's Sixth National Confer- dent learning.(1995, 6Opp)Single ment Forum will sponsor a spe- ence on School/College Collab- copy:AAHEmembers $ 10, non- cial, one-day "Symposium on oration, where they shared their members $12, plus $4 shipping. Classroom Assessment and Class- experiences with the audience. The AQC Baldrige Report: Lessons Learned by Nine Col- room Research: Lessons From AAHE Technology Projects Ten Years of Practice." Enroll- leges and Universities Under- ment in this first-ever event will TLTII, News taking Self-Study With the Mal- be limited to experienced CA/ The Teaching, Learning & Tech- colm Baldrige National Quality CR practitioners, trainers, and nology Roundtable program com- Award Criteria, April 1995. project leaders. The conference pleted a successful first year with (#CQ9501A) The Baldrige award also will feature more than two a 2nd Annual TLTR Planning criteria is a set of values, a frame- dozen half- and full-day work- Meeting at Georgetown Univer- work, and a group of evaluation shops on assessment and quality sity, November 10-11. Individuals items that can work as a robust topics, plus more than 100 con- from a variety of campuses came system for performance improve- current sessions covering the uni- to help define and shape the ment. What did these nine insti- verses of assessment and con- future direction of the TLTR tutions learn about the Baldrige's tinuous quality improvement in program. usefulness as a self-assessment higher education and beyond. Scott Langhorst, of the Virginia tool? As a potential strategy for Arthur Levine, president of Community College System, (continued on p. 20) latatro of fr T ['TM, incommnara 1 OOC. of the hat to Humphrey Doermann (Bush) and Ray Bacchetti (Hewlett). ... Remember that 1989 "Education Summit" in Charlottesville? ECS prexy Frank Newman, NGA chair (and Wisconsin gover- nor) Tommy Thompson, and IBM's Louis Gerstner will convene a second, March 26-27, in Palisades, by Ted Marchese NY. ...ECS's new report, Making Quality Count in Undergraduate Education, presents in 25 concise Welcome back for news of AAHE members (namespages new findings on what political and business in bold) doing interesting things, plus news ofleaders want from higher education... worth note ...do send me items, it's your column... on checking out, especially if you're on a public campus the infobahn, it's [email protected]. . .. Gov. Roy Romer ('94-95 ECS chair) has formed a top-level "Leadership Council" to push the report's PEOPLE: Much applause at the announcement agenda. ... Olivet College got bad ink a while back, by David Winter, chair of WASC's senior-collegeso now let's note its new academic vision statement, commission, that Ralph Wolff will succeed retir-"Education for Individual and Social Responsibility" ing Steve Weiner as executive director ...president Michael Bassis wants an "ethic of . . .Ralph has been associate director responsibility," for self and others, to since 1981, earns high marks for his "out permeate the college's culture. of the box" thinking about regional accreditation.... A successor to Howard SERVICE: Ten years ago, Frank Newman Simmons at MiddleStates should be and the presidents of Brown, Georgetown, named this month... the sense of tran- and Stanford set up a "campus compact" sition in the regions is reinforced by the to encourage student voluntarism and announcement by my friend Patsy service-learning ... today, happily, you see Thrash, North Central's much-admired Thrash it everywhere ... on 63% of independent- director, that she'll step down at the end college campuses, says CIC ...Campus of next year. Compact itself, now with 500+ institutional members, will hold a colloquium for its TIME ON TASK: Elsewhere I've noted that itAt presidents before AAHE's National Confer- (a) student effort and time on task is a ence this March. ... Meanwhile, it's easy critical factor in learning, that (b) mea- to spot a parallel trend: renewed emphasis sures of student study time may be a best on institutional and faculty service (e.g., indicator of academic efficacy, that (c) to surrounding communities) ...lots of campus assessment teams find full-time talk around about the recognition and students devoting as few as 10 hours a Ehrlich reward of faculty for knowledge-based week to out-of-class study, and that (d) a best betservice ... now it's interesting to see the student for better outcomes lies in a candid address ofand faculty "service" conversations converge... factors that defeat student effort and deep learning.November 20th, NERCHE and AAHE convened two With these ideas and FIPSE support, Miami of Ohio'sdozen leading lights in Boston to wrestle with the Karen and Karl Schilling are working with eightconceptual and practical connections between Midwestern institutions to find smarter ways ofstudent service-learning and faculty professional tracking both faculty expectations and studentservice.... November 27th, Indiana U. Press effort. Next phase: how to create climates wherereleased The Courage to Inquire by the former IU the two go up. president and present Campus Compact board chair, Tom Ehrlich, who believes an enlarged vision MORE PEOPLE: A letter from Paul Leary of theof public service should take "center stage" with University of the Virgin Islands brought me up toteaching and research. date on UVI's travail from Hurricane Marilyn (early September) to the resumption of power late OctoberTHE HOLIDAYS: Enjoy them, please, after the end- and of classes November 6th.... Happy to see newof-semester rush. Since the January Bulletin is energy in the Bush-Hewlett foundation partnershipdevoted to the preliminary program for our National in support of HBCUs, with $16.8 million earmarkedConference (March 17-20, Chicago), "Bulletin Board" for programs in the 40 member campuses of Theappears next in February. Maybe we'll see one College Fund/UNCF (as it's now called) plusanother at AAHE's Faculty Roles & Rewards Hampton U. (a former member)... for that, tipsconference in Atlanta (January 18-21). Cheers! 77 (continued from p. 18) A fourteen-month planning improving higher education? grant from the DeWitt Wallace- About themselves? The Baldrige Reader's Digest Fund will help Important Dates Office has subsequently developedthe Trust work with higher edu- 1st Western Regional AAHE TLTR explicit higher education criteria. cation and community partners Start-Up Workshop. Cosponsored by WICHE (Western Interstate Commis- (1995, 4Opp) Single copy: AAHE to identify promising practices sion for Higher Education). Reno, NV. members $8, nonmembers $10, in graduate-level guidance and January 9-10. plus $4 shipping. counseling programs. 4th Annual AAHE Conference on A grant from the Knight Foun- Faculty Roles & Rewards. Atlanta, dation supported involvement GA_ January 18-21. Preconference Registration Dead- AOC Baldrigc Report of Knight grantees in AAHE's line. January 8. Sixth National Conference on Registration Refund Deadline. Requests must be made in writing School/College Collaboration and and postmarked/faxed by Jan- enhanced the quality of the con- uary 8. ference program itself. Addition- Team Registration Deadline. January 8. ally, with Knight support the Trust continues its work on 1996 AAHE National Conference on Higher Education. Chicago, IL AAHE also welcomes the performance-based admissions, March 17-20. arrival ofRhonda Starks (x11), aligning K-12 and higher educa- Early Bird Registration Deadline. Registration increases $30. Feb- publications/membership assis- tion standards, and new avenues ruary 23. tant. Call or fax Rhonda with for student transition from Discount Hotel Rate Deadline. your name and address to have K-12 to higher education. February 22. her send you a publications cat- A grant from the Fund for the Mid-South Instructional Technology Improvement of Postsecondary Conference. In cooperation with alog or to order these two new AAHE's TLTR Program. Cohosted by AAHE publications. Please men- Education (FIPSE) to Temple Middle Tennessee State University University will help support the and Southeast Missouri State Uni- tion Box B1295. versity. Murfreesboro, TN March 31- Public Schools Rewards Project, April 2. an effort to change personnel pol- The Education Trust 1996 AAHE Conference on Assess- icies to recognize participation ment & Quality. Washington, DC. June New Grants in K-16 education reform as 8-12. AAHE is pleased to announce appropriate intellectual work for 2nd Annual AAHE TLTR Summit that The Education Trust has faculty. The Education Trust and Seminar. 'Education, Technology, been awarded several grants to four universities (Temple, CSU- and the Human Spirit.' July 1996. expand three lines of its work Northridge, Southern Colorado, in systemic K-16 education and Texas at El Paso) are reform. involved in that project.

Moving? Clip out the label American Association for-Higher Education below and send it, marked AAHE members receive free the AAHE Bulletin (ten issues/year) and Change with your new address, to magazine (six issues/year); discounts on conference registration and publications; "Change of Address," AAHE, special rates on selected non-AAHE subscriptions; Hertz car rental discounts; One Dupont Circle, Suite 360, and more. To join, complete this form and send it to AAHE, One Dupont Circle, Washington, DC 20036-1110. Suite 360, Washington, DC 20036-1110; fax 202/293-0073. MEMBERSHIP (Choose one) Regular: 0 1 yr, $85 0 2 yrs, $165 0 3 yrs, $245 0 Retired / 0 Student 1 yr, $45 (For all categories, add $8/year for membership outside the U.S.) CAUCUSES (all are open to all AAHE members; choose same number of years as above) Amer. Indian/Alaska Native: yrs @ $10/yr Asian/Pacific: yrs @ $15/yr Black yrs @ $25/yr Hispanic: yrs @ $25/yr Women's: yrs @ $10/yr Name (Dr./Mr./Ms ) 0 M/0 F Position a(factaty,include discipline) Institution /Organization Address (0 home/0 work)

City St Zip Day Ph Eve Ph Fax E-mail Wised hamlet,mthly) 0 Bill me 0 Check enclosed (payment in U.S. funds only) 12/95 Rates expire 6/30/96 n AAHE

1996 NATIONAL CONFERENCE ON HIGHER EDUCATION

CROSSING BOUNDARIES

PATHWAYSTOPRODUCTIVE LEARNING ANDCOMMUNITY RENEWAL

CHICAGO HILTON MARCH 17-20, 1996 AND TOWERS

U. 11 ...i. Am.., A I11 d=11a 1I1, MAW a AM1 ,Il I1 150+ SESSIONS, HOTEL REGISTRATION //111 =1MP AMll11 ,I I11 11 Jii/1111 li11 V /I1. 1M 1= IlI MEETINGS, WORKSHOPS RESERVATIONS FORM IM M. W 1I. AMERICAN ASSOCIATION 79 FOR HIGHER EDUCATION In this issue: This issue of the AAHE Bulletin is devoted to a print copy? One especially neat feature is that the the upcoming National Conference on Higher Web version contains "links" to other Web sites. Say Education, March 17-20, 1996, in Chicago. We you're intrigued by the prospect of hearing plenary hope to see you there. speaker Robert Putnam (see page 6 in this issue), A couple of weeks ago you should have received but you missed his provocative article "Bowling AAHE's first National Conference announcement Alone" in the January 1995 Journal of Democracy. the preview containing the forms, the work- Click on its mention, and you "jump" right to the shops, and the ticketed events, but only sampling Journal's Web page at Johns Hopkins University the sessions scheduled. Now, this Bulletin sent Press ... click "back," and you're back in AAHE's only to AAHE members and selected others lists National Conference material. all sessions scheduled as of press time. Check it out. We welcome your feedback on our For the first time, AAHE's National Conference WWW experiment. Next month, the Bulletin will information is also available electronically on the return to its usual formula of feature articles, "Bul- World Wide Web (http://www.hbp.com/aahe). Why letin Board," and association news. should this interest you, since you've already got BP

1996 NATIONAL CONFERENCE ON HIGHER EDUCATION "Crossing Boundaries: Pathways to Productive Learning and Community Renewal" 3 An Invitation/about the conference theme/by Diana Natalicio 4 Preliminary Program/a day-by-day listing of events scheduled as of press time 14 Workshops and Special/Ticketed Events 22Hotel Reservation Form 23 Conference Registration Form 24 Conference Themes at a Glance

Special Programs 18 Special Forum: "New Pathways" Project 19 Thaching, Learning & Thchnology Roundtable Seminar 21 Exhibit Program

AAHE BULLETIN January 1996/Volume 48/Number 5

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman

Published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: Theodore J. Marchese and Louis S. Albert. Unsolicited manuscripts may be submitted by readers. Guidelines for authors free by fax: 510/271-8164, item #11. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Second class postage paid at Washington, DC. Annual domestic membership dues: $85, of which $45 is for publications. Subscription price for AAHE Bulletin without membership: $35 per year, $45 per year outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues: $5.00 each, $4.00 each for eleven or more copies of the same issue, plus shipping. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, Attn: Memberships, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

Cotiference logo by Hasten Design Studio, Inc. World Wide Web cortferenoe preview constructed by HBP, Inc. Typesetting by Capital Prepress. Printing by HBP, Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION Or AN INVITATION This March in Chicago, nearly 2,000 of your colleagues will gather for AAHE's 1996 National Conference on Higher Education around the theme "Crossing Boundaries: Pathways to Productive Learning and Community Renewal." I invite you to join them.

Nearly twenty-five years of living and working on the U.S.-Mexico border have given me a fascination for boundaries and how they affect our thinking and behavior. The two million people who live in the binational metropolitan area of El Paso-Ciudad Juarez, far from their respective national capitals of Washington, DC and Mexico City, have learned that the Rio Grande river the geopolitical boundary between their two countries both divides them and draws them together.

The U.S.-Mexico border is, of course, highly visible ... on maps,in fences, and at border checkpoints. Its visibility is at once a reinforcement of the limits it sets and an invitation to explore "the other side." But, from living and working on this border I have come to understand that there are many other boundaries in my life and in the life of the University of Texas at El Paso, and, although most of these boundaries are far less obvious than the geopolitical border, they present the same intriguing combination of impediment and opportunity. Identifying these other boundaries and developing strategies to cross them has long been my passion.

I am confident that the "Crossing Boundaries" theme of AAHE's 1996 National Conference will provoke our collective thinking about the boundaries, both real and imagined, that deeply affect what we in the higher education community think and do as we work to improve teaching and learning and to apply our resources to the human, social, and economic needs of our communities. In more than 150 sessions, meetings, seminars, and workshops, you will have an opportunity to better understand the constraints and opportunities associated with the boundaries that affect us, and to explore and celebrate successful efforts to cross them.

I look forward to seeing you in Chicago!

Diana Natalicio president, University of Texas at El Paso and chair, AAHE Board of Directors

81 v 4:00 pm

4') L.:IC:2i 17'. _,-")6 Ticketed Event Campus SenateLeadership PRECONFERENCE ACTIVMES Retreat: "Leading Beyond a '8:00 am -1230Pm Boundary" am -`4:00 Pm-, Fee $75. See page 20 for details. Workshops Ticketed Event W-01, W-02

TechnologySeminar:TLTRFee required. See pages 14-19 for fj ."yi1200"1. Program details. Fee $150. See page 19 for more. Exhibit Hall Open

10 am,stFpim 1215- 4.15pm ate_`; Ticketed Event Ticketed Event Technology Seminar (cont.): Ticketed Event Black History Ibur of Chicago/TLTR Program Working Sessionsleaching, Learning & lbchnology African Art Shopping Excursionfor "Special Interest Groups" Roundtable (TLTR) Introductory Fee $45. See page 20 for more. See page 19 for more. Workshop for CAOs and CEOs Fee $100. See page 19 for more. am -.1200 pm

Ticketed Event Workshops Community Service Action Offic-W-03, W-05, W-06, W-07, W-08, Workshops ers Forum W-09 W-11, W-12 Fee $50. See page 20 for more. Fee required. See pages 14-19 forFee required. See pages 14-19 for details. details. 6:00 pm ! -

Ticketed Event Highlights of Chicago Ibur Ticketed Event Workshops Fee $25. See page 20 for more. AAHE Hispanic Caucus ForumW-13, W-14,W-15, W-16, W-17, and Luncheon: "Hispanic Publica-W-18, W-19,W-20, W-21, W-22, tions: Trends and Directions" W-23 Fee $25. See page 20 for more. Fee required.See pages 14-19 for details. Tickled Everzt Campus Compact Presidents' Leadership Colloquium: "Col- legesandUniversitiesas Ticketed Event Citizens" Campus Compact Presidents'AAHE Research Forum Precon- Open to Campus Compact memberLeadership Colloquium (cont.) ference Planning Session presidents only. Fee $100. See page 16Open to Campus Compact memberBy invitation only. for more. Deadline February 1. presidents only. See page 16 for more.

41'

..11,7cr Workshop Speciataent Workshop W-24 College Gospel Concert W-04 Fee required. See pages 14-19 for Free. See page 20 for more. Fee required. See pages 14-19 fordetails. details.

11700 midnight "_', ',-5700 pm O;am - 3:30 pm - Special Event Welcome and Orientation for Dancin' at the Club! Workshop Graduate Students Free. See page 20 for more. W-10 Leader: Sharon A. McDade, assistant Fee required. See pages 14-19 forprofessorofhighereducation, details. Teachers College, Columbia University.

BEST COPY AVAILABLE R2 Sally Migliore Ricardo Romo Martin Michaelson Blends Wilson

5:00 - 6:00 pm 9:45 - 11:00 am CONCURRENT SESSIONS PRECONFERENCE PLENARY Media in a Multicultural Society: 6:15 - 7:00 ani. Losing the Glue? Public and Community Service Presenter: Felix Gutierrez, vice pres- Cosponsored by AAHE and Campus ident and executive director, Freedom Compact. Aerobics Class For this special plenary session on Forum Pacific Coast Center. community and public service, Senator 7:00 - 8:00 am Higher Education and Society: Bill Bradley has been invited to speak. Bonds, Boundaries, and Beliefs Historic Chicago: A Walking IburModerator: Mildred Garcia, assistant vice president for academic affairs, 6:00 - 7:00 pm Guide: Jack Scanlon, instructor of English, Triton College, and docent,Montclair State College. Presenters: Chicago Architecture Foundation. Frans van Vught, director, Center for Administrative Position Round- Higher Education Policy Studies table Sessions . _ (CHEPS), University of Twente; Bar- 7:30 -8:00 am bara M. Montgomery, associate vice president for academic affairs, Univer- 6:00 - 7:30 pm Welcome Breakfast for Confer-sity of New Hampshire; Esther M. ence Newcomers Rodriguez, associate executive direc- Graduate Student Seminar and tor, State Higher Education Executive Newcomer Reception Officers (SHEEO); and James Ratcliff, Sponsored by the AAHE Black Caucus. professor and director, National Center The winner of the AAHE Black Caucus's 7:30 4:00 pm Doctoral Student Conference Grant for on Postsecondary Teaching, Learning the 1996 National Conference is M.Exhibit Hall Open & Assessment, The Pennsylvania State Christopher Brown, research fellow, University. Department of Education Policy Stu- dies, The Pennsylvania State University. 8:15 - 9:30 am Using Multimedia and Hyperme- Discussion will involve Brown's current dia in Support of Community research on the impact of current CONCURRENT SESSIONS Outreach and Renewal conservative policies on the spirit of Presenter: Lucinda Roy, Gloria D. Merit and Mission: Rethinking Smith Professor and associate dean for progress in higher education, particu- curriculum, outreach, and diversity, larly on African Americans. the Educational Rationales for Affirmative Action Virginia Polytechnic Institute & State Presenters: Martin Michaelson, attor- University. ney, Hogan & Hartson; and Blenda 7:45 - 9:00pm Wilson, president, California StatePresentation of the 1996 Howard University-Northridge. R. Swearer Student Humanitarian OPENING KEYNOTE Awards, and the Thomas Ehrlich Faculty Award forService- "Crossing Boundaries" The University and the Commu- Presenter: Henry Louis Gates, a nity: Redefining Boundaries Learning preeminent speaker on race and Presenters: Mary L. Walshok, viceSponsored by Campus Compact. chancellor for extended studies and Presenters: Dolores Cross, president, class in America, is the chair of the Chicago State University', Frank New- Afro-American Studies Department public service, University of California- San Diego; and James Votruba, viceman, president, Education Commis- and director of the W.E.B. Du Bois sion of the States; and Claire Gaudiani, Institute at Harvard University. He provost for university outreach, Mich- igan State University. chair, Campus Compact Executive coedits the cultural studies journal Committee, and president, Connecticut Transition, and is the editor of the College. Norton Anthology of Afro-American Pathways to Productive Learning Literature, the mammoth Schom- Presenter: Bruce Johnstone, professor of higher and comparative education,Crossing Boundaries: Lessons burg Library of Nineteenth-Century From Alternative Colleges Black Women Writers, and author SUNY at Buffalo, and founder and director, The Learning ProductivityPresenters: Jim Crowfoot, president, of the forthcoming Race and Rea- Antioch University; Jane Jervis, pres- son:BlackLettersinthe Network ident, and Barbara Leigh Smith, Enlightenment. academic vice president and provost, The Evergreen State College; and Penina Glazier, dean of the faculty, Hampshire College. 9:00 - 10:30 pm Keynote Reception

BEST COPY AVAILABLE

83 AAHE BULLETIN /JANUARY 1996/5 Mary Walshok Jim Votruba Bruce Johnstone Felix Gutierrez Lucinda Roy

Making Real the Scholarship of POSTER SESSION (p) Three Models for Enhancing Thaching: Guidelines for Ena- the Science and Mathematics bling, Assessing, and Rewarding(p) Bridging Cultural Bound-Preparation of Elementary Edu- Classroom Research aries:Partnering inCross-cation Majors Presenters: K. Patricia Cross, DavidCultural Perspective Presenters: Eileen Gregory, director, Pierpont Gardner Professor of HigherPresenters: Patricia Book, associateJohnson Institute for Effective Teach- Education, University of California-vice president and associate dean foring, and Linda DeTure, director, Berkeley; and Thomas A. Angelo,continuing and distance education, Teacher Education, Rollins College. director, AAHE Assessment Forum. The Pennsylvania State University; Maria Ortiz De Leon, vice president(p) Perceptions of African- Knowing and Learning in the 21st for academic affairs, Ana G. MendezAmerican Male Students Ath- Century: Breaking Down Disci-University System; Geoffrey Davis,letes inHigher Education plinary Walls director, Pennsylvania Public Educa-Sponsored by the AAHE Black Caucus. Cosponsored by the Association oftion Foundation, and director ofPresenter: C. Keith Harrison, assistant University Leaders for a Sustainableinservice education, Pennsylvaniaprofessor of education, Washington Future; Center of Respect for Life and School Boards Association; ArmandoState University. Environment; and Second Nature. Villarroel, executivedirector, Moderator: Richard Clugston, execu- Consorcio-re de Educacion a Distancia, (p) Physician-Patient Care Part- tive director, Center of Respect for LifeThe Pennsylvania State University; and nerships: Overcoming the Barri- and Environment. Presenter: DavidSuzanne M. Reilly, graduate studenters Through Teaching and Orr, director of environmental studies, in anthropology, The PennsylvaniaLearning Oberlin College. Respondent: MaryState University. Presenter: Brenda Manning, faculty Evelyn Tucker, professor of religious development specialist, Center for studies, Bucknell University. (p) Combatting Student Cheat-Instructional Development and Dis- ing: Resources of the Center fortance Education, University of Pitts- Academic Integrity burgh, and faculty development direc- Presenters: Sally Cole, executive director, St. Margaret Memorial Hospital. tor, Center for Academic Integrity, SECOND PLENARY Stanford University; Mary Olson, vice(p) CAREER: Choices and president for student affairs, OaktonResources for Equal Education "Bowling AloneAmerica's Civic Community College; and Don McCabe, Rights Life and the Prospects forprofessor of business management,Presenters: Annemarie Melodia, assis- Renewal" Rutgers University. tant vice chancellor for undergraduate Presenter: Robert Putnam, Clarence education, and Jeffrey Stanley, Dillon Professor of International(p) Building an Academic Com-research associate, Indiana University Affairs and director, Center for Inter- munity: Faculty Involvement and Purdue University Indianapolis. national Affairs, Harvard University.First-Generation Students Discussants: Judith Kurland, seniorPresenters: Scott Evenbeck, associate(p) Freshman Seminars: Beyond associate, McDermott/O'Neil & Asso-vice chancellor for undergraduateAffiliation and Excitement ciates, and founder, Healthy Commu- education; and Annemarie Melodia,Presenter: Craig Nelson, professor of nities; and Virginia Hodgkinson, viceassistant vice chancellor for under- biology, Faculty Colloquium on Excel- president for research, Independentgraduate education, Indiana Universitylence in Teaching (FACET), Indiana Sector. Introduction: Robert Sexton,Purdue University Indianapolis. University. executive director, The Prichard Com- mittee for Academic Excellence. (p) Mission Effectiveness: Pur-(p) Blurring the Boundaries of suitofTruthandSocialLearning: Student and Faculty Responsibility Collaborative Prqjects Presenters: Margaret Mary Fitzpa-Presenter: Thom Rakes, assistant trick, president, and Anne Donini, director, Career Center, University of Campus Compact Awardassistant to the president, St. Thomas Missouri. Luncheon Aquinas College. By invitation only. (p) Women Crossing Boundaries Into Leadership: A Study of BUSINESS MEETINGS Women Chief Academic Officers atFour-YearCollegesand AAHE American India' n/Alaska Universities Native Caucus Sponsored by the AAHE Women's AAHE Asian and Pacific Caucus Caucus. AAHE Black Caucus Presenters: Karen Doyle Walton, vice AAHE Hispanic Caucus president for academic affairs, Allen- town College of St. Francis de Sales; Sharon A. McDade, assistant professor of higher education, Teachers College, Columbia University; and Gillian Cell, provost, College of William and Mary. (p) Constructing Higher Educa-to the vice chancellor for studentLouis Albert, vice president, AAHE; tion Recruitment Practices: The- affairs and special programs, SUNY atand (live via audioconference) direc- ories, a Model, and Two Empirical Coblesidll. tors of Partnership for Service- Tests Learning programs in Ecuador, Eng- Presenter: Paul Winter, assistantOn Power, Hegemony, and Irony:land, and South Dakota. professor of administration and higherWhat Critically Reflective leach- education, School of Education, Uni-ing Is and How It Happens EASI Street to Science, Engineer- versity of Louisville. Presenter: Stephen Brookfield, distin-ing, and Mathematics: Access for guished professor, University of St.People With Disabilities (p) Addressing Our Mission ofThomas. Presenters: Richard Banks, adaptive Service Through Servant- technologist/consultant, University of Leadership Curriculum HUD, Universities, and Communi-Wisconsin-Stout; andNorman Presenters: Jere Yates, chair, andtiesBecomePartnerstoCoombs, professor of history, Roches- Regan Harwell, service-learning coor- Strengthen Neighborhoods ter Institute of Technology, and chair, dinator, Business Administration Divi- Moderator/Discussant: MarciaEASI, AAHE. sion, Seaver College, PepperdineMarker Feld, director, Office of Uni- University. versity Partnerships, U.S. DepartmentFaculty Careers and Employment of Housing and Urban Development.for the 21st Century: A Report Presenters: Evan Stoddard, associateFrom AAHE's "New Pathways" 2:00 - 3:15 pm dean, McAnulty College and Graduate Project School of Liberal Arts, DuquesneCochairs: Richard Lyman, president CONCURRENT SESSIONS University; Willi Wiewel, special assis-emeritus, Stanford University, and tant to the chancellor, Great Citieschair, AAHE New Pathways Project Improving the Administrative Office, University of Illinois-Chicago;National Advisory Panel; and Russell Pipeline for Asian and Pacificand Elizabeth Hollander, executiveEdgerton, president, AAHE. Presen- American Educators director, Egan Urban Center, DePaulters: Judith Gappa, professor of edu- Sponsored by the AAHE Asian and University. cational administration and vice pres- Pacific Caucus. ident for human relations, Purdue Moderator: Michael Ego, chair, AAHE Moving Beyond Academic Bound-University; Richard Chait, professor of Asian and Pacific Caucus, and dean,aries:CriticalStakeholderhigher education and director, Center College of Applied Sciences and Arts, Partnerships for Higher Education Governance and San Jose State University. Presenters: Cosponsored by the Center of RespectLeadership, University of Maryland; Ken Matsura, doctoral candidate,for Life and Environment; Associationand R. Eugene Rice, director, Forum University of California-Los Angeles,of University Leaders for a Sustainableon Faculty Roles & Rewards, AAHE. and counselor, Cerritos College; and Future; and Second Nature. Joseph Julian, chair-elect, AAHE Presenters: Anthony D. Cortese, chiefInvolving Faculty in Student Aca- Asian and Pacific Caucus, and dean for executive officer, Second Nature;demic Integrity Issues university human relations, San Fran- others to be announced. Presenters: Don McCabe, professor of cisco State University. business management, Rutgers Univer- Latinos in Higher Education:sity; Lynda Jerit, professor of English Healthy Communities, LearningPathways to Community Renewaland history, Oakton Community Col- Communities and Empowerment lege; and Bruce Payne, lecturer in Presenter: Judith Kurland, seniorSponsored by the AAHE Hispanic public policy studies, Duke University. associate, McDermott/O'Neil & Asso- Caucus. ciates,and founder,HealthyModerator/Presenter: Roberto Villar-Research, leaching, and Service: Communities. real, associate vice president forBridging the Conceptual academic affairs, University of TexasBoundaries The Curricula at Performing Artsat El Paso. Presenters: Velma Men-Presenters: Ernest A. Lynton, com- Institutions as a Key to Culturalchaca, assistant professor of curricu-monwealth professor, University of Inclusion lum and instruction, Southwest TexasMassachusetts at Boston; others to be Sponsored by the AAHE Black Caucus. State University; Gloria Contreras,announced. Presenters: Louis Smith Owens, direc- professor of teacher education and tor, Educational Opportunity Program,administration, University of North and Suzanne Price, executive assistantTexas; and Raymond T. Garza, provost - and vice president for academic affairs, University of Texas at San Antonio. AAHE RESEARCH FORUM Serving and Learning in AnotherCrossing Boundaries: Creating A Culture: What It Means for Amer-Research Agenda lbward Produc- ican Students, Institutions, andtive Learning and Community Society Renewal Moderators: Howard Berry, president,Panelists: Mary L. Walshok, vice Partnership for Service-Learning;chancellor for extended studies and public service, University of California- San Diego; and Robert Putnam, Clar-

I'M% 171. 77 l+7,71.7 /TA 1177waynn.c J." ence Dillon Professor of InternationalCracks in the Ivory lbwer: Con-Federal Patrols at State Borders: Affairs and director, Center for Inter-flict Management in HigherThe Disestablishment of Dual national Affairs, Harvard University.Education Systems of Higher Education Organizers: Arthur W. Chickering,Moderator/Presenter: Susan A. Hol-Sponsored by the AAHE Black Caucus. university professor, George Masonton, professor of communication,Presenters: M. Christopher Brown, University; Lee Grugel, chancellor,Bridgewater State College. Presenters:Robert Graham Endowed Fellow, and University of Wisconsin Centers; JoanAllan Ostar, adjunct professor ofRobert M. Hendrickson, head, Depart- R. Leitzel, interim chancellor, Univer-higher education, The Pennsylvania ment of Education Policy Studies, The sity of Nebraska-Lincoln, and vice State University, and senior consultant, Pennsylvania State University. chair, AAHE Board of Directors; Cath- Academic Search Consultation Service; erine Marineau, associate professor,Howard Gad lin, president, CaliforniaCombating Discrimination: Les- School for New Learning, De PaulAssociation of Ombudsmen; Waltersons From the San Francisco University, and Marcia Mentkowski,Gmelch, director, Center for the StudyState University Experience professor of psychology and directorof Department Chairs, and professorPresenters: Joseph Julian, chair-elect, of research and evaluation, Alverno and chair, Educational Leadership and AAHE Asian and Pacific Caucus, and College. Counseling Psychology, University ofdean for university human relations, Washington; and Jacqueline Gibson,Penny Saffold, vice president for director, Mediation Program, Univer-student affairs and dean of students, .q01.-,5. pm sity of Oregon. and Hollis Matson, chair, Academic Senate, San Francisco State University. SPECIAL FORUM College-Level Learning in High School Establishing Academically Based New Pathways Forum: A Network Presenter: Frank Wilbur, associate viceService-Learning Partnerships Meeting of Individuals Seriouslypresident for undergraduate studiesBetween College and Community Engaged in Reexamining Facultyand director, Project Advance, Syra-Presenters: Joshua Young, service- Careers and Employment. cuse University. learning coordinator, Robert Exley, See page 18 for details. director, Wellness Institute, David Academic Affairs-Student Affairs:Johnson, associate professor of psy- Designing Collaborative Partner-chology, and service-learning faculty 5-tctsel: shipstoEnhance Studentcoordinator, and Sharon Johnson, Learning professor of independent studies, CONCURRENT SESSIONS Presenter: Charles Schroeder, vice Miami-Dade Community College. chancellor for student affairs, Univer- Instructional Technology Plan- sity of Missouri. ningforHispanic-Serving 'A:0014:00`011144., Institutions Successful Use of Teaching fr Sponsored by the AAHE HispanicPortfolios TOMAS RIVERA LECTURE Caucus. Moderator/Presenter: Peter Seldin, Presenters: Donald So la, professordistinguished professor of manage-"The Border and This Writer's emeritus of linguistics, Cornell Univer- ment, Pace University. Presenters:Sense of Place" sity; Anna Price, director, K-12Susan Forman, vice president forPresenter: Rolando Hingiosa-Smith, Museum Outreach Project; Rubenundergraduate education, RutgersEllen Clayton Garwood Chair for Mendoza, associate professor of socialUniversity; and John Zubizarreta,Creative Writing, University of Texas at and behavioral sciences, California professor of English, Columbia College.Austin. State University-Monterey Bay, and Rene Gonzalez, project director, His-Spiritual Values, Secular Sources: panic Association of Colleges andA Challenge for Higher Education Universities. Presenter: Peter H. Van Ness, academic dean, Union Theological Seminary. Minas Rivera Reception The Metropolitan Community Sponsored by the AAHE Hispanic College: How Much More Can ItThe Learner-Centered Class-Caucus. Do? room: Changes in Instructional Sponsored by the AAHE CommunityPractices and Assumptions College Network. Presenter: Maryellen Weimer, senior Moderator: Clifford Adelman, senior lecturer, The Pennsylvania State Uni- research analyst, U.S. Department ofversity, Berks Campus. Ticketed Event Education. Presenters: Omero Suarez, AAHE Women's Caucus Dinner at vice chancellor for academic affairs,The Kellogg Fellowship: Crossingthe Jane Adams Hull House City Colleges of Chicago; May K.C. Boundaries for Teaching andMuseum Chen, director of research and plan-Service Fee $25/$35. See page 21 for more. ning, Los Angeles Community CollegeFacilitator: Ricardo Romo, vice pro- District; and Byron McClenney, pres-vost for undergraduate education, ident, Community College of Denver. University of Texas at Austin. Presen- ter: Jaime Chahin, associate vice president for human resources, South- west Texas State University. 86 Dolores Cross K. Patricia Cross Robert Putnam Rolando HInolosa- Willie Brown Smith PowerfulEngagementsforAfter NAFTA: Higher Education's Teachers and Learners: The Expe-International Agenda riential Foundations of Service- Moderator: Alfredo de los Santos, Jr., Learning vice chancellor for student and edu- Presenters: Sally Migliore, executive cational development, Maricopa Com- director, NSEE; James Case, assistant munity Colleges. Presenters: Richard 6:15 - 7:00 am vice president for career services,Jonsen, executive director, and Fran- Aerobics Class Thunderbird American Graduatecisco Marmolejo, director, U.S.-Mexico School of International Management;Educational Interchange Project, West- and Sharon Rubin, vice president forern Interstate Commission for Higher . _ Education; Manuel Pacheco, presi- 7:30 - 9:30 am academic affairs, Ramapo College of New Jersey. dent, University of Arizona; Sylvia Ortega Salazar, president, Mexican Ticketed Event 5th Celebration of DiversityCrossing Boundaries: Creating aAssociation of International Educa- Breakfast: "The Importance ofCulture of Academic Unit Respon-tion; and Christine Savage, executive Affirmative Action" sibility for University Outreach director, British Columbia Consortium Jointly sponsored by the AAHEPresenters: Roy G. Arnold, provost andfor International Education. Caucuses. executive vice president, Lyla Hou- glum, dean of extended education andCan a Curriculum Be Both Effec- Presenter: Willie Brown, mayor-elect, director of extension service, andtive and Efficient? City of San Francisco. Walter Rudd, professor and head,Presenters: Jerry Gaff, vice president, Fee $10. See page 21 for more. Department of Computer Science,Association of American Colleges & Oregon State University. Universities; Dennis Jones, executive director, National Center for Higher 8:15 - 9:30 am Education Management Systems 8:30 am - 2:00 pm (NCHEMS); and Ann Ferren, associate CONCURRENT SESSIONS professor of education, The American Making the Connections forExhibit Hall Open University. Environmental Literacy: The Tal- loires Declaration in Action Playing With the Visible and Cosponsored by Second Nature; Asso- 9:45 - 11:00 am Hidden: How Assumptions of ciation of University Leaders for a Privilege Shape the Construction CONCURRENT SESSIONS of Classroom Knowledge Sustainable Future; and Center of Presenters: Mary Kay Tetreault, vice Respect for Life and Environment. Presenters: Thomas H. Kelly, director,The Balkanization of America ... president for academic affairs, Califor- Association of University Leaders forand the Challenge to Highernia State University-Fullerton; Frances Education A. Maher, professor of education, a Sustainable Future; others to be Wheaton College; Jill 'litrule, dean of announced. Presenters: Leo Estrada, director, Center for North American Integrationeducation, University of Vermont; and The New Autonomy and the Oli-and Development, and associate pro-Eileen Wilson-Oyelarian, dean of the garchy: Governance, Change, and fessor of urban planning, University ofcollege, Salem College. California-Los Angeles; and William Reform in American Higher The Academy and the Commu- Education Frey, adjunct professor of sociology Moderator: Terrance MacTaggart,and research scientist, Populationnity: Moving Beyond Public Studies Center, University of Michigan. Relations Fulbright Scholar, Ministry of Univer- Presenters: Ira Harkavy, director, sity Affairs. Presenters: Judith Eaton, chancellor, Minnesota State CollegesDistance Education: New Oppor-Center for Community Partnerships, tunities and Challenges University of Pennsylvania Herman and Universities; and Marvin Peterson, Blake, vice chancellor for undergrad- professor of higher education, Univer- Presenters: James R. Mingle, executive director, State Higher Education uate education, Indiana University sity of Michigan. Executive Officers (SHEEO); andPurdue University Indianapolis; and Achieving the Promise of Infor-George Connick, president, Education Keith Morton, associate director, Network of Maine. Feinstein Center for Public Service, mation Technologies Providence College. Presenter: James W. Johnson, viceLeadership as a Unifying Theme provost for information technology,forTeachingAcrossthe Emory University, and chairperson,Disciplines 11:15 aM-.12:30pm Board of Trustees, EDUCOM. Presenter: John Burkhardt, program Educating for Lives of Commit-director, Leadership and Higher Edu- CONCURRENT SESSIONS cation, W.K. Kellogg Foundation. ment in a Complex World: Find- Affirmative Action: California at ings From Common Fire the Crossroads Presenters: Cheryl Keen and Jim Presenters: Felicenne H. Ramey, exec- Keen, deans of faculty, Antioch College,. utive officer, University of California- and coauthors (with Larry Daloz and Davis, and chair, AAHE Women's Sharon Parks) of Common Fire (Bea- EST COPY AVAILALE Caucus; and Francisco Rodriguez, con Press). director, Cross-Cultural Center, Uni- versity of California-Davis. 27 Cheryl Keen Jim Keen Leo Estrada Francisco Rodriguez

Corporate Change, Campus affairs, and William Bondeson, profes- Change: Reflection on 1:5-0:0710. sor of philosophy and family and Restructuring Ticketed Event community medicine and cofounder, Presenter: Elaine H. Hairston, chan-Community Service Action Offi-Wakonse Foundation, University of cellor, Ohio Board of Regents. cers Forum (cont.) Missouri-Columbia. See page 20 for more. Interinstitutional Collaboration: (b) Multiple Approaches for Uti- Urban Schools Reforms lizing Longitudinal Assessments Moderator/Presenter: Alfredo G. de of Students' Expectations and los Santos, Jr., vice chancellor for ..'D,A&J,11.9(1 qi59:Pn)- Experiences With Academic student and educational development, PROGRAM BRIEFINGS and NonacademicDiversity Maricopa Community Colleges, and Initiatives principal investigator, Phoenix Urban(b) Building Community:Presenters: John Matlock, assistant Systemic Initiative.. Presenters: Leo-Discipline-Based Seminars in thevice provost and director, Office of nard Valverde, dean, College of Edu- First Year Academic Multicultural Initiatives, and cation, Arizona State University, and Presenters: Deborah Durnham, aca-Margaret Scisney Matlock, assistant coprincipal investigator, Phoenixdemic advising coordinator, Howardprofessor and associate coordinator Urban Systemic Initiative; and Rene Erlich, dean, Humanities and Sciences, for academic issues on diversity for Diaz, superintendent, Phoenix Union and Laurie Arliss, associate professor Division I, School of Nursing, University High School District. of speech and communication, Ithaca of Michigan. College. Expanding International Hori- (b)Community Policing: A Cam- zons for Minority Students (b)Princeton Project 55 PublicpusApproachtoSolving Presenters: Richard Hope, vice presi-Interest Program Problems dent, and Haskell Rhett, president,Presenters: John Fish, coordinator,Sponsored by the AAHE Black Caucus. Woodrow Wilson National Fellowship Public Interest Program, PrincetonPresenters: Robert L Palmer, vice Foundation; Marcia Frost, director ofProject 55; and others. president for student affairs, Clifford recruitment, U.S. Department of State; Wilson, associate vice president for and Julius Coles, director, Interna-(b)Broadening the Definition ofauxiliary services, and John Grela, tionalAffairsCenter,HowardScholarly Work: George Masondirector of public safety, SUNY at University. University's Experience Buffalo. Presenters: James Fletcher, associate A Woman's Place Is on the Web:provost for faculty matters, and Son-(b) Building Social Capital Internet Resources for Activists,dra Patrick, director, Program inThrough Engagement Scholars, and Educators Support of Teaching and Learning,Presenters: Diane Pike, professor and Sponsored by the AAHE Women'sGeorge Mason University. chair, Department of Sociology; Kristin Caucus. Anderson, assistant professor and Presenters: Stacey Kimmel, women's(b)Wired: A Collaborativechair, Department of Art History, studies bibliographer and referenceModel for Integrating TechnologyJames Hayes, assistant professor and librarian, and Judith Sessions, deanInto 'Reaching and Learning chair, Department of Speech, Franide anduniversitylibrarian, MiamiPresenters: Louis Fox, associate viceShackelford, associate professor and University. provost, Pamela Stewart, director forchair, Department of Modern Lan- planning and facilities infrastructureguages, and Thomas Morgan, associate Fostering a Campus Culture offor computing and communications,professor of business and MIS, Augs- 'leaching and Learning and Lizbeth Wilson, associate director, burg College. Presenter: Pat Hutchings, director, TheLibraries for Public Services, University Teaching Initiative, AAHE. of Washington. (b)The Socially Responsible College: What Would It Look Like? (b)The Wakonse Learning Com-A Report on One Experiment r.:443,00 munity: Integrating CurricularModerator: Julie Ramsey, dean of the and Cocurricular Experiences college, Gettysburg College. Presenters: BUSINESS MEETING Presenters: Joseph Johnston, profes-Karl Mattson, director, Center for sor of counseling psychology andPublic Service, and Jane Aebersold, AAHE Women's Caucus director, Wakonse Residence, Charlescoordinator, First Year Residential Schroeder, vice chancellor for student College Program, Gettysburg College. SPECIAL NETWORKING EVENT Discussant: Danise Jones-Dorsey, assistant to Mayor Kurt L Schmoke, Ecology Network Brown Bag Lunch Baltimore (MD). (b) Kachinas and Space Stations: Icons of New Communities Presenters: Reed Riner, professor of anthropology, Charles Connell, provost, and Miguel Vasquez, associate professor of anthropology, Northern Arizona University. 88 (b) Mentoring for Diversity: AFoster, program director and coordi-Shifting Paradigms: lbward New MulticulturalCollaborationnator, W.K. Kellogg Foundation; Ianand Effective Approaches to Com- Between a Research UniversityMaw, dean of academic and studentmunity Service and Service- and a leaching University affairs, Cook College, Rutgers Univer- Learning sity; Gerald Klonglan, associate deanPresenters: David B. Ray, director, Sponsored by the AAHE Hispanic Ford/UNCF Community Service Part- Caucus. for research, Iowa State University; Presenters: Yvonne Rodriguez, assis-Philip Larsen, professor and head,nership Project; Fleda Mask Jackson, tant professor, and Barbara R. Sjos-Department of Plant Pathology, Univer- director, Campus Compact HBCU trom, professor of elementary educa-sity of Minnesota; and Ken Shapiro, Network, and others. tion, Rowan College; Margaritaproject director, Wisconsin Food Sys- Benitez, visiting professor, CELAC,tem Partnership,UniversityofRevolution in the Library: Is Yours SUNY at Albany, and Maria Barcelo,Wisconsin-Madison. Underway Yet? professor, Universidad Del Sagrado Presenters: Elaine Didier, associate Boundaries of Change: Adult dean of the graduate school, University Corazon. Learners and College Traditions of Michigan; Althea Jenkins, executive (b) Partners for a Caring Commu-Sponsored by the AAHE Community director, Association of College and nity: A Model and Method for College Network. Research Libraries; Patricia Senn Collaborative Community ActionModerator: Gail Mellow, provost,Breivik, dean of library sciences, Presenters: Laura Weaver, administra-Rockland Community College, andWayne State University; and Louis tor, Portland Educational Network,chair, AAHE Community College Net-Albert, vice president, AAHE. Portland State University; Maxinework Presenters: Virginia Gonzalez, Thompson, coordinator, Leadersprofessor of counseling, Northampton The Border. A Multi-Disciplinary Roundtable; and Lorena Campbell,Community College; Barbara Macau-Approach to Critical Issues project director, East County Caringlay, associate dean for academicSponsored by the AAHE Women's Caucus. Community. affairs, Quinsigamond Community College; and Carol Solon, professor ofPresenters: Beth Braker, professor of (b) Institutes: How Can They PutEnglish, Norwalk Community College. biology, Occidental College; Angelina Universities on the Cutting Edge Venya, instructor, Humanities Depart- of Converting Mission IntoReaffirming the Role of Facultyment, and Irene Soriano, instructor, Practice? in Academic Advising Art Department, Rancho Santiago Moderator/Presenter: Kristen Wenzel,Presenters: Gary Kramer, associate Community College District. assistant vice president for mission and dean of admissions and records and executivedirector,Centerforprofessor of educational psychology, Open Meeting: The AAHE leach- Christian-JewishUnderstanding,Brigham Young University; Wes Hab-ing Initiative Sacred Heart University. Presenter:ley, founding board member, NationalPresenter: Pat Hutchings, director, The Lawrence Frizzell,chairperson,Academic Advising Association, and Teaching Initiative, AAHE. Jewish-Christian Studies Department,director of assessment, American and director, Institute of Judeo-College Testing (ACT); Peggy King,CollaborativeLearning and Christian Studies. assistant dean for student develop-Groupware: Converging Trends ment, Schenectady County CommunityWith Unusual Potential College; Faye Vowell, dean, School ofPresenters: Andy Burnet, director, Library and Information Management, Center for Creativity, Cranfield School Emporia State University; and Ericof Management; Trent Batson, director of academic technology, Gallaudet 7'icketed Event White, director, Division of Undergrad- Technology Seminar (cont.):uate Studies, The Pennsylvania StateUniversity; and.Roberta S. Matthews, TLTR Program University. associate dean for academic affairs, See page 19 for more. F.H. LaGuardia Community College, Empowerment Through Student- and member, AAHE Board of Directors. Centered leaching, Learning, and Technology Uti-t4:1 Sponsored by the AAHE Hispanic CONCURRENT SESSIONS Caucus. Presenters: William Aguilar, vice Crossing Boundaries to Build apresident for information resources Preferred Vision for the Foodand technology, California State System in 2020: Lessons in Build-University-San Bernardino; Armando ing Partnerships Arias, dean for instructional media Moderator: Gerald Campbell, profes-and distance learning services, Califor- sor of agricultural economics, Univer- nia State University-Monterey Bay; sity of Wisconsin-Extension. Presen-Henry Ingle, assistant vice president ters: Walter Hill, dean and researchfor technology planning and develop- director, Tuskegee University; Rick ment, University of Texas at El Paso; Rodolfo Arevalo, provost, Fort Hays State University; and Roberto Villar- real, associate vice president for academic affairs, University of Texas at El Paso.

839 AARE BULLETIN/JANUARY 1996/11 200 - 3:30 pm Traveling to Zimbabwe: ThoughtsTeaching Difference: Learning on International Travel and Fac-Communities and Multicultural FORUM ulty Development Learning Sponsored by the AAHE Black Caucus.Presenters: Jeanine Elliot, codirector, Balkanization and Citizenship Presenters: Dense E. Tbiliver, assis-Washington Center for Improving Organizers: Lena Astin, associatetant professor, School for New Learn-Undergraduate Education, The Ever- director, Higher Education Researching, DePaul University; and Sheilagreen State College; Joye Hardiman, Institute, Graduate School of Educa-Baldwin, professor of English, Colum-director, Tacoma Campus, The Ever- tion, University of California-Los bia College. green State College; Gilda Sheppard, Angeles, and past chair, AAHE Board faculty, Humanities and Social Scien- of Directors; Richard Freeland, viceThe Repatriation Process: Statusces, Seattle Central Community Col- chancellor for academic affairs, CUNY;and Impact on Local Communi-lege; and Lynn Dunlap, faculty, Lan- Josh Smith, professor and director,ties, Educational Programming,guage and Literature, Skagit Valley Higher Education Program, New Yorkand Career Opportunities College. University, and director, Center ofSponsored by the AAHE American Urban Community College Leadership; Indian/Alaska Native Caucus. The Agile Organization: Using Barbara Hetrick, vice president, Mary-Presenters: Tbm Biron, coordinator,lbchnology to Meet the Demand land Independent Colleges and Univer-Lansing Community College Nativefor Higher Education sities Association; Steve Arvizu, exec-American Leadership Program; KayleModerator/Presenter: Lawrence utive vice president, California StateCrampton, Zilbiwing Cultural Society,Dotolo, president, Virginia Tidewater University-Monterey Bay, Cheryl Leg-Saginaw Chippewa Tribe; ClarenceConsortium. Presenter: Ann Raymond gon, associate professor of sociology,Syrette, Ojibway traditional teacher,Savage, associate vice president for Wake Forest University; and CliffordRankin Reserve First Nation; andacademicaffairs,Old Dominion Adelman, senior research analyst, U.S.Esther Jacko, Lands ManagementUniversity. Department of Education. Office, White Fish River First Nation. lb Strengthen Service-Learning Learning Down Under Govern-Policy and Practice: Stories From - 4:45 pm t ment and Faculty Improvingthe Field Thaching/Learning in AustralianPresenter: Timothy Stanton, director, MEETING Universities Haas Center for Public Service, and Presenters: Faith Trent, professor ofNadine Cruz, associate director, Haas AAHE Information Literacy Actioneducation and dean, Faculty of Edu-Center for Public Service, Stanford Community cation, Flinders University; and AlexUniversity; and Dwight E. Giles, Jr., Radloff, senior lecturer, Academicassociate professor of human and CONCURRENT SESSIONS Staff Development, Teaching Learningorganizational development, Vander- Group, Curtin University ofbilt University. Public Service Entrepreneurs andTechnology. Community-Based Social Change Creative Pedagogy: A Spectrum of Presenter: Gregory T. Ricks, president,An Assessment Model for Service-Strategies to Enhance Commu- Echoing Green. Learning: Comprehensive Casenity Through Active Learning Studies of Impact on Faculty,Presenters: Rick Battistoni, director, Statewide Imperatives: A ForumStudents,Community,andFeinstein Institute for Public Service, to Explore AAHE Activities on theInstitution Providence College; Zelda Gamson, State Level Presenters: Amy Driscoll, director ofprofessor of education and director, Presenters: Howard Altman, professorcommunity/university partnerships,New England Research Center for of modern languages, University ofCenter for Academic Excellence, Sher-Higher Education, University of Louisville; and John Gardner, directorril Gelmon, associate professor ofMassachusetts-Boston; and Cheryl and professor, National Resourcepublic administration, Barbara Hol- Keen, dean of faculty, Antioch College. Center for the Freshman Year Expe-land, executive director, Public Rela- rience & Students in Transition, Uni-tions, and Seanna Kerrigan, capstone versity of South Carolina. coordinator, Center of Academic b:00. pm- Excellence, Portland State University. Empowerment Through Interin- CONCURRENT SESSIONS stitutional Collaboration: A State- wide Model for Leadership Comparing How lbchnology Is Development Used to Do Work in Higher Edu- Presenters: Phyllis Denbo, director, cation and at Microsoft College Leadership New Jersey, New Presenters: Jim Ptaszynsld, strategic Jersey Institute of Technology; and relations manager, Microsoft Corpora- Janice Ba llou, director, Center for tion; others to be announced. Public Interest Polling, Eagleton Insti- tute, Rutgers University. BEST COPY AVAILABLE Felicenne Ramey Gail Mellow Barbara Leigh Roberta Matthews Smith

Women College Presidents Speak and Richard Krieg, executive director, Out: The U.N. Fourth World Con- Institute for Metropolitan Affairs, and ference on Women Arthur Rubloff Professor of Public Moderator: Donna Shavlik, director, Administration, Roosevelt University. Office of Women in Higher Education, American Council on Education. Pres- 7:30 - 9:00 am Lessons Well Learned: The Impact enters: Gloria Scott, president, Bennett of Adult Learners on Colleges and College; and Ruth Burgos Sasser, BREAKFAST AND Universities president, San Antonio College. AAHE TOWN MEETING Presenters: Frederic Jacobs, professor and dean, School of Education, and 1111 The Transfer Swirl: Action StepsDiscussion of AAHE's 1996-1997Arnold, lecturer of education, The for a New Reality Agenda American University. Moderator: Roberta Matthews, asso-Presenter: Russell Edgerton, presi- ciate dean for academic affairs, F.H. dent, AAHE. Roles and Responsibilities of LaGuardia Community College, and Faculty of Color: Balancing the member, AAHE Board of Directors. Demands Presenters: Laraine Bengis, director of 9:15 - 10:15 am Sponsored by the AAHE Black Caucus. articulation and transfer, CUNY; Helen Presenters: Charlene Guss, manager of Giles-Gee, associate vice chancellor for CONCURRENT SESSIONS program development, Loyola Univer- academic affairs and director of artic- sity of Chicago; and Harriette W. ulation, University of Maryland System; AAHE in South Africa: A 1997Richard, assistant professor of psy- Catherine Pride, director of transferEducational/Cultural Ibur chology, Northern Kentucky University. and articulation, Middlesex Commu- Sponsored by the AAHE Black Caucus. nity College; and Kathleen M. Shaw, Moderators: Melvin Terrell, vice pres-Report From AAHE's 'leaching, associate project director, Cultures ofident for student affairs, NortheasternLearning & Technology Round- Success: A Study of Community Col-Illinois University; and Roselle Wilson, table Program leges With High Transfer Rates, Bridge- vice president for student affairs,Presenter: Steven W. Gilbert, director, water State College. Rutgers University. Technology Projects, AAHE. From Rhetoric to Reality: MatrixPromoting Leadership for Diver-The Search for Remedies: State Management Models for Bound-sity: Challenging TraditionalLegislative Views on Higher ary Spanning in Higher EducationParadigms Education Moderator/Presenter: Charles McClin-Sponsored by the AAHE HispanicPresenters: Christine Maitland, higher tock, associate dean for research and Caucus. education coordinator, National Edu- academic administration, College ofModerator/Presenter: Sheryl L San-cation Association; and Sandra Rup- Human Ecology, Cornell University.tos, director, Division of Curriculumpert, higher education policy analyst, Presenters: Stuart Lynn, associate vice-and Instruction, College of Education, Educational Systems Research. president for information resourcesArizona State University. Presenters: and communications, Office of the Carlos Vallejo, interim director, Office President, University of California; and of Diversity Recruitment and Support 10:30 - 11:15 am John Wiesenfeld, dean, College ofPrograms, College of Education, and Science, Florida Atlantic University. Robert Pena, assistant professor of CLOSING PLENARY educational leadership and policy studies, Arizona State University. "On Boundaries and Borders ,_L.:2215-1 0.30pm Presenter: Diana Natalicio, president, PromotingInterdisciplinaryUniversity of Texas at El Paso, and Ticketed Event lbaching and Learning: The Case chair, AAHE Board of Directors. Second City, Etc. Theatre of Eastern Michigan University Fee $30. See page 21 for more. Presenters: Deborah DeZure, director, Faculty Center for Instructional Excel- 12:30 -3:30 pm lence, and Ronald Collins, provost and vice president for academic affairs, Workshops Eastern Michigan University. W-25, W-26, W-27, W-28, W-29, W-30, W-31 Writing Colleagues: StudentsFee required. See pages 14-19 for Facilitating Change Across Disci-details. plinary Boundaries Presenters: Cheryl Forbes, assistant - professor of writing and rhetoric, 1:00 - 2:00 pm Kristen Mermagen, Writing Colleague coordinator, Brandon Anderson, stu Ticketed Event dent, and Mary Ruth Cox, associateArt Institute of Chicago Guided provost, Hobart & William SmithThar Fee $10. See page 21 for more. Colleges. The New Metropolitan University and Its Community 91 Presenters:Theodore Gross,president, WORKSHOPS THE PRE- AND POSTCONFERENCE PROFESSIONAL DEVELOPMENT WORKSHOPS ARE A SMALL BUT VALUABLE PORTION OF THE CONFERENCE OFFERINGS, PROVIDING INTENSIVE AND PRACTICAL LEARNING EXPERIENCES. TO REGISTER, MARK YOUR CHOICE(S) ON THE REGISTRATION FORM AND ADD THE APPROPRIATE AMOUNT(S) TO YOUR REGISTRATION FEE. TIP TOP SHAPE

SITTING FOR HOURS IN WORKSHOP CATEGORIES:out the organization to inform strategic SESSIONS MAY IMPROVE direction and commit to action. PLANNING/LEADERSHIP/ YOUR MIND. BUT TO KEEP Presenters: Steve Brigham, director, MANAGEMENT AAHE Continuous Quality Improve- YOUR BODY IN SHAPE, ment (CQI) Project, AAHE; and Monica ASSESSMENT M. Manning, executive officer, The AAHE OFFERS A NUMBER SUPPORTING STUDENTS Nova Group, and director, Academic Quality Consortium. OF ATHLETIC ACTIVITIES COLLABORATIVE/COOPERATIVE Sunday,March 17 LEARNING 9:00 am-12:00 pm $50 DURING THE FACULTY DEVELOPMENT/EVALUATION CONFERENCE, INCLUDING W-10School Reform: Roles for Col- SERVICE-LEARNING leges and Universities MORNING AEROBICS PROFESSIONAL DEVELOPMENT Pull-day workshop, includes lunch.. AAHE's Education Trust works with K- CLASSES ON MARCH 18 TECHNOLOGY & INFORMATION 12 and higher education leaders in RESOURCES several cities on "K-16" reform strate- AND 19, AND A WALKING gies. Learn what Trust staff and representatives from several "K-16 ARCHITECTURAL TOUR Council" and "Community Compact" OF CHICAGO. BRING YOUR cities have learned about critical roles for higher education in improving WORKOUT SWEATS AND public schools. Hear practical information about launching a local process SHOES! W-03Affirmative Action Refrained:to set standards for what students Institutional Responses and Newshould know and be able to do, Directions methods for aligning admissions Learn how higher education hasrequirements with the new standards, responded to the challenges of accessand steps to create a K-16 Council in and permanence for underrepresentedyour community. students. Explore potential new strate- Presenters: Kati Haycock, director, and gies to prevent retrenchment of affirm- Paul Ruizand Carol Stoel, principal ative action practices, and whether thepartners, The Education Trust, AAHE. institutional challenges vary by historySunday, March 17 and geographic location. 10:00 am-3:30pm $90 Presenters:James B. Stewart,vice provost for educational equity, The W-16Reengineering the Academic Pennsylvania State University; A. Workplace Implementation Strate- Ayanna Boyd-Williams, assistant deangies and Issues for student affairs and minority pro-Does business process reengineering grams, Graduate School, Duke Univer-belong on your campus? Examine the sity; and Reginald Wilson, seniorbarriers and critical success factors. scholar,AmericanCouncilonMap core university processes, and Education. develop strategies for implementation. Sponsored by the AAHE Black Caucus. Case studies help you evaluate the Sunday, March 17 strategies and the impact on organi- 9:00 am-12:00 pm $50 zation, culture, and people. Focuses on the role and appropriate deployment W-09 Participative Planning Get- of information technology. Some prior ting Everyone Into the Action knowledge of reengineering or process For frustrated leaders seeking toimprovement is helpful. implement broad-based, large-scalePresenter:Susy S. Chan,vice president change (at the department, school, orfor information technology, DePaul institution level). Learn several effec- University. tive strategies to involve the wholeSponsored by the AAHE Asian and system in changing itself, developingPacific Caucus. broad-based "buy-in" at the outset, and Sunday, March 17 using the knowledge of people through- 1:004:00 pm $50

14/AAHE BULLETIN /JANUARY 1996 92 W-18 How Chairs Can Transform process mapping, research, planning,(NCTLA), The Pennsylvania State Departments Into Effective Teams and the development of "product"University; and Michael Reardon, In productive teams, all members feel initiatives. Long-term strategic enroll-provost, Portland State University. valued, creativity and risk taking arement planning, and management ofSponsored by NCTLA. encouraged, members share theirchange. You receive a summary ofSunday, March 17 knowledge and skills, participativetrends and Ingersoll's book Education 1:00-4:00 pm $60 decision making is used, and the groupfor the Third Wave. is led by a team leader with good skills Presenter: Ronald J. Ingersoll, direc-W-29 A Teacher's Dozen: Fourteen of facilitation and conflict manage-tor, Center for Enrollment Man-General Findings From Research ment. Learn how academic chairs can agement. That Can Help Us Understand and develop these team leadership skills.Wednesday, March 20 Improve College Teaching, Assess- You receive Lucas's book Strengthening 12:30.3:30 pm $60 ment. and Learning Departmental Leadership. Learn fourteen research-based guide- Presenter: Ann F. Lucas, professor of lines grounded in basic educational organization development, Fairleigh ASSESSM and psychological research on teach- Dickinson University. ing, learning, or assessment, plus Sunday, March 17 W-13 What to Do About Assessmentpractical, related applications. The 1:00-4:00 pm $60 (Well) Before the Accrediting Review guidelines and related strategies focus Team Comes on enhancing students' attention, W-21 Women Educators as Fundrais- How can you meet your accrediting memory, information processing, self- ers and Philanthropists agency's requirements and, at the sameassessment, groupwork, motivation, Learn about the latest trends andtime, use assessment to answer yourtimemanagement,andmore. techniques in attracting private sup-institution's critical questions about Interactive. port for higher education. Discussstudent outcomes? Explore several Presenter: Tom Angelo, director, AAHE recentresearchon women aseffective and creative approaches and Assessment Forum. philanthropists. methods; discuss planning, first steps,Wednesday, March 20 Presenters: Virginia Kelsch, associatetimelines, and related costs and bene- 12:30-3:30 pm $50 vice chancellor for university relations, fits; and consider how these options University of California; and Alicesquare with accreditor standards andW-31 Assessing Expectations for Green Burnette, assistant secretarymandates. Most useful to those cam-Student Academic Performance: for institutional advancement, Smith-puses undergoing (re)accreditation inAddressing the Doonesbury sonian Institution. the next few years that want to getChallenge Sponsored by the AAHE Women'sstarted early and well. Cartoonist Garry Trudeau took higher Caucus. Presenters: Tom Angelo, director,education to task for "dumbing down" Sunday, March 17 AAHE Assessment Forum; and Ralph the curriculum. Like Involvement in 1:00-4:00 pm $50 Wolff, executive director, WesternLearning, he identified "expectations" Association of Schools and Colleges,as central to improvement. Explore W-24 Inclusion With Power: Discover and founder, Institute for Creative how to assess levels of expectations for ing Latino Administrators in Higher Thinking. student performance through a variety Education Sunday, March 17 of techniques (focus groups, time-use Discuss the results of a first-ever 1:00-4:00 pm $50 studies, interviews, portfolios, faculty national assessment of the status of conversations, etc.). Offers examples Latino administrators, which identified W-17 Strengthening Quality andfrom around the country, plus ideas as interacting factors more thanCoherence in General Eciticario:.for raising expectations and the impli- twenty-five sociodemographic andThrough Assessment cations of such efforts. career outcome variables. A follow-upExamine techniques for buildingPresenters: Karen. Maitland Schilling, study will incorporate in-depth inter-course clusters and sequences. Exploreassociate professor of psychology, and views with a respondent subsample. ways to use assessments to identify theKarl L Schilling, special assistant to Presenters: Carlos Hernandez, presi-most effective parts of your general the provost and associate professor of dent, Jersey City State College, and education curriculum and build uponinterdisciplinarystudies,Miami past-chair, AAHE Hispanic Caucus;them. Learn how to link the coursesUniversity. and Mildred Garcia, assistant vicestudents take with their improvementsWednesday, March 20 president for academic affairs, Mont-in learning using assessments that not 12:30-3:30 pm $50 clair State University. only meet accreditation and account- Sponsored by the AAHE Hispanic ability standards but also point to more Caucus. effective teaching, learning, and advis-I Teetiim*G:stim Sunday, March 17 ing. Helpful for campuses anticipating 2:00-5:00 pm $50 a regional accrediting associationW-04 Cross in the Classroom review of general education assessment Full-day workshop, includes lunch. W-28 Enrollment Management: A.procedures. Social class is the diversity issue least Process Approach Based on NCTLA research, and usesexamined or discussed. Explore the Learn how process teams are essential Portland State University's innovative experience and implications of multi- in addressing recruitment; retention;reform as a modeL You receive Port- ple social class backgrounds in the financial aid; issues of cost, price, and land State's General Education Work- classroom. Examine your own history, value; and more. Presents a frameworking Group Report and Recommenda- discover commonalities and differen- for enrollment management, how totions (1993) and NCTLA's Realizingces among social classes in your form a process team, and how to usethe Potential: Improving Postsecond- experience of academe and the class- the process team effectively in devel-ary Teaching, Learning, and Assess- oping enrollment initiatives. Coversment (1995). Presenters: James L Ratcliff, director, National Center on Postsecondary Teaching, Learning, and Assessment

93 AAHE BULLETIN/JANUARY 1996/15 nc.-ew ire" mi A00Ann tr room, and begin to devise goals and W-25 teaching techniques. Through talking about your own experiences, begin to Faculty are an integral part of any develop a language for addressing the advising process, either as the only issue. source for students or as part of a Presenters: Lee Warren, associate larger advising system. Learn how to director, Derek Bok Center for Teach- improve your program by improving ing and Learning, and Peter Martyno- advising's least effective components wych, doctoral candidate, Graduatefaculty training, accountability, evalu- SchoolofEducation,Harvardation, and recognition/reward. University. Presenters: Gary Kramer, associate Sunday, March 17 dean of admissions and records and SPECIAL/TICKETED EVENT 9:00 am-4:00 pm $90 professor of educational psychology, OPEN TO CAMPUS COMPACT MEMBER Brigham Young University; Wes flab- W-22 ley, founding board member, National PRESIDENTS ONLY Academic Advising Association, and director of assessment, American T4 Campus Compact Presidents' For those looking to enhance learning,College Testing (ACT); Peggy King, Leadership Colloquium: "Colleges success, satisfaction, and retention,assistant dean for student develop- and Universities as Citizens" especially for first-year students. Share ment, Schenectady County Community March 166:00-9:00 pm strategies from your own campus and College; Faye Vowell, dean, School of March 17 9:00 am-3:00 pm compare its approaches with national Library and Information Management, trends and model practice. LearnEmporia State University; and Eric The Colloquium addresses a range about new administrative structures,White, director, Division of Undergrad- of issues relevant both to collegiate freshman and transfer-student semin-uate Studies, The Pennsylvania State presidential leadership and to service ars, living/learning centers, orienta- University. tion,advising, small-group peerWednesday, March 20 in higher education. Nationally rec- instruction, and efforts to bring com- 12:30-3:30 pm $50 ognized guest speakers address: "The monality to the academic experience Public Purposes of Higher Education: such as summer reading programs. You W-30 American Universities' Traditions of receive a resource notebook of model Commitment to Communities and programs and contact persons. Appro- Citizens"; "Presidential Leadership priate for partnerships of senior andLearn the elements necessary for in Troubled Times"; "Reinventing Pres- mid-level academic or student affairscreating a validating classroom envi- idential Leadership"; and "What Good administrators and faculty. Interactive. ronment and fostering both academic Is Service-Learning?" The goal is to Presenters: John N. Gardner, directorand social learning communities on generate new ideas for ways pres- and professor, and Betsy 0. Barefoot,campus. Focuses on campus environ- codirector for research and publica-ments that include culturally diverse idents can reaffirm their role as tions, National Resource Center for thestudent populations. leaders in their communities and in Freshman Year Experience & StudentsPresenters: Romero Jalomo, project society. Includes ways that a strength- in Transition, University of Southdirector, Center for Bilingual Educa- ened commitment to "service" Carolina. tion and Research, and Laura Rendon, broadly defined can help presi- Sunday, March 17 associate professor of higher educa- dents and institutions demonstrate 1:00- 4:OOpm $50 tion, educational leadership, and policy leadership: on campus, in the com- studies, Arizona State University. munity, nationally, and globally. Starts W-23 Sponsored by the AAHE Hispanic with a reception and dinner on Sat- Caucus. urday at the Chicago Art Institute. Wednesday, March 20 How can we meet the needs of at-risk 12:30-3:30 pm $50 For more, contact: Melissa Smith, students, given current financial exi- Campus Compact, Box 1975 Brown gencies? Are underrepresented stu- University, Providence, RI 02912; ph dents in danger of being shut out of COLLABORATIVE/ 401/863-2842. higher education? Explore these ques- COOPERATIVE LEARNING NOTE: Open to Campus Compact tions and their related issues. IncludesW-06 member presidents only. FEE: $100 strategies to maintain and improve the per president, includes Art Institute quality of college or university support dinner March 16 and continental services. breakfast and lunch March 17. Reg- Presenters: Muriel A. Hawkins, assis-Offers a framework and rationale for ister by February 1. tant vice chancellor, University ofcollaborative learning in undergradu- Wisconsin-Oshkosh; Robert D. James,ate institutions. Explore ways collabor- associate vice chancellor, Office ofative learning can be used in discrete Special Programs, SUNY, Systemwideclassroom settings and also in learning Administration; and Howard E. Wraycommunities, i.e., programs that link or III, associate dean for undergraduatecluster classes around larger themes education, The Pennsylvania State and often involve collaborative teach- University. ing and collaborative learning. Focuses Sponsored by the AAHE Black Caucus. on effective design: both of collabora- Sunday, March 17 tive student work within a course and 1:00-4:00 pm $50of learning communities. Presenters: Barbara Leigh Smith, vice president and provost, The Evergreen State College; and Faith Gabelnick, 94 president, Pacific University. 16/AAHE BULLETIN/JANUARY 1996 Sponsored by the Collaboration inment and evaluation of teaching. Undergraduate Education (CUE)Draws on two years of work in a twelve- Network. university national project, "From Idea Sunday, March 17 to Prototype: The Peer Review of 9:00 am-12:00 pm $50Teaching." Look at strategies pilot departments in the project use to make W-11 Collaborative Learning and teaching "community property"; dis- Groupware cuss key issues raised by peer review SPECIAUTICKETED EVENT See description on page 19. (e.g., Who are the peers? What are the WORKSHOP FOR CAOs AND CEOs Sunday, March 17 standards for judgement? What con- 12:30-&00 pm $60texts are most powerful ?); and strat- T-7 Teaching, Learning & Technology egize about how to move your own Roundtable (TER) Introductory W-19 Advanced Cooperative Learn- campus ahead. Individuals are wel- Workshop for CAOs and CEOs ing: An Eclectic Approach come; most effective for campus teams Matr.h. 17 12:15 -4 :15 pm Hone your implementation skills,(an academic administrator and sev- deepen your understanding of grouperal faculty). You receive extensive processes, and expand your repertoire materials. No single faculty member can know of classroom activities. Learn lessPresenter: Pat Hutchings, director, all the information technology options known yet highly effective advanced AAHE Teaching Initiative. available for teaching any single structures such as "Reciprocal PeerSunday, March 17 course, and no single institution can Questioning," "Paired Annotations," 9:00 am-12:00 pm $50 afford to support all the approaches and "Cooperative Case Studies." Highly and technologies available for teach- interactive, including modeling andW-08 The Promotion and Tenure ing and learning. Hard choices must rehearsal. Draws from different schools Committee be made. The AAHE Teaching, Learn- of cooperative and active learning andFor faculty who chair or serve on ing & Technology Roundtable Pro- promotion and tenure committees and from national movements such as gram seeks to improve the quality classroom assessment, writing-across-administrators responsible for estab- the-curriculum, and critical thinking. lishing guidelines and appointing and accessibility of higher education You receive an extensive packet ofmembers. Explore what information through better planning and collab- materials. committees should provide candidates, orative campus support for the selec- Presenter: Barbara J. Millis, associate questions to ask, and ways to improve tive use of information technology director for faculty development,the process. Develop guidelines for and information resources in teaching United States Air Force Academy. documenting .nontraditional forms of and learning while controlling Sunday, March 17 scholarly/professional or creative costs. 1:00-4:00 pm $50 work. You receive copies of Diamond's Examine the TLTR conceptual faculty guides: Serving on Promotion framework and guidelines, and learn W-26 Enhancing the Collaborative. & Tenure Committees and Preparing how to launch your own campus TLT Cooperative Learning Experience: for Promotion & Tenure. Guide for Faculty Development Presenters: Robert Diamond, director, Roundtable. (If your institution has For instructional administrators and National Project on Institutional Prior- already begun a TLT Roundtable, a faculty development specialists. Learn ities & Faculty Rewards, and assistant separate closing session focuses on to facilitate an inservice model to help vice chancellor for instructional devel- how to advance it.) Hear a panel of faculty use collaborative/cooperative opment, and Bronwyn Adam, assistant representatives including CAOs learning techniques more effectively in project director, Center for Instruc- from successful campus TLT their classrooms. Includes a systematic tional Development, Syracuse Roundtables present brief "case stud- approach for examining assumptions University. ies" and address your questions. (Reg- underlying these techniques and issues Sunday, March 17 ister before February 23, 1996, to 9:00 am-12:00 pm $60 of power, gender, race, ethnicity, and be invited to submit questions to culture. Learn a process for critiquing methods and improving outcomes. YouW-15 The "Ins and Outs" of Peer guide the panel's preparation.) Dis- receive reproducible faculty develop- Review of Teaching and Learning cuss with your peer CAOs and CEOs ment handouts and exercises. For administrators and faculty. Discuss your own goals for improving teaching Presenters: Barbara A. Macaulay, and experience methods for improving and learning through more effective associate dean for academic affairs, peer review of teaching and learning. uses of information technology, and Quinsigamond Community College;Covers (1) making in-class observa- identify common obstacles and and Virginia G. Gonzalez, professor,tions meaningful and appropriate for solutions. Northampton Community College. gathering data for peer review (ie., Presenters: Steven W. Gilbert, direc- Sponsored by the Collaboration in what observers should look for, training them, etc.); (2) peer review of tor, AAHE Technology Projects and Undergraduate Education (CUE) others from TLTR colleges and Network. instructional materials (ie., developing Wednesday, March 20 checklists and standards, procedures, universities. 12:30-3:30 pm $50 etc.); and (3) resources to help chairs NOTE This workshop complements and faculty set up effective peer review the day-long Saturday, March 16, systems. TLTR seminar designed for teams FACULTY.DEVELOPMENT/: Presenters: Laurie Richlin, director, (see page 19). t151 tne-thEVAUJATION:-e spa -A, . Office of Faculty Development, Univer- FEE: $100, includes lunch. sity of Pittsburgh; and Brenda Man- ning, faculty development specialist, W-07 Teaching as Community Prop-Center for Instructional Development erty: Getting Started With Peer Col-and Distance Education, University of laboration and Review of Teaching Pittsburgh, and faculty development Designed for campuses interested indirector,St. Margaret Memorial new roles for faculty in the improve-Hospital. 95 AAHE BULLETIN/JANUARY 1998/17 Sponsored by the Professional and W-14 Organizational Development (POD) Network. Requires good working knowledge of Sunday, March 17 service-learning. Look at some key 1:00-4:00 pm $50 "second-generation" issues; e.g., how to link service-learning not just to an W-20 institution's mission statement but also to its admissions policy, how to link Go beyond reflective practice to focusindividual faculty members to create on critically reflective practice thatlarger patterns of curricular coher- is, teaching that helps teachers toence; thinking in terms of single-focus SPECIAL FORUM uncover assumptions that seem con- community placements versus sus- genial but end up working against theirtained, multifaceted community part- New Pathways Forum: A Network own best interests. Explore how to nerships. Covers what can be learned Meeting of Individuals Seriously become critically reflective by viewing from the wide variety of service- Engaged in Reexamining Faculty your practice through four lenses: your learning programs established nation- Careers and Employment autobiography, your students' expe- wide.Bring your own "second- riences, your colleagues' perceptions,generation" issues. You receive a March 183:30-5:00 pm and theoretical literature. Learn what resource packet. happens to teachers when they embark Presenters: Sandra Enos, project The issue of academic tenure is under on this journey, and how campusdirector, Integrating Service With discussion on campuses, in board- cultures can be changed to encourageAcademic Study, Campus Compact; rooms, and in state legislatures. But it. Learn through discussion andKeith Morton, associate director, no one is quite sure which institutions demonstration approaches to develop- Feinstein Center for Public Service; and are contemplating or enacting what ing critical reflection. You receive Edward Zlotkowski, founder and kinds of changes in tenure policies Brookfield's book Becoming a Criti- director, The Bentley Service-Learning and practices. To dispel myths and cally Reflective Teacher. Project, Bentley College, and senior develop baseline information that Presenter: Stephen Brookfield, distin- associate, AAHE. can be shared with all interested par- guished professor, University of St. Cosponsored by Campus Compact. Thomas. Sunday, March 17 ties, in November AAHE issued a "call Sunday, March 17 1:00-4:00 pm $50 for information" to provosts of all 1:00-4:00 pm $60 four-year institutions. At this special forum, learn the W-26 PROFESSIONAL DEVELOPMENT results of that first survey, receive additional materials, discuss selected W-27 cases of campus reexamination, and See description on page 17. A basic introduction to psychological become part of a network of col- Wednesday, March 20 type theory and concepts. Verify your leagues studying academic tenure 12:30-3:30 pm $50 own type and explore fundamental similarities and differences among issues. Especially designed for indi- types. Designed for those without prior viduals who are not simply interested SERVICE-LEARNING exposure to the Myers-Briggs Type bystanders but are themselves Inventory (MBTI) or type theory. engaged in a review of some aspect W-05 NOTE: Register by February 16, 1996, of tenure on their campus. to receive by mail the MBTI question NOTE: Free, but to attend contact Linking academic study with projectsbooklet and answer sheet; return your Pamela Bender, program coordinator, that serve the common good can becompleted test by February 23 to be Forum on Faculty Roles & Rewards a powerful vehicle for enhancingscored prior to the conference. and The Teaching Initiative, AAHE, traditional kinds of academic learning.Presenter: William Barris, director, by fax or email: 202/293-0073, Learn the many ways generic service- University Career Services, Northwest- [email protected]. Advance regis- learning components such as site ern University. selection, in-class assignments, evalu-Wednesday, March 20 trants receive an advance copy of ation, and reflection can and should 12:30-3:30 pm $50 the survey. be modified to meet the goals of individual courses and disciplines. Discuss models of discipline-based TECHNOLOGY AND service-learning courses and strategies INFORMATION RESOURCES for building out beyond individual courses into larger multidisciplinary W-01 learning units. You receive a special resource packet. Presenters: Edward Zlotkowski,Hands-on. The Epiphany Project, founder and director, The Bentleyfunded in part by the Annenberg/CPB Service-Learning Project, Bentley Col-Projects, is developing a faculty sup- lege, and senior associate, AAHE; andport program to help faculty members Ira Harkavy, director, Center forand those who support them learn how Community Partnerships, University ofto use LANs, workstations linked to the Pennsylvania. Internet, software tools, the WWW, etc. Cosponsored by Campus Compact. to teach English composition and Sunday, March 17 9:00 am-12:00 pm $50

18/AAF1E BULLETIN/JANUARY 1996 96 writing more effectively. Offers theoryW-12 Practical Access to Internetnetworked computer, with network and practice. Prepares you to use such and WWW Resources for Instructionsoftware, to locate and view Internet technology to improve your own teach- and Research: A Hanus-On Tour onoresources in your discipline. You ing, and to use the Epiphany materialsIntroduction to Policy Issues receive access tool software. and resources to offer local workshopsLearn connection strategies, and theNOTE: Off-site at Governors State and follow-up training for others. most appropriate and easily used toolsUniversity.Feeincludestrans- NOTE: Off-site at Governors Statefor finding and using information.portation. University.Feeincludestrans-Explore software indices and pointersPresenters: David Bantz associate vice portation. to discipline-based resources. Sample chancellor for information technology, Presenters: Trent Batson, director,significant resources appropriate for University of Wisconsin-La Crosse; and Academic Technology, Gallaudet Uni-instruction and research. Hear cau-Vijay Kumar, associate director of versity; others to be announced. tions and frank discussion of thecomputing and information systems, Sunday, March 17 Internet's current limitations. Covers Mt. Holyoke College. 8:00 am-12:30 pm $60 institutional policy issues and options, Sunday, March 17 simple instructional uses of email, and 12:30-5:00 pm $60 W-02 Using Computer Presentationthe World Wide Web. You work at a Graphics in Teaching: The Digital Chalkboard Learn to enhance lectures and presentations with graphical elements (text, video, animation, etc.) usingTECHNOLOGY SEMINAR: TLTR PROGRAM software such as Microsoft Powerpoint, an easy way to begin using computers to improve your teaching and students' Saturday. March 168:30 am-4:00 pm to schedule small-group working sessions learning. Also covers projection devices 8:30 am-1:00 pm (opt) and participate in "special interest groups" and lightingg. You benefit most if you Sunday. March 17 bringcoursematerials(word- Tuesday. March 19 1:00-4:00 pm defined by function (e.g., library, faculty devel- processed outlines, graphics files) that opment, etc.). Finally, on Tuesday, March you would like to adapt into the new A "conferencewithin a conference" for teams 19, the seminar closes with a summary of format. Includes demonstrations and from institutions wanting to learn about and TLT Roundtable tasks. practice with popular and easy-to-use to become more actively involved with presentation software tools. AAHE's TLTR Program. The AAHE Teaching, For more: Subscribe to the listsery NOTE: Off-site at Governors State Learning & Technology Roundtable (TLTR) AAHESGR by sending a message to University.Feeincludestrans- Program seeks to improve the quality and [email protected] that says portation. accessibility of higher education through SUBSCRIBE AAHESGIT YOURFIRSTNAME Presenter.- Marsha Woodbury, associ- better planning and collaborative campus YOURLASTNAME: browse the technology ate director of education, Sloan Center, UniversityofIllinois,Urbana- support for the selective use of information section of the AAHE World Wide Web page Champaign technology and information resources in at http: / /www.ido.gmu.edu /aahe/ Sunday, March 17 teaching and learning while controlling welcome.html; or contact Ellen E Shortill, 8:00 am-12:30 pm $60 costs. This national program encourages, program coordinator, Technology Projects, guides, and assists individual colleges and AAHE 202/293-6440 x38, W-11 Collaborative Learning and universities to develop their own Roundtables SHORTILLFICLARKNET. Groupware and to work on related projects with other Learn to use information technology to institutions. Eligibility: A special seminar invitation mailed support and extend the collaborative in December 1995 invited CAOs to oversee and cooperative learning efforts of the selection of attendees to this seminar. studentsboth inside and outside the This seminar focuses on: classroom. Includes an introduction to TLTR program: overview and update The composition of both a local Roundtable the pedagogical and epistemological Defragmenting faculty support services and the registering team is important useful issues, plus "hands-on" experience. "Education, Technology, and the Human advance information is available on the Explore email and WWW options, Spirit" an upcoming event WWW site above. group decision support tools, and Intercampus task group and discussion groupware used by industry to facil- groups (evaluation, faculty rewards, Note: Space is limited; campus teams of itatecollaborativeworkand regional TLTR activities, distance education, 3+ people have priority. Each team member communication. vendor interface, etc.) must identify his/her "team liaison" on the NOTE: Off -site at Governors State Conference Registration Form (see Section University.Feeincludestrans- F). Fee: $150 per participant includes lunch. portation. On Sunday. March 17, you are welcome Presenters: Trent Batson, director, Academic Technology, Gallaudet Uni- versity, others to be announced. Sunday, March 17 .12:30 -6:00 pm $60

BEST COPY AVAILABLE a

97 A A US, 0111 I A140 TAW 1 00211 0 Black Caucus. interesting places to revisit later in NOTE: To facilitate planning, indicate the week. Also a great chance to meet your interest on the Registration new people before the start of the Form. Free. conference. REGISTER NOW TO ATTEND ONE OR NOTE: Limited seating. Ticket/ MORE OF THESE CONFERENCE T-2 Community Service Action advance registration is required. ACTIVITIES BY MARKING YOUR Officers Forum FEE: $25 1:00-5:00 pm CHOICE(S) ON THE REGISTRATION President Clinton's national service SUNDAY, 17_ FORM AND ADDING THE APPROPRIATE program, AmeriCorps, is in trouble. FEE(S), IF REQUIRED. TICKETED With the future of nationai service T-5 AAHE Hispanic Caucus Forum in doubt, it is more important than and Luncheon: "Hispanic Publica- ACTNMES REQUIRE ADVANCE ever for higher education to consider tions: Trends and Directions" REGISTRATION; TICKETS ARE NOT how to best use the resources it has 9:00 am-1:30 pm AVAILABLE AT THE DOOR. ALL to meet the needs of its communities This year's annual event focuses on while improving student learning and what Hispanics want to read and ACTIVITIES ARE OPEN TO ALL development. where they can fmd pertinent mate- CONFEREES WHILE SPACE REMAINS. Are you the point person for service rials. The Forum also explores how activities on your campus? Did you Hispanic scholars fmd publishers and attend last January's Colloquium on how publishers select Hispanic National and Community Service, authors. Enjoy a luncheon, featuring SATURDAY, MARCH16 sponsored by AAHE and Campus the presentation of the annual AAHE Compact? In this Forum, you par- Hispanic Caucus awards, including ticipate in an update on the service- the First Annual Hispanic Publication T-1 Black History lbw of Chicago/ related work of several national Award. African Art Shopping Excursion organizations; compare the change Sponsored by the AAHE Hispanic 11:30 am-5:00 pm process on your campus with what Caucus. Chitown awaits you! Enjoy the sights is happening elsewhere; examine Presenters: Ricardo Romo, vice pro- of brcnzzeville! See the historic Chi- model programs and innovative prac- vost, University of Texas at Austin; cago Defender newspaper, one of the tices; and learn to access new resour- Gary Keller, editor, Bilingual Review oldest dailies in the nation; the newly ces and devise new strategies. The Press; and Nicolas Kanellos, pub- renovated DuSable Museum; the Forum will also help you take max- lisher, Arte Publico Press. world-class Harold Washington imum advantage of the special service NOTE: Ticket/advance registration Library; and much, much more. Then "track" that runs through conference is required. You do not have to be "shop 'til you drop" for traditional workshops and sessions. (A follow- an AAHE Hispanic Caucus member religious and ceremonial African on meeting for Forum participants to attend. FEE: $25. masks, statues, fabrics, jewelry, and is scheduled on Tuesday, March 19, artifacts from West Africa. Fee at 12:30-1:50 pm.) T-6 Campus Senate Leadership includes tour transportation and Participation is open to all campus Retreat "Leading Beyond a refreshments, the gospel concert, and action officers; those who participated Boundary" the clubs (see below). Sponsored by in the January 1995 Colloquium are 10:00 am-4..00 pm the AAHE Black Caucus. particularly encouraged to attend. On many campuses, faculty and NOTE: Limited seating. Ticket/ Cosponsored by AAHE and Campus administrators are moving across advance registration is required. Compact. old boundaries of authority and FEE: $45. Thr more, contact: Monica Manes, responsibility. Traditional means of conference coordinator, AAHE, policy formation and implementation, College Gospel Concert 202/293-6440 x18. both formal and informal, are giving 7:00-8:30 pm NOTE: Limited seating. Ticket/ way to inventive practices that call Columbia College Chicago hosts a advance registration is required. for new forms of leadership. The 1996 gala event of invited college choirs. FEE: $50. Retreat showcases, critiques, and cele- Sponsored by the AAHE Black brates governance innovations and Caucus. T-3 Highlights of Chicago lbur their practitioners from around the NOTE: No ticket is required. Free. 2:30-6:00 pm nation. Cruise along in a luxury motorcoach, The Retreat also concentrates on Dancin' at the Club! both north and south and through how academic leaders react to the 9:30 pm -12:00 am the bustling "Loop." View splendid incursions of the "quality" movement, Whether you like to shimmy, samba, new modern architecture, explore respond to the growing demands for or listen to smooth sounds, come LaSalle Street, discover three of the more inclusive governance bodies, dance the night away . .. to a blues, world's five tallest buildings, drive and promote forms of democratic jazz, or Afro/Latin beat. A variety along Lake Michigan's beautiful Outer engagement. Special topics include of clubs featuring different music are Drive, see the Lincoln Park Zoo and the relationships between a faculty available. Among them, The Culture Conservatory, stop to enjoy the Navy governance body and the campus Club offers free samba lessons at 9:30- Pier, visit Hyde Park, and much, much president, trustees, students, and con- 10:30 pm. Sponsored by the AAHE more. A good opportunity to find stituencies beyond the campus. Work- 20/AAHE BULLETIN/JANUARY 1996 9 shop format; small interactive groups. is on humor, if sometimes irreverent, Campus teams of faculty and admin- with no topic too sacred for the Sec- istrators who are responsible for gov- ond City players to tackle. Riotous ernance are encouraged. sketches dealing with politics, current Sponsored by the AAHE National events, and everyday life. Network of Faculty Senates. NOTE: Seating is limited. Ticket/ Fbr details, contact: Joseph G. Flynn, advance registration is required. SUNY distinguished service professor, FEE: $30, includes transportation. SUNY College of Technology at Alfred, NY 14802, ph 607/587-4185; and Karen E. Markoe, SUNY distin- ,az-iit.Wrrol . . guished service professor, SUNY Mar- itime College, Bronx, NY 10465, ph T-11 Art Institute of Chicago Guided 212/409-7252. ibur NOTE: Ticket/advance registration 1:00-2:00 pm is required. FEE: $75, includes a work- Erkjoy a one-hour guided tour through ing lunch. this museum's wonderful treasures. Afterwards, stay to browse at your leisure. An afternoon at the Art Insti- tute is a perfect way to spend those final hours before your plane departs. T-8 AAHE Women's Caucus Dinner NOTE: Ticket/advance registration 6:30 pm is required. FEE: $10. Enjoy a delicious dinner in the historic Jane Adams Hull House Museum at the University of Illinois at Chicago. The evening features Bonita Nahoum EXHIBIT PROGRAM Jaros in a concert entitled "Songs By, THE EXHIBIT HALL AT AAHE'S NATIONAL CONFERENCE PROVIDES A SHOWCASE FOR For, and About Women." A wonderful time to renew old friendships and PRODUCTS, SERVICES, PROGRAMS, PUBLICATIONS, AND SOFTWARE FOR THE HIGHER make new ones. EDUCATION MARKET. YOU'LL HAVE OPPORTUNITIES THROUGHOUT THE CONFERENCE TO VISIT NOTE: Ticket/advance registration THE EXHIBIT HALL TO MEET VENDORS AND TRY NEW PRODUCTS, ASK ABOUT SERVICES, is required. FEE: $25 for AAHE Wom- en's Caucus members, $35 for non- COMPARE PROGRAMS, AND GET SPECIALIZED INFORMATION. THIS YEAR, THE EXHIBIT HALL members (you may join the caucus ALSO WILL FEATURE POSTER SESSIONS. on your Registration Form). Exhibitors have included: Allyn & Bacon Macmillan Publishing Company The American College in London Magna Publications American College Testing Program MetLife American Language Academy Miami University T-9 5th Celebration of Diversity American Association of Community Michigan Colleges' Consortium for Faculty Breakfast: "The Importance of Colleges Development Affirmative Action" Anker Publishing National Association for Women in 8:00-9:30 am ASPECT Foundation Education Continental breakfast, followed by Association for Gerontology in Higher National Center on Postsecondary Teach- a presentation by San Francisco Education ing, Learning & Assessment mayor-elect Willie Brown on the Association of American Publishers National College of Education promise of diversity and the current Bureau of the Census NOVA University national debate about affirmative The College Board Oryx Press action. Sponsored by AAHE 's College Survival Partnership for Service-Learning Peterson's Guides caucuses. Conference Book Service Datatel Professional and Organizational Devel- NOTE: Open to all conferees. Ticket/ Eastern Michigan University opment (POD) Network advance registration is required. Educational Testing Service Riverside Publishing Company FEE: $10. Encyclopaedia Britannica ServiceMaster ERIC Clearinghouse on Higher Education Stanley H. Kaplan Educational Centers T-10 Second City, Etc. Theatre Florida Endowment Fund Spectrum Industries 7:45-10:30 pm Follett College Stores Systems and Computer Technology Corp. Head over to Second City, the famous Hispanic Outlook in Higher Education Taylor & Francis Group comedy club where celebrities such Illinois Bell TIAA-CREF as Saturday Night Live regulars Internal Revenue Service-Taxpayer United Nations Publications George Wendt, Chris Farley, and Mar- Education United Resources International Conference on Experiential University of Missouri-Kansas City tin Short have appeared, as well as Learning U.S. Department of Education Mike Nichols and Elaine May, Shelly Jossey-Bass Publishers Washington Center for Improving the Berman, and Joan Rivers. The accent Kettering Foundation Quality of Undergraduate Education 99 AAHE BULLETIN /JANUARY 1996/21 REGISTRATION INSTRUCTIONS

SPECIAL AIRFARE DISCOUNTS t Complete the Registration Form AAHE has a contract with UnitedAirlines for special rates for conferees (photocopies are acceptable). Mail traveling to/from the meeting. You maybook your ticket(s) through your number to receive the discounted rates your completed form with payment local travel agent or call the toll-free or signed purchase order (a of 5% off any published fare or 10%off a 7-day advance purchase. To receive AAHE's special account number below. purchase requisition/voucher is the discount, you must reference not sufficient) to: United Airlines is the official airlineof the AAHE National Conference on NCHE Registration Higher Education. Call United's reservationsnumber toll-free 800/521-4041. AAHE Dedicated reservationists are on duty7 days a week between 7:00 am and One Dupont Circle, Suite 360 10:00 pm EST. Please be sure toreference ID Number 557XP. You or your Washington, DC 20036-1110 travel agent should call today, as seats maybe limited. Mileage Plus members fax 202/293-0073 receive full credit for all miles flownwhen attending this meeting. (United's Purchase order or credit card toll-free reservations number isavailable in the U.S..and Canada.) registrations may be faxed. 0. Whatever your payment method, Hotel Reservations and Discounts please do NOT send a duplicate The site of the 1996 National Conference on Higher Education is the Chicago by mail or fax. Hilton & Towers. AAHE has negotiated special room rates for conferees at the Hilton. The deadline for these special rates is February 22, 1996. Rooms are Is Make checks payable to "AAHE/ assigned first-come, first-serve, so make your reservations early. NCHE." You will be mailed confirmation I> To get the special rates shown, you must mail or fax your completed Hotel of your registration if your Reservation Form by February 22, 1996 to: Chicago Hilton & Towers, Attn: registration is postmarked or faxed Reservations Dept., 720 S. 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Or call: 312/922-4400 The "Full-Time Faculty" registration rates are only for faculty teaching full course loads; Arrival Date Time Departure Date Time these rates are not available to faculty on administrative Name (please print or :re) Daytime phone assignment. "Student" rates are for full-time students. Address t> If your Registration Form is City State Zip received after February 23, 1996, your name will not appear in the Name(s) of Roommate(s) Preregistrants List distributed at the conference. Please identify any special anmsclparticipation needs t-The information marked on the Registration Form with an asterisk Room Type: single double/twin beds nonsmoking smoking (1 person) (2 persons) (*) will appear on your conference badge; please type or print legibly. Towers (concierge service) Daily Room Rates (check one)Hotel Is If you need more information, call Single: $112 $123 $133 $160 202/293-6440 x18. Double: -$127 $138 $148 $178 P. 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A. REGISTRATION FEES E. SPECIAL/TICKETED ACTIVITIES If your registration and payment will be postmarked/faxed after February 23,23, See pp. 6-7, 10-11 for descriptions. Indicate number of tickets desired, and add 1996 add the $30 late fee to the fees below. If you are already an AAHE member, the fee(s) in Section G. provide your 7-digit membership number off mailing label. (Please note: AAHE is T-1Black History Tour/Shopping _$45 an individual member association; your institution cannot be a member) Check one Dancin' at the Club' Free box and add the fee(s) in Section G. T-2 Community Service Action Officers Forum $50 AAHE Members: 73 Regular $255 E F/T Faculty $205 T-3 Chicago Tour $25 Retired $145 Student $145 T-4 Campus Compact Colloquium $100 (Compact member presidents only)(register by February 1) Nonmembers: :3 Regular $345 F/T Faculty $295 Retired $195 LT Student $165 T-5 AAHE Hispanic Caucus Forum/Luncheon $25 $75 Attending family members (outside education): $30 each. Provide name(s) below: T-6 Campus Senate Leadership Retreat T-7 TLTR CAOs /CEOs Workshop $100 T-8 AAHE Women's Caucus Dinner Subtotal $ Caucus Member $25 Nonmember $35 B. AAHE MEMBERSHIP T-9 Celebration of Diversity Breakfast $10 Join/renew AAHE, and register at the discounted member rate. See "About T-10 Second City $30 AAHE" for more. Check one box, and add the fee in Section G. T-11 Art Institute Guided Tour $10 lyr $85 2yrs $165 3yrs $245 7 Student/ = Retired 1$45 Subtotal $ Subtotal $ F. TLT ROUNDTABLE SEMINAR C. AAHE CAUCUS MEMBERSHIPS For details, see p. 9. Space is limited. Teams of 3 or more have priority. If you are Optional You must be an AAHE member to join a caucus. Join/renew for the part of a team, you MUST indicate your team liaison below. Check the same number of years as your new/renewed AAHE membership. All caucuses are appropriate boxes below and add the $150 fee in Section G. open to all AAHE members. Add the fee(s) in Section G. C I will attend the TLT Roundtable Seminar. yr(s) American Indian/Alaska Native Caucus $10/yr := I am the team liaison/ C My team liaison is yr(s) Asian and Pacific Caucus $15/yr yr(s) Black Caucus $25/1yr $45/2yrs $70/3yrs G. PAYMENT DUE yr(s) Hispanic Caucus $25/yr Registration (Section A) yr(s) Women's Caucus $10/yr AAHE Membership (Section B) AAHE Caucus(es) (Section C) Subtotal $ Workshop(s) (Section D) D. WORKSHOPS Activities (Section E) Make your selection(s) below. To be enrolled in an alternate if your first choice(s) TLTR Seminar (Section F) is full, also indicate second and third choices. See pp. 4-9 for descriptions. Add Late Fee (add $30 after February 23) the fee(s) in Section G. Note: Workshops have limited seating, register early. $50 Team Discount each, unless noted. TOTAL PAYMENT DUE Sunday, Full Dar W-04,$90 W-10, $90 Sunday Morning: W-01,$60 W-02, $60 W-03 W-05 H. PAYMENT METHOD (FID #52-0891675) W-06 W-07 W-08,$60 W-09 Payment must be in U.S. dollars. Note: Registration Forms submitted without proper payment will not be processed and do not guarantee space in workshops Sunday Afternoon: W-11,$60 W-12, $60 W-13 W-14 and ticketed activities. Full payment must be postmarked or faxed by the February W-15 W-16 W-17,$60 W-18,$60 23, 1996, registration deadline to avoid the $30 late fee. AAHE does not accept W-19 W- 20,$60 W-21 W-22 requisitions/vouchers or faxed copies of checks as payment. Check one box: W-23 W-24 C Signed Purchase Order (no requisitions/vouchers accepted) Wednesday Check (payable to "AAHE/NCHE")(no faxed copies of checks accepted) Afternoon: W-25 W-26 W-27 W-28,$60 7 VISA 7, MasterCard (we accept only VISA and MasterCard) W-29 W-30 W-31 Subtotal $ Credit card number Exp. date

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AAHE OFFICE USE ONLY Registration fees within the same fte category may be mvirferred to another person (with written consent from the original registrant). AAHE membership dues and/or status are not transferrable. AAHE will refine( firs Ref. wmiPorrirr2 Ann. $ (lea processing charge of..550 far registration fees and $5 far workshop fees) provided refund request is made in writing and postmarked by February 23, 1996 Refunds will be made refer the confemsce. 101 Conference Themes at a Glance The conference "call for proposals" invited contributors to consider the many kinds of boundaries that need to be crossed in pursuit of productive learning and civic renewal: boundaries of mission and accountability ... boundaries ofcultural difference, position, and internal organization ... professionalism .discipline-based curriculum ... time and place. Below is a small sample of the types of conference sessions that will explore the seismic shifts taking place in America, the search for new pathways to productive learning and civic renewal, and the issues of leadership and organization that must be faced in order to pursue those paths. (The full schedule of actual sessions confirmed as of press time can be found in the Conference Preliminary Program, beginning on page 4.)

SEISMIC SHIFTS, NEW TASKS ... PATHWAYS TO CIVIC RENEWAL ... PATHWAYS TO PRODUCTIVE LEARNING ... Bowling Alone: America's Civic The University and the Life and the Prospects for Community Redefining College-Level Learning in High Renewal Boundaries School Media in a Multicultural Society: Educating for Lives of Can a Curriculum Be Both Losing the Glue? Commitment in a Complex Effective and Efficient? World Merit and Mission: Rethinking the Fostering a Campus Culture of Educational Rationales for Using Multimedia and Teaching and Learning Affirmative Action Hypermedia in Support of Making Real the Scholarship of Community Outreach and Teaching: Guidelines for Achieving the Promise of Renewal Information Technologies Enabling, Assessing, and After NAFTA: Higher Education's Rewarding Classroom Research The Balkanization of America ... International Agenda and the Challenge to Higher Education

Moving? Clip out the label below and send it, marked with your new address, to ..."7-119.,rfeTk4 , "Change of Address," AAHE, tetinelitritI4S: sociaiscwitor HighemEciucation.Higher One Dupont Circle, Suite 360, AAHE members receive free the AAHE Bulletin (ten issues/year) and Change Washington, DC 20036-1110. magazine (six issues/year); discounts on conference registration and publications; _special rates on selected non-AAHE subscriptions; Hertz car rental discounts; and more: To join, complete this form and send it to AAHE, Attn: Memberships, One Dupont Circle, Suite 360, Washington, DC 20036-1110; fax 202/293-0073. MEMBERSHIP (Choose one) Regular: 0 1 yr, $85 2 yrs, $165 3 yrs, $245 Retired / Student 1 yr, $45 -(For all categoiies, add $10/year for membership outside the U.S.) CAUCUSES (all are open to all AAHE members; choose same number of years as above) Amer. Indian/Alaska Native: yrs @ $10/yr Asian/Pacific: yrs @ $15/yr Black yrs ig $25/yr Hispanic: yrs 9) $25/yr Women's: yrs @ $10/yr

Ngirrie (Dr./Mr:/Ms.) 0 mi0 F :9E11:: .. Position (iffaculty, include discipline) . Institution/Organization Address (0 home/O work)

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EL In this issue: The sad occasion of Ernest Boyer's death chologist, the chair and builder of Michigan's famed December 8th evoked a truly grand occasion psych department, who later became APA president January 21st in Princeton, as 1,200 people and AAHE Board chair (1978-79). from all quarters school teachers, university pres- Bill's lifelong interest has been in the application idents, cabinet secretaries gathered in Princeton of research findings to college teaching. Nine edi- University's gothic chapel for two hours of remem- tions of his modestly titled 'Teaching Tips" have brance and celebration. AAHE was represented by primed a generation of instructors for the class- its president, Russ Edgerton, whose own tribute to room. In 1962, he cofounded Michigan's Centerfor Ernie begins on the next page. Research on Learning and Teachingan important The Boyer influence was on full display that same research unit and the country's first teaching and January 21st in Atlanta at our Faculty Roles & learning center. Rewards conference, where Scholarship Reconsid- McKeachie was an early champion of student ered, Ernie's 1990 report that started it all, was evaluations in the classroom. The objections were probably mentioned a hundred times. fast and furious; Bill and others met them with The Boyer-AAHE connections span the decades. research findings, and the rest is history. In the I'd like to guess that the up-and-coming Ernie met course of that years-ago debate, lots of lessons were Bill McKeachie the author of the second piece learned and lost. Bill's article this issue recalls in this Bulletin at an AAHE meeting in Chicago ]earnings old and new for a practice of continuing in the 1960s. McKeachie was by then a noted psy- importance. TJM

3 In Appreciation: Ernest L Boyer/by RussellEdgerton 5 Persistent Problems in Evaluating College Teaching/byW. J. McKeachie and Matthew Kaplan 9 Closer to the Disciplines: A Model for ImprovingTeaching Within Departments/ by Deborah DeZure

Departments 13 AAHE News/CQI institute, new fax offerings, facultyroles conference wrap-up, TLTR events, Board election slate, cases conference, Web siteupdate .and more 15 Bulletin Board/by Ted Marchese

AAHE BULLETIN February 1996/Volume 48/Number 6

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman

Published by the American Association for Higher Education, One DupontCircle, Suite 360, Washington, DC 20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President Russell Edgerton. Vice Presidents: TheodoreJ. Marchese and Louis S. Albert. Unsolicited manuscripts may be submitted by readers. Guidelines for authors are availablefree by fax: 610/271-8164, item #11. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of theAmerican Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Second class postage paid atWashington, DC. Annual domestic membership dues: $86, of which $45 is for publications. Subscription price for AAHEBulletin without membership: $35 per year, $45 per year outside the United States. AMIE Bulletin is published ten times per year,monthly except July and August Back issues: $5.00 each, $4.00 each for eleven or more copies of the same issue, plus shipping; call 202/293-6440x11 for ordering information. AAHE Bulletin Send is available in microform from University Microfilms InternationaL Printedin the United States of America. POSTMASTER: address changes to AAHE Bulletin, Attn: Memberships, One Dupont Circle, Suite360, Washington, DC 20036-1110.

Cover artwork by William Harrison w Typesetting by Capital ?repress. Printing by HBP, Inc. AMERICAN ASSOCIATION FORHIGHER El:III-CATION 104 BEST COPY AVAILABLE IN APPRECIATION Ernest L. Boyer

For many of us in AAHE, most of ours, the world of higher Ernest Boyer was not education. As commissioner, all only a widely recog- that changed. nized national edu- I remember visiting Ernie here cational leader. He was in Washington, shortly after his our leader. Again and again over appointment, and asking what the years, we turned to Ernie I could do to help. He laughed to define and clarify the choices and replied, "Do you know any before us. And when he did so, school superintendents?" Then he always managed to both personify he became more serious, explaining and affirm the deeply rooted values that as commissioner he was about that bind us and make us proud to be Ernest Boyer the only person in the country with in higher education. The nation has the responsibility to see and think was not only lost a respected educator, we have lost about education in America as an inter- a revered counselor, mentor, and very a widely connected whole. special friend. recognized The Carnegie Foundation offered On July 1, 1979, Ernie became pres- national Ernie the opportunity to act out what ident of the Carnegie Foundation for educational he had learned. Having been a teacher, the Advancement of Teaching. The leader. He dean, chancellor, and U.S. commis- script called for a distinguished leader was our leader. sioner of education, Ernie looked upon from higher education. In Ernest Boyer, the entire territory of American edu- the trustees got that ... and more. cation as familiar ground. He roamed Ernie was, down to his very toes, an to wherever he thought he could do educator. The Carnegie Foundation some good, issuing books and reports, had been a center for policy studies on subjects from Ready to Learn and on the affairs of the higher education The Basic School to College: The Under- industry. Under Ernie's leadership it graduate Experience and Scholarship became a voice and a force for Reconsidered. Higher education the renewal of the entire education remained his first love, but over time enterprise. he became increasingly preoccupied Ernie's concerns clearly had deep by with the educational needs of children roots ... in hisQuaker background, in their earliest years. deep humanism, and early years as a Russell teacher and as academic dean at a A Man of Special Qualities ... small liberal arts college. But his There are several reasons why Ernie world view was also deeply affected Edgerton seemed so special to us in AAHE. by his appointment in 1977 as Pres- First of all, the issues he cared most ident Carter's commissioner of edu- about were "our" issues. Over the years, cation. Until then, his world includ- he studied and spoke on an amazing ing seven years of distinguished service array of subjects, among them public as chancellor of the State University policy, governance, finance, account- of New York had largely been, like ability. But such topics were, for Ernie,

105 A A HP. RI HI STTN/FFRRT 'ARV IMAM always the "surround," never the crux. dented weeklong gathering in Aspen, He constantly came back to what was Colorado ...unprecedented because and should be going on, not around he asked each officer to come with a or on top of but inside our campuses partner, a college/university president. and schools. For Ernie, the heart of the The presidents who attended still talk matter was the issues at the center of about the meeting as a conversion the educational process ... issuesof experience ... a conversion tothinking purpose, curriculum, and the quality and caring about the whole of Amer- of teaching and learning. ican education. He yearned for an education system Ernie's special For Ernie, it was the beginning of that at every level would be organized gift was his a sustained effort to press the point around a core of common learning. ability to that schools and colleges needed to work in concert toward common goals. And not simply a core of disciplinary communicate knowledge, but knowledge that in turn Ernie spoke on the subject at AAHE's was related to common human expe- and connect 1981 National Conference on Higher riences. His very first Carnegie report with his Education, and his speech is as relevant was a 1981 essay coauthored with audiences, now as it was then. All this, mind you, Arthur Levine called A Quest for Com- to translate was several years before the 1983 mon Learning. his ideas into release of A Nation At Risk. Then, in the spring of 1983, Martha It was a quest he himself never gave our own up. In the last report he issued as Car- Church (then president of Hood and negie's president, a marvelous work situations a member of AAHE's Board) and I met called The Basic School, he presented and contexts. with Ernie and popped the question: a vision of an elementary school cur- He was a What if AAHE made school/college col- riculum organized around the study master teacher laboration the theme of its 1984 annual of what he loved to call "the human who loved meeting? Ernie laughed with delight, .. wondered if anyone would come, has- commonalities" . universal experien- language, ces such as the life cycle, the use of tened to add that he would certainly, symbols, producing and consuming, but there and offered to do everything he could and connections to nature. was more to help. Ernie's special gift was his ability to to it than At that 1984 meeting, at a memo- communicate and connect with his this. He thought rable recognition ceremony at the Chi- audiences, to translate his ideas into long and cago Art Institute, Ernie joined us in awarding Stuben glass apples to four our own situations and contexts. He hard not was a master teacher who loved lan- pioneers of the school/college collab- guage, but there was more to it than only about oration movement. AAHE has been car- this. He thought long and hard not only what and rying on that agenda ever since. Our about what and how to say things, but how to say work in fostering school/college part- when. He had a marvelous intuitive things, but nerships is now the largest program sense of what waves of interest were when. area within our national office building, and how to catch and ride embodied in The Education Trust. their crests with ideas of his own. The second example is more recent. And he cared. He really, deeply cared. In the 1988-89 academic year, Ernie In these last years he became more initiated a study of faculty priorities, passionate than ever, and more open directed by Gene Rice, then a senior about his passions. Recently, listening fellow at the Carnegie Foundation. to Ernie talking about the needs of pre- Ernie's timing was perfect, for the bal- school children, I was reminded of Wm- ance at major universities between ston Churchill summoning his nation teaching and research was coming to to find the will to do what was right. the surface as an important issue. The Ernie, on occasion, could be that good. study concluded that rather than frame the issue in terms of teaching ...And of Special vs. research, we should view all faculty Contributions to AMIE as scholars, and honor the fact that I won't even try to recount all that scholarly work was a four-sided process Ernest Boyer did for AAHE over the of discovering, synthesizing, applying, years. Instead, I let me cite just two and representing knowledge. examples of how he illuminated paths Ernie first surfaced this message in that we then traveled ... pathsthat a keynote address to AAHE's 1990 eventually became major AAHE National Conference, and later made initiatives. it the centerpiece of his 1990 essay In 1981, Ernie invited all fifty chief Scholarship Reconsidered: Priorities state school officers to an unprece- (continued on p. 16)

4/AAHE BULLETIN/FEBRUARY 1996 F0 6 PERSISTENT PROBLEMS IN EVALUATING COLLEGE TEACHING Student ratings, classroom observations, portfolios, appraisal interviews...they all could, and should, be used more effectively.

by W. J. McKeachie and Matthew Kaplan

r The idea that students might routinely evaluate the teaching they experience in college was a hard sell on most campuses; student ratings were usually introduced with a good deal of struggle. The controversies over the years caused student ratings to become the most extensively studied aspect of collegiate education. Now, after fifty years of research and more than 2,000 journal articles, there's little reason to doubt that the procedure W. J. 'Bill" McKeachie is a professorMatthew Kaplan is an instructional can provide valid and useful infor- of psychology and research scientist, consultant, Center for Research on Center for Research on Learning and Learning and Teaching at the Univer- mation for both faculty members Teaching at the University of Michi- sity of Michigan, 3300 School of Edu- and administrators. gan., 3300 School of Education Build- cation Building, Ann Arbor, MI 48109- Even today, though, student ing, Ann Arbor, MI 48109-1259. 1259. evaluations seldom make an optimal contribution to improving either teaching or personnel deci- lege teaching persist that are not midterm evaluations, one can sions. One reason may be that likely to be solved by portfolios argue that students benefit from they've become banal: Students or other alternatives; in fact, otherwhatever improvements follow and faculty treat them as a rou- sources are subject to the same from their feedback But, the time tine, giving them little thought. problems. students spend filling out end- Another reason is that we forget All of us in academe have some of-term ratings cannot be justified what we've learned about how responsibility for the persistence in terms of a benefit they receive to make them most effective. of the problems; all of us should from improvement in that Whatever the case, student and do our part in solving them. teacher's teaching. faculty time gets taken up in an There is, however, a value that exercise producing only mediocre Student Ratings as a we have failed to emphasize in results. Thaching Tool our use of student ratings of While there is consensus that If we take students' (or teaching; that is, the potential student ratings should be sup- anyone's) time, we have an ethicalbenefit to students' own learning plemented by other evidence, suchobligation to ensure that the time that can occur in the process of as might be included in a port- spent is educational, interesting, filling out rating forms. Student folio, problems in evaluating col- or in some way rewarding. For ratings of teaching should encour-

AAHE BULLETIN /FEBRUARY 1996/5 age students to think about their a class session and then conducts plaints signals at the least that educational experiences to discussions with students about we've done a poor job of helping develop clearer conceptions of what is helping or hindering their them understand why the course the kinds of teaching and edu- learning. The observer summarizesor curriculum is as it is. More cational experiences that con- the information and provides con-often there is some validity to the tribute most to their learning. sultative help to the instructor. complaints, and we have an obli- All of us could do a much betterThis is particularly helpful gation to consider them seriously. because students find out that When student comments lead to other students not only perceive revisions, we should let current the situation differently from students know in order to encour- Student ratings of teaching themselves but also may have dif- age their further participation should encourage students ferent needs. It also has the in improving learning and to think about their advantage that consultation is teaching. particularly effective for improv- To sum up: The student opinion educational experiences ing teaching (see research by form could, and should, be edu- to develop clearer McKeachie et aL 1980). cational in the highest sense conceptions of the kinds The SGID is usually carried out helping students gain a better understanding of the goals of edu- of teaching and educational between the first third and middle of a term. One benefit of collectingcation, stimulating them to think experiences that contribute midterm impressions of a course more metacognitively about their most to their learning. from students is that the students own learning, motivating them can actually experience the effect to continue learning, and encour- of any suggestions the instructor aging them to accept responsi- implements; thus they are likely bility for their learning. job of introducing the educational to be motivated to give helpful rationale for filling out these feedback An instructor who col- Helping 'leachers Learn forms. We can certainly create lects student opinions during a From Feedback forms that encourage students term (rather than at the end) can What about faculty members? to be reflective. For example, we discuss the results, opening up What value lies in the process for might ask students, 'Think about a dialogue that will help students them? the conditions where you have think about their own learning There is evidence that faculty learned well. Describe them." and how various aspects of the members do improve their teach- Faculty members can help stu- course can contribute to it. As ing as a result of getting feedback dents consider educational issues this conversation continues from student ratings or through by collecting feedback early in the through the term, students will other methods. However, the semester and discussing the be more sophisticated in their amount of improvement depends results with the students, relating responses on a final evaluation upon the type of information col- the use of the feedback to edu- form. lected and the use of the infor- cational goals and theory. Ratings Discussion with students aimed mation. Typically, feedback from collected after the first few weeks at helping them evaluate their questionnaire items referring to could be either a short version own learning and the conditions specific behaviors is more likely of the end-of-term form or a few that contribute to it develops theirto be helpful than from broad, open-ended questions, such as ability to learn more effectively. general items. "What do you like about the Discussions before and after rat- In addition, faculty members course so far? What suggestions ings are collected can result in should have an opportunity to do you have ?" more useful feedback for teachers choose items that answer ques- One of us sometimes uses a and help students become better tions they would like answered form with items such as these: learners. Any instruction of stu- with respect to their own course dents on how to be better eval- and teaching. If departments or If I am to achieve my goals in colleges require certain items to this course, I need to: do more uators should produce more valid evidence for personnel commit- be included, they have an ethical ...[describe], do less ..., tees judging effective teaching. obligation to make sure those continue to.... Student involvement will have items are indeed relevant to each I would like the teacher to: progressively less impact if instructor's teaching responsi- continue to ..., do more ..., aspects of a course or curriculum bilities. Irrelevant questions simply do less. ... have not been changed despite confirm faculty and student sus- An alternative to a rating form generations of student complaints.picions that the whole process is Small Group Instructional Diag-There are undoubtedly times is a bureaucratic exercise rather nosis (Redmond and Clark 1982, when the faculty knows better than an honest attempt to also see Angelo and Cross 1993), than students what is needed, improve education. in which a consultant observes but a long record of student com- All too often we fail to help fac-

6/AAHE BULLETIN /FEBRUARY 1996 108 ulty members interpret the results have serious problems. The most istrators, faculty evaluation of the ratings; their eyes glaze overserious may be that teaching is experts, and others responsible at the rows and columns of sta- not valued as highly in practice for justice in faculty evaluation tistics. But consultation about as in our rhetoric. Even when have failed in our responsibility the ratings with an experienced members of personnel committeesto provide proper training for peer or an expert, even explicit say that teaching and research those who are using student rat- suggestions such as lists of teach- should receive equal weight in ings as a source of evidence for ing strategies or techniques, promotion, their judgments put makes a big difference in the preponderant weight on research. amount of improvement teachers But even when administrators make. and faculty committees sincerely Just as we need to teach One reason that such help is intend to recognize excellent students to use ratings more effective than a simple teaching, they fail to take student of teaching as a means return of ratings is that most of ratings as seriously as they should. us as teachers tend to focus on Seldom do they bother to inves- of thinking about their the few low evaluations or the tigate the extensive research lit- education, we need to one stinging comment even erature on student ratings of teach faculty members though that comment may be con-teaching. Decades of research how to use portfolio tradicted by the ratings of most have related student ratings to students. Teaching is a highly per- measures of student learning, stu- development to improve sonal activity, involving one's dent motivation for further learn- their teaching. deepest sense of self. Negative ing, instructors' own judgments comments are difficult to ignore. of which of two classes they had We all find it hard to believe that taught more effectively, alumni we were unaware that one of our judgments, peer and administra- personnel decisions. students had such negative feel- tor evaluation, and ratings by In general, student ratings of ings about the class. trained observers. All of these cri- their own learning, of their own Research on feedback from teria attest to the validity of stu- achievement of course goals (such filmed or videotaped classes has dent ratings well beyond that of as critical thinking), and of their shown that the teacher viewing other sources of evidence about own motivation for further learn- the videotape tends to focus on teaching (see Feldman 1989a, ing in the area of the course are minutiae of gestures and personal 1989b; Marsh 1987). Yet members preferable to their evaluations appearance. A consultant viewing of personnel committees cheer- of teacher characteristics. Ratings the videotape can help a teacher fully use their own biases (espe- on teacher warmth, organization, sort out the major issues from cially if their own ratings are not and enthusiasm, for example, the minutiae. Similarly, in inter- high) as a substitute for this more could be helpful to a committee preting student ratings, a con- substantial evidence from if used with some sophistication, sultant can help sort out the moststudents. and such items can be helpful for useful information, provide In addition, faculty committees teacher improvement. But these encouragement and strategies and administrators often have characteristics are neither nec- for improvement, and suggest stereotypes about what effective essary nor sufficient as indicators printed materials, workshops, teaching involves. They assume, of effective teaching. We fail eth- training opportunities, or other for example, that a teacher who ically when we permit important means for continued learning. is not highly organized will be less personnel decisions to proceed Despite our knowledge of how effective than one who is. But on the basis of such potentially to increase the value of student while organization is, in general, misleading data ratings, many colleges roll out the related to effectiveness in teach- As an aside, it is worth men- forms without a thought to useful ing, the effect of different degrees tioning that evaluations of feedback consultation is more of organization depends on the research can be just as question- nearly the exception than the students' own abilities and able. Studies of judges' agreement rule. Our failure to ensure that background. on papers submitted for publi- student ratings are used effec- Because particular character- cation suggest that we don't do tively is an ethical breach, affect- istics of teachers and teaching very well on papers even in our ing both us as faculty members are far from perfectly correlated own fields; so there is likely to be and our students. with teaching effectiveness, even more reason to question the Scriven (1991) has argued that wisdom of personnel-committee The Use of Student Ratings ratings on such characteristics members making judgments out- in Personnel Decisions should not be used at all by per- side their own areas of expertise. Student ratings also are used sonnel committees. We agree with Another source of problems in decisions about promotion and Scriven's point, but we do so in personnel decisions is the gen- salary increases. Here, too, we because we believe that admin- eral practice of judging a faculty

AAEE BULLETIN /FEBRUARY 1996/7 member's teaching effectiveness had no training in evaluating suchOnly the last seems to be generally against college-wide norms. evidence with validity and fair- effective. It is a tragedy to do a Clearly, teaching methods, and ness. Appropriate training might good job of collecting the evidence therefore ratings, differ across begin with discussion of what in an ethical fashion, to evaluate departments. Similarly, even effective teaching is. Is the ulti- it fairly, but then to use it in ways though variables such as class mate criterion student learning? that result in poorer, rather than size, grading standards, class level,If not, what other criteria are rel- better, teaching. and other characteristics have evant? If some agreement is relatively small effects upon over- reached on what effective teach- Let's Do Better all student ratings, small differ- ing is, the committee members The evaluation of teaching can ences in numerical averages are might practice judging portfolios, have important consequences for often treated as significant by per-assessing their agreements and both students and teachers. sonnel committees. disagreements until some con- Clearly, we are all fallible; we are Because norms are so often det-sensus is reached. not likely to achieve perfection; rimental to teacher motivation And just as we need to teach but we can do better, and we and are so frequently misused students to use ratings of teachingshould. We have an ethical obli- in personnel decisions, we believe as a means of thinking about their gation to maximize the value of personnel committees should be education, we need to teach fac- the time spent by students, fac- provided with the distributions ulty members how to use portfolio ulty, and personnel committees. of student responses, rather than development to improve their teaching. Guidelines for faculty with norms. References to use in preparing their portfolios Angelo, Thomas A., and K. Patricia Portfolios and Interviews and consultation with experi- Cross. Classroom Assessment Tech- Student ratings may be the enced peers or experts not niques, 2nd ed. San Francisco: best-validated source of evidence involved in the personnel decision Jossey-Bass, 1993. of teaching effectiveness, but ev- can be helpful in the months or Feldman, K.A. "Instructional Effec- eryone agrees that other data are years before the critical portfolio tiveness of College Teachers as also desirable. Today the most goes forward to the personnel Judged by Teachers Themselves, frequently advocated device is committee. During that time, Current and Former Students, the teaching dossier or portfolio. instructors can be provided with Colleagues, Administrators, and The portfolio approach has many opportunities to improve in areas External (Neutral) Observers." advantages, including that of pro- in which the documentation Research in Higher Education 30 (1989a): 137-194. viding diverse sources of evidence.appears to be weak The Association Between Stu- Portfolios can, however, be Moreover, because the nature dent Ratings of Specific Instruc- costly to put together, in time andof effective teaching differs across tional Dimensions and Student resources, and they have their disciplines, the nature of port- Achievement Refining and Extend- own sources of bias. An "attrac- folios should vary, too. Promotion ing the Synthesis of Data From tive" portfolio with color, gra- committees need to be trained Multisection Validity Studies." phics, and perhaps a videotape to look for different kinds of evi- Research in Higher Education may prove more persuasive dence rather than to judge on 30 (1989b): 583-645. than one with less polish. And the basis of a single stereotype Marsh, H.W. "Students' Evaluations just as research is sometimes of the "good teacher" or "good of University Teaching Research portfolio." Findings, Methodological Issues, judged by the number of publi- and Directions for Future cations, large portfolios may carry Another area in which we have Research." International Journal more weight than short ones. been remiss is in the appraisal of Educational Research 11 (1987): Some faculty members may be interview that normally follows 253-388. more sldlled at putting a best face the review of a faculty member's McKeachie, W.J., Y-G Lin, M. Daugh- on what they have done (or personnel file or portfolio. These erty, M.M. Moffett, C. Neigler, J. believe the committee would wantinterviews can be a useful device Nork, M. Walz, and R. Baldwin. them to have done) than others. for facilitating faculty develop- "Using Ratings and Consultation All these potential sources of bias ment, but they often leave faculty to Improve Instruction." British matter with portfolios because members angry, defensive, and Journal of Educational Psychology of the importance of the decisions less motivated. Typically, the 50 (1980): 168-174. department head has had no Redmond, Mark V., and D. Joseph they can influence. Clark "Small Group Instructional Just as there are ethical prob- training in carrying out such Diagnosis: A Practical Approach lems in taking student time to fill interviews. to Improving Teaching." AAHE out rating forms that are not used Norman Maier's book The Bulletin, February 1982, pp. 8- effectively, there are real problemsAppraisal Interview (Wiley, 1958) 10. in asking faculty members to describes three styles of appraisal Scriven, M. 'Duties of the Teacher." spend time compiling portfolios interviews: "tell and sell," "tell and Journal of Personnel Evaluation if the personnel committees have listen," and "joint problem solving." in Education 3 (1991): 151-184.

8/AAHE BULLETIN/FEBRUARY 1996 9 1 CI CLOSER TO THE DISCIPLINES A Model for Improving Teaching Within Departments To its cross-disciplinary services, Eastern Michigan University added a program of "departmental instructional liaisons," with promising results.

by Deborah DeZure

More than half of ditional methods of instruction American colleges for new student populations; they and universities now are aware of changes within their have programs to disciplines, opportunities brought promote teaching by technology, and in the skills effectiveness. Many of these pro- and knowledge students need for grams offer centralized services the changing world of work and that address generic instructional advanced study. As a result, there issues in cross-disciplinary is a new readiness to look at forums. While useful in many instructional issues as an activity ways, these centralized services deserving of their time and energy, are often underused by faculty, and often mandated by rejected by many as too remote accreditors. from their disciplinary teaching , Third, research on teaching and concerns. For many faculty, teach- learning underscores the impor- ing means teaching history or tant relationship between content teaching music or teaching biol- knowledge and teaching effec- ogy. For them, instructional devel- Deborah DeZure is director of thetiveness. Lee Shulman's work, for opment should become more dis- Faculty Center for Instructionalexample, describes master ciplinary, engaging these faculty Excellence, Eastern Michiganteachers as having an exquisite by exploring issues of teaching University, Ypsilanti, MI 48197. knowledge of their discipline and in the context of their depart- the ability to transform that mental expectations and their knowledge to make it accessible disciplinary values and modes to students. There is also signif- of discourse. ulty willing and able to take a icant new research about teaching leadership role in instructional and learning in specific disci- The Rationale issues in their departments with- plines. Research on learning Current efforts to move instruc-out risk to their reputations as increasingly stresses "situated cog- tional development closer to the scholars. nition" and the disciplinary, con- disciplines emerge from trends Second, the assessment move- textual nature of college teaching. in higher educational theory, ment and calls for accountability Research on disciplinary cultures practice, and research. have led academic departments describes the distinctive discourse, First, there is a renewed empha-to scrutinize their effectiveness climates, and ways of thinking sis on teaching, focusing on in teaching. Many departments and knowing in different depart- rewards for teaching effectiveness; find that their graduates are not ments, findings that need to be the systematic, inclusive, and achieving the disciplinary goals accommodated in models of thoughtful evaluation of teaching they've defined for students. Fac- instructional development. a concern for the graduate train- ulty are beginning to come to Research on change in higher ing of faculty who can teach well; grips with the need for curricular education emphasizes the need and the availability of more fac- review and the inadequacy of tra- to give faculty what they want

,11 1 11 AAHE BULLETIN /FEBRUARY 1996/9 and need in terms that they them- imental model of departmental selves define, often framed by instructional liaisons. their primary allegiance to their discipline. Departmental And fourth, faculty prefer ser- Instructional Liaisons vices delivered "closer to home," Departmental instructional liai- where and when it is most con- sons are faculty who are given venient for them. Faculty within one-quarter release time for one departments or disciplinary clus- or two consecutive semesters to ters the sciences, business, edu- provide leadership and support cation typically are located on for instructional development a separate part of campus, with within their department. As direc- schedules dictated by particular tor of the FCIE, I assist them in disciplinary considerations. A cen- their efforts, by providing sug- trally scheduled program con- gestions, administrative assis- venient for one group is often tance, information on teaching inconvenient for others. and learning, and connections

- II to the network of campus experts Into the Departments on instructional issues. It's true that cross-disciplinary There are four liaisons each programs can address general term, in different departments. principles of teaching, and do so ing comprehensive cross- They are funded by the Provost's away from charged departmental disciplinary programs and Office, on the basis of lecturer politics, personalities, and the ten- services. replacement costs. The liaison dency to debate content to the initiative is now in its third year. exclusion of methods. And such EMU in Context To date, one academic depart- programs can be cost-effective, Eastern Michigan University ment has assumed responsibility promote multidisciplinary dia- is a public comprehensive uni- for the cost of the liaison after logue, and build community by versity serving 23,000 students. the two semesters, to ensure con- bringing together faculty from There are 1,300 instructors, tinuity of instructional develop- across campus. including more than 700 tenured ment efforts. But the limits are also signif- and tenure-track faculty, in 33 icant. Centralized programs excise academic departments. Our Selection Process disciplinary content and specific In 1985, provost and VPAA The departmental selection pro- learning goals from the equation Ronald Collins established the cess has been a collaborative of teaching and learning. They Faculty Center for Instructional effort involving the deans, depart- tend to decontextualize teaching, Excellence (FCIE) to provide sup- ment heads, the committees of removing it from the realities of port for faculty in their teaching curriculum and instruction, fac- specific students who enroll in efforts. The center provides cross- ulty interested in pursuing the specific programs of study, from disciplinary workshops and con- liaison role, and myself Initially, departmental policies, require- sulting services, produces a news- the selection of departments ments, and curricula, and from letter and journal on college reflected their high level of need resource and environmental fac- teaching, and sponsors grants for and interest, a history of discon- tors such as classroom, lab, and innovative teaching and other spe-tent and lack of interest in cross- clinical conditions. cial events. Over time, the FCIE disciplinary instructional services, These programs most often are developed a core of faculty who the department head's interest not rooted in perceived depart- attended events regularly, but in innovation, and the availability mental needs; they eliminate or these faculty were relatively few of faculty members who wished deny the importance of disciplin- in number. Entire departments to serve as liaisons. ary paradigms and values; they and disciplines never participated. More recently, considerations are often out of touch with In 1992, the center began con- include departmental student cutting-edge innovations in certed efforts to move instruc- evaluation profiles, enrollment discipline-based teaching. For tional development closer to the and retention data, and the many faculty, the leap from gen- disciplines, providing a balance results of program review and eral principles to their application of cross-disciplinary and assessment efforts. This is not a in classrooms centered on dis- discipline-based programming top-down model; it is need-driven, ciplinary content may be too and services. Since that time, par- determined primarily by partic- great. ticipation has grown eightfold, ipating departments that want For all these reasons, Eastern involving faculty from every to pursue these efforts. Michigan University (EMU) department. There are several Key criteria for the selection embarked on an initiative to movedimensions to this transformation,of liaisons include their interest instructional development closer but the key to this success is in instructional issues; perceived to the disciplines, while maintain- related in great part to an exper- legitimacy as a leader in their

1 0/AAHE BULLETIN /FEBRUARY 1996 112 department, respected for schol- at EMU) are working on the inter- arship and teaching; organization Some, although not face between their roles in and communication skills; inter- all, participating instruction and service. personal qualities such as open- The Computer Science Depart- ness, tact, nonjudgmental atti- departments have ment is developing new instruc- tude, supportiveness, and experienced tional models for its lab courses. empathy; and availability, as transformations, with determined by both the faculty Outcomes and Insights member and the department dramatic increases to Date head. The liaison does not have in conversations about As a result of the liaison pro- to be a "star" teacher, only a com- teaching and learning gram, many more faculty are now mitted one. The liaisons have all and a change from actively engaged in discussions been mid-career tenured faculty. of teaching and learning and in "griping" to efforts to experiment with new Common Elements, constructive planning approaches. Many of these faculty Individual Approaches and experimentation. had never participated in instruc- The instructional development tional development activities in efforts pursued by the liaisons cross-disciplinary settings. and their departments have var- Some, although not all, partic- ied, but there are common ele- communication); ipating departments have expe- ments that appear to be signif- included programs on diver- rienced transformations, with dra- icant and highly productive. sity issues and instructional matic increases in conversations Most departmental instruc- technology; about teaching and learning and tional liaisons have: maintained attendance and a change from "griping" to con- conducted a needs assess- evaluation records for programs structive planning and experiment of the faculty's interests, and services; and mentation. Faculty in these willingness to participate, and met periodically with me to departments express renewed convenient meeting times; discuss plans, progress, chal- belief in their department's ability prepared a preliminary plan lenges, training, and support for to improve instruction. of goals and activities for the their new role. Significant changes also have release semesters, in consultation The following represent a sam- resulted in departmental curric- with the department's head and pling of approaches to the liaison ula, policies, advising, assessment, faculty and with me; model: and requirements. These changes met at least once with the The Math Department insti- have led to increased levels of stu- department's entire faculty to dis- tuted a weekly teaching seminar dent achievement and improved cuss the goals and plans (usually on a full array of topics attended success and retention rates, par- as part of a department meeting); by 15-25 instructors, mostly seniorticularly in math-based disci- provided programs through faculty. The liaison also coordi- plines. In the Math Department, the term focused on teaching nates communication with other for example, a new system of issues directly relevant to the departments served by the Math advising and prerequisites was department; Department. instituted that led to more appro- arranged for guest speakers The Management Department priate placements and greater on issues related to teaching in focused on effective methods for student success in passing the discipline (department funds teaching and assessing students' courses, in persistence, and in reg- were used if there were speaker oral communication skills. istration in subsequent math fees); Biology focused on the uses courses. A survey of math faculty had a few priorities, which of instructional technology, with satisfaction with teaching and were systematically addressed; an emphasis on the development learning in their classes indicated developed a method of com- of instructional software. The liai- a significant improvement. municating, be it by newsletter, son provided programs and indi- Communication between and update, memo, flyer, or a depart- vidual consulting for faculty who among departments has increased mental computer conference; wanted to develop software for dramatically on issues of curricula established dialogue with their classes. and methodology. Previously, no other departments about teaching Economics focused on teaching one within the department was issues; the introductory courses in ways designated to oversee instruc- focused on issues surroundingthat would enhance student tional issues that involved other a problematic course (e.g., the learning, enrollment, and reten- departments; the liaisons initiated introductory course or a "gate- tion. Because introductory discussions across departmental keeper" course in the major); courses are taught by all faculty lines, engaging faculty in a recon- focused on a set of student in the department, the entire sideration of prerequisites, cur- skills that were of concern to department was involved in the ricula, and materials. (It should many faculty in the department effort. be noted that most liaisons spend (e.g., critical thinking, or oral The librarians (who are faculty their first semester on needs

113 AAHE BULLETIN/FEBRUARY 1996/11 assessment and pursuit of pri- the culture of teaching at our Perspective mary goals; their role in commun- institution. It has engaged whole Several institutions in addition icating with other departments new groups of faculty in a to Eastern Michigan University tends to emerge in the second dynamic discussion of teaching have been experimenting with semester.) and learning, bridging the gap department-based instructional Most of the liaisons have between the small core who development, including the Uni- expressed great satisfaction with always pursued such discussions versity of Washington, the Uni- their roles and their newfound and the larger number of faculty versity of Cincinnati, and Carnegie ability to improve problems they who may have wanted to discuss Mellon University, among others. had seen for years but had been teaching, but only in the context Moving instructional develop- unable to change. They see sig- of their own discipline. ment closer to the disciplines nificant personal growth in their There are some caveats. Depart-appears to be an idea whose time own instructional and leadership ments engaged in personnel has come, particularly for those skills. Many have now taken on searches or in other contentious institutions that have had signif- expanded roles in their depart- issues had less energy to invest icant experience with centralized ments and across the university, in serious discussions of teaching. approaches and are looking for providing a cohort of instructional In one situation, a department new, compelling, and relevant experts on college teaching. perceived the offer of a liaison ways to engage faculty in the Several liaisons note that the as administrative intervention quest to improve teaching and release time appears to be a crit- in response to low student eval- learning. Departmental instruc- ical precondition for establishing uations, and therefore rejected tional liaisons offer one powerful their legitimacy to take a lead- it out-of-hand, providing a stark department-based model that ership role in instruction with reminder that any suggestion that works. their departmental colleagues and these efforts are remedial or puni- to serve as a spokesperson to tive must be avoided. Instruc- other departments. tional development is far more Note The liaisons are accepted on successful when it is voluntary, This paper is based on a presentation and perceived as continuous at the Forum on Exemplary Teaching campus as providers of instruc- at AAHE's 1995 National Conference tional programs, discussion lead- improvement for all and a benefit on Higher Education. Another version ers, and as spokespersons toother for those striving for excellence of this article will appear in the news- departments. But departmental in teaching. letter The Department Chair (Anker). colleagues remain reluctant to discuss their own instructional Resources from AAHE issues with the liaisons, believing that it is too high-risk to discuss Departmental Hegemony personal instructional problems The publication in 1990 of Scholarship Reconsidered launched a with someone inside the depart- vigorous reexamination of faculty roles, rewards, and responsibilities ment. And many of the liaisons across American higher education. Early on, though,Syracuse feel insecure about their ability University recognized that significant change would take place only to assist their colleagues individ- if the reexamination of faculty priorities was taken to where the ually. Liaisons and departmental faculty live and workto the disciplines and the disciplinary home, faculty alike still prefer to consult the department ... alesson Eastern Michigan, too, took to heart. with me, as director of the FCIE, With funding from FIPSE and Lilly Endowment, Syracuse on personal instructional undertook a project to encourage and support a range of disciplinary challenges. and professional associations in developing, gaining approval for, and Such reluctance underscores disseminating formal statements describing the work of faculty in the need for both centralized and those fields. department-based instructional AAHE's The Disciplines Speak: Rewarding the Scholarly, development efforts. A recent Professional, and Creative Work of Faculty offers, in a single source, campus survey indicated that fac- the statements on faculty work from nine of those associations ulty at EMU want a balance of religion, history, geography, chemistry, mathematics, the arts, 60 percent cross-disciplinary and business, journalism and mass communication, and family and 40 percent discipline-based consumer sciences. The volume also includes an introductory essay instructional development oppor- by editors Robert Diamond, who directed the Syracuse project, and tunities. There is an important colleague Bronwyn Adam. dialectic that comes from offering (AAHE Item #FR9502) Sponsored by AAHE's Forum on Faculty faculty both, from engaging them Roles & Rewards. Supported by FIPSE. (1995, 175 pp.) in discussion of teaching in their disciplines and also drawing them 910 each for AAHE members/112 nonmembers, plus shipping. SHIPPING: $4 for 1-2 copies; $6 for 3-10 copies. Orders must be accompanied by out to see broader perspectives check, VISA/MasterCard, or purchase order. ORDER FROM: AAHE that transcend discipline. Publications Order Desk, 1 Dupont Circle, Suite 360, Washington, DC And finally, the model has had 20036-1110; 202/293-6440 x11, fax 202/293-0073. a synergistic effect on enhancing

12/AAHE BULLETIN/FEBRUARY 1996 114 AAHE NEWS Staff phone extensions in parentheses.

Board of Directors Board Position #3 (four-year thrum on Faculty Roles & Rewards Election Slate Set term): Conference This spring, AAHE members will Barbara Cambridge, associate dean of the faculties and Wrap-Up elect by mail ballot four new The Fourth AAHE Conference professor of English, Indiana Uni- members of AAHE's Board of on Faculty Roles & Rewards Directors a chair-elect and versity Purdue University (held last month in Atlanta) was Indianapolis three others. a resounding success. Total atten- In January, a nominating com- Jaleh Daie, professor and dance reached a new high for mittee selected the slate of can- senior science advisor, University this meeting, at almost exactly of Wisconsin-Madison didates listed below. The com- 1,000 registrants: about 60% Bilin Tsai, professor and mittee was chaired by the Board's administrators, 40% faculty head, Department of Chemistry, past chair, Helen Astin, and members, plus small numbers included Board member Roberta University of Minnesota of representatives of disciplinary Matthews and AAHE member associations and other groups. David Sanchez. Board Position #4 (four-year Most of the conference's ses- term): sions are available on audio- Chair-Elect (four-year term on Randy Bass, assistant pro- cassette; order forms are avail- fessor of English, Georgetown the executive committee; chair able from AAHE. in 1998-1999): University Dolores E. Cross, president, Sylvia Hurtado, assistant professor of education, Center Chicago State University The Teaching Initiative D. Bruce Johnstone, pro- for the Study of Higher and Post fessor of higher education, State Secondary Education, University Cases Conference University of New York at of Michigan The AAHE Teaching Initiative Buffalo Goodwin Liu, student, Yale is cosponsoring, with Pace Uni- Piedad F. Robertson, presi- Law School versity's Center for Case Studies dent and superintendent, Santa in Higher Education, the fourth Monica College AAHE bylaws state that addi- annual working conference on tional candidates may be nom- cases. Entitled "Using Cases for Board Position #2 (four-year inated by petition. Petitions must Reflective Teaching and Learn- term): be submitted at the upcoming ing," the conference will be held Richard Edwards, dean, Col- National Conference on Higher July 27-30, 1996, on the campus lege of Arts & Sciences, University Education (March 17-20, Chi- of the University of British Colum- of Kentucky cago) at conference headquarters bia in Vancouver. Carlos Hernandez, president,(in the Chicago Hilton & Towers) Watch next month's "AAHE Jersey City State College by midnight, March 18, 1996. For News" for more details, or call Gail Mellow, provost and more information on submitting organizers Bill Welty (914/773- vice president, Rockland Com- petitions, contact Kerrie Kem- 3873) or Rita Silverman (914/ munity College perman (x41), editorial assistant. 773-3879).

National Office eight other assessment titles, for ference registration form faxed, New Fax/Access $25 AAHE members/$50 non- choose free Item #50. Recently some new items were members, plus shipping. (Order AAHE's Fax/Access service also added to AAHE's Fax/Access details from 202/293-6440 x11.) provides other offerings; choose service: 1996 National Conference pre- free Item #10 for a full menu. "Principles of Good Practice view. To be mailed a free copy Call 510/271-8164. Be ready with for Assessing Student Learning."of this brochure containing infor- your item number(s), 7-digit Distributed free by the thousands mation about featured speakers, member number (off your Bul- until supplies ran low in 1993, workshops, and the registration letin mailing label), Visa or Mas- the popular (and reproducible) and hotel forms, call AAHE at terCard, and the number of the "Principles" is now available via 202/293-6440. But if you need fax machine to receive the doc- fax for $5. "Principles" also is still the preview immediately!, it is uments. If you have any problems, available packaged in the "Assess-also available via fax (Item #510)call the Fax/Access customer ser- ment Bundle," which includes for a $5 fee. To have just the con- vice line at 510/836-6000. 115 AAHE BULLETIN /FEBRUARY 1996/13 AAHE Assessment /brunt hosted by the University of The workshops, designed to Nevada at Reno and cosponsored meet high standards of pedagog- Three-Fold by WICHE's Western Cooperative ical sophistication, practicality, Conference for Educational Telecommun- and participant satisfaction, will Focus on assessment, quality, and ications (WCET). David Eisler, be led by faculty known for both learning improvement at "What of Eastern New Mexico University,their skill with CQI in educational Works? Learning From Success presented the workshop; Daryl processes and their ability to (and Avoiding Pitfalls)," the 11th Weiner was coleader. Russ Poulincreate effective learning envi- AAHE Conference on Assess- and Barbara Sparks of WICHE- ronments for college leaders. ment & Quality, June 9-12, 1996, WCET served as hosts. Faculty include Gary Shulman, in Washington, DC. Arthur For more about the TLTR pro- acting chair of the Communica- Levine, president of Teachers gram or its events, contact Ellen tion Department at Miami Uni- College, Columbia University, will Shoran (x38), program coordi- versity, and David Porter, head keynote. nator, [email protected]. of the Department of Behavioral Other featured presenters Information also will be posted Sciences and Leadership at the include Trudy Banta, Steve to the AAHE World Wide Web U.S. Air Force Academy. Brigham, Peter Ewell, Paul page. For more information about Clark, Maury Cotter, Donald these new events, contact Steve Farmer, Kati Haycock, Pat Brigham (x40), codirector of Hutchings, Richard Light, Mar- AAHE's Quality Initiatives, cia Mentkowski, Craig Nelson, AAHE Assessment Thrum [email protected]; or Kendra Laura Rendon, Jeffrey Seybert, Martin (x20), project assistant. Dan Seymour, Vincent Tinto, Revising Testing Claire Ellen Weinstein, Grant Standards Wiggins, and Ralph Wolff. The Assessment Forum invites The Assessment Forum also AAHE members to participate National Office is presenting two, limited- in the revision of the 1985 Stand- enrollment preconference events. ards for Educational and Psy- Web Site Active AAHE's World Wide Web site is The first, a one-day colloquium chological Testing being under- active and online. Come browse on classroom assessmentand taken by a Joint Committee of classroom research, "Celebrating the home page and learn more the American Educational about ways in which you can par- a Decade of CA & CR What Research Association, the Amer- ticipate in AAHE activities. The Have We Learned? What Are the ican Psychological Association, online 1996 National Conference Next Steps?" will be held June and the National Council on Mea- preview provides current infor- 8 for experienced CA/CR prac- surement in Education. As AAHE titioners, trainers, and project mation about sessions, presen- advisor to that committee, ters, days/times, as well as reg- leaders. It will be led by K. Patri- Alverno College's Marcia Ment- cia Cross and Ibm Angelo. istration and hotel forms. kowski is coordinating feedback http://www.ido.gmu.edu/aahe/ The second, on June 8-9, is a from AAHE members. welcome.html two-day symposium, "Perfor- To participate, contact Ment- mance Indicators in Higher Edu- kowski by fax at 414/382-6354 cation: What Works, What by February 29, 1996. You will Doesn't, and What's Next?" to be receive instructions and material led by Joseph Burke, Stephanie for reviewing the five chapter Cunningham, Peter Ewell, drafts available for comment. Important Dates Gerald Gaither, George Keller, Your individual response will be 1st TLTR Northwestern Regional Keith Sanders, and Robert appended to Mentkowski's syn- Workshop. Vancouver, BC. March 1-2. Stein, among others. thesis of AAHE member feedback. 1996 AAHE National Conference on For more about registering for Higher Education. Chicago, IL March the conference, these preconfer- 17-20. Discount hotel rate deadline. ence events, or AAHE's Assess- Thbruary 22. ment Forum, contact Liz Lloyd AAHE's Quality Initiatives Early bird registration deadline. Reitz (x21), project assistant; Registration increases $30. February 23. [email protected]. New CQI Mid-South Instructional lbchnology Conference. In cooperation with Institute AAHE's TLTR program. Murfreesboro, AAHE's Quality Initiatives will TN. March 31-April 2. AAHE Technology Projects hold its first CQI Institute April TLTR Regional Workshops. 22-23, 1996, in Chicago. The insti- Maine State Regional Start-up TLT Roundtable tute, themed "Organizing for Workshop. Portland, ME. April 8-9. Learning," will offer a choice of Worchester Regional Start-up Events Workshop. Fitchburg, MA. April 12-13. In January, the AAHE Teaching, three 2-day workshops: (1) CQI Puerto Rico Regional Start-up Learning & Technology Round- and classroom learning; (2) CQI Workshop. San Juan-Ponce, PR. April table (TLTR) program's First and the academic department 29-30. Western Regional Start-up Work-chair, and (3) CQI and institu- CQI Institute. Chicago, IL April 22-23. shop was held. The event was tional improvement. 14/AAHE BULLETIN /FEBRUARY 1996 11G 1)

new head of the Raleigh-based National Society for Experiential Education.... Oops!Here's a correc- tion to make in a hurry, since it involves an AAHE Board member: Tessa Martinez Pollack is the new by Ted Marchese president of Glendale CC in Arizona.... John Hinni of Southeast Missouri is president this year of the Welcome back, and happy new year... here weCouncil for the Administration of General and go with news of AAHE members (names in bold)Liberal Studies, which counts 300 members now. doing interesting things ... reach me via email at ... An MLA press release says its Mina P.Shaugh- [email protected]. nessy Prize committee decided this year on a special commendation to Edward White for the PEOPLE: For years now, the work of the new edition of his "timely and sensible" Carnegie Foundation for the Advancement Teaching and Assessing Writing (Jossey- of Teaching has essentially been that of Bass). ... This year's CAUSEawards for its successive great leaders, Clark Kerr and excellence in campus networking cited Ernest Boyer ... now its board, led by Stan three universities (Cornell, Duquesne, Ikenberry, has to chart a next course, then Stanford), as you'd expect; but also one select a successor to Ernie ... Charles college, Marist, which has realized a whole Glassick heads the Foundation in the array of new capabilities from its invest- interim.. .. Ditto at the American Council Cormier ment (credit to president Dennis Murray). on Education, which is undertaking plan- ... Sat next to Audrey Cohen at ameeting ning exercises prior to a presidential recently, learned that her Audrey Cohen search for a successor to Bob Atwell. ... College now enrolls 1,500 undergraduate Meanwhile, lots of pleased faces at and graduate students, and that her December's Middle States meeting, where methods also are being used with more Penn's Jean Morse was introduced as the than 20,000 elementary and secondary new executive director, succeeding pupils around the country ...Audrey's Howard Simmons, who is now at Arizona "purpose-centered education" says stu- State. Harvey dents learn best when their learning is connected to a purpose that will make a SERVICE-LEARNING: Thanks to Michi- difference in their own or other people's gan prof Barry Checkoway for this journal lives. reference. ... What happens when you take a large political science lecture class PRODUCTIVITY: I keep hearing more and and have students in some randomly more about this issue ("doing more with assigned discussion sections do traditional less," etc.) but so far haven't seen a longer, library assignments, the other sections do convincing statement on the topic treating course-relatedcommunityservice? the special case of higher education ... Answer. The latter outperform the former Migliore but there's a brilliant new one out with by good margins on relevant course a K-12 focus, called "Using What We Have outcomes, and get higher grades. You can look itto Get the Schools We Need: A Productivity Focus up: Educational Evaluation and Policy Analysis,for American Education," the work of an interdis- vol. 15, no. 4, pp. 410-419. ciplinary group co-led by Mike Timpane. ... Where it says "school," you'll put in "college" and develop PEOPLE: Very best to Patricia Cormier (past heada more nuanced sense of the systemic barriers to of AAHE's Women's Caucus), named president ofundergraduate improvement. ... Copies are$10, Longwood, to Terrence MacTaggart, moving frominfo from 212/678-3091. Minnesota to the Maine chancellorship, and to Paul Tipton, from the Association of Jesuit C&Us to theATLANTA: As I write, we're just back from a highly presidency of Jacksonville U. ... and to three newsuccessful Faculty Roles & Rewards conference, provosts, Jerry Greiner at Hamline, Douglas1,000 on hand, many intriguing developments in the Ferraro at UNLV, and Phyllis Frakt at Rider. ... air ... kudos to our ownGene Rice for putting Our office colleague Smits Brown is back onit together, Pamela Bender and Monica Manes for campus, assistant provost at American U.... managing things on-site, and to the host committee Belatedly, high regards to Bill Harvey (one of theof Georgia faculty and administrators, especially founders of AAHE's Black Caucus), now ed-schoolSteve Portch, Sharon James, and Ralph Hemphill. dean at UW-Milwaukee ... and toSally Migliore, ... See you nextmonth. Boyer,cont. TESTIMONIAL Ernie had spent the previous of the Professoriate. It trans- The Boyerfamily would like over the formed the debate. Scholarship week in the hospital, undergoing coming months to gather as many Reconsidered became the best- chemotherapy treatments. He was memories and stories as possible into selling special report the Foun- quite frail and obviously reaching a commemorative volume. They invite dation ever issued. Ernie privately deep within himself for the you to write about an event or considered the report among his strength to conduct the meeting. experience you shared with Ernie finest professional achievements. At the conclusion of the meet- Boyer or to reflect in some way on At AAHE, we came along, ing, he talked about his struggle. your relationship with him. behind his bow wave, to develop But he didn't say a word about Send these testimonials to: the Forum on Faculty Roles & how hard it must have been; Robert Hochstein Rewards, directed (most approp- instead, he spoke of what a bless- The Carnegie Foundation for the riately) by Gene Rice. ing it was to be prompted to think Advancement of Teaching about how much he loved his fam- 1755 Massachusetts Avenue NW, A Last Task ily, and to have gotten back in Suite 308 Ernie was my mentor, though touch with his own spirituality. Washington, DC 20036 he didn't always know it. By just In No Easy Victories, John watching him I learned little Gardner writes that "the first and .1" important things like how to last task of a leader is to keep give a gathering a sense of occa- hope alive the hope that we THE ERNEST L. BOYER sion, how to conduct an intellec- can finally find our way through TEACHERS' SCHOLARSHIP FUND tually stimulating board meeting, to a better world despite the A fund in the memory of Ernest Boyer and what goes into an elegant day's bitter discouragement, is being established to encourage toast. Countless times Ernie despite the perplexities of social and support the education of future treated me to examples of grace, action, despite our own inertness teachers. Donations should be sent civility, and genuine concern. He and shallowness and wavering in care of: made "community" one of his resolve." The Carnegie Foundation for the favorite words become real Well, Ernie, you did that task as Advancement of Teaching with meaning. magnificently as it can be done. 5 Ivy Lane. A month before he died, the Princeton, NJ 08540 Carnegie trustees (of whom I am Russell Edgerton is president of the one) held a board meeting at the American Association for Higher Carnegie offices in Princeton. Education.

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March/1998 Volume 4B/Humber

Educational Strategies That "Go With the Grain of the Brain"

Forward to the Past

AARE: CONFERENCE BULLETIN BOARD NEWS UPDATES by Ted Marchese AMERICAN ASSOCIATION FOR HIGHER EDUCATION In this issue: Acting on a reader's suggestion, we've added homepages (or even hourly, in the case of USA a new item to the Bulletin we hopewill be Today's weather page, for example!). But it does helpfuL Beginning in this issue, at the bottom offer quite a bit of information and some interesting of the "AAHE News" page (this month, page 12) links to other sites, in a straightforward, quick-to- you'll find a box containing pointers to AAHE infor- load and -browse kind of way. mation sources the address to AAHE's World According to our friends at George Mason Uni- Wide Web homepage, the phone number for our versity (who generously donated the space on their Fax/Access service, and where to get instructions server, hence our "gmu.edu" address), the AAHE and addresses for AAHE's several Internet listservs. homepage received some 6,000 visitors, or "hits" in Our plan is to keep the box in this same location WWW lingo, during its first month. In its first few from month to month for easy reference. weeks, the Web version of AAHE's National Con- If you haven't yet visited AAHE's homepage, checkference on Higher Education preview had almost it out. (To save you flipping to page 12 now, its 400 hits; to our delight, we even processed a Web- address is http://www.ido.gmu.edu/aahe/welcome version conference registration form the other day! .html) Compared with a lot of what's on the Web, The point is, we're working hard to make infor- AAHE's homepage is pretty basic. Nothing moves mation about AAHE and its activities easily access- or talks; there aren't any fancy graphics;and the ible via as many routes as make sense. How are we information isn't updated daily, like some hot doing? As always, we welcome your feedback. BP

3 The Search for Next-Century Learning/an interview with JohnAbbott by Ted Marchese

7 The Name Game: Forward to the Past/the right job title can make abig difference by Martin W. Schappmeyer and Christopher J. Lucas

9 The Partnership lerrain/results of a study of school-collegepartnerships by Louis S. Albert and Franklin P. Wilbur

Departments 12 AAHE News/assessment conference update, TLTR summer institute, Boardof Directors election petitions, new Quality Initiatives events, casesconference, Roadmap release ...and more 15Bulletin Board/by Ted Marchese

AAHE BULLETIN March 1996/Volume 48/Number 7

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kernperman

Published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington,DC 20036-1110; ph. 202/ 293-6940; fax 202/293-0073. President Russell Edgerton. Vice Presidents: Theodore J. Marchese and LouisS. Albert. Unsolicited manuscripts may be submitted by readers. Guidelines for authors are available free by fax: 510/271-8164,item #11. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association forHigher Education, a nonprofit organization incorporated in the District of Columbia Second class postage paid at Washington, DC. Annualdomestic membership dues: $85, of which $45 is for publications. Subscription price for AAHE Bulletin without membership:$35 per year, $45 per year outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August.Back issues: $5.00 each, $4.00 each for eleven or more copies of the same issue, plus shipping; call 202/293-6440 x11 for orderinginformation. AAJIE Bulletin is available in microform from University Microfilms International. Printed in the United States of AmericaPOSTMASTER: Send address changes to AAHE Bulletin, Attn: Memberships, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

BEST COPY AVAILABLE 120 Typesetting by Capital Prepress. Printing by IMP, Inc. AMERICAN ASSOCIATION FOR HIGHEREDUCATION S ARC XT-CNTURY LE NING An interview with the director of an international project to better understand how humans learn, and then to redesign the education system accordinglyto deliver students prepared for 21st-century challenges.

ohn Abbott directs The Education 2000 Trust, For these next two years, from a Washington, DC, a British not-for-profit eatity that links lead- base, Abbott leads an international wort to link ers from education, industry, and the social experts in disciplines such as neurology and evo- sector on beha'f of "whole systems change" in edu- lutionary psychology and leading educational inno- cation. He came to fame in Britain as the young vators in a search for new learning strategies that head of the 16th Century Alleyne's School, which he "go with the grain of the brain." The Johnson Foun- developed into an all-ability school for 900 boys and dation will support multiple Wingspread conven- at which he set up Britain's first computerized class-ings of this "21st Century Learning Initiative." room. Abbott lectures and consults around the AAHE vice president Ted Marchese spoke with world, often under U.N. auspices. Abbott in February.

MARCHESE: John, I take it that Education 2000 exists because of a certain dissatisfaction with the educational system. ABBOTT: Yes. Leaders in Britain know our future as a society depends on the best work of educators. But, after a decade of formal education reform, they still observe far too many young peo- I realize, and has been a staple tinue to be important: skills of ple failing to acquire in school the of efforts to reform the schools. numeracy, literacy, and commu- skills, attitudes, and expertise But even as test scores and the nication. But today, people world- they and we need for the like inch up, we continue to get wide need a whole series of new future. graduates who think narrowly, competencies the ability to con- MARCHESE: What are they look- are teacher-dependent, and who ceptualize and solve problems ing for in graduates? have too little ability to tackle that entails abstraction (the ABBOTT: Creativity, enterprise, challenges or embrace change. manipulation of thoughts and purposefulness, a good sense of The situation makes us wonder patterns), systems thinking community responsibility and col- whether the traditional classroom(interrelated thinking), experi- laborative work ... is right for the task ... the need mentation, and collaboration. MARCHESE: To American edu- may be less for "reform" than for MARCHESE: We see all kinds of cators, it's a familiar list. fundamental redesign of the movements today to add these ABBOTT: As it would be to coun- system. to the curriculum. terparts in Japan, France, Brazil, ABBOTT: Well, not to prejudge, Australia ... all of us are sensing LEARNING FOR THE but I doubt such abilities can be that knowledge-based societies 21ST CENTURY taught solely in the classroom, put a premium on those higher- MARCHESE: These competencies or be developed solely by teachers. order competencies that tradi- you want ... say more. Higher-order thinking and tional schools and colleges haven'tABBOTT: There are, of course, problem-solving skills grow out been good at developing. certain basics that the school was of direct experience, not simply All this has been said before, set up to deliver, and they con- teaching; they require more than

AAHE BULLETIN /MARCH 1996/3 a classroom activity. They develop seeing where the lesson led to ... through active involvement and so the youngster was first taught real-life experiences in workplaces how to square up a piece of wood, and the community. "Even as test scores yet all the time actually seeing MARCHESE: Granting that for and the like inch up, how that timber was crucial to the moment, why is it too much we continue to get the British ship they were to expect that educators will help building. produce self-confident, self- graduates who think Second, as the apprentice got sufficient learners? narrowly, are older and more experienced, he ABBOTT: We want them to, of teacher-dependent, had less and less support from course. But we should understand and who have too the master, so that when the how against the grain that expec- apprentice reached 18 or 19, he tation will be. The system of uni- little ability to tackle was expected to be self-sufficient. versal schooling was set up in the challenges or Note how different this is from nineteenth century to meet the embrace change." the way schools operate, where demands of factory-based work the context and purpose for for people with the basic skills learning are typically missing, and and attitudes appropriate to a where teacher dependence is in manufacturing economy that a learning society. The mistake full flower even at the university is, people who could follow direc- is to think of learning as a school- level. tions and perform relatively based activity, rather than one MARCHESE: Fine example, John. straightforward, repetitive tasks of life itself. Apprenticeship enacts key prin- in a reliable manner. If I might, I'd like to point out ciples of what U.S. theorists call Schools, even colleges, were that there was plenty of learning "situated learning." Tell me where then organized around a factory before schools were around. Most else Education 2000 is looking model, with separate courses, of the people who flocked to the for ideas. departments, credits, tests, all in Globe Theatre to enjoy a Shake- ABBOTT: A chief emphasis these sequence. In this model, learning spearean play could neither read next two years will be to see what is seen as an abstract activity, nor write. Even in 1830, when synthesis and "informing prin- separated from everyday context, English inventiveness and enter- ciples" we can draw from the new and as heavily dependent on the prise led the world, the median science of the brain. There are teacher, who imparts information level of schooling was two years. quite remarkable findings coming and routine skills, aided by But people learned the practical forward here, findings that inter- textbooks. and intuitive skills they needed sect with many of the ideas about MARCHESE: It's a system per- through community life and learning we've discussed thus far. fectly set up for the results we apprenticeship; they worked col- MARCHESE: "Sciences" might see ... laboratively on tasks that made be a better descriptor. ABBOTT:... which aren't those sense to them, and took respon- ABBOTT: Yes, important new we need for a knowledge-based sibility for their work. Living, work on the brain is being accom- economy. working, and learning were plished by neurologists, evolution- My concern, too, is that after interdependent. ary psychologists, systems the- decades of such a system, in orists, anthropologists, and a which the school takes over NEW IDEAS. broad array of cognitive scientists, responsibility for formal learning NEW SOLUTIONS ever so many of whom and this and social development, all too MARCHESE: I know that Edu- is our point work in separate many people have come to think cation 2000 has been looking in fields with different vocabularies, of learning as the schools' job, so several quarters for ideas about at remove from one another and that the community, even parents,the redesign of learning. often from societal concerns assume greatly reduced roles in ABBOTT: Yes. Before the con- about learning. the induction of the young into temporary ones, though, let's stay Our plan is to bring fifteen or adulthood. Meanwhile, the young, with history, because part of what so of the best of these thinkers set off in schools, have fewer we need may lie in recapturing from around the world together chances to learn about their per- successful practices of the past. in three- to four-day meetings at sonal responsibility within the Apprenticeship is a good exam- the Wingspread Conference Cen- community. ple. It embodied two learning ter to tease out common lines of MARCHESE: So the task is to principles suggestive for today. thought and the practical impli- get students out in the commu- One was that when the apprenticecations from them. nity, and the community more was first starting out, the master MARCHESE: I know you've involved with their learning. craftsman spent a great amount already begun inquiries into this ABBOTT: Just so, and for the of time with him developing basic back in Britain, and you had your sake of both parties, if we want skills, but always in a context of initial Wingspread meeting this

4/AAHE BULLETIN/MARCH 1996 past November. What excites your stage, a kind of "neural pruning" interest in this research? How is occurs, the easy learning is lost it different from previous decades and the brain grows in different of educational research? "This sense is one of ways. ABBOTT: Most of the educational the things that leads MARCHESE: Again, an example? research we've had has been that ABBOTT: Language acquisition. of behavioral or cognitive psychol- us to look again to Very young children pick up lan- ogists, who drew inferences about the workplace and guage almost effortlessly, without mental activity from the obser- community for the formal teaching. In parts of Bel- vation of behavior under con- learning we need, gium, you find 5-year-olds han- trolled conditions. These infer- dling three languages, as you will ences, whatever the claims for especially for also see in many of our larger cit- them, had to be taken as tentative students' later ies, with ethnic-minority children. and imprecise. school and college But learning a foreign language What's different today is that years." even as a teenager is sheer hard new imaging technologies PET world and CAT scans, MRI, and the like MARCHESE: Is it all over by the now make it possible to actu- age of 5? ally watch a living brain at work simply be poured or programmed ABBOTT: By no means; various This has led investigators to revise into the brain; instead it is "con- dispositions open opportunities many assumptions about how structed" by the learner, often for learning at different points individual learning takes place. through a purposive activity done of the life span. The first ten to MARCHESE: Example? with others, and takes root with twelve years are the most signif- ABBOTT: Studies in neurology use. This sense is one of the things icant, though. Think of how 12- challenge the common metaphor that leads us to look again to the year -olds pick up computer skills that the brain is like a linear com- workplace and community for so much more rapidly than their puter, waiting to be programmed. the learning we need, especially parents. Learning to drive a car MARCHESE: When I turn my for students' later school and col- at 17 is easy, it takes twice as computer on, I've never had to lege years. many lessons when you're 34. worry about its motivation or self- MARCHESE: A lot of the work As we learn more about these confidence! I've seen points to the importance predispositions and their pruning, ABBOTT': Quite. So the meta- of early learning... even in the we should be able to devise struc- phors of choice are increasingly womb. A fetus responds to music, tures of learning that "go with the biological that is, the brain as for example. grain" of the brain, and bring far a flexible, self-adjusting organism ABBOTT: Yes, and, incidentally, more people to the higher levels that grows and reshapes itself response to music is one of the of thinking needed in a complex in response to challenge, with ele- last things to go in Alzheimer's society. ments that wither through lack patients. MARCHESE: Our ancestors of use. Insights from the hybrid science empower but also constrain us. MARCHESE: There's little sup- of evolutionary psychology show ABBOTT: That's the insight. port in this for the idea that intel- how brain function has evolved Let me add a point here. ligence is something fixed, uni- over aeons of time in ways that Twentieth-century thought de- dimensional, and normally equip every newborn with a kind scribes human nature as selfish, distributed. of biological "power pack" of its instincts as base. But evolu- ABBOTT: Most of the best people potential social and intellectual tionary psychologists claim the working in these fields believe thatpredispositions. human race has significant, inher- human intelligences are multiple, "Predispositions" are like ited predispositions to be social and that even "ordinary" people, encoded sets of processes, ways and collaborative, which need as measured by the narrow tests of thinking or doing things, that tending to by caring adults in the we have, are capable in rich, seem to represent a set of inher- early primary years. When chil- challenging, nonthreatening envir-ited "appropriate practices" trans- dren's need for close social inter- onments of extraordinary featsmitted from generation to gen- action and relationships isn't met of intellectual or creative activity. eration. Whether or not they are in those early years, we then We see just this, in fact, every day used in a generation depends on create learning problems that in our best workplaces, though the environmental challenge and defeat the efforts of later teachers, too infrequently in our schools other motivations. and that leads also to social and colleges. They open up like "windows problems. MARCHESE: Which remain of opportunity" at stages of life MARCHESE: John, before leaving devoted to instruction. that evolution has found most the topic of brain science, have ABBOTT: Most cognitive scientistsappropriate to individual devel- you an example for me of an will tell you that knowledge can't opment. If they're not used at thatinsight from it leading to any kind of a learning breakthrough with ten to say, "Our students wouldn't college-age students? be ready for this." ABBOTT: Well, there won't be ABBOTT: May I tell an anecdote? many practical examples yet from "We should be able Recently I was visiting with the findings so recent. Howard to devise structures vice chancellor of a university at Gardner's work is now a decade of learning that ' go home, trying to converse with him along with trials in schools; his about the need to think more 1993 book Multiple Intelligences: with the grain ' of carefully about learning. (It was The Theory in Practice (Basic the brain, and bring a bit beyond him, you need to Books) has intriguing findings. far more people to know.) Among older students, perhaps the higher levels of He told me of cutbacks in gov- your readers are familiar with ernment funding, and how they the experiments in the teaching thinking needed in had so reduced staff that tutorials of German at Worcestershire? a complex society." were increasingly impossible; stu- These worked off insights about dents were accusing the institu- the joint engagement of the right tion of having invented the "FOFO" and left brains for quicker, deeper principle "F*"" off, find out learning. Beginning students lis- yourself." tened to a play read. in German ABBOTT: I value the AAHE net- "You know," the vice chancellor while they read along in the text, works you've told me about. said, "if they'd learned how to find listened again with Baroque music MARCHESE: I know you've been out for themselves before they in the background, then did var- on four continents looking for got here, this would be a much ious performances around mate- approaches that capture the better university." Which is, of rial in the play, and so on interplay you'd like between living, course, what I'd been trying to involving all the intelligences working, and learning. Perhaps say to him! and they realized startling gains you'd have an example that wouldMARCHESE: This reminds me in syntax and vocabulary against be unfamiliar to North American of Alan Guskin's articles in Change [J/A and S/O 1994], in which the a comparison group ...advan- readers. tages that held up six months ABBOTT: There's a most inter- key to a more productive learning later in retests. esting development in Denmark system becomes student self- I might share. Three or four years sufficiency. PROJECT PLANS ago they looked at their system, ABBOTT: Recalling that piece, MARCHESE: John, let's return came to many of the conclusions Guskin was very keen on the role to our theme, Education 2000's we have in Britain, and intro- of technology. To my mind, it's search for new ideas. So far we've duced one change that represents on a collision course with con- looked to the history of schooling, a big difference. ventional education systems. and to brain science. What they've decreed is that Schools and colleges for gener- ABBOTT: We also, of course, are every student leaving secondary ations have been instruction- and very eager to learn from the expe- school these are 18- and 19- teacher-centered; but the essence rience of perceptive teachers and year- olds, like your freshmen and of the emerging technologies is innovators, who have known long sophomores must in the final discovery, the empowerment of before this interview of the dys- year complete three challenging, the human mind to learn spon- functions I've described. Our self-directed projects related to taneously, without coercion, both intent is to convene, alongside real-world problems, with reports independently and collaboratively. the scientists, a parallel group to be prepared in three different MARCHESE: John, your ideas of practical innovators, people media, these to be judged accept- raise daunting agendas. from many countries, often work- able or not against high expec- ABBOTT: But the eventual prize ing outside the system, who often tations by juries drawn from the will be glittering a transformed aren't connected with one anotherwider faculty and community. educational system, and gener- and not at all with the theoretical Some of these projects might be ations of competent young people researchers. We need their insight. done in teams, but the emphasis eager to take responsibility for MARCHESE: John, offhand I'd throughout is on "metacurricular" the future! say your quest would be of special abilities. MARCHESE: John, thank you. interest to faculty in this country MARCHESE: Those graduates who've been working in the fields should be ready for that country's of cooperative education, collab- Aalborg University, which we've Note featured at AAHE meetings ... Readers can contact John Abbott orative learning, learning com- at the 21st Century Learning Initia- munities, service-learning, under- 10,000 students, all problem-based tive, c/o Rothschild Natural Resour- graduate research, problem-basedlearning. ces, 1101 Connecticut Ave. NW, Suite learning.. .. I hopeI can intro- Americans, I might add, marvel 700, Washington, DC 20036; polska duce you to some of them. intellectually at Aalborg, then has- @erols.com.

6/AAHE BULLETIN /MARCH 1996 1.24 Forward to the Past A great job title can make a big difference for administrators facing the prospect of shrinking resources and declining public support.

by Martin W. Schoppmeyer and Christopher J. Lucas

hings are tough these A little rummaging through the century Parisian rector: su ampli- days in higher education,past brings forward a host of tudino, which means about what especially for admin- fresh titles that can do the trick! it sounds like "your ampleness." istrators. Funding is Over time, though, the expansive- short, pressures high, Help From History ness of the salutation might come support staff disappear ... next Let's start by substituting "Rec- to be appreciated, even expected year the college wants most of tor" for "President." The fine medi- by rectors. its administrative leaders back eval tones of the former have too A wider use of "Chancellor" for (after a grumble or two) to do long been overlooked. Presidential high academic office is not with- it all over again and more. tenure is tenuous today, of course; out its problems, though. People For some jobs in society, a forget how to spell it, others may great-sounding title makes up for be reminded of Bismarck All in the guff that comes with it ... ppellations,frorm. all, we've reached a right com- think of curator, star, or third- promise with the term, reserving baseman. But not so in higher theAndustriaLworld; it for heads of state systems of education administration, where inevitably-lack, higher education. This fits with for years job titles have been hetelegance*and style, medieval usage, when the chan- drawn straight from the pallid thatpeoplein cellor, as a papal appointee, in- variably was thought of by the world of business bureaucracies eddcatiorrappreciate:2, "President," "Vice President," elected rector as an outsider put "Assistant Vice President," "Exec- elsolutioni& to confei* there to intrude on an institution's utive Director," "Coordinator," and a distinctive?' internal affairs. so on. On the academic side, acadernic-flavon- Pondering the title's history fur- "Associate Professor of Philoso- ther, the Oxford English tells us phy" has a proper cachet to it; orradministrativeroles:v that chancellor designated a why would a good person give The rightlitle on the door "petty" official in charge of "luna- it up to become "Director of Build might:make-people less* tics and idiots." The great danger ings and Grounds"? anxious about what here, of course, is that a modern chancellor will forget the former In that question lies a clue to comes-through it:!, today's problems of attracting part, and think he or she is in administrative talent and tending charge of the latter. Helpfully, to its morale. Appellations from there's a further ancient meaning the industrial world inevitably but recall that the original rectors of the term "Secretary," as to a lack the elegance and style that of the universitas magistrorum king or lord. In this light, the term people in higher education appre- et scholarium studii Pariensis belongs to the long-suffering per- ciate. The solution is to confer were elected to preside at faculty son outside the president's door. a distinctive academic flavor on meetings for no more than three- administrative roles: The right month terms. Of course, if your Medieval Monikers title on the door might make peo- CEO is trim and fit, he or she may Back to our task "Business ple less anxious about what initially take umbrage at the pre- Manager" lacks panache; but "Aca- comes through it. ferred address for a thirteenth- demic Office of the Bursar" is a

119 C A AHF. RI TI.I.ETIN/ MARCH 1519fin assemblie resurrecte o fo sour I o countemwhose wonderful designation that evokes duti oen%-Tegu. that didn't accommodate well to images of stacked gold coins ready andatdehnLe TV broadcast schedules. for sacking and stashing within The solution is to look back to monkish gowns. For 'Treasurer" today' "ViG esiden F Roman times and the title mag- one might substitute "Secretary Acaderni ister Judi. The "Master of the of the Chest" or the medieval perhaps Games" was the emperor's man "Receptor" (a receiver of responsible for lining up enough revenues). gladiators, chariot drivers, Chris- Within the same office, the tians, lions, and bread to pack "Assistant Bookkeeper," "Clerk the stadia with cheering multi- N," and other functionaries would tudes. This, of course, is the AD's become "Curators of the Chest" very job today. When he or she a job few would leave without There's plenty of room for inven- does it well, the magister's purple second thoughts. Likewise, bud- tion here: We might have an band may be worn at Final Four getary administration would pass "Assessor of Research" or two time. from the hands of a finance com- around, even a "Surveyor of Extra- Ancient Rome solves another mittee to a "Committee on Esti- curricular Diversions." toughie: what to call the head of mates," charged not merely with "Marshal" has possibilities; it's a department. "Chairman," of a long-range budget but with a impressive sounding, and befits course, is out; "Chairperson" is "quinquennial application." retired military. "Principal," irredeemably awkward; a "Chair" Among other medieval terms, despite its school usage on this will ever be something to sit on; the title "Proctor" an enforcer side of the Atlantic, certainly "Chairone" is hopeless; a "Head" of university regulations has sounds better than "Coordinator." is a nautical facility. The Roman possibilities. Its present associ- The old colleges of Britain have solution: "Prefect." It's a term ation with the watching of exams "Masters" and "Wardens," quite hoary with age, gender-neutral, should be set aside so that the underused terms on these shores. has a hint in it of genteel law- word's threatening overtones The title "Keeper" should have enforcement, and is ego - inflating could be applied to other, more been a keeper here, too, as in when misspelled. Generations of pressing needs. One thinks of it "Keeper of the Establishment and difficulty in getting good faculty in relation to campus police, Grounds." to take the post could be over- though nothing less than "Exec- "High Steward" is a title that come with this title. utive of the Constabulary" should would have many takers, even Our prefects should have col- be reserved for their chief. as we democratically drop the ored bands of their own to wear The term bedellus, or "Beadle," "Lord" before it. It would certainly on appropriate occasions, like for- a ceremonial master-of-arms and do for agricultural extension, to mal meetings of the faculty. "Heb- official mace-bearer at faculty say nothing of intramurals, or for domadal Council," for example, assemblies, could be resurrected the hard-to-keep folks who run is the Oxford version of the usual for some modern counterpart the food service or dorms. "High faculty senate, and sounds much whose duties are equally vague Steward of the Commons" is a more like an event able to attract and ill-defined today's "Vice lot better than "Student Union a quorum. President for Academic Affairs," Director." What far-sighted university will perhaps. take the lead here? Ask your Rec- Romans, Lend Us a Name tor to charge a High Secretary Tips From the Brits There isn't a good British or for Refurbishment of Academic British universities offer elegant medieval term (that we've been Appellations and Designations alternatives to the pedestrian able to uncover) for "Director of with the task designations common on Amer- Intercollegiate Athletics." No such ican campuses. The terms "Sur- person existed in the Middle Ages, Martin W. Schoppmeyer is a university professor of educational administra- veyor" and "Assessor," for exam- of course, since university stu- tion, and Christopher J. Lucas is a ple, might be used in place of dents engaged only in intramuralprofessor of higher education and "Director," excepting cases in rioting and pitched brawls with department head, both in the College which gender was at stake ("Sur- local townsfolk, these typically of Education, University of Arkansas, veyor of Women" wouldn't do). occurring at unscheduled times Fayetteville, AR 72701.

el rvv is, nnu 1 [Ina 9P An exempt from AAHE's Linking America's Schools and Colleges, 2nd ed. THE PARTNERS ITE RAIN Across the country, in hundreds of American colleges and universities, partnerships with schools are thriving. A national survey reveals key trends.

by Louis S. Albert and Franklin P. Wilbur

he second edition of ure 1). Seventy (70) percent of AAHE's directory to the programs (1,629) are involved school-college-university with public institutions and 30 partnerships, Linking percent (693) with independent America's Schools and 0$ institutions. Colleges (AAHE/Anker, 1995), is the product of a third national Who are the school partners? study. The study, like its prede- Each partnership program was cessors in 1986 and 1989, is based asked: Notwithstanding its stated on the results of a survey mailed purposes, if it serves students to the approximately 2,600 chief directly, which grade level(s) are academic officers of all U.S. col- served? High schools are partners leges and universities, excluding in nearly 60 percent (1,362) of rabbinical, theological, and pro- the programs, 33 percent (775) prietary institutions. In addition, of the programs aim at middle the survey was sent to more than schools, and 26 percent (601) aim 125 partnerships nominated by at elementary schools (see Figure a national panel as being highly and community colleges in both 2). (Because many partnerships significant, and to all partnerships the public and independent reported serving more than one identified in the 1989 survey. sectors. grade level, the total in this cat- The database compiled by the In contrast to the more tra- egory exceeds the number of part- research team includes informa- ditional ways in which colleges nerships responding.) tion on some 2,300 partnerships and universities relate to schools, Most partnerships involve one identified by collaborating colleges these partnership programs tend college or university and ten or and universities, covering every to be less one-directional, less fewer schools. A smaller number region in the country. In compar- hierarchical. Schools and post- of partnerships, especially those ison, the 1989 study yielded data secondary institutions both reportof national or regional scope, on 1,286 partnerships, and the a variety of benefits from their reported relationships between 1986 study identified 750. participation in partnerships. one college or university and more than ten schools; of those, a still NEW RELATIONSHIPS, Who are the higher education smaller group reported relation- IMPORTANT GOALS partners? ships with more than 100 schools. The survey paints a picture of a Of the 2,594 colleges and uni- complex and vibrant movement versities sent surveys, 861 insti- When were the programs that involves collaborative efforts tutions responded by reporting formed? between K-12 schools and all sec- one or more active partnership More than 50 percent of the tors of higher education. programs each, for a total of 2,322 responding partnerships reported Most of these partnerships are programs. Of those institutions start dates within the past five local, grassroots efforts that place responding, 66 percent (568) are years. More than 75 percent of school professionals into new and public and 34 percent (293) are the partnerships had been estab- very different working relation- independent. lished within the last ten years. ships with their colleagues from The partnerships involve every A relatively few programs, such universities and colleges. Some kind of higher education insti- as Syracuse University's Project are based in colleges and schools tution. The largest numbers of Advance, LaGuardia Community of education, but most are not. the partnerships are associated College's Middle College High They also involve traditional aca- with master's degree-granting School, and the Yale-New Haven demic departments in research institutions, community colleges, Teachers Institute, have been universities, liberal arts colleges, and research universities (see Fig-operating for more than twenty 127 years and clearly have reached a variety of continuing education Programs by Carnegie classification "institutionalized" status. opportunities for school faculty, 800 The mid-1980s marked the ranging from graduate work to 659 funded summer institutes in their 600 tss beginning of a period of rapid 199 growth in the number and variety disciplines. 400 Ott of partnerships. Some observers Articulation and curriculum

200 credit national school reform development was the reported reports, especially the 1983 pub- primary purpose of 11 percent 0 Masters . Research Bachelor Doctoral Other lication A Nation At Risk, with of the responding programs; 8 driving the expansion of colla- percent of programs reported Figure 1 borative programs. In the 1990s school restructuring, facilities and the pace and intensity of the resource sharing, and other mis- school reform movement cellaneous efforts as their primary increased, leading to a second purpose. What grade level(s) does the partnership serve? wave of partnership programs.

1,600 Figure 3 shows the cumulative What are the programmatic foci 1,400 growth of the partnerships by of the partnerships? 1,200 year established. (Not all respond- Each partnership also was 1,000 ents reported their start dates.) asked to describe the primary 800 600 focus of its work. Of the 2,322 pro- 400 Where are the programs and grams responding to the survey, 200 higher education partners the largest number of programs 0 lementary Middle High located? (22%) reported a primary focus Programs in the study database on the needs of underrepresented Figure 2 cover every state in the nation. or at-risk populations, often urban While the preponderance of col- poor and minority students. The leges and universities participat- second-largest response was the ing in partnerships are located professional development of Cumulative growth in number of programs 2,500 in urban areas, the data show a teachers and administrators 3.09.0 2,000 more even program distribution (20%). 1,500 1 360 by school location, suggesting that Smaller numbers were reported 1.000 colleges and universities are for student academic enrichment 535 500 131 embracing as partners schools programs (10%) and credit- 1975 1990 1995 1290 bearing college courses for high Y.ar E111911911.1 outside their immediate areas. Figures 4 and 5 indicate the dis- school students (9%). The emer- Figure 3 tribution of the partners by gence of the tech-prep programs location. under the Perkins Act accounted for 8 percent of the reported pri- What are the primary purposes mary foci. Location of precollegiate school partners of partnership programs? Figure 6 provides data on the

1,600 t Fifty-one (51) percent of the top ten primary focus 1,400 I- respondents described the pri- classifications. 1,2001- mary purpose of their program 1,000 What subject areas do 800 as providing direct services for 600 students. They include a large the partnerships focus on? 400 number of early identification and Respondents were asked to 200 intervention programs, and pro- indicate their partnership's spe- grams that bring K-12 students cific content orientation, where applicable. The most frequently Figure 4 to college and university campuses for academic enrichment reported general content areas and/or skill building. The pro- were mathematics (18%), science grams take place after school, on (16%), and writing (16%). Figure weekends, and during the 7 indicates the subject area Location of college/university partners summer; many connect students' emphasized, comparing 1989 and achievement with the promise 1994 surveys. (Programs fre- of college scholarships. quently reported more than one Programs aimed at the profes- subject focus.) sional development of faculty, and In addition, 1,271 (55%) indi- to a lesser extent administrators, cated they focus on content out- account for 29 percent of the side traditional disciplines of total. "Academic alliances" were math, science, humanities, and reported in this response cate- the arts; these nontraditional foci Figure 5 gory. The category also includes are shown collectively as "mis-

n / 9 9ivc mit I PTIMilteADC11 10050 cellaneous." The "miscellaneous" foci were a significant factor for Top ten primary focus classifications several primary classifications. (n=2,051 programs) On this question of subject Percentage of total responses (N.2,322) focus, the responses of the 516 10.2% 4.1% 4.0% 19.8% 6.5% 2.3% 8.0% 22% partnerships serving underrepresented and at-risk populations, 500 including poor and minority students, are interesting. This group 400 of partnerships reported a par- 300 ticularly large "miscellaneous" category. A significant number of 200 those programs focus on basic/ study skills (47%), parental/com- 100

munity involvement (40%), critical 0 LIndortopiAnlition Efolchniont Cu.., Exploration Pro/EartY graityki. Toon Poi* thinking (39%), leadership skills Corona TutoIng/Hontorinp Prolinolonal Don Toanno Cantons SoloColOttobwoon (35%), financial aid (29%), and Programs and Services for Programs and Services Other Students for Educators Partnership. cultural pluralism (27%). 1,148 Programs, 49.4% 888 Programs, 28.7% 237 Props, 10.2%

WHERE IS THE Figure 6 MOVEMENT BEADED? The survey data describe a partnership movement that is growing in number, variety, and complex- What subject areas does the partnership focus on? ity. Partnerships are usually seen 1989 and 1994 not as an end in themselves but as a way to improve educational Growth 1989 v. 1994 opportunities for students and 1,400 to enhance students' performance. 1,200

Most important, the faculty, 1,000 administrators, and community leaders who work collaboratively 800 with one another are redefining 600 the education profession. They 400

tend to see themselves as part 200 of a single system of education 0 stretching unbroken from kin- Art/Music Voc /Tech 4:oroputers Sciences Miscellaneous Languages Social Sciences Writing/English Mathematics dergarten through graduate 1989 El 1994 school. They are gaining new respect for the sophistication and Figure 7 complexities of the teaching- learning process at all levels. And they have formed new profes- Resources from AAHE sional relationships with one _ another based on a sense of inter- Linking America's Schools and Colleges, 2nd ed. dependence and shared mission. Guide to Partnerships & National Directory A transformed education pro- Completely updated and expanded, this huge new edition of AAHEs popular fession should prove, in the long school/college directory is an "idea" book for creating/improving your own run, to be one of the most signif- partnership programs. Keys to success Contains short profiles of 1,100 icant contributions of the part- active partnerships how they set goals, define activities, get funding, build nership movement. support, and more. Complete coverage Covers all geographic regions

...public/independent . . .two/four year ... rural/suburban/urban... all disciplines ... national/regional/local. Quick access Provides contact infor-.. , mation for 2,300+ partnerships (name, address, phone, email). Louis S. Albert is vice president at the Edited by Franklin P. Wilbur and Leo M. Lambert. (1995, 476 pp.) American Association for Higher Education. To order - (ISBN 1-882982-10-X)Single copies: $50 for AAHE members, $55 for non- Franklin P. Wilbur is associate vice members, plus 8% shipping. To receive the member price; provide your 7- president for undergraduate studies, digit member number off your Bulletin mailing label. Bulk discounts are avail- associate professor in the Graduate School of Education, and director of able by calling 508/779-6190. Order from: Anker Publishing Company Inc., Project Advance at Syracuse Univer- c/o Publishers Business Services, PO Box 390, Jaffrey, NH 03452-0390; sity, 111 Waverly Avenue, Suite 200, phone/fax 603/532-7454. Check, Visa/MasterCard, or institutional PO.. Syracuse, NY 13244-2320.

1..0 CI AAHE BULLETIN/MARCH 1996/11 AAHE NEWS Staff phone extensions in parentheses.

Forum on Faculty Roles & Rewards the Forum can get back in touch Directors a vice-chair (to and newcomers can learn about become chair in two years) and National the Forum and its projects. three others. (See candidate list Conference For more information about in February's Bulletin.) these events or AAHE's Forum Additional candidates may be Events on Faculty Roles & Rewards, con- AAHE's Forum on Faculty Roles nominated by petition. Petitions tact Pam Bender (x56), project & Rewards will be presenting must be submitted at the upcom- coordinator; [email protected]. many sessions and discussions ing National Conference on Higher Education, at Conference at AAHE's upcoming National Publications Conference, March 17-20, in Headquarters in the Chicago Hil- Chicago. Fax/Access ton and Towers, by midnight On March 18, the New Path- Offerings March 18. For more information ways Project will report on its Among new items on AAHE's on submitting petitions, contact work in a concurrent session Fax/Access service: Kerrie Kemperman (x41), edi- entitled "Faculty Careers and "Principles of Good Practice torial assistant. Employment for the 21st Cen- for Assessing Student Learn- AAHE Technology Projects tury." Session attendees will be ing." Distributed free by the thou- briefed on the inquiries being sands until supplies ran low in TILTIR. Summer pursued, and participate in an 1993, the popular (and repro- Institute open discussion of these initia- ducible) "Principles" is now avail- Mark your calendar now! Plans tives and what is happening able via fax for $5. are under way for the second nationally regarding faculty "Principles" also is still available annual leaching, Learning & careers, tenure, and its alterna- packaged in AAHE's "Assessment Technology Roundtable (TLTR) tives. Richard Lyman, president Bundle," which includes eight Summer Institute, July 12-16, emeritus, Stanford University, other assessment titles, for $25 1996, at the Scottsdale Princess and chair, AAHE New Pathways (AAHE members)/$50 (non- Resort in Phoenix-Scottsdale, AZ. Project National Advisory Panel, members), plus shipping. (For Teams and individuals will will moderate. Judith Gappa, order details, call 202/293-6440 work on the TLTR approach to Purdue University, Richard Chait, x11.) establish and maintain more University of Maryland; and AAHE's Fax/Access service alsoinclusive structured planning and Forum director Gene Rice will provides other offerings; choose more collaborative campus sup- present. free Item #10 for a full menu. port for the selective use of infor- "New Pathways Project: A Net-To order, call 510/271-8164. Be mation technology and informa- work Meeting of Individuals ready with your item number(s), tion resources in teaching and Seriously Engaged in Reexa- your 7-digit AAHE member num- learning while controlling mining Faculty Careers and ber off your Bulletin label (if you costs. Employment" will follow. After are a member), a Visa or Master- For more information about a short open discussion, atten- Card, and the number of the fax the TLTR program or its events, dees will break into topical dis- machine to receive the docu- contact Ellen Shortill (x38), pro- cussion groups (e.g., post-tenure ments. If you have any problems, gram coordinator, at SHORTILL review, tenure and its alterna- call the customer service line at @CLARK.NET. Subscribe to the tives, retirement policies, etc.) 510/836-6000. AAHESGIT Listsery by sending to network with other profession- the message: "subscribe Board of Directors als seriously engaged in reexa- AAHESGIT yourfirstname your- mining such issues. Election Slate lastname" to: [email protected]. The Forum will hold an Open This spring, AAHE members will Information also is posted to Meeting on March 19, at which elect by mail ballot four new the AAHE homepage (click on attendees already involved with members of AAHE's Board of "Technology Projects").

HOmepageMitt*//,wwiva mweduiaahetwelcome,, IFITIY4A*CcesW011i.Tro19.7411.ar *rilistser44-adaiiiesi,Instru`cti,45,.,"calliffi.ya:Access,;,c Clark Cotter Levine Rendon Weinstein

AAHE Assessment Forum the conference or the AAHE effective strategies for carrying Conference Assessment Forum, contact Liz out significant education Lloyd Reitz (x21), projectassis- transformation. Update tant;[email protected]. Leaders from institutions com- Sessions for the 11th AAHE Con- mitted to creating learning- ference on Assessment & Qual- The Education Trust centered education are invited ity,June 9-12, 1996,in Washing- to consider the benefits of send- ton, DC, have been selected from Mark the Dates! The seventh National Conference ing a team from their college or the largest crop of proposals ever on School/College Collaboration university to such an academy. submitted for an AAHE confer- Plans are still being finalized. will take placeNovember 20-24, ence. The Assessment Forum For more information on the 1996,at the Grand Hyatt Hotel received nearly 350 proposals in Washington, DC. Watch your Summer Academy or about for this year's conference, themed mailbox later this spring for the AAHE's Quality Initiatives, con- "What Works? Learning From call for proposals, and plan to tact Kendra Martin (x20), project Success (and Avoiding Pitfalls)." bring a K-16 team to join in lively assistant; kmartin @aahe.org. Arthur Levine, president of discussions and stimulating ses- Teachers College, Columbia Uni- Important Dates sions. Your questions and sug- versity, will keynote. Other fea- gestions are welcome in the next 1996 AAHE National Conference tured speakers include Laura on Higher Education. Chicago, IL few weeks for session ideas, ple- Rendon, Arizona State University, March 17-20. nary speakers, and workshops. Board of Directors candidate peti- Paul Clark, Higher Education For more information about tion deadline. March 18. Funding Council for England; the conference or AAHE's Edu- Maury Cotter, University of Wis- Mid-South Instructional nwchnology cation Trust, contact Wanda Conference. In cooperation with consin, Madison; and Claire Ellen Robinson (x15), manager for AAHE's TLTR Program. Cohosted by Weinstein, University of Texas Middle Tennessee State University meetings and publications; at Austin. and Southeast Missouri State Uni- [email protected]. versity. Murfreesboro, TN. March 31- The Assessment Forum also April 2. has organized two, limited- AAHE's Quality Initiatives TLTR Regional Workshops. enrollment preconference events: Worcester Consortium. Fitchburg, On June 8, a one-day colloquium Summer Academy MA. April 12-13. on classroom assessment and AAHE's Quality Initiatives is spon- California State University-Fresno. Fresno, CA. April 17-18. classroom research, "Celebrating soring a new learning opportunity DC Metropolitan. George Mason a Decade of CA & CR What the AAHE Quality Academy University. Fairfax, VA. May 3-9. Have We Learned? What Are the an intensive retreat lasting UNC-Charlotte. Charlotte, NC. Next Steps?" for experienced CA/ four and a half days for institu- May 12-13. CR practitioners, trainers, and tions committed to academic Quality Institute. "Organizing for project leaders. A two-day sym- transformation. Learning." Chicago, IL April 22-23. posium, June 8-9, "Performance The first Academy, scheduled 1996 AAHE Conference on Assess- Indicators in Higher Education: forlate July1996 in Colorado, ment & Quality. Washington, DC. June 9-12. What Works, What Doesn't, and will focus on new visions and What's Next?" to be keynoted by models for learning in partner- 2nd Annual TLTR Summer Institute. "Education, Technology, and the Georgia's Stephen Portch. ship with the tenets of continuous Human Spirit" Phoenix-Scottsdale, Watch for the Conference Pre- quality improvement. It will offer AZ. July 12-16. view containing session and reg- participating teams a rich array Cases Conference. "Using Cases for istration information in April. of ideas, examples, research, and Reflective Teaching and Learning." Discounts will be offered for team findings. Perhaps most important University of British Columbia. Van- and early bird registrations, so is its away-from-campus setting couver, BC. July 27-30. be sure to get your registration substantial time together, and 1996 National Conference on School/ College Collaboration. Washington, forms in quickly. the knowledge, experience, and DC. November 20-24. For more information about company of peers to formulate 1 AAHE BULLETIN/MARCH 1996/13 The Education Trust AAHE's Quality Initiatives New Initiative In February, Patricia Martin An Institute Invitation joined the Education Trust's staff AAHE's Quality Initiatives is launching a semiannualInstitute as senior program manager for "Organizing for Learning" consisting of high-quality series its new DeWitt Wallace-Reader's workshops for busy campus professionals. The firstInstitute, Marriott O'Hare. Digest National Guidance and April 22-23, 1996, will be in Chicago at the Counseling Initiative. Martin's Significant institutional improvement requires approaches and designs far different from what we rich background includes work These intensive two- in large urban school districts see on most campuses today. as a teacher, day workshops will emphasize the need for colleges school coun- and universities to become more learning-centered. selor, counselor You have a choice of three workshops: supervisor, and assistant Improving Learning: Principles and Practices superinten- This workshop will use direct experience and reflection asprin- learning dent of schools. cipal processes, explore the excitement of collaborative At the national as an important source of motivation,and examine how course and institutional assessment data can be used to increase stu- level, she all to increase your skills worked with dents' capability and responsibility innovative reforms in guidance and satisfaction as a teacher. Leader: David Porter, professor and head of theDepartment and counseling through The Col- lege Board's Equity 2000 Initiative of Behavioral Sciences and Leadership at the U.S. AirForce and Pacesetter Program. Academy. In support of the Trust's mission to improve student achieve- The Quality-Centered Chairperson This workshop is intended for those charged with leadingand ment, Martin will plan the reform facilitating the design and implementation of a qualityimprove- of graduate-level counselor preparation to strengthen the support ment process in an academic department or unit.The focus is structures needed for students on meeting the challenge of aligningfaculty, staff, and chair goals for continuous improvement. Themes of teamwork, empower- to succeed. She will review and document the current status of ment, trust, process improvement, stakeholderfocus, leadership, and continuous improvement are woven throughout. guidance and counseling, prom- Leader: Gary M. Shulman, professor and acting chair of the ising practices, model programs, Communication Department at Miami University (OH). and exemplary efforts across the country during this planning phase. Special attention will go Managing Institution-Wide Change This workshop will help you to come to a deep understanding to licensing and certification of your own organization and chart a course for improvement. requirements in the guidance and counseling field. A plan for the You will learn about change models, understand anddevelop strategies to leverage improvement, and discover strengthsand reform of counselor preparation niches that will make your institution better. programs is the intended out- Leaders: Susan Hillenmeyer, vice president for administration come, to include a multisite and planning at Belmont University. John Harris, associate pro- request for proposals for a demonstration project involving up vost for quality assessment and Orlean Bullard Beesonprofessor of education at Samford University. to six institutions of higher education. Schedule Check in/welcome is scheduled for Sunday evening, April 21. Each workshop runs from 7 am Monday, April 22, until 4 pm Membership Tuesday, April 23. AARE MaterialE Available Tb register Are you interested in receiving To receive an "Organizing for Learning" brochure, contact Kendra additional information on AAHE Martin (x20), project assistant; [email protected]. and its various projects? Would *** you like to provide brochures, This April 1996 Institute is the first public event in the second fact sheets, or other materials phase of work for AAHE's Quality Initiatives. This phase will more to interested colleagues? strongly emphasize continuous quality improvement (CQI) efforts Contact Mary Joyce (x14), mar- becoming more focused on processes that impact student and keting manager; [email protected]. organizational learning. The Institute series will be aimed at Please include your mailing equipping change-minded academic leaders with the outlook and address and phone number. skills of quality improvement. (cont. onp. 16) 14/AAHE BULLETIN /MARCH 1996 132 of

I learned about dozens of colleges that have taken up Le Moyne's idea, invited presentations in Mexico, Japan, and Taipei, and about implementation in public and private schools in the local Syracuse area. by Ted Marchese MORE PEOPLE: February 20th the board of the Welcome back for news of AAHE members (namesSaint Paul-based Bush Foundation committed itself in bold) doing interesting things, plus news of noteto a new, $14-million round of support for faculty ...do send me items,electronically viadevelopment in its three-state region (MN, SD, ND), [email protected]. much to the quiet delight of prexy Humphrey Doermann, whose baby this has been since PEOPLE: Many AAHE members took in 1980. ...Had a nice visit recently with the ACE annual meeting in San Diego last Shirley Clark, the Oregon system's aca- month, watched appreciatively as CSU demic affairs chief, got up to date on the chancellor Barry Mtutitz became board PASS project, which means proficiency- chair, Denison president Michele Ible la based h.s. graduation and proficiency- Myers vice chair, and Arizona's Manuel based college admission, one and the same, Pacheco secretary.... The elite tierof all by 2001-2 ... that'sK-16 thinking ... community colleges recognizes itself by or P-16, as insiders say now.. ..On January election to the League for Innovation, Pacheco 29-30, Linda James hosted 30 leaders from based in Mission Viejo, CA ... League AAHE's quality coordinators network membership just grew to twenty with the (CoordNet) in Memphis for a deeper look admission of two admirable community into the Baldrige criteria as an assessment colleges, San Diego CC District, headed by framework ... this year'spromised exten- Angie Gallego, and the University of sion of the national Baldrige Award to Hawaii Community Colleges, headed by education is on hold, the victim for now Joyce Tsunoda. of federal budget uncertainties.... Also late in January, about a dozen AAHE

POLITICS: It's all local, they claim, but it's Kirby members gathered in the office to ponder state-level in the case of public higher the question, Should AAHE continue its education, which led me to study findings active efforts on behalf of assessment? in a recent NEA publication, "State Leg- Their answer: a resounding "yes!" Onward, islative Views on Higher Education." ... It's then! based on Sandra Ruppert's interviews of 58 house and senate education chairs in GEORGIA: The sun, moon, and stars 49 states ... the findings surpriseonly in seemed to come together for Georgia their variance from many institutions' public higher education with the arrival internal priorities. ... What dolegislators of Steve Portch as chancellor a year and want? Better teacher preparation and Portch a half ago.... Backedby an education undergraduate education top the list, plus governor (Zell Miller) and a spirited board K-16 thinking and help with school reform ... chair, Steve has pushed to reality a dozen or more research? connect it to economic and socialcomplicated initiatives, including statewide telecom- problems.. .. Copies are$25 prepaid from the NEA,munications and transfer agreements, post-tenure Attn: Irma Johnson, Constituent Group Relations,review, new admissions standards and tuition 1201 16th St. NW, Washington, DC 20036-3290. policies, a big calendar change, a P-16 project, alliances with this party and that, even new dicta VALUES: One of the positive strands in publicon honorary degrees (touchy issue!). Stay tuned ... discourse today is the revived interest in issues ofthere's more to come. civic character and values formation ... I'm looking forward to what Robert Putnam ("Bowling Alone")CHICAGO: It's my favorite town, host this March has to say at our National Conference in Chicago17-20 to our National Conference on Higher ... the broader topic made merecall the widelyEducation, again in the Chicago Hilton (nee Conrad read piece we ran in the Bulletin five years ago,Hilton, nee The Stevens), where the very first AAHE "Dreaming Ambitious Dreams" (February 1991),National Conference convened in 1946. ... Hope about the values program at Le Moyne College. ... you're there; let's talk ... Beback next month with Speaking recently with its author, Donald Kirby SJ,a report. 133 The Teaching Initiative tive; Rita Silverman and Bill rial, and new possibilities for your Cases Conference Welty, codirectors of Pace's Cen- CQI endeavor, recommends The AAHE Teaching Initiative ter for Case Studies in Higher hundreds of possible destinations is cosponsoring, with Pace Uni- Education; and Steve Simmons, along the road. $18 AAHE mem- versity's Center for Cases Studies University of Minnesota. bers/$20 nonmembers, plus in Higher Education, a fourth For registration information, shipping. annual working conference on call organizers Bill Welty at 914/ There are still copies of the spe- cases. The event, "Using Cases 773-3873 or Rita Silverman at cial "Distance Learning" issue for Reflective Teaching and 914/773-3879. of the December 1995 Bulletin Learning," will be held July 27- Publications available. It features essays on 30, 1996, on the campus of the distance learning options; faculty University of British Columbia New "Must experiences; employment con- in Vancouver. eads" tracts, pay incentives, and eval- This year's conference will fea- > A new AAHE publication on uation; intellectual property, and ture workshops and small-group continuous quality improvement, more. There's also an annotated sessions offering "hands-on" expe- Roadmap to Resources, high- distance learning resource list rience in setting up and facili- lights useful sources and tools of online journals, listservs, WWW tating case discussions, and in for CQI implementation. Pro- sites, publications, software, and writing cases. Participants will duced by AAHE's projects. Single copy: $5. Eleven explore alternative models and Quality Initiatives,or more copies, $4 each. Plus methods, have a chance to prac- Roadmap surveysshipping. tice and receive feedback, and the CQI territory To order either of these pub- talk about how cases can work by providing morelications, contact Rhonda Starks best on their campuses and in . than 100pages (x11), publications assistant. of listings of "must their programs. Campus teams Internet are especially encouraged to reads," campus attend, since a primary aim of CQI documents, CQI training Web Site Active cases and this conference organizations, conferences, AAHE's World Wide Web site is is to foster conversation and com- Internet sites, quality awards, active and online. Come browse munity around teaching. tools and software, videos, and the homepage and learn more Conference faculty are Tom more. It's no blueprint for your about ways in which you can par- Angelo, director, AAHE Assess- CQI journey, but Roadmap, filled ticipate in AAHE activities. ment Forum; Pat Hutchings, with suggestions, recommenda- http://www.ido.gmu.edu/aahe/ director, AAHE Teaching Initia- tions, interesting reading mate- welcome.html

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I' " I' I ' il 0 135 In this issue: As AAHE prepares for its 11th Conference onthinking" approach to change; and the necessity of Assessment & Quality, we offerthiscollegial collaboration to bring change about. My lead April issue both as an update on the closelyessay stresses the need to (re)connect assessment related assessment and quality movements and asto high standards for learning. "What Research Says" an intellectual "appetizer" for the main course to bereminds us that high-quality undergraduate educa- served up June 9-12 in Washington, DC: "What Works?tion requires a system-wide commitment to applying Learning From Success (and Avoiding Pitfalls)." Andresearch-based best practices. Dan Seymour offers the first four articles respond by reminding us thatlessons from the Baldrige Education Pilot project, a we can learn lessons not only from our past efforts"systematic and systemic way to regain control over but also from the successes and failures of othersour own institutions." And Monika Springer Schnell's whether those others are the K-12 standardsresearch suggests ways we can make collaboration movement, governors, the Baldrige, or health care.between campus assessment and quality efforts more In addition to the value of "looking outside"common and productive. ourselves, two other themes run through these Thomas A. Angelo Bulletin articles: the value of a connected, "systems- director, AAHE Assessment Forum

3 Transforming Assessment: High Standards for Higher Learning by Thomas A. Angelo

5 What Research Says About Improving Undergraduate Education/twelve attributes of a high-quality experience adapted from "Making Quality Count," by the Education Commission of the States

9 The Baldrige in Education: Why It Is Needed, and What the First Pilot Year Produced /plus, reaction from one campus that participated by Daniel Seymour

15Assessment and CQI: Could Collaboration Be on the Horizon? by Monika Springer Schnell

18Out of Africa: A Model for Others/the unfinished tale of Cuttington College by Linda Chisholm and Louis S. Albert

Departments 1996 National Conference on School/College Collaboration/call for proposals

20 AAHE News/a new working paper series ...conference updates ...Caribbean cruise...Asian and Pacific administrator institute ...and more! 23Bulletin Board/by Ted Marchese

AAHE BULLETIN April 1996/Volume 48/Number 8

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant Kerrie Kemperman

Published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110; ph. 202/ 293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: Theodore J. Marchese and Louis S. Albert.Unsolicited manuscripts may be submitted by readers. Guidelines for authors are available free by fax: 510/271-8164, item 11. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education, anonprofit organization incorporated in the District of Columbia. Second class postage paid at Washington, DC. Annual domesticmembership dues: $85, of which $45 is for publications. Subscription price for AAHE Bulletin without membership: $35 per year,$45 per year outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues:$5.00 each, $4.00 each for eleven or more copies of the same issue, plus shipping; call 202/293-6440 x11 for ordering information. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America.POSTMASTER: Send address changes to AAHE Bulletin, Attn: Memberships, One Dupont Circle, Suite 360, Washington, DC 20036-1110. S MO' Typesetting by Capital Prepress. Printing by HBP, Inc. C9 136AMERICAN ASSOCIATION FOR HIGHER EDUCATION T ANSF ING ASSESS NT

High Standards for Higher Learning by Thomas A. Angelo

ver the past few years, there quality. All six regional accrediting asso- has been more serious dis- ciations now require that institutions cussion about the need to plan for and engage in assessment, as fundamentally reform higher do many of the specialized accreditors education than at any time and the majority of state higher edu- in0 this century. In the Bulletin, in cation systems. For several years now, Change, in the Chronicle of Higher Edu- After more than more than 90 percent of all U.S. cam- cation and in publications as diverse a decade of puses have reported that they are plan- as The New York Times Magazine, Bar- ning or carrying out assessment. And assessment practice, ron's, and Science critics friendly and the cottage industry of assessment con- otherwise have argued that we must where are the ferences, workshops, and consultants transform our colleges and universities expected gains is thriving. In sum, everywhere we look, from (supposedly) hidebound, inefficient, in student learning? more people in more institutions are faculty- and research-centered bureau- doing more assessment than ever before. The evidence of cracies into agile, productive, student- If we examine our assessment efforts centered "learning communities." While improved performance, through a qualitative lens, however, the financial constraints and new instruc- effectiveness, or view is less impressive. After more than tional technologies are usually seen as efficiency? The a decade of assessment practice, where the prime movers driving change, many are the expected gains in student learn- breakthroughs reformers view assessment* as a key ing? The evidence of improved perfor- lever for promoting this transformation. in productivity? mance, effectiveness, or efficiency? The Viewed from a purely quantitative Why hasn't all this breakthroughs in productivity? Why perspective, the assessment movement well-intentioned hasn't all this well-intentioned assess- has been a smashing success. In Amer- ment activity led to more valuable, visible assessment activity ican higher education, where disagree- learning outcomes? ment is a cherished cultural norm, opin- led to more valuable, While it is true that assessment has ion leaders of all stripes politicians, visible learning been a transforming lever at a few col- bureaucrats, administrators, and faculty outcomes? leges and universities among them, alike have vigorously promoted the Alverno, Northeast Missouri State Uni- use of assessment to improve learning versity, and King's College that short

Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (AAHE Bulletin, November 1995, p. 7).

137 AAHE BULLETIN/APRIL 1996/3 list hasn't grown much longer in the last Next Steps few years. On most campuses, assess- For assessment to play a meaningful ment efforts have resulted in a little tin- role in transforming higher education, kering around the edges, at best. Of our vision and practice of assessment course, similar observations couldbe must itself first be transformed. Let me made about curriculum reform, man- suggest three steps. agement by objectives, and a host of First, we need to recognize that assess- other past reform attempts and about ment's influence has been limited not more recent TQM/CQI initiatives.But primarily by lack of knowledge or tech- given the powerful pressures and broad nical skill, but by a lack of shared pur- and the wide- pose and political will. To effectively support for change In trying to assess spread engagement in assessment assess and improve our educational pro- why hasn't assessment had more of a learning without grams requires a high level of trust, and transforming effect? What's missing? first agreeing on a shared language and shared values clear standards, related to teaching, curriculum, and learning. Assessment requires, in short, For Lack ofStandards we've been starting What's missing, I've become convinced, that we develop campus communities is a commitment to explicit, shared, high our efforts in the of reflective practice and judgment. standards for student learning quality. muddled middle, Second, once we have made progress In an October 1995 Bulletin article, not at the logical in academic community building, we will need to start, or restart, our assessment author Ruth Mitchell defined standards beginning. And as "clear statements about what stu- efforts at the beginning, by defining and dents should know and be able to do it hasn't worked. agreeing on standards for student learn- at certain stages in their education." She Without clearly ing. As difficult as it is to set agreed- went on to argue that the movement stated standards, upon learning standards, however, that's just the necessary but not sufficient sec- to create national and state-level stan- and related criteria dards in K-12 represents "a radical and ond step. Just as important is mobilizing pervasive shift that cannot be dismissed and indicators, the "political will" needed to make policy, as transitory" (p. 7). A move toward it's unlikely that evaluate learning, and make tough explicit, shared standards represents our assessment decisions. In other words, the third transforma- precisely the kind of potentially radical efforts can or ever and pervasive shift that higher education tive step will be to implement clear needs now and that assessment has will lead to any standards for high-quality learning in failed thus far to bring about. significant admissions, general education, majors, and In 1996, we continue to assess student improvement in and graduation requirements in the syllabi, evaluation, and grading learning and to graduate and certify learning quality. students much as we did in 1986, of the courses that embody the 1966, or 1946, without meaningful ref- curriculum. erence to what students should demon- This will be a monumental task, of strably know and be able to do. Of course. But good beginnings have already course, standards for learning quality been made on several campuses. And are embedded in our syllabi, grading much can be learned from the K-12 practices, and admissions, degree, and standards movement, as well as from graduation requirements. But those higher education abroad. As AAHE pres- standards are so deeply "embedded" ident Russell Edgerton announces on so implicit, unexamined, and hap- page 21 in this issue, the AAHE Assess- hazardly individualized as to be vir- ment Forum is committed to advancing tually useless. In trying to assess learning this conversation over the next few years without first agreeing on clear stan- by working together with many other dards, we've been starting our efforts colleagues to help institutions and in the muddled middle, not at the logical programs develop and implement mean- beginning. And it hasn't worked. Without ingful standards for high-quality learn- clearly stated standards, and related ing. By transforming assessment, we can criteria and indicators, it's unlikely that better use assessment as a lever for our assessment efforts can or ever will transforming higher education. lead to any significant improvement in learning quality. And it's equally unlikely that without explicit standards any cur- Thomas A. Angelo is director of the AAHE riculum can ever achieve much coher- Assessment Rim= at the American Asso- ence or cumulative effect. ciation for Higher Education.

4/AAHE BULLETIN/APRIL 1996 13 WHARESEARC S YS OUT IMPROVING UNE G UATE EUCATION

Twelve attributes of good practice.

Extensive research on The article that follows is adapted from Making Quality Count American college stu- in Undergraduate Education, a report issued by the Edu- dents reveals several characteristics of what cation Commission of the States and its 1994-95 chair, a high-quality under- Governor Roy Romer, of Colorado. graduate education experience Its list of twelve quality attributes incorporates the well-known looks like. These characteristics "Seven Principles for Good Practice in Undergraduate Education." form twelveattributes of good practice in delivering undergrad- But the Bulletin is including this excerpt less because it adds five uate education. Evidence is strongadditional attributes to the previous seven, than for the way that that when colleges and univer- ECS has reframed the issue of how we should use guidelines from sities systemically engage in these research. The "ECS Dozen" invites us to take a more thoughtful, good practices, student performance and satisfaction will better planned and coordinated, systems approach in our worts improve. to improve educational quality. Eds. These characteristics of a high- quality undergraduate education are identified and summarized below under three major head- In contrast to conventional ings: organizational culture, cur- Attributes of Quality notions of "academic rigor," how- riculum, and instructional Undergraduate Education: ever, research indicates that stu- practice. What the Research Says dents should not be left simply on their own to reach high stan- Quality begins with an Quality begins with an organiza- dards; instead, both the institu- organizational culture that tional culture that values: tion and its faculty members must values: 1. High expectations. set high expectations and make 1. Highexpectations.Students 2. Respect for diverse talents and active efforts to help students learn more effectively when learning styles. meet them. 3. Emphasis on early years of study. expectations for learning are 2.Respect for diverse talents placed at high but attainable lev- A quality curriculum requires: and learningstyles. Students els, and when these expectations 4. Coherence in learning. come to college with vastly dif- are communicated clearly from 5. Synthesizing experiences. ferent backgrounds, levels of prep- the onset. This principle is based 6. Ongoing practice of learned skills. aration, and previous experiences. on research indicating that when 7. Integrating education and It also is true that regardless of students are expected to take experience. background, different students risks and perform at high levels, may learn most effectively in quite they make greater efforts to suc- Quality instruction builds in: different ways. Good practice ceed. If this kind of encourage- 8. Active learning. demands carefully designing cur- ment is absent, students tend to 9. Assessment and prompt feedback ricula and instructional efforts choose "safe" learning alternatives 10. Collaboration. 11. Adequate time on task. to meet these diverse back- that allow little room for devel- 12. Out-of-class contact with faculty. grounds and learning styles. Not oping their full potentiaL only should individual ways of

.1 39 AAHE BULLETIN /APRIL 1996/5 Additional Resources The specific attributes of good practice in undergraduateedu- cation distilled in this essay are based on the results ofseveral decades of study about American college students, particularly: Involvement in Learning: Realizing the Potential of American Higher Education. National Institute of Education. (Washing- body of research indicates as "best ton, DC: U.S. Government Printing Office, 1984). practice." "Seven Principles for Good Practice in Undergraduate Educa- tion," by Arthur W. Chickering and Zelda F. Gamson. AAHEBul- A quality undergraduate letin, March 1987. curriculum requires: Copies of the "Principles" document and two self-assessment inven- 4. Coherence in learning. Stu- tories based on them are available from Winona State University. dents succeed best in developing To request an order form, call 507/457-5020 or fax 507/457-5586. higher-order skills (e.g., critical Provide your name, address, and phone/fax numbers. thinking, effective written and Another useful resource is Applying the Seven Principles for Good Practice in Undergraduate Education, edited by Arthur W. oral communication, problem Chickering and Zelda F. Gamson. New Directions for Teaching and solving) when such skills are rein- Learning, no. 47. (San Francisco: Jossey-Bass, Fall 1991). forced throughout their education How College Affects Students: Findings and Insights From program. This means, at a min- Twenty Years of Research, by Ernest T. Pascarella and Patrick imum, that students should be T. Terenzini. (San Francisco: Jossey-Bass, 1991). presented with a set of learning This massive volume provides the single most comprehensive pre- experiences that consist of more sentation of what is known about college impact. than merely a required number learning be respected and stu- Governors Move to "Reinvest in Quality" dents allowed to capitalize on their strengths, but diversity itself wring his year as 1994-95 chairman of the Education Com- should be harnessed for the mission of the States, governor Roy Romer of Colorado insights it can provide on the sub- persistently posed tough questions about what "quality" ject matter taught. Instructional in higher education means, how we know and measure it, and approaches that actively tap prior how we can invest more effectively in meeting student and soci- student and faculty experiences, etal needs. Now Romer has organized a group of fellow governors and highlight the differences in and state legislative leaders under an ECS-sponsored Leadership those experiences, can be par- Council on State Policies for Higher Education to design and ticularly helpful. implement strategies to "reinvest in quality." 3. Emphasis on the early years Romer has been not only a national voice but active in his home of study. A consensus is emerging state in stimulating discussion within the public institution that the first years of undergrad- governing boards, by involving private-college and private-sector uate studyparticularly the leadership, and by working with the legislature to redirect state freshman year are critical to financial support in ways that enhance student achievement and student success. This idea partly address high-priority state needs. Joining Romer on the Leader- reflects the fact that the transi- ship Council are: tion from high school to postsec- Utah governor Mike Leavitt, who is working with Romer and ondary study represents a major other western governors on the design for a multi-state "virtual discontinuity in both expectations university" to make better use of computer-based or network- and behavior for most students. accessible instruction and learning. Western governors see this Not only are standards higher, as a major strategy for meeting the expandingeducation needs but students also are expected in their states. to work harder and make major New Jersey governor Christine lbdd-Whitman, who first re- choices about their course of structured the state Department of Higher Education to decen- study. For adult students return- tralize governance responsibility and reduce state bureaucracy, ing to the unfamiliar world of and now is looking to the new coordinating board and council postsecondary study after many of presidents to develop a new state strategic plan and method absent years, the shock of tran- for financing higher education in order to reaffirm New Jersey's sition can be particularly abrupt. commitment to accessibility, affordability, and accountability. Yet, the pattern of resource allo- Georgia governor Zell Miller, who is working closely with uni- cation at most colleges and university system chancellor Stephen R Portch, to develop new versities strongly favors upper- P-16 student performance standards, expanding access through division work Comprehensive the HOPE scholarship program, and making other important efforts to integrate first-year stu- investments in all levels of education. dents into the mainstream of col- Also part of the Leadership Council are Ron Cowell, chair of the legiate experience often are Pennsylvania House Education Committee; Wilheimina Delco, treated as auxiliary experiences, former state representative and chair of the Texas House Edu- just the reverse of what a growing 6/AAHE BULLETIN /APRIL 1996 140 of courses or credit hours. or baccalaureate programs. dents demonstrate such skills at Instead, the curriculum should 6. Ongoing practice of learned appropriate levels as a condition be structured in a way that skills. A common research findingfor graduation. sequences individual courses to in K-12 and postsecondary edu- 7. Integrating education and reinforce specific outcomes and cation is that unpracticed skills experience. Classroom learning consciously directs instruction atrophy quickly. This is partic- is both augmented and reinforced toward meeting those ends. ularly the case with such core by multiple opportunities to apply 5. Synthesizing experiences. skills as computation and writing, what is learned. In professional Students also learn best when which, if not reinforced, will inev- curricula and programs, oppor- they are required to synthesize itably deteriorate without use. tunities for this abound through knowledge and skills learned in Good practice consistent with this formal practice, internships, or different places in the context principle requires multiple oppor- cooperative education arrange- of a single problem or setting. tunities to exercise higher-order ments, but they generally are lack- Such experiences can occur communication (written and ing for undergraduate education appropriately at multiple points oral), critical thinking, problem as a whole. These kinds of settings in a student's career and should solving, and basic quantitative are those in which the greatest not be confined to upper-division skills. It also requires that stu- amount of learning often occurs and where student interest is highest. cation Committee; and Carolyn Oakley, chair of the Oregon Ways and Means Committee. ECS will collaborate with the National Quality undergraduate Governors Association, National Conference of State Legislators, instruction builds in: and other organizations supporting the Leadership Council 8. Active learning. At all levels, initiative. students learn best when they What are these governors and other state political leaders are given multiple opportunities expecting from higher education? Responsiveness to changing stu- to actively exercise and demon- dent needs; leveraging of new technology to expand education strate skills. For example, stu- delivery and learning; collaborative development of policies to dents learn more when they par- improve education design and delivery; and, through strategic ticipate in frequent discussions investments, reshaped relationships between colleges and uni- of presented class material, pro- versities and state political leaders in order to strengthen the con- duce considerable written work, nections between higher education and the broader society. and apply learned material to new The Leadership Council initiative is based on the recognition settings or contexts, rather than that a critical factor in improving higher education quality is the when they simply listen to lec- relationship to state governMent This relationship goes far tures. Rather than being based beyond the amount of public funding that is provided to how the entirely on information recall, stu- financial support is used and other aspects of the policy environ- dent assessment should require ment in which colleges and universities operate. The problem is active demonstration of synthesis that current state policies are aimed primarily at subsidizing and and application. regulating higher education, rather than at motivating and rein- 9. Assessment and prompt forcing the qualities and services that higher education's many feedback. Frequent feedback to constituents now expect. students on their performance A forthcoming Leadership Council paper argues that state also is a major contributor to strategies for reinvesting in quality would require: (1) a more bal- learning. Typically in college class- anced approach between meeting institutional needs and those rooms, students receive little for- of students and the public at large; (2) better consumer informa- mal feedback on their work until tion and incentives for improved performance in place of regu- well in the term. Learning is lation; (3) less "governing" with respect to institutional operations enhanced when students are pro- and more "leading" with respect to public needs and expectations; vided with information about and (4) funding mechanisms that shift from operating subsidies their performance, both within to principles of long-term investment in both the human and courses and through advisement physical resources of higher education. The paper, "Reinvesting processes and integrative expe- in Quality Designing New State Policy Frameworks for Higher riences that give them an oppor- Education," by Dennis Jones, is due to be published by ECS this tunity to assess more broadly month, and will provide a starting point for the Council's work what they have learned. Early and in the subsequent two years of activities. ECS frequent assessment at the classroom level also allows faculty to For more: Contact Charles S. Lenth, ECS director of policy studies, [email protected]. determine the different abilities and backgrounds that are present 1 A 1 AAHE BULLETIN/APRIL 1996/7 among students and may suggest D\J I : 11 1 gram completion and effective strategies for dealing with this learning. Knowing well a few fac- diversity. ulty members enhances students' 1 1 1 1 \ I 10. Collaboration. Students intellectual commitment and learn better when engaged in a II encourages them to think about team effort rather than working 1 11 PI their own values and future plans. Through such contact, students on their own. Teamwork increases 1 1, 1 are able to see faculty members active involvement and provides : 1 : WI 1 multiple opportunities for feed- less as experts than as role mod- back At the same time, it actively 1 1 ' els for ongoing learning. reinforces communication and problem-solving skills. Moreover, Conclusion it is the way the world outside Multiple sources of research the academy works a world suggest these twelve factors are that students eventually will face. important individually and are Research also suggests that col- expectations for the ways stu- mutually reinforcing. It is difficult laboration is a useful model for dents and instructors use their for a college or university to be faculty/student interaction; time can powerfully influence the engaged seriously in one of these rather than being judges of stu- quality of learning that occurs. activities without being engaged dent performance, the best At the same time, visibly empha- in most of them. teachers act as coaches, working sizing time on task helps students Also highly correlated with such with students as joint participantslearn how to plan and manage practices are "student-centered" in achieving learning goals. their time more effectively and faculty attitudes. It is important 11. Adequate time on task. how to focus their energy. to note that the majority of these Research also confirms that the 12. Out-of-class contact with practices are regarded highly by more time devoted to learning, faculty. Frequency of academic, students themselves, and the insti- the greater the payoffs in terms out-of-class contact between fac- tutions that engage in them of what and how much is learned.ulty members and students is a receive higher satisfaction ratings How an institution defines its strong determinant of both pro- from their graduates than those that do not.

Credits Making Quality Count This outline of "quality attributes" in Undergraduate Education in undergraduate education draws from many sources and reflects a The Education Commission of the States is a nonprofit, nationwide process of collaboration and consen- interstate compact formed in 1965. Its primary purpose is to help gov- sus building. Peter T. Ewell, of the ernors, state legislators, state education officials,and others develop National Center for Higher Education policies to improve the quality of education Management Systems (NCHEMS), prepared the original chapter, draw- at all levels. ing from the research and reports Each year, ECS calls upon a governor to that he and others contributed to provide leadership as ECS chair and to set over the past decade. a substantive education policy agenda during Peter and his colleague Dennis P. his or her tenure. The 1994-95 ECS chair, Jones also interpreted findings from Gov. Roy Romer, of Colorado, chose "Quality in-depth interviews and focus groups, organized and led during 1994 by Counts" as the theme, and higher education Kay McClenney, vice president of the as the focus, for his work. Education Commission of the States, In late 1995, ECS and Gov. Romer issued on the expectations of business, the a synthesizing report of his agenda Mak- institutional community, political leaders, and students for quality in ing Quality Count in Undergraduate Edu- higher education. cation. One of its four chapters, "What Research Says About Improving Charles Lenth, also of ECS, par- Higher Education Quality, and What States Can Do About It," is excerp- ticipated in both the research and ted and adapted here. interpretation, and he had overall Readers can purchase a copy of the complete Making Quality Count responsibility for preparing the ECS report (#PS-95-1) for $13 prepaid, from: ECS Distribution Center,707 report. Gov. Romer, his staff, and many other ECS constituents 17th Street, Suite 2700, Denver, CO 80202 -3427; ph 303/299-3692. reviewed and contributed to the sub- Checks and institutional purchase orders are accepted; no credit stance as well as the consensus build- cards. For information about ordering more than one copy and bulk ing behind the argument for Making discounts, contact the Center. Quality Count in Undergraduate Education. ECS 8/AAHE BULLET1N/APRIL 1996 142 11AL IN UC TON Why It Is Needed, and What the First Pilot Year Produced

by Daniel Seymour

There is an old story told damentally new ways by external tional walls. They have abdicated by Hebrew rabbis, that groups: state and federal agencies, their responsibilities as captains as the Great Flood legislative bodies, and boards. of their own ships. reached near full tide, Why? The Malcolm Baldrige National and every human was Because health care and higher Quality Award, a public/private drowned except those taken into education organizations, in par- partnership administered by the the ark, an enormous giant called ticular, have not exercised strong National Institute of Standards Gog came striding along. The and vocal leadership in steering and Technology, is a comprehen- water was over the mountaintops their arks in directions that are sive and systematic way to pursue and still rising raining hard both consistent with their own performance improvement in an night and day. The giant hailed values and traditions and also organization. In 1995, the assess- Noah, who put his head out the responsive to new demands, toughment framework from industry window and called, "Who is challenges, and legitimate inquir- was adapted and extended into there?" ies from outside their organiza- two new areas: health care and "It is I," said Gog. 'fake me in; higher education. it is wet outside!" For higher education, the Bal- "No," said Noah, "You're too big. drige may be one of our best chan- Besides you're a bad character. ces of reducing Gog's role on our You would be a very dangerous college and university campuses. passenger, and would make trouble in the ark. I shall not take you What's Already Happened in," and Noah clapped the window in Health Care shut tight. Twenty years ago, medical deci- "Go to thunder!" cried Gog. "I sions were the prerogative of hos- will ride, after all!" And with that, pitals and doctors, and most he strode after the ark, wading health insurance was delivered through the waters; and mounting through traditional fee-for-service on top of the ark, with one leg plans. Today, "managed care" is over the larboard and the other radically transforming the prac- over the starboard side, steered tice of medicine in many states. it just as he pleased. Squeezed by employers to cut Some of today's organizations costs, these managed care organ- know what it is like to have a Gog izations are effectively rationing attempting to sit astride them Daniel Seymour is a senior examinerhealth care by redefining, in their take health care and higher for the Malcolm Baldrige Nationalterms, what is or is not medically education, for instance. Quality Award. He is also the editornecessary. of High Performing Colleges: The The health plans contend that Malcolm Baldrige National Qualitythey are meeting the demands Who Is in Charge? Award as a Framework for Improving Both types of organizations are Higher Education (Prescott, 1996; tollof employers and society to lower being asked, coerced, or in some free 800/528-5197), from which por-costs. But many critics believe cases mandated, to act in fun- tions of this article have been adapted. that in the rush to bring some

433 AAHE BULLETIN/APRIL 1996/9 grams. Duly trained and indoc- trinated specialists are hired to fill its core, then are given con- It should come as siderable individual control over Like health care, we no surprise that the their own work. are allowing Gog Other attempts at standard- to get astride, and university is another ization trouble the professional. organization that The work processes themselves he is beginning to falls under the are too complex to be standard- steer us just as he "professional ized directly by analysts. And pleases. because the professionals' work bureaucracy" rubric. outputs cannot be easily measured, they do not lend themselves to standardization either, the professionals believe. As long as its environment remains stable, the professional sanity to a notoriously inefficient bureaucracy runs smoothly. Prob- come as no surprise that the uni- and expensive medical system, lems arise, however, when con- versity is another organization insurance plans have acquired ditions change say, as health that falls under the "professional too much authority. Scorecards care costs begin to outstrip the bureaucracy" rubric. Institutions are kept. Incidents of sickness, capacity of individuals and cor- of higher education share many complications, and death are tied porations to pay. Because pro- characteristics with hospitals: to a diagnosis code, then calcu- fessional bureaucracies tend to highly specialized in the horizontal lated for each hospital, compared, be conservative bodies, they are dimension, significant autonomy and published. Hospitals are being usually both unwilling and unable for professionals, protection of forced to restructure as externallyto respond to the demands of a the professionals' autonomy by driven, simplistic metrics are used dynamic environment. administrators whose job it is to to force doctors and hospitals to Their unwillingness stems from "buffer" the professionals from change how they practice med- the universal nature of inertia external pressures, and coordi- icine. Gog-like insurance compa- and perceived threats to closely nation accomplished through nies, not health care professionals,held beliefs and standard oper- standardized skills and are steering the health care ating procedures. Their inability knowledge. reform ark. to respond to new conditions Moreover, higher education is Certainly these changes in results more directly from the also in the midst of a storm, a ris- health care are unsettling, and organizational structure itself. ing tide of public discontent over possibly unwarranted; but they Since there is virtually no control the cost of education versus the really can't be characterized as of the work except by the pro- quality of instruction. For more shocking or in any way unfore- fessionals themselves, the system than a decade, a chorus of stu- seen. Indeed, the scenario just has no way to correct deficiencies dents, parents, and others have described was perfectly predict- the professionals choose to ignore. questioned, "Why has a college able according to the noted What reaction does this lack education become so expensive?" management expert Henry Mintz- of responsiveness to changing "How do I know which college pro- berg. In his book Structure in dynamics evoke? Most commonly, vides the best education for the Fives: Designing Effective Organ- those outside the profession see money?" "Why is there so little izations (Prentice-Hall, 1983), its problems as resulting from a attention given to teaching under- Mintzberg discusses five different lack of external control. And so graduates?" "Why can't I get the organizational structures, one of these outsiders do the obvious: classes I want ?" which is the "professional They impose direct supervision, Higher education has largely bureaucracy." standardization of work pro- met these questions with stony A hospital is a professional cesses, or standardization of out- silence. Occasionally an institution bureaucracy. Such organizations puts to exert control. To an HMO, will announce that it is holding are complex, but, explains Mintz- appendicitis is appendicitis the line on tuition and fees; often berg, rather than being controlled no special situations are recog- there is the rhetoric of an insti- by a hierarchy, they emphasize nized, no extenuating circumstan- tution rededicating itself to teach- authority of a professional nature ces are considered, and no unan- ing, complete with the announce- the power of expertise. The ticipated variations are allowed. ment of a newly initiated teaching professional bureaucracy relies Gog is in charge. award. Still, few substantive inno- for coordination on the standard- vations are evident across the ization of skills and its associated Following in Health Care's higher education landscape. Col- design parameter, training and Footsteps leges and universities have largely indoctrination in this case, Given this description of a pro- continued on with business as medical school and residency professional bureaucracy, it should usual: Great researchers still earn

10/AARE BULLETIN/APRIL 1996 144 notion of "increased accountability" to the derivation of specific performance funding formulas, We've dealt with our external regulators are scanning Those institutions deficiencies in only the horizon in search of ever- that have developed more-perfect accountability wea- the most superficial pons, ones that will force higher quality systems that way. Why? education to demonstrate its yield high-performing effectiveness and efficiency. results score well Like health care, we are allow- against Baldrige ing Gog to get astride, and he is beginning to steer us just as he requirements. pleases. The question that remains is this If these events are so predictable, why haven't we anticipated them and adapted? Just far more thangreat teachers; the because events are predictable, we are forced to act, our initial lecture format endures as the doesn't mean they're necessarily solutions come from within the education delivery vehicle of inevitable. We have not been blind-paradigm. In response to data choice; quality and selectivity sided; indeed, we should have inquiries, we hire more institu- remain joined at the hip; tuition seen the tidal wave of compliance tional researchers; in response increases predictably outpace initiatives in health care as a lead-to budget crunches, we hire more inflation by a factor of two or ing indicator. Instead of using thatfundraisers. When board members more. knowledge to fundamentally or state legislators lecture us All across the country, other rethink our colleges and univer- about productivity or efficiency, organizations are getting leaner, sities, we've dealt with our defi- we dismiss them as talking "biz- sharpening their focus, serving ciencies in only the most super- speak" their customers and trying to ficial way. Why? We engage in the organizational adjust to the dictum of doing The primary reason we have equivalent of the psychiatric con- more with less and doing it better. not responded is that, as a pro- dition "delusion of reprieve." We Enterprises of all kinds are facing fessional bureaucracy, higher edu- hunker down and rationalize that competitive challenges and havingcation is locked into a paradigm the rising tide will soon ebb. We to pay greater attention to the that focuses on resources, rep- convince ourselves that all we quality and value of everything utation, and a transcendent need to do is ride out the budget they do. That is the revolution notion of quality. According to crunch, that everything will be that is sweeping this country; the that paradigm, we maintain the fine when our funding is restored. public naturally expects higher sole right to define our own pro- We seem unwilling or unable education to participate. And fessional responsibilities.... Any to question at a fundamental most colleges and universities are incursions are threats to aca- level the way in which we con- not. demic freedom.... Accountabilityduct our work. We never debate The predictable public response,efforts are blatant attempts to the nature of performance or according to Mintzberg, is more usurp the exclusive authority of institutional effectiveness. We direct supervision and more stan- faculty members to determine don't explore alternative dardization of processes and out- how, when, and where they pro- paradigms. puts; and that is precisely what vide their services... such efforts is happening. Twenty states now should be identified, neutralized, An Alternative Paradigm require public colleges and uni- and dispatched, because we know The Malcolm Baldrige National versities to have programs to quality when we see it, and we Quality Award (MBNQA) is an assess what students learn in col- are under no special obligation alternative paradigm. It deserves lege. In 1994-95, twenty-four to explain our processes and out- the attention of academe because states conducted faculty workloadcomes to the unenlightened. it provides a methodology such studies for public colleges. Seven- Moreover, we suffer from para- that our professionals can correct teen states now require public digm paralysis, because we have deficiencies heretofore ignored; colleges and universities to certify no alternative models to pursue. it is both a systematic and sys- that their teaching assistants are Such is the power of the para- temic way to regain control over competent in English. We have digm. We whine, we moan.... We our own institutions. report cards now, too: Governing tell everyone who will listen that The Award has been carefully boards, education regulators, and we are losing our best professors constructed on a foundation of state legislatures are latching ontoto budget cuts. We argue ad nau- core values, then on criteria that simple-minded algorithms they seam about how we are special, manifest those values. A frame- can use to compare and contrast and that whatever we are asked work specifies the dynamic rela- institutions. From the general to do simply can't be done. When tionships among the criteria/cate-

A t- AMIE BULLETIN/APRIL 1996/11 gories, while examination items provide a set, 28 in total, of Core Values and Concepts results-oriented requirements. The Education Pilot Criteria are built upon a set of core values and concepts. Moreover, the Malcolm Baldrige These values and concepts are the foundation for developing and integrating National Quality Award is an inte- all requirements. grated system. Its core values (see 1. Learning-Centered Education box)act as the soul of the enter- 2. Leadership prise. The core values, in turn, 3. Continuous Improvement and Organizational Learning are embedded in seven criteria 4. Faculty and Staff Participation and Development 5. Partnership Development (seebox)that form the vital 6. Design Quality and Prevention organs. The criteria work within 7. Management by Fact a framework, a skeleton if you 8. Long-Range View of the Future will, that gives the enterprise 9. Public Responsibility and Citizenship structural integrity (seebox). 10. Fast Response Lastly, the examination items pro- 11. Results Orientation 1995 MBNQA Education Pilot Criteria vide the necessary measures and feedback, much like a nervous system, that enable the enterprise to adapt and grow. (seebox). These four elements core 1995 Education Pilot Criteria values, criteria, framework, and 1.0 Leadership (90 pts) examination items constitute The Leadership Category examines senior administrators' personal leadership a comprehensive way to codify and involvement in creating and sustaining a student focus, clear goals, high performance-improvement prin- expectations, and a leadership system that promotes performance excellence. Also examined is how these objectives and expectations are integrated into ciples. The Award is both a stan- the school's management system. dard of excellence and a diagnostic system that enables an 2.0 Information and Analysis (75 pts) organization in this case, a col- The Information and Analysis Category examines the management and effec- lege or university to assess itself tiveness of use of data and information to support overall mission-related per- against that standard. As such, formance excellence. the Baldrige process is about knowledge creation. It involves 3.0 Strategic and Operational Planning (75 pts) planning, the execution of those The Strategic and Operational Planning Category examines how the school plans, an assessment of progress, sets strategic directions and how it determines key plan requirements. Also examined is how the plan requirements are translated into an effective per- and the revision of plans based formance management system, with a primary focus on student performance. upon assessment findings. In addition to such learning cycles, the 4.0 Human Resource Development and Management (150 pts) Baldrige and its criteria empha- The Human Resource Development and Management Category examines size the alignment of mission with how faculty and staff development are aligned with the school's performance operational performance. Those objectives. Also examined are the school's efforts to build and maintain a cli- institutions that have developed mate conducive to performance excellence, full participation, and personal quality systems that yield high- and organizational growth. performing results score well against Baldrige requirements; 5.0 Educational and Business Process Management (150 pts) those institutions that talk about The Educational and Business Process Management Category examines the excellence and quality but don't key aspects of process management, including learning-focused education design, education delivery, school services, and business operations. The Cat- have systems in place to deliver egory examines how key processes are designed, effectively managed, and on the rhetoric, flunk the test. improved to achieve higher performance. The concept of "excellence" in such a system is not left to 6.0 School Performance Results (230 pts) chance. The Baldrige requires that The School Performance Results Category examines student performance the organization be able to dem- and improvement, improvement in the school's education climate and school onstrate a well-conceived and services, and improvement in performance of school business operations. well-executed self-assessment Also examined are performance levels relative to comparable schools and/ strategy that results in value- or appropriately selected organizations. added performance. The characteristics of such a strategy 7.0 Student Focus and Student and Stakeholder Satisfaction (230 pts) The Student Focus and Student and Stakeholder Satisfaction Category exam- include (1) clear ties between ines how the school determines student and stakeholder needs and expec- what is assessed and the insti- tations. Also examined are levels and trends in key measures of student and tution's mission objectives, (2) stakeholder satisfaction and satisfaction relative to comparable schools and/ a main focus on improvement, or appropriately selected organizations. (3) self-assessment that is 1995 MBNQA Education Pilot Criteria embedded in the institutional cul-

12/AAHE BULLETIN /APRIL 1996 1AQ pose of this second stage is to pool Criteria Framework the information of individual evaluators and to reach agreement Dynamic Relationships on the applicants' strengths and areas for improvement. The consensus stage also serves a second CZ> purpose: Consensus scores deter-

Educational mine site visits. A site visit is end Minna Goal Pros en reserved for those applicants who Management Student Success/ 5.0 Slotionl Focus Satisfaction and SW Int and have scored extremely well and Stalusholder . Stakeholder Satisfaction SOO Won show signs of being a potential Homan Student Retention Omer Resource Oevaelonpntme award winner. While no awards Management were part of 1995's pilot, site visits Leadership 4.0 ¶.0 were planned and three were con- Measures of Progress Shalopic School ducted. One site visit went to a and Pertormance Student Performance Operational Planthre Resells Educational Climate K-12 school district, another to 6.0 Research. Scholarship. a postsecondary vocational- and Service Efficient Use of Resources technical institute, and the last Int (=alien end Analysis site visit went to a public univer- 2.0 sity. That institution Northwest Missouri State University, in Mary-

' ville, MO hosted a team of eval-

, uators the week of October 23, 1995 MBNQA Education Pilot Criteria 1995. How We Fared A Sample Examination Item Afterwards, I was commission- ed to ask the Education Pilot 6.1 Student Performance Results (100 pts) evaluators a series of questions SuMmarize results of improvement in student performance using key measures and/or indicators of such performance. regarding the degree to which the Areas to address: nineteen applications met the a Current levels and trends in key measures and/or indicators of student evaluator's expectations. performance. In terms of the criteria, results b. For the results presented in 6.1a, demonstrate that there has been improve- in the Leadership (1.0) category ment in student performance. were viewed as "better" than c. For the results presented in 6.1a, show how student performance and per- expected. Three categories formance trends compare with comparable schools and/or comparable Strategic and Operational Plan- student populations. ning (3.0), Human Resource Development and Management 1995 MBNQA Education Pilot Criteria (4.0), and Educational and Busi- ness Process Management (5.0) ture and ongoing, (4) clear guide- ticipate. The range of scores was were perceived by the evalu- lines regarding how assessment considerable. The lowest score ators as "about the same" as they results will be used, and (5) an was 150 out of a possible 1,000, expected. Finally, Information ongoing approach for evaluating the highest 450. The low score and Analysis (2.0), School Per- the self-assessment system to indicates an institution that is formance Results (6.0), and Stu- improve the connection between clearly in the very beginning dent Focus and Student and assessment and student success. stages of transition to a Stakeholder Satisfaction (7.0) pro- performance-based paradigm. duced results "worse" than The Award's First Year The higher score is indicative of expected, according to the eval- While full analysis hasn't been an institution that has sound, sys- uators. In terms of the scoring conducted or an official report tematic approaches in place with dimensions approach, deploy- written, the first pilot year (1995) no major gaps in deployment; ment, and results the evalu- of the Malcolm Baldrige National such an institution typically does ators saw the applicants' Quality Award for education has not have extensive trend data to approaches as "about the same" concluded. The pilot generated report, but can show evidence as expected, their deployment nineteen applications ten from of learning cycles and methodol- of the approaches in slightly higher education and nine from ogies for continuous improvement. worse terms, and their results as K-12. Among the higher education Of the ten higher education clearly "worse" than the evalu- applicants were both universities applicants, six were passed by ators expected. and colleges some private, the judges to the second-round The interpretation of this feed- some public. Unfortunately, no consensus stage; all ten were also back is straightforward. It indi- two-year institutions chose to par-sent feedback reports. The pur- cates institutions that were imma-

A "I AAHE BULLETIN /APRIL 1996/13 ture in their development. Lead- future. By implementing a diag- ership is where you must begin, nostic approach that yields tough- and so it followed that leaders' minded feedback, by pursuing a methodology that involves a dil- first efforts would be in planning The Baldrige, then, and training. It also followed that igent search for bad news, colleges the applicants would be able to is a performance and universities may be able to describe their approaches in these paradigm ... that correct deficiencies that hereto- areas. The initial weakness stands in sharp contrast fore have been ignored, or at the very least tolerated. occurred with Information and to the "we-know-it- Analysis; then, lacking well- In some ways, the scenario is designed self-assessment strate- when-we-see-it" mindful of the economic roller gies, for example, meaningful approach. coaster this country experienced results were rarely available. Fur- in recent decades. In 1960, the ther, innovative approaches were United States' share of the World often described, but few instances GNP was 35 percent; Japan's was existed in which such approaches 3 percent. In 1980, our GNP share were deployed across the had shrunk to 22 percent while institution. been transformed into a robust Japan's had more than tripled As one of the evaluators com- system that stands in sharp con- to 10 percent. Akio Morita, mented "On the one hand, it trast to the "we-know-it-when- cofounder of Sony Corporation, is very disappointing to see how we-see-it" approach that dom- made this frank observation: far behind education is (com- inates a professional bureaucracy. "American companies either pared with business) in develop- It is a disciplined approach to shifted output to low-wage coun- ing methodologies for improve- addressing key customer require- tries or came to buy parts and ment; on the other hand, it is ments and key operational assembled products from coun- obvious to me that the criteria requirements, built around cycles tries like Japan that could make and framework do capture the of learning. The intent is to foster quality products at low prices. essence of what education should innovation by providing a yard- The result was a hollowing of be all about." stick that yields insights and ideas American industry. The U.S. was for improving organizational abandoning its status as an indus- Why Give It Up? practices. trial power." Then he added, "We The Baldrige, then, is a perfor- Higher education's willingness weren't taking away your manu- mance paradigm, one in which to engage in such reflective prac- facturers' business. You gave it such typically vaporous terms as tices may well be the way that up." "quality" and "excellence" have we regain control over our own Just as American manufactur- ers "gave it up" to Japan, just as Northwest Missouri State University hospitals and doctors "gave it up" to insurance companies, Amer- ican higher education is in the We Do process of "giving it up" to gov- With Our Baldrige Feedback"k" ernment regulators and educational bureaucrats. The Baldrige - , . aldrige feedback plays a 'critical.role in continuous improVe- evaluation process is comprehen- , ment atNorthwest Missouri State University. The fact that sive and rigorous. It is unforgiving. It does not abide rhetoric or . the evaluation process, is so rigorous and comprehensive, coupled with the outsider status of the evaluation tea* gives the whimsy. It may also be one of the feedback report a status unlike any other eValuation. :: -,,,;,it best chances we have to prevent As soon as we receive the feedback report; we distribute it as the hollowing of our own industry widely as possible electronically ...a.hard copy toevery.facnitY '. ., of higher education. member and service department head on campus .-.:evena,_.... copy? to the school newspaper. We urge everyone'tO analyzeit,make ''''4, 'lb Order the Pilot Criteria auggeStions, and above all-apply it to their own area of ''' During 1996, the Malcolm Baldrige . ..._ ..c.,...v.- ;::.--.-..--,:-.,-; -, -,..: ,., -- ,..i National Quality Award program is responsibility. being evaluated, and $20 million in Our Baldrige oversight committee formulated a one -page set private-sector funds are being sought of themes -: both strengths and areas for improvement= which to support a future program. became the agenda for town hall meetings in every collegeand To be sent a free copy of the support area. From all of this conversation, an action agenda MBNQA Education Pilot Criteria, contact the Malcolm Baldrige National emerged, which will guide our continuous iniiorovement efforts Quality Award Office, National Insti- over the next two years. -,. '''''-' --'"i-t:'`,- tute of Standards and Technology, ' Route 270 and Quince Orchard Road, Administration Building, Room A537, Gaithersburg, MD 20899-0001; 301/ 975-2036, fax 301/948-3716.

AUL' nt Tt I PTIM / A PRI!. I OAR lAS ASSESSMENT AND CQI Coll bordttil e on the riam? by Monika Springer Schnell

n the mid- and late-1980s, liberal arts colleges, seven com- assessment arose as a prac- prehensive colleges or universities, tice in higher education; and thirteen research universities. in the early 1990s, cam- To go directly to the punchline, 1puses came to learn about 77 percent of the respondents quality management, or "CQI." told me that there has indeed In 1993, AAHE's Ted Marchese, been a coming together of assess- calling the two movements "sep- ment and CQI efforts on their arate trains on separate tracks," campuses. This collaboration or wondered whether there might linkage takes the form of every- be synergy in the two ... both, thing from "verbal agreements" he pointed out, embody notions to work together, to formal of continuous improvement, client merger under which the two now focus, feedback, process improve- operate from the same office. ment, and collective responsibility Within this overall pattern of for outcomes. coming together, however, per- On campus, at least, assessment vasive themes emerged, six of Monika Springer Schnell is a graduateand CQI typically began as the which I'll report on here. The assistant and doctoral candidate in"causes" of separate parties, the issues raised were often sensitive, education policy, planning, andformer embraced by academic sometimes personal; to protect administration at the University ofreformers, CQI by reform-minded confidences, respondents and Maryland at College Park, Lee Build-administrators. For the past three their institutions are not iden- ing, College Park, MD 20742. To request a copy of the author's full report,years, though, many voices in both tified by name. contact her at [email protected] have called for common unzdedu. cause to be made; AAHE's last Embedded Administrative several "Assessment & Quality" Resistance ... conferences have been built Assessment and quality inter- around the idea of union. viewees alike believe that a great Given this, are there any signs deal of "administrative resistance" now of collaboration or linkage is embedded in the administrative between CQI and assessment culture on their campuses. One efforts on campus? interviewee noted, "Right now we To answer that question, I need leaders who can transform recently conducted extended tele- higher education. We need to phone interviews with the sep- make assessment and quality the arate assessment and CQI coor- everyday practice of how we oper- dinators on thirty-five campuses ate. The resistance of older, top- known to have both initiatives level administration to change in place. The thirty-five included is perhaps the greatest difficulty eight community colleges, seven that we face." Respondents des-

A n AAHE BULLETIN/APRIL 1996/15 cribed leaders who don't practice learning" at most of the thirty- tation exercise, rather than as what they preach and who resist five institutions is a result of at a set of tools and techniques to team approaches to problem solv- least five factors. foster improvement. ing. They believe that the old First is a language barrier. guard must retire before their Words like "customer" and "stake- Personalities... campuses will see real change. holder" fit in the corporate world, Numerous respondents raised One interviewee told me but don't sit well with most facultythe issue of "personalities" as .. theold guard believes that members. Institutions that are important to whether or not faculty and administrators are adversaries. Some people on cam- Territoriality often results in an inability to train pus actively do what they can to see that this mindset is perpet- collaboratively, leaving a campus with the impression that uated. There is always a suspicion assessment and CQI are "add-ons," rather than methods of of some hidden, underhanded good practice that a campus should use in its day-to-day motive in attempts to get faculty activities. and administrators to work together, and that suspicion is played upon." experiencing a growth in the rela- assessment and quality efforts tionship between assessment and can ever achieve true "collabo- Senior Champions of CQI tend to report that "We are ration." Most frequently cited was the Cause ... seeing more faculty involvement. a concern that some CQI prac- Senior-level "champions" are The less we (administrators) focustitioners are trying to take over critical to both assessment and on using CQI language and knowl-assessment's "territory" that CQI initiatives; progress can edge and the more we focus on CQI directors are telling assess- quickly become "unraveled" if top- using improvement language and ment practitioners exactly what level leadership leaves office and knowledge, the greater the degree it is they should be doing and how real or perceived "support for the of cooperation we'll get." it is they should be doing it. Ter- cause" disappears. Years of pro- A second factor is that CQI ritoriality often results in an gress have come undone with the advocates often don't know that inability to train collaboratively, change of a single top-level admin-much about teaching and haven't leaving a campus with the impres- istrator, such as a president or taken the time or initiative to sion that assessment and CQI are a vice president. CQI respondents learn about assessment. The third "add-ons," rather than methods in particular expressed concerns factor is that faculty have simply of good practice that a campus over change in the campus pres- not been invited to participate should use in its day-to-day idency. They fear that a new pres- in CQI activities. This is partially activities. ident who does not understand a result of a fourth factor, a There is also evidence of per- or support CQI will end it as an mindset that regards CQI as solelysonalities limiting collaboration activity on campus. administrative and assessment between assessment and CQI initi- Not all "champions of the cause"as solely academic. The fifth factoratives in the unwillingness of risk- are presidents or vice presidents, is that there is no release time averse administrators to share though. Some champions do not offered to faculty to encourage already limited staff and resour- possess the authoritative or sym- involvement in CQI activities. ces. Managers unwilling to relin- bolic power of a president or vice The perception that assessment quish some of their own power president, but they nonetheless is "shutting out" CQI arises from to empower others in decision have a great deal of influence or four factors revealed by project making also limit efforts to power of persuasion over others participants: The first, noted by collaborate. on campus. Faculty members or assessment and CQI respondents administrators who are in such alike, is that faculty frequently Resistance to Data... positions of influence can become are unwilling to consider making I found that resistance to the the key to breaking down barriers changes in their classrooms. The use of data also limits collabo- that limit the degree of collab- second factor is that assessment ration between assessment and oration between assessment and practitioners are unwilling to see CQI activities. There is a fear of CQI initiatives. past language constraints to look how data will be used. No one Two such barriers include per- at the principles assessment and wants to see jobs eliminated or ceptions that there is no CQI con- CQI have in common. A lack of project funding cut based on data nection to teaching and learning, impetus on the academic side to collected to evaluate a particular and that people in the assessment get involved with CQI, particularlyacademic department or admin- camp intentionally "shut out" CQI. in the social sciences areas, is a istrative unit. Respondents are That CQI is perceived as having third factor. The last is that CQI concerned that data could be "no connection to teaching and is viewed as a paper documen- used for selective elimination in

16/AAHE BULLETIN /APRIL 1996 150 areas that have traditionally been tive to evidence gathering and know the basics of what CQI is undersupported on a given how you use it (data). They are about. There is also a pattern campus. keeping us honest." emerging on campus in which fac- One institution in the study has Additional factors seen as con- ulty who have initially "con- made significant progress with tributing to the resistance to data,sciously chosen" to remain unin- incorporating both assessment which in turn serves to limit col- volved in CQI initiatives no longer and CQI initiatives into the "total laboration between assessment wish to be "left out." As one management" process, making and CQI initiatives, are data being respondent put it, "The academic a "full-circle" link to the budgeting collected but not interpreted or side of the camp has begun to process; all departmental budgets,distributed for the use of others catch up with the administrative academic as well as administra- on campus, and data being used side of the camp when it comes tive, are allocated and reallocated for reporting purposes only. to continuous quality improve- based on an objective yearly eval- ment." A number of institutions uation of specific assessment and Resistance Rears Its Head said that it was time to give the quality improvement results. But Once... administrative side a "kick" to take Respondents reported a short- Institutions in the study that its quality efforts and the overall age of time and staff to collect have just recently come under quality initiatives of the campus data, be it data to support the assessment mandate (within the to the next level. Many are expe- initiation of a particular project last one to three years) but that riencing a plateau or a sense of or to evaluate the progress of an had "gotten into quality first" complacency after a first or sec- ongoing initiative. There is evi- found that there is little subse- ond round of quality initiatives. dence at some institutions of quent resistance to assessment assessment being put into the as an idea or to working with Conciusion context of CQI to enable assess- assessment in the "context" of Institutions that are working ment efforts to be applied more quality. Such a campus has toward collaboration of assess- effectively.Several institutions, already made the shift to quality ment and CQI initiatives are find- for example, spoke of conducting practices in its mindset. Resis- ing that CQI offers a valid frame- "pilot studies" for assessment proj- tance has reared its head but work for making progress in ects as a direct result of using once ... in reaction toquality. assessment. "CQI is not a pan- CQI. They have seen positive However, institutions where acea," as one assessment respon- results in terms of time, effort, assessment arrived first tended dent noted, "but it is the frame." and revision of their assessment to experience two resistance Another assessment respondent efforts. They specifically point to movements, one to assessment commented, "The Office of Insti- the fact that they are no longer and then a second one to quality. tutional Studies and the Office "burning out" the entire faculty To fully understand the reasons for Continuous Quality Improve- at the institution in pursuing why this is the case will need fur- ment have agreed to work assessment endeavors. ther study, but it is an intriguing together on assessment and CQI The "view of self as expert" can pattern worthy of mention here initiatives, particularly in the area limit the collection and use of and in future consideration of of developing a far-reaching, campuswide assessment architecture. Institutions in the study that had "gotten into quality first" While there are assessment initiatives in place here, we don't found that there is little subsequent resistance to really know what is going on in assessment as an idea or to working with assessment in the the individual colleges. We have "context" of quality.. .. However, institutions where no infrastructure in place to deal assessment arrived first tended to experience two resistance with this. Developing this structure is an essential aspect of what movements, one to assessment and then a second one to we will be doing as we attempt quality. to work together." As is evidenced in the six data. Several respondents spoke how it is that higher education themes discussed above, even of the value of CQI appropriately can most effectively implement though 77 percent of my study "challenging" the "expertise of the organizational change. respondents answered "yes," that experts," so to speak. on the aca- collaboration or linkage has been demic side, who see themselves Getting to the developing between assessment as being able to go unchallenged. Next Level ... and CQI, almost all respondents One respondent remarked, "We A thread running across a pointed to significant factors still have gained on the assessment subset of institutions in my study limiting the degree of that col- side from CQI forces in that they involves faculty feeling some pres- laboration on their own have caused us to be more atten- sure from colleagues to at least campuses.

151 AARE BULLETIN /APRIL 1996/17 Sadly, as this issue goes to press, fighting has broken outagain in Liberia . . . F AFRICA A Model for Others

by Linda Chisholm and Louis S. Albert

There is always something new out of Africa. Pliny the Elder (First Century CE.)

Heroism is endurance for one moment more. George Kennan (Twentieth Century CE.)

These aphorisms bring faculty and staff boarded up the to mind a true tale of library and student records, but educational courage and classrooms, dormitories, labor- vision. atories, museum, and the chapel For six years, Dr. Mel- were stripped. The occupied cam- vin Mason has been enduring for pus was converted into a guerrilla one moment more. While most training camp. of us in education think of vaca- Atrocity followed devastation. tions and travel away from home, Mason and his wife remained as he has talked and lived and long as possible, but after months dreamed of nothing but returning of harassment and a day of terror to work and home. Home for him at the hands of a drunken soldier, is Suacoco, Liberia, 120 miles they fled for their lives, hidden upcountry from the capital, Mon- Cuttington's president, Melvin J. Mason in a truck going to the Ivory Coast rovia Work is the presidency of for relief supplies. Cuttington University College, the And so it proved to be. The war In the first months of the con- oldest private degree-granting escalated to become what many flict, all who knew Liberia hoped institution of higher education have called the bloodiest since the war would end quickly. But in sub-Saharan Africa World War II. More than 150,000 months turned into years. Friends In December 1989, Cuttington were killed and at least a million of Cuttington in Liberia and the had just celebrated its centennial. internally displaced. An additionalUnited States, including former The academic year at a close, Cut- 750,000 fled as refugees to neigh- Fulbrights who taught at Cutting- tington's one thousand students boring Sierra Leone, Guinea, the ton, Peace Corps volunteers, and Liberian, West African, and Ivory Coast, Ghana, and Nigeria. church people, worried about the eight U.S. service-learning stu- The rival sides splintered into fac- future of the institution. They dents were packing their tions. The rule of law disappeared feared that each month the col- belongings. Faculty in the arts and as marauding bands of boy sol- lege remained closed, the harder sciences, business, nursing, edu- diers the U.N. reports many it would be to reopen. Time has cation, and theology (Cuttington as young as nine years roamed proven them right. was founded by the U.S. Episcopalthe countryside with automatic Church) were grading papers andweapons. Farm animals were Cuttington in Exile preparing for the holiday when killed, crops ruined, goods of any It was Howard Berry, president news came that rebel leader kind stolen, and commerce and of the Partnership for Service- Charles Taylor, challenging the education halted. Learning, which had sponsored dictatorship of Samuel Doe, had Cuttington closed in May 1990, a successful program for U.S. taken Nimba County, on the bor- and undisciplined regiments of undergraduates at Cuttington, der with the Ivory Coast. LiberiansTaylor's army, coveting the well- who posed the fruitful questions knew this could be the beginning appointed campus, moved in. In leading to new hope for Cutting- of civil war. a last effort to save Cuttington, ton: "Must Cuttington be in Liber-

18 /AAHE BULLETIN /APRIL 1996 152 government called the Council of State was established, headed by Cuttington graduate Wilton Sankawulo. Its goals are to oversee the disarmament of combat- ants and to hold free and fair elections by August of 1996. President Mason will return to Liberia in April to begin classes Left: The installation by President Mason (far left) of new officers of the Cuttington in Monrovia, where a provisional Alumni Association, November 18, 1995, in Baltimore, MD. From left to right Lynette Cuttington office has been estab- Murray, secretary, Stephen Kaipha, president, and Eugenia Roberts Jelani, treasurer. lished, and to assess the needs of the main campus. Meanwhile, Right: A senior nursing student and two theological students receive donated 240 Cuttington students have equipment and textbooks brought by President Mason during his visit in January 1996 to the Cuttington-Monrovia office. Ted Brown (far right), administrative assistant been enrolled by special arrange- to the president, was the only Cuttington staff member to remain on campus in 1991- ment at the University of Liberia 1995 during the worst of the fighting. at Monrovia until the campus Nursing equipment and textbooks for thirty students were donated by Helen reconstruction is complete. Kohler, former professor of nursing at Cuttington, now teaching at the University of Real dangers remain; part of Maryland's School of Nursing. Textbooks for ten theological students were donated by William D. Persell, dean of Trinity Cathedral, Cleveland. the heroism of this story lies in that reality. Mason faces genuine is ?" "Why not temporarily move Colleges elsewhere in Africa, physical risk on his return. But the College elsewhere?" "Why not in England, and as far away as he is aware that the opening of establish Cuttington University the Philippines accepted Cutting- schools can contribute to the College-In-Exile?" ton students. In the United States, peace process, and will be vital President Mason, formerly gen- Saint Paul's, St. Augustine's (NC), to the rebuilding of his nation, eral education specialist of and Berea colleges and Cornell society, and culture. The lost gen- UNESCO in Paris, with degrees University were among those that eration of Liberia needs from Yale and Michigan State, responded generously. Scholar- Cuttington. could easily have abandoned ship. ships were found, credits earned What is the message in this? But without hesitation he took and transferred to Cuttington- In areas around the world torn on the task "Liberia is the place In-Exile, and Cuttington degrees by war and civil strife, colleges of my birth, Cuttington my alma awarded, even as the war raged. and universities have closed their mater, its presidency my life's Simultaneously, Mason made doors, huddling and waiting out work." contacts for the future at con- the storm. Cuttington's example In 1991, Thomas Law, president ferences, including AAHE's. He stands out. It is a story of imag- of Saint Paul's College (an HBC) met with American Schools and ination, heroism, vision, and a in Lawrenceville, Virginia, stepped Hospitals Abroad (ASHA), an fierce determination that edu- forward, offering an office and agency of USAID that had sup- cation need not retreat and hide residence to Mason and to Hen- ported Cuttington in the past, andin the face of chaos and barba- rique Tokpa, dean of administra- with other potential donors. He rism. There is much for all of us tion, and Tonneh Tokpah, comp- plans to reopen Cuttington on in education to learn from this. troller. A board of directors for a work-and-service model: "There Out of Africa, a model for Cuttington-In-Exile was formed, are no resources. All will have to others. chaired by Wilbert LeMelle, pres- work, helping the college and our ident of the Phelps-Stokes Fund. neighboring communities rebuild. Linda Chisholm is the president of the Adopting the motto "Keeping I will be the first to model this Association of Episcopal Colleges, 815 Hope Alive," Cuttington-In-Exile work ethic." Second Avenue, New York, NY 10017- was up and running with four In August 1995, a Liberian 4594. Louis S. Albert is a vice president of the American Associaticm for Higher goals. peace accord was signed at last Education. Both are members of the The first was to provide support a fragile one, to be sure. Days Board of Trustees of Cuttington-In- to what faculty and staff later a new national transitional Exile. remained on campus in Suacoco. The second was to place refugee To Help students in other universities. The To make a tax-deductible gift toward the rebuilding of Cuttington,send third was to provide opportunities a check payable to "The Association of EpiscopalColleges," with "For for some junior staff to continue Cuttington Reconstruction" in the memo line, to: their education in master's programs. The fourth was to lay Cuttington Reconstruction Fund plans, and the grounds of support, The Association of Episcopal Colleges to enable Cuttington to return 815 Second Avenue to home soil once peace was New York, NY 10017-4594 achieved.

153 .AAHE BULLETIWAPRIIVA; BEST COPYAVAILABLE MME NEWS Staff phone extensions in parentheses.

AAHE Assessment Forum The (Conference Approaches The 11th AAHE Conference on Assessment & Quality, June 9- 12, 1996, in Washington, DC, focuses on "What Works? Learn- ing From Success (and Avoiding Pitfalls)." The conference will Light Mentkowski Valli Cross offer you: A wealth of opportunities for quality, and higher education. tations by CEOs, sessions related active learning, including: 90+ Useful resources handouts, to cultural values and career concurrent sessions, 32 work- books, instruments, and videos. development, panel discussions shops, 15 major featured pres- 1,500 colleagues to meet and that include personal and pro- entations, 35 program briefings, learn with/from. fessional experiences of Asian 60+ poster sessions, exhibits, Mark your calendar and make Pacific American administrators, Wednesday Morning Specials, plans to attend the largest, most introduction to concepts of book discussions, a Consulting comprehensive, and longest- higher education, networking and Breakfast, and more. running conference on assess- mentoring, and the development Leading luminaries such as ment and quality. Early bird of personal plans by each par- Arthur Levine (keynoter), Laura deadline, May 10 save $30! ticipant to seek a career in aca- Hendon, Dan Seymour, Marcia Regular/team deadline, May 24. demic affairs administration. The Mentkowsld, Peter Vai 11, Claire All AAHE members were mailed fee for the institute is $250. Ellen Weinstein, Richard Light, a conference preview in April. For registration and hotel infor- K. Patricia Cross, Grant Wiggins, If you didn't receive yours, or for mation, contact: ADI/APA Con- Trudy Banta, Vincent Tinto, Pat more information, contact Liz ference, c/o Michael M. Ego, Col- Hutchings, Peter Ewell, Craig Lloyd Reitz (x21), project assis- lege of Applied Sciences and Arts, Nelson, and more. tant; [email protected]. San Jose State University, One Three bonus pre- and postcon- Washington Square, San Jose, CA ference activities: a two-day Sym- 95192-0049; ph 408/924-2908, posium on Performance Indi- AAHE Asian and Pacific Caucus fax 408/924-2901; cators; a one-day Colloquium on [email protected]. Classroom Assessment & Class- Asian Pacific room Research; and the Campus Institute Quality Coordinators Network San Jose State University, in col- Forum on Faculty Roles & Rewards (CoordNet) 2nd Annual laboration with AAHE and the Gathering. American Council on Education, New Working Up-to-date information and is hosting an Administrative Paper Series expert advice on what works and Development Institute for Asian At last month's AAHE National what doesn't in assessment and Pacific Americans, "Pathways to Conference, the New Pathways CQI for whom, when, where, Academic Affairs Administra- Project launched a Working Paper how, and why. tion," June 20-23, 1996, at the Series, comprising fourteen pap- Hundreds of "real world" exam- San Jose (CA) Hilton and Towers.ers to be issued over the next ples of best practice from a The Institute will address issuesyear on the topics of campuses wide range of disciplines and related to the "pipeline" necessarywithout tenure, academe's dual institution types, presented by to prepare Asian Pacific Amer- labor market, uncoupling aca- the people who made them work. ican faculty and department demic freedom and academic ten- Insights, inspiration, and "cut- heads to enter academic affairs ure, senior faculty career tran- ting edge" thinking from intel- administration. The three-day sitions, and post-tenure review, lectual leaders in assessment, format will incorporate presen- among others.

**Ho //,www iffFiliiii/VCCeis:tcalli514S/.27#1g81"64*-: iiiitierx"radd mstructionimall.Fcix/AccessAchooselfree, I teMil 2

911 / A AMR RI rI.I.FTIN/APRII. I AM G' A AAHE Assessment Forum New Director, New Directions Sought

by Russell Edgerton, AAHE president

Since 1987, five talented individuals with faculty and adminis- Authors include Kent Chaba- trative experience Patricia Hutchings, Renee Betz, Barbara tor, James Honan, Gene Rice, Wright, Karl Schilling, and Tom Angelo have directed AAHE's Judith Gappa, Richard Chait, Assessment Forum and then returned to campus or moved on Ann Ferren, Christine Licata, to other pursuits. This staffing model has worked superbly, and David Breneman, and Peter we are now announcing a search for a successor to Forum direc- Byrne. The first two papers, tor Tom Angelo, who plans to move on this summer. We would "Making a Place for the New hope that the new director could begin in September 1996 and American Scholar" (Rice) and direct the Forum for at least two years. "Tenure Snapshot" (Cathy A. The national conversation about assessment is and should Trower) are now available. be a dynamic one. We believe that over the next few years our Sold singly, each paper is $8.50 ongoing work on assessment needs to be reconnected to a newly (AAHE members) or $10 (non- invigorated conversation about the academic standards that members), plus $4 UPS shipping. campuses should live by. Standards are embedded in such things Order all fourteen as a package as admissions requirements, degree requirements, course syllabi, and save more than $50! For and grading policies, and we see the need for thoughtful campus more information, or to place an conversation about all of these. Reflecting this direction, we pro- order, contact Rhonda Starks pose to retitle this position: (x11), publications clerk. Director, AAHE Forum on Academic Standards and Assessment Thrum on Faculty Roles & Rewards Advisory Group Responsibilities The director (with the help of a full-time project assistant) is Meeting responsible for: AAHE's Forum on Faculty Roles planning and conducting an annual, four-day national con- & Rewards has recently formed ference each June that draws 1,200-1,500 attendees; an advisory group to guide the consulting, speaking, and serving as a general source of infor- Forum as it begins the second mation and referral about assessment; and phase of its work. The advisory designing and shaping projects (studies, action projects, pub- group includes David Scott lications, etc.) that advance wise policy and practice. (chair), chancellor, University of Massachusetts; Carol Cart- wright, president, Kent State Uni- Qualifications versity; Charles Glassick, interim Our ideal candidate is an individual who has: president, Carnegie Foundation the intellectual depth to guide and shape the substantive work for the Advancement of Teaching; of the Forum (an understanding of fundamental issues about Kay Moore, professor and chair- the curriculum and learning is more important than technical person, Michigan State University, expertise in issues of assessment); Walter Massey, president, More- the organizational ability to put on a large, complex national house College; Stephen Portch, conference; and chancellor, University System of the personality and skills to work well with colleagues and to Georgia; David Ward, chancellor, represent AAHE and the Forum to campuses around the University of Wisconsin-Madison; country. and Mary Walshok, associate vice If the future is like the past, such a candidate is likely to be a chancellor, University of respected faculty person who has chaired a department or California-San Diego. administered a complex project, who has had some exposure During its most recent meeting, or connection to campus-based curricular design and assessment the group reviewed attendee eval- work, and who is now interested in taking on a national project. uations from the Forum's January 1996 conference, discussed the Application changing context for the Forum's AAHE is open to creative employment arrangements, including work, and most important con- sabbatical leaves and even shared appointments. Salary is nego- sidered new directions for the tiable. Interested candidates should submit a brief letter of inter- Forum and its next conference, est and a resume by May 15, 1996, to Nancy Whitcomb (x25), in San Diego, January 16-19, 1997. director of administration, AAHE, One Dupont Circle, Suite 360, Washington, DC 20036-1110. a

Continued on page 22

1 AAHE BULLETIN/APRIL 1996/21 AAHE Black Caucus eastern Illinois University, have 30, 1996, on the campus of the developed a payment schedule University of British Columbia Caribbean consisting of three installments in Vancouver. Cruise! of $475 each per person due This year's conference will fea- Don't be left on dry land this April 30, May 17, and June 4. ture workshops and small-group summer! The AAHE Black Cau- For more information, contact sessions offering "hands-on" expe- cus is sponsoring a seven-night the cruise coordinators or Fleet- rience in setting up and facili- cruise, August 3-10, 1996, aboard wood Travel & Cruise Center, 604 tating case discussions, and in the Carnival ship Fabulous Fas- West Burlington, LaGrange, IL writing cases. Participants will cination. The cruise of the South 60525; ph 708/352-8000 or toll- explore alternative models and Caribbean will depart from San free 800/441-0704 (outside IL). methods, have a chance to prac- Juan, PR, and visit St. Thomas, tice and receive feedback, and talk about how cases can work Guadeloupe, Grenada, Caracas, The Teaching Initiative and Aruba. The cost is $1,425. best on their campuses and in Special rates are available for Cases Conference their programs. departures from cities other than The AAHE Teaching Initiative Campus teams are especially Chicago via Continental Airlines is cosponsoring, with Pace Uni- encouraged to attend, since a pri- through Fleetwood Travel. versity's Center for Cases Studies mary aim of cases and this For your convenience, cruise in Higher Education, a fourth conference is to foster con- coordinators Melvin C. Terrell, annual working conference on versation and community around vice president for student affairs, cases. The event, "Using Cases teaching. and Murrell Duster, dean of aca- for Reflective Teaching and For registration information, demic development, of North- Learning," will be held July 27- call organizers Bill Welty at 914/ 773-3873 or Rita Silverman at 914/773-3879. AAHE's Quality Initiatives

Summer Academy The Education Trust As the new century approaches, most institutions will need to develop new structures, New Associate environments, and cultures for learning. In February, Pane Barth joined Focusing on learning is key to change in AAHE's Education Trust as senior higher education: student learning as a core associate. Barth will help develop process of all institutions; faculty and staff learning as essential a broader publications and com- for effectiveness in new environments; and administrator learn- munications strategy for the ing as key to leading change efforts. Trust that both will enlist more To help campuses make the changes needed, AAHE's Quality people in its effort to bring about Initiatives has created a new Summer Quality Academy: Organ- K-16 reform and will help them izing for Learning, to be held in Breckenridge, CO, July 27-31. in their own local efforts to devise The Academy will provide an environment rich in ideas, exam- and carry out comprehensive ples, and conversation within which motivated academic leaders reform strategies. can create a new vision of learning for themselves, their col- Before coming to the Education leagues, and their students and create beginning strategies for Trust, Barth was director of pol- implementing that vision. A blend of dialogue, reflection, collab- icy analysis for the Council for oration, institutional and cross-institutional teamwork, strategic Basic Education, where she was conversations, and action planning will be supported by a pro- in charge of standards-related gram that offers the best knowledge about learning and strate- projects on the national, state, gies for managing change in higher education. and local levels. She has assisted Teams are encouraged from institutions (or colleges, schools, urban districts, including Chicago, or major academic programs) committed to becoming organized Milwaukee, and Los Angeles, to for learning. Institutional teams might include a provost, a cou- establish high academic stand- ple of deans, and a few faculty. College, school, or program teams ards for all K-12 students in their might include a dean, a few department heads, and a few faculty. schools through community-wide Teams are welcome from two- and four-year institutions, public consensus. and private. Barth has written extensively Costs. $550 per person; includes all materials and program- about education reform. In addi- ming, plus three breakfasts, four lunches, two dinners, and two tion to numerous articles and receptions. The hotel room rate is $92 per night single/double; papers, she is the coauthor, with studio $99 per night single/double. the Trust's Ruth Mitchell, of Application. Enrollment in the Academy will be limited to 30 Smart Start: Elementary Edu- teams. To be sent Summer Quality Academy application mate- cation for the 21st Century rials, or for information about AAHE's Quality Initiatives, contact (North American Press, 1992). Kendra Martin (x20), project assistant; [email protected]. For specific questions about the program, contact Steve Brigham (x40), director, AAHE CQI Project; sbrigham @cni.org. Continued on page 24

22/AAHE BULLETIN/APRIL 1996 1t-' anything constructive that might be happening in education. ...April brings the debut of About Campus, ACPA's new magazine devoted to "enrich- by Ted Marchese ing the student learning experience" ...it's the brainchild of Missouri student-affairs chief Charles Welcome back for news about AAHE membersSchroeder, who now coedits... Jossey-Bassis the (names in bold) plus news of note ... do keeppublisher.. .. Couldn't happen to a finer fellow: the sending me items ... email is [email protected] for Service-Learning elects my AAHE colleague Lou Albert as its board chair.... Those PEOPLE: Macalester scores a coup by luringof you taken by themes in this Bulletin might want Williams scholar-dean Michael McPher- to dig deeper in a new sourcebook of "best son to its presidency, August 1st ... we've practices" for health care administration all appreciated Mike's thoughtful pieces in Change over the years on the economics programs, put together by Portland State's Sherril Gelmon, ... Assessment in a of higher education. ... Antonio Flores leaves his Michigan state government post, Quality Improvement Framework (call 703/524-5500 x110 to order). for presidency of the Hispanic Association of Colleges and Universities, in San Anto- COPYRIGHT: Confused (like me) about nio. ...U.S. Department of Ed's new "fair use" of print and electronic resources? community college liaison is Jacqueline Henderson Last December's Bulletin on distance Woods, vice chancellor for external affairs education promised 1996 publication of at City Colleges of Chicago.. .. On a sadder Fair Use of Copyrighted Works, by the note, Audrey Cohen we featured her Consortium for Educational Technology "purpose centered" instruction two for University Systems (CETUS), made up columns ago passed away March 10th of California State, SUNY, and CUNY ... in New York City of cancer. that 34-page pamphlet is now available. ... To order, contact Bonnie F. Dunn,CSU WINNERS: Tip of the hat to Missouri-Rolla Chancellor's Office, PO Box 3842, Seal chancellor John Park, as his campus nabs Beach, CA 90740-3842, or via http:// a statewide "Baby Baldrige," the Missouri Pacheco www.cetus.org. Quality Award ... to WinonaState president Darrell Krueger for his institution's awardSMALL COLLEGES: It's hard to believe, but as of a different sort: a "pilot designation" by the staterecently as the 1950s most of this country's small, that removes regulatory mazes in return for publicprivate (often denominational) colleges were not reporting of progress on stipulated quality indica-accredited ... it's a good lesson in self-help to recall tors ... and to Teachers College prexy Art Levine,how believers in these colleges organized a Council on his institution's rise to tied-for-first in the recentfor the Advancement of Small Colleges to coach U.S. News ranking of Ed schools. them toward accreditation, which eventually most all of them got.... This yearCASC, since 1981 'HUSKERS: Over the past five years, the University of Nebraska at Lincoln has made greater stridesrenamed the Council of Independent Colleges, on behalf of undergraduate improvement thancelebrates its 40th anniversary, counts 400 campus members. ... Wilberforce president JohnHender- virtually any comparable land-grant ... there's ason chairs the CIC board, Allen Splete serves as new, more-focused gen-ed program, freshmanpresident. learning communities, a big boost in honors work, undergraduate research, supplemental instruction,OOPS: In March, in the haste of production, an Academy of Distinguished Teachers, a peer"Bulletin Board" announced the election of Univer- review of teaching project, heightened uses ofsity of Arizona president Manuel Pacheco (pictured technology, work with the schools, and on and on.above) as ACE secretary ... but mistakenlyoffered ...Credit many people, not least senior VCAA Joaninstead the photo of Arturo Pacheco, dean of the Leitzel.. .. Joan, not incidently, is AAHE's incomingCollege of Education at the University of Texas at Board chair-elect, and just named to the presidencyEl Paso. of the University of New Hampshire. NEXT UP: The AAHE Board meets here in Wash- MORE PEOPLE: Congratulations to ECS presidentington, April 25-26 ... besidesthe usual topics, I'm Frank Newman on his coconvening of the recentsure many minds will turn to Hopwood v. Texas, Education Summit, by all inside reports a mostthat Fifth Circuit blow to affirmative action.. .. April valuable event ...I say "inside" in case you didn'talso is AAHE Board elections month, so watch your see or hear much about the summit in your localmail for your ballot and do vote (1,977 of us did media, which remain baffled by how to coverlast year) by May 20.... Be backin May. 157 The Education Trust Resort, in Phoenix-Scottsdale, the email message: subscribe AZ. aahesgit yourfirstname yourlast- Marx the Datesi Teams from institutions where name to [email protected]. The seventh National Conference on School/College Collaboration local TLT Roundtables have already begun work will have will take place November 20-24, Important Dates 1996, at the Grand Hyatt Hotel opportunities to collaborate on TLTR Regional Workshops. tasks of common interest and DC Metropolitan. George Mason in Washington, DC. This issue of University. Fairfax, VA. May 3-4. the Bulletin includes the con- concern. Individuals representing institutions still deciding about California State University-Fresno. ference call for proposals. Your Fresno, CA. May 13-14. proposals, questions, and sug- TLT Roundtables, and individuals Kent State University. Kent, OH. concerned with increased edu- May 20-21. gestions are welcome for session Massachusetts Faculty Develop- ideas, plenary speakers, and cational uses of information tech- ment Group and Bridgewater State workshops. The proposal deadlinenology, are also welcome. College (cosponsors). Bridgewater, MA. 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City St Zip Day Ph Eve Ph Fax E-mail (if not Internet,specify) Bill me Check enclosed (payment in U.S. funds only) 4/96 Rates expire 6/30/96 158 r: In this issue that Putnam's provocativecreate social connections? Warren proposes Since publication of Robert "since participation in the PTA andunions and article "Bowling Alone:America's Declining find new seeming disengage-church socials has declined, we have to Social Capital," Americans' forums." And a campus can be just such aforum, ment from civic lifehas become a topic of general society, Putnam argued,through which students, employees, and community discussion and worry. As a neighbors get to know one another, discuss theissues, we are participatingless and less in activitieslike bands, and the correlateand exercise their civic responsibility byvoting. Such bowling leagues and town a forum can be a model forstudents to take with is declining voter participationrates, lower levels of increasing levels ofthem upon graduation, to duplicateelsewhere. trust in society's institutions, If you missed Putnam's original articlein the cynicism... . January 1995 Journal of Democracy, ... and you "Slow disintegration of whathas held the country the subject of thiscan't wait for his forthcoming bookexpanding on together," laments David Warren, check out next month's Bulletin month's interview, beginning onthe next page. "Whatthat discussion ... have lost thosefor an excerpt from his March 18thplenary session Putnam was saying is that we Conference on Higher associations that bring us together,that provide usat AAHE's 1996 National Education in Chicago. BP a chance to discussthe issues, to generate trust, to

Engagement 3 "Motor Voter": How the NewLaw Can Help Colleges Promote Civic /an invitation to join theNational Campus Voter Registration Project an interview withDavid L. Warren England Resource 7 An Agenda for InvolvingFaculty in Service/ideas from the New Center for Higher Education in supportof professional outreach and service-learning by Deborah Hirsch

10It Was Time to Act, and SouthernUniversity Did: New Orleans Partnership Prepares Young Professionals toMeet Urban Needs/a success story by Deborah B. Smith

Departments 13AAHE News/a new book on peercollaboration and peer review, conference updates, Asian and Pacific administratorinstitute ...and more!

15Bulletin Board/by Ted Marchese

AAHE BULLETIN May 1996/Volume 48/Number 9

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Editorial Assistant: Kerrie Kemperman

Education, One Dupont Circle, Suite 360, Washington, DC20036-1110; ph. 202/ Published by the American Association for Higher Unsolicited 293-6440; fax 202/293-0073. President: Russell Edgerton.Vice Presidents: Theodore J. Marchese and Louis S. Albert. manuscripts may be submitted by readers. Guidelines forauthors are available free by fax: 510/271-8164, item 11. nonprofit AAHE Bulletin (ISSN 0162-7910) is published as a membershipservice of the American Association for Higher Education, a Second class postage paid at Washington, DC. Annualdomestic membership organization incorporated in the District of Columbia. $45 per year dues: $85, of which $45 is for publications. Subscriptionprice for AAHE Bulletin without membership: $35 per year. times per year, monthly except July and August. Backissues: $5.00 each, outside the United States. AAHE Bulletin is published ten AAHE Bulletin $4.00 each for eleven or more copies of the same issue, plusshipping; call 202/293-6440 x11 for ordering information. POSTMASTER: Send is available in microform from University MicrofilmsInternational. Printed in the United States of America. address changes to AAHE Bulletin. Attn: Memberships,One Dupont Circle, Suite 360. Washington, DC 20036-1110.

Typesetting by Capital Prepress. Printing by HBP. Inc. AMERICAN ASSOCIATIONFOR HIGHER EDUCATION .1:60 The National Campus Voter Registration Project. "MOTOR VOTER" How the New Law Can Help Colleges Promote Civic Engagement

an interview with David L. Warren

With the passage of the National Voter Reg- organize the Project with cochair James Appleberry, istration Act in 1993, which made reg- president of the American Association of State Col- istering to vote easier, colleges and univer- leges and Universities (which are both Secretariat sities gained a new opportunity to "provide a plat- members). Warren's own interest goes back to a form for our campus communities to come together voter registration drive he ran ("with a fellow in common discourse, to promote the vital respon- named Bill Clinton") for a 1970 senatorial cam- sibility of citizenship for students and employees paign, to his years as a student, faculty member, alike, and to once again make our colleges and uni- and administrator at Yale University, and as an versities a setting in which the important issues of elected member of the New Haven Board of Alder- campus and nation are discussed and acted upon." men. "I had conversations with thousands of New

...So declares the recently launched Haven and Connecticut citizens, and National Campus Voter Registration I learned how important it is to lis- Project. ten to their expressions of hope and Endorsed this February by the concern. It seemed to me, even then, Washington Higher Education that we needed a conversation on Secretariat (thirty-eight Washington, our campus that linked 'town and DC-based associations, including gown.' Since then I've tried to figure AAHE, representing all segments out how this most fundamental of the higher education community), responsibility of American citizen- the Project encourages colleges and ship can be supported on campus, universities to take advantage of and reflected in the curriculum and this "Motor Voter" law by organ- cocurriculum." Far him, Warren izing voter registration and edu- reports, "the 'Motor Voter' law pro- cation campaigns. vided the necessary catalyst for cam- David Warren, president of the pus involvement." National Association of Independent Warmn AAHE vice president Lou Albert Colleges and Universities, helped talked with Warren last month. Eds.

ALBERT: David, it's been twenty- gressional elections, however, only that phenomenon? five years since American 18-year- 20 percent of America's registeredWARREN: I think the 18-year- olds won the right to vote. How young people voted ... less than old voter in 1972 cared deeply many exercise that right? half the 1972 number. about two issues: the new right WARREN. Unhappily, they haven't Although voter participation to vote and Vietnam. That brought voted in great numbers; indeed, has declined for all age groups them to the polls in relatively high we've seen a steady erosion in in that period, the decrease is numbers. But in the last twenty- their participation over the years. sharpest among young people. five years we haven't seen issues, In 1972, 49 percent of the 18-to- There's little doubt that we are with few exceptions, that served 24-year-olds eligible to vote in thatwitnessing a disengagement from to bring young people into the presidential election did so, com- the voting process by 18- to -24- political process... until last year, pared with 55 percent of the elec- year -olds. that is. I'm referring now to the torate overall. In the 1994 Con- ALBERT: Any idea what's behind issue of federal student financial

161 AAHE BULLETIN/MAY 1996/3 aid. My guess is that even without this national voter registration .What Is "Motor Voter"? drive, we would see an increased The National Voter Registration Act was signed into law by President Clinton 18-to-24-year-old voter turnout on May 20, 1993. It took effect in most states January 1, 1995, withsome in 1996 because there's a clear states granted extensions or delayed implementation until 1996:. self-interest there, an issue of edu- Among its provisions, the "Motor Voter" law requires StatesiO:*:' 'Offer voter registration when people. apply for a driver's license (or cational, financial, and career con- renew, or change their address) or for public assistance. cern to students. Make voter registration available by mail, without requirements for a ALBERT:What are the purposes witness or notary . of the National Campus Voter Accept a new registration form developed by the Federal Bactions-.' Registration Project? COmmission.if they themselves do not offersame-day registratiOh:'. WARREN:The Project has three Offer. voter registration at military recruitment offices. - general purposes. First, we want -Notify new applicants if they were registered, rejected, or their appli- to reaffirm to our young people cation needs additional information. ; : f.- that voting is an individual's fun- , Not purge people who do not vote from the registration.lists:' damental act of citizenship. At The law also allows states to designate schools as voter registration sites. To the heart of democracy rests the date, two states (Iowa and New York) require their state colleges Anil uniVer-2:,, ' sities to distribute voter registration forms; New York's attorney geheiai has individual's right and responsi- interpreted the law to include-distributing forms at SUNY'and-CUNY campUies, bility to vote. The second purpose collecting the completed forms; and sending them to the local eleCtion offices: is to contribute to the historical institutional mission of all of our colleges and universities, that of preparing our graduates for lead- "MOTOR VOTER" allows students to register at ership, service, and citizenship. either their home address or at Thirdly, we see the Project as ALBERT:The National Campus their school address. an opportunity to re-create a com-Voter Registration Project, I know, If campuses take advantage munity conversation at our col- takes its cue from voter registra- of the act, students could register leges and universities, one that tion changes specified by the 1993 to vote when they register for brings the entire campus together National Voter Registration Act. class ... employeescould receive to discuss the issues, register to WARREN:Adopted in May 1993 the voter registration form with vote, and exercise that right and and effective on January 1, 1995, their paychecks or at faculty responsibility at the polls not this "Motor Voter law" makes it meetings. just students, but also faculty and easier for people to register to ALBERT:The law has been in staff. So, there's a community ele- vote by requiring (through the effect for more than a year. Have ment designed to bring us states) public agencies such as we seen any results? together. local motor vehicle bureaus and WARREN:Since "Motor Voter" ALBERT:Do you see the "con- welfare offices to provide voter was implemented, more than 6 versation" you want involving registration forms, and to collect million people have been added members of the surrounding local and send the forms to local elec- to the voter registration rolls. community? tion offices. It also allows voter Forty (40) percent of the new reg- WARREN: Icertainly do. We want registration by mail. istrants are 18-to-24-year-olds. campuses to create forums, town Further, a section of the act But that's justscratchingthe meeting environments that invite called for the creation of a federal surface. We have 14.3 million stu- people from the local community voter registration form, currently dents in our colleges and univer- to participate. Of course, we'll accepted in forty-seven states (the sities, and almost 2 million have to pay close attention to exceptions, for various reasons, employees. "town and gown" issues as we pro-are North Dakota, New Hamp- ALBERT:Do you have data on ceed, but what local elected offi- shire, and Wyoming). This federal what percentage of students and cial would be opposed to urging form provides a unique oppor- university staff are already eligible residents to exercise their tunity for voter registration drives registered? franchise? on college campuses, because it WARREN:Yes. Fewer than half

A / A LIP nit TIOTIM /IA AV I OCIA "College presidents "Almost every college should take an active catalog contains a leadership role in mission statement creating a nonpartisan with language that forum on campus, says, 'We prepare one that uses a 'League our graduates for WARREN: Ithink the answer will of Women Voters' have a great deal to do with the leadership, for service, approach to bringing way in which the common con- and for citizenship.' the candidates and versation, the community forum, The Project gives the issues forward unfolds. If students are engaged, campuses an important if they are taken seriously, if the for community debate issues seem real to them, my guess opportunity to practice among students, campus is that they are likely to vote in what we preach." employees, and the town where they go to school. townspeople." If, on the other hand, it's a kind of haphazard, dispersed, unfocused registration process, with little opportunity for community participation, then the students will more likely register to vote back home... or not register at aE ALBERT:Couldn't campus voter registration drives create logistical problems for local voter registra- of all college students are regis- tion offices? In many small com- sure that their institution's infra- tered, as are about two-thirds of munities, the local college or uni- structure will support the process all campus employees. The lower versity is the largest "industry" ... the registrar ofstudents, the student numbers reflect the gen- in town ... and in those same director of financial aid, the vice eral decline from 1972 I spoke communities, the board of electionpresident of finance. Thirdly, they about earlier. supervisors is often a one-person should take an active leadership ALBERT:Commuter students office. role in creating a nonpartisan obviously will register in their WARREN:One of the cardinal forum on campus, one that uses home voting district. What about rules of voter registration is to a "League of Women Voters" students who live away from work cooperatively with the local approach to bringing the candi- home? registrar. A well-organized voter dates and the issues forward for WARREN:The individual student/registration campaign can be a community debate among stu- registrant makes that designation. great asset to a registrar, but dents, campus employees, and For example, when I still had a without effective communication townspeople. residence in the state of Wash- and coordination, you're right, ALBERT:Such a project provides ington but was going to school Lou, it could be overwhelming. opportunity for faculty leadership, in New Haven, I had to make a But it also could be a mutually too. decision about where I would beneficial opportunity for a stu- WARREN:You're right about that, vote. You can only register in one dent intern to work in the regis- it's a spectacular opportunity for place, and by definition, you trar's office and provide valuable faculty. The Project is already declare residency when you help. working with the AAUP to encour- register. ALBERT:David, let me shift to age faculty to implement voter the issue of campus leadership. registration campaigns on their STIMULATING A What role should college pres- campuses. And once a campaign CAMPUS CONVERSATION idents play in getting things underis under way, faculty can provide way? further encouragement and sup- ALBERT:David, how do you see WARREN:Presidents can do threeport through their courses. Inde- this playing out? Do you think things: First, they need to speak pendent of course content, the many students will choose to par- out and ask all of their students fundamental questions associated ticipate as voters where they go and all of their employees to reg- with citizenship rights and obli- to school? ister. Secondly, they need to be gations can and should become

11Q A A 14V. RI TI.T 171114 /M AV I CICIA/K "In service-learning courses, where academic study is combined with community service, students have special opportunities part of classroom discussion and companies will be quite positive to develop their about being associated with the debate. ALBERT: Ihave a sense that sense of citizenship message, "Registering and voting voter registration and education and social responsibility is a fundamental right and obli- might be an important part of while working on gation of every American citizen, and we encourage you to do it." the teaching and learning process, real problems in even in those years when there's ALBERT:David, one last question: not an election. community settings." The concept behind this campus WARREN- Ishare that instinct, voter registration drive is that Lou. Almost every college catalog our college and university com- contains a mission statement with munities should become settings language that says, "We prepare for discussion of the issues that our graduates for leadership, for will shape not only our campuses service, and for citizenship." The but also our nation in the years Project gives campuses an impor- to come. Such a discussion will require an unusual level of open- tant opportunity to practice what ...We want it to involve every we preach. Each discipline has member of our community!" ness and engagement. How will something to say about citizenship you encourage that? rights and responsibilities. And NEXT STEPS WARREN:Every member of our particularly in service-learning community must be invited to courses, where academic study ALBERT:David, what resources participate. We'll have to be inclu- is combined with community ser- are available to assist campuses sive ... andscrupulous in main- vice, students have special oppor- in such an effort? taining the nonpartisan nature tunities to develop their sense of WARREN:My organization, the of this effort. That's why I'm so citizenship and social responsi- National Association of Indepen- supportive of using the "League bility while working on real prob- dent Colleges and Universities of Women Voters" approach to lems in community settings. (NAICU), is publishing a hand- developing campus projects. It's ALBERT:So presidential and fac- book, called Your Voice Your a model that has long been respected for balance, openness, ulty leadership is key ...what Vote: The National Campus Voter else should campuses do to orga- Registration Project Organizing and political evenhandedness. nize their voter registration Handbook. It will be available this The key is to be sure that forums campaigns? spring from NAICU and various are open to all, and that every WARREN:The Project is suggest- other members of the Washington participant has an equal chance ing that campuses, right from the Higher Education Secretariat. to say what's on his or her mind. start, form a steering committee ALBERT:Any suggestions about In a successful, nonpartisan of students, faculty, administra- where campuses can find funding forum, new information will be tors, and staff to give the effort for a campus voter registration shared, healthy debate will occur, shape and direction. Represen- drive? and the individual voter will then tatives from the local community WARREN:In most instances, the go exercise his/her franchise ... might also serve on that costs will be quite modest. Cam- as the Project Handbook says: It's committee. pus leaders might consider your vote, it's your voice! The committee should play a approaching their campus visible role in convening a com- vendors or local corporations to Note munity conversation that in most ask for support for such expenses For a copy of Your Vote Your Voice, places is missing. It should pub- as printing handbills or a bro- contact NAICU Publications, 1025 licly state: "We want to have a reg- chure that talks about the Motor Connecticut Avenue NW, Suite 700, Voter law, or local pizza compa- Washington, DC 20036-5405. The istration drive ... We want to handbook costs $2, plus postage; dis- make it an educational event ... nies to provide refreshments at counts are available on larger quan- We want to organize voter forums voter registration tables. The tities. Contact Jeff Hume-Pratuch ...We want to connect the drive Handbook has several suggestions for more information at 202/785- to our community service efforts in this area. I predict that most 8866 or [email protected].

6/AAHE BULLETIN /MAY 1996 AN AGENDA FOR INVOLVING FACULTY IN SERVICE Leaders in the movement to create a more engaged academy through professional service and service-learning have brainstormed next steps, convened by the New England Resource Center for Higher Education. by Deborah Hirsch

Martin Fletcher, a col- The difficulty of defining terms lege sophomore, is is compounded by institutional teaching science at issues of recognition and reward. an inner-city high Many faculty have little experi- school as part of one ence in documenting their work of his biology courses. Dr. Susan in applied settings, especially Banker, a faculty member in the when that work is "of service" to management department, is help- others. The lack of procedures ing a community organization for describing service in a way develop a strategic plan. How are that connects it to a faculty these two activities related? How member's teaching and research, do they fit with the university's Deborah Hirsch is associate directoror to the college or university mis- mission? at the New England Resource Centersion, makes the process of eval- The two activities service- for Higher Education (NERCHE),uating such activity difficult, as learning in the first example, fac- Graduate College of Education, Uni-well. Not surprisingly, the current versity of Massachusetts-Boston, Bos-system of promotion and tenure ulty professional service in the ton, MA 02125-3393; hirschCaumbsky. second are two ways that a cc.untb.edu. is not set up to recognize and college or university might reward service-based scholarship. address public needs and the The "solution" in many cases common good. Both raise issues seems to be to leave it out, or to standards of excellence, associated with it. There is a dis- append a list of agencies or organ- methods of documentation and tinction to be made between activ-izations with which the faculty evaluation, incentives and ities that fall under the rubric of member has worked; this at least rewards that campuses must good citizenship philanthropic avoids the trap of trying to eval- resolve before they can institu- work, volunteering, committee uate professional service with cri- tionalize approaches to commu- work on campus and in one's dis- teria developed for evaluating nity outreach. To help with that, cipline and those that draw research and/or teaching. the New England Resource Center upon the special expertise of a for Higher Education (NERCHE) college or university courses Change Is in the Air has convened various groups of that use service to enhance and Today, a number of individual scholars and leaders at the fore- deepen theoretical frameworks, faculty, certain departments, and front of the movement to create or action research that yields some colleges are trying to change a more engaged academy. practice-based knowledge. The this. Timing is everything, and University of Minnesota's Harry seems in their favor: The climate Difficulties of Context Boyte has suggested an operative of receptivity for change in higher Service-learning and profes- term that might work better, education is at an unprecedented sional service share a common rather than "service," he talks level because of forces both exter- problem of nomenclature. The about "public work" as the way nal and internal to the campus. term "service" presents difficulties faculty and/or students link their Outside of academe, public dis- because of the various meanings work with others. satisfaction with the irrelevance

15 AAHE BULLETIN/MAY 1996/7 Student-Centered Focus

pedagogical strategies values of the "ivory tower," coupled with career choices the mounting problems in neighboring communities and society at large, calls for faculty and stu- Academic/ Service-Learning Community/ dents to focus on socially useful Expertise Common Good subjects and actions. Institutions Focus Focus of higher education represent vastly untapped intellectual academic community resources for solving these prob- culture partners lems. And within the academy, Ernest Boyer's Scholarship Ream- "Mentor-Centered Focus sidered has become the most widely read and discussed publication on today's campuses. Boyer challenged the academy to discard the old model that thus far been a blind spot for starts with commitment and separates research, teaching, and those involved in service-learning, encouragement from the top. service for a more seamless view because typically they've existed Presidents and top academic of faculty work and of the schol- outside of the culture. Not sur- administrators must ground their arship that cuts across that triad. prisingly, faculty or students who institutional missions in realistic The result will be an engaged cam-are busy at work in the commu- policies for student admissions pus that involves both students nity may not have the time, inter- and faculty hiring; in faculty and faculty in community out- est, or ability to work on the insti- incentives such as released time reach as part of institutional mis- tutional issues that fall within the sion. An academic culture that academic culture arena. But if links theory with practice, where the academy is to become more service or outreach enhances and receptive to thinking of service Advocates of service supports research and teaching, as a worthwhile activity for both must be able to translate will be an engaged and vital one. students and faculty, then much service-related activities more attention must be paid to For those faculty interested in into categories of activity trying to get involved in service- academic culture. Efforts must learning and their own profes- be made to connect the work of that faculty are familiar sionally based service, issues of faculty and students in the com- and comfortable with. campus politics and institutional munity to the internal change Faculty lives are already policy quickly come to the fore- process of the academy. too busy and frayed to front. Unfortunately, proponents Clearly any approach that deals have tended to approach these with changing the academic cul- accommodate an issues of institutionalizing service ture must be tailored to meet additional load; the with little sophistication or expe- campus cultures, missions, and challenge is to weave rience. Edward Zlotkowski, direc- types. However, there are strate- service into the fabric tor of the Bentley College Service- gies that can be employed across Learning Project, suggests a many institutional types. One of of how faculty organize matrix (see box) for service- these is to view the campus from their work. learning activity on campus that all levels institutional, depart- also can characterize the mental, and disciplinary and professional-service activity. find entry points for service at He observes that thus far much each of them. Another strategy or special appointments; in of the conversation about service is to observe how change has rewards such as student financial has been dominated by the right occurred in other areas, such as aid and scholarships, and special side of the matrix. The upper-left collaborative learning, learning recognition awards for faculty quadrant, pedagogy, gets some communities, and interdisciplin- and students; and finally through attention from those advocating ary studies, and then use the promotion and tenure guidelines collaborative learning, action levers for change that have that incorporate service as a legit- research, and undergraduate worked for those innovations. imate arena for faculty scholarly research. However, the lower-left Change levers exist at all levels work. quadrant, academic culture, has of the institution. One of the best Once faculty experience it, What Is NERCHE? The New England Resource Center for Higher Education (NERCHE), founded in 1988 by Zelda Gamson, is dedicated to improving colleges and universities as workplaces, communities, and organizations. NERCHE provides regionally based professional-development and technical assistance to college faculty and administrators through its convening of think tanks; applied research; con- pen?One of the best ways is to sulting, workshops, and regional conferences; and publications. NERCHE also collect livelycasesof faculty pro- works with state higher education agencies and other associations to increase fessional "public work," or service, understanding of policy in and affecting higher education. especially that which is connected NERCHE also hosts grant-funded special projects. Its Program on Faculty to teaching through service- Service and Academic Outreach promotes faculty professional service through learning applications and to programs designed to increase awareness and support, institutional efforts research through publication. that provide incentives for faculty, and to disseminate these activities regionally Most useful would be examples and nationally. Project COLLEAGUE is designed to strengthen faculty skills of collective initiatives in depart- of collaboration for effective service and outreach. These skills include medi- ments. Out of these case studies, ation, conflict resolution, and team building. NERCHE recently completed a project to examine the implementation of general education curricula on New one might develop principles for England campuses. Findings are being disseminated in a forthcoming book practice with implications for how by Allyn and Bacon, through a number of articles and case studies, and via faculty might carry out profes- a network of faculty and administrators who provide consulting services. sional service that is connected For more Information, contact: The New England Resource Center to teaching and learning. for. Higher Education (NERCHE), Graduate College of Education, University Another avenue for collabo- of Massachusetts-Boston, Boston, MA 02125-3393; ph 617/287 -7740, email ration is to develop professional [email protected]. portfoliosthat capture the richness and complexity of faculty work. We need language and whether through service-learning proponents must be to relate it, mechanisms for documenting and or professional service, they whether in curricula or through evaluating faculty professional quickly find that the service yields field projects, to what drives the service and service-learning. And university: teaching and learning, finally, advocates for service research, and the dissemination should work with departments, of knowledge. This means that and especially with department All this will best be done advocates of service must be able chairs, to bring about a shift from if those advocating to translate service-related activ- individual to collective respon- professional service join ities into categories of activity thatsibility for carrying out the various faculty are familiar and comfort- tasks of teaching, institutional forces with those who able with. Faculty lives are alreadycitizenship, and professional pub- have a service-learning too busy and frayed to accom- lic service. agenda. Besides the modate an additional load; the We need a seamless view of out- pragmatic motivation to challenge is to weave service into reach, where divisions between the fabric of how faculty organize research, teaching, and faculty work together in order their work. professional work in the commu- to avoid duplication of All this will best be done if thosenity fall away such that we are effort, burnout, and risk advocating professional service able to harness student and fac- of marginalization, there join forces with those who have ulty talent and institutional a service-learning agenda. Besides resources. Howard Cohen, of the are other good reasons the pragmatic motivation to work University of Wisconsin-Green to do so. together in order to avoid dupli- Bay, offers the following sugges- cation of effort, burnout, and risk tion to those promoting the ser- of marginalization, there are othervice agenda: Faculty should follow good reasons to do so, including the rule of rock climbing: "Don't abilities to (1) apply the discipline letgo ofone foothold until you've intrinsic benefits. These include in real-world settings, (2) exploit got hold of another." Thus, until reenergized teaching and the intellectual resources of the we can create something that research, enthusiastic student campus to help the community, offers faculty creativity and stat- learners, deeper understanding (3) motivate students, and (4) ure comparable to the present of the course or discipline, and reinvigorate an academic com- system, we can't expect them to a means to integrate citizen, par- munity that has often lost touch let go of the frameworks that have ent, teacher, and researcher roles. with its sustaining intellectual defined their intellectual and culture. organizational lives. Joining Forces What might be the next steps Our challenge is to create that Ultimately, the aim of service in making this collaboration hap- new foothold.

11 R7 r /I, IT WAS TIME TO ACT, AND SOUTHERN UNIVERSITY DID New Orleans Partnership Prepares Young Professionals to Meet Urban Needs

by Deborah B. Smith

We all know the rhet- into some of New Orleans's most oric: Higher educa- distressed public schools. tion must prepare It's a multifaceted model that the young profes- has worked well for us, and could sionals we educate work for others. the future teachers, social workers, counselors, physicians A Rewarding Partnership to meet the needs of a diverse Among our major players are society, especially the poor and Southern University at New minorities in our inner cities. Orleans (College of Education, But, while some of us have School of Social Work), the Tulane begun to act, others seem stalled University School of Medicine, the at the level of rhetoric. Is it Yale Child Study Center (Yale Uni- because of competing demands versity), the New Orleans Public on their time, energy, and resour- Schools (NOPS), and a variety of ces? Is this particular need not funders and community agencies. high enough on their agendas to As coordinator of the program, I am based at Southern University Deborah B. Smith is coordinator of the warrant action? Or, is it because SUNO/NOPS Partnership, based at the they are really not sure how to at New Orleans (SUNO), a his- College of Education, Southern Univer- proceed? It's time to stop talking, torically black university whose sity at New Orleans, 6400 Press Drive, and start focusing on what we mission is to serve, empower, and New Orleans, LA 70126-0002. know works. transform the living conditions Here in New Orleans, we now of African Americans. bring the urban experience to It all began some five years ago, some of our professionals-in- when SUNO decided it was time training through a multifaceted, to stop blaming schools and par- collegial program, thanks to a ents for the inadequately pre- small but dedicated army of socialpared students entering our col- work and education professors, lege. It was time, instead, to help psychologists and psychiatrists, and to take a critical look at undergraduate and graduate stu- the way we were preparing the dents, public and private univer- hundreds of minority teachers sity administrators, public school who graduated from SUNO each teachers, school board members, year and often went on to teach and local and national funders. in New Orleans's public schools. Bound by a common determi- With support from the Rocke- nation to learn how to work more feller Foundation, Southern Uni- effectively in inner cities, we all versity and the school district set earn valuable rewards. At the up a unique partnership. Profes- same time, a wealth of new knowl-sors, teachers, administrators, edge and vigor has been infused school board members, and par- 1:g While some of us have begun to act, others seem stalled at the level of rhetoric. Is ents worked together to develop it because of competing icine is considering a rotation in a framework and received train- the schools for its psychiatric ing both at Southern University demands on their residents. and at Yale University. Using the time, energy, and SUNO School of Education. child development and school resources? .. . Or, SUNO's teacher-preparation pro- operating principles of James is it because they are gram has been completely re- Corner and his School Develop- really not sure how structured based on our expe- ment Program, which is based riences working with the school at the Yale Child Study Center, to proceed? It's time district and the principles of the true participatory management to stop talking, and School Development Program. was established, initially, at three start focusing on what Before, young teachers were needy elementary schools located thrust unprepared into class- in run-down, drug-infested neigh- we know works. rooms; now every professional borhoods. (Now the partnership academic course has a mandated serves eight elementary schools field experience to link theory to and two secondary schools.) reality. Our preservice teachers Two major components were are in the New Orleans schools set up at each school: a gover- tutoring by their sophomore year. nance team of teachers and other The experience leaves them more excited, motivated, and committed to preparing for their careers. Comer's School Development Program Principles New Orleans Public Schools. The Comer participatory gover- No Fault nance structure and its guiding Collaboration principles of collegiality, consen- Consensus Building sus building, and search for solutions rather than blame have For more about the program, seeRallying the Whole Village: The Corner brought with them an exciting, Process for Reforming Education,edited by James P. Corner, Norris M. productive new school environ- Haynes, Edward T. Joyner, and Michael Ben-Avie (New York: Teachers College ment. In this resource-poor school Press, 1996). Deborah Smith coauthored Chapter 4, which addresses teacher preparation and school/university partnerships. district, overwhelmed teachers in the three target schools now enjoy the services and resources their students need ranging staff, parents, and administrators, Tulane University School of from math, reading, and art and a student service team to Medicine. Supported by a local tutors (trained SUNO education identify student needs and target funder, a Tulane psychiatrist and students) to mental health inter- services. As coordinator, I sit in psychologist "break out of the ventions and in-class modelling on the meetings of these teams, ivory tower" to work right in the of "time-out" techniques. learn from them what is needed, school with students, teachers, Many of the children now ben- then go out and broker the and classes. As the psychiatrist efit from group social and psy- resources required. observed, "It's like a breath of chological programs tailored to Among the benefits to the fresh air for us." They are part their needs, and individual stu- partners are these: of a Mobile Mental Health Team dents who have serious emotional SUNO School of Social Work. of SUNO social workers and problems no longer have to wait As interns, SUNO's seniors and interns and school district staff six months to a year for evalu- graduate students of social work that addresses individual stu- ation. The children love the much- now gain firsthand field experi- dent needs, plus identifying and needed personal attention they ence working in the schools with designing group programs on top- get from the tutors, interns, and children individually and in ics of student concern, such as counselors, and eagerly look for- groups, on multidisciplinary teamsgrief counseling, conflict resolu- ward to their individual and to identify and address problems, tion, self-esteem, and drugs. small-group sessions. and closely with the psychiatrist As a result of their involvement Our multifaceted program has and psychologist from Tulane. with the schools, both SUNO and brought dramatic change for As one faculty member observed, Tulane are expanding their cur- everyone. And through it all, our "If [these interns) can be success- riculums to emphasize preven- future practitioners are learning ful here, they can be successful tative programs and community about minority cultures and anywhere." education, and the School of Med- urban needs and finding out what

A A l/C r1111 1 UTTAI /11A A V I fIng / 1 I Bound by a common determination to learn how to work more effectively in inner Prepare through training, works through firsthand cities, we all earn experience. and work together in accordance valuable rewards. with Comer-type rules of What About Outcomes? At the same time, collegiality. But what about outcomes? A a wealth of new Tailor your program to the needs of students (or other four-year study for the Rockefeller knowledge and vigor Foundation in December 1995 clients), not to someone's research reported results in three key has been infused into or marketing agenda. school areas: some of New Orleans's Hire a program coordinator Student achievement. In 1994- most distressed public to facilitate, cut red tape, and avoid roadblocks. 95, 100 percent of third graders schools. in School A passed the language Demand mutual professional and mathematics sections of the respect, collaboration, trust, and state-mandated LEAP Criterion commitment. Referenced Tests. This placed School A as one of only three ele- The Human Side mentary schools out of eighty- The outcomes reported in the one in the district to achieve that Rockefeller study are satisfying, level of excellence. Also at School but numbers are such a sterile A, 88 percent of fifth graders 92 percent; and School C, 91 measure of success. In human passed, exceeding the district percent. terms, the importance and value average of 79 percent and tying of our partnership were illus- the state average. Keys to Success trated by a scene I observed California Achievement Test What makes the SUNO/NOPS recently, in which a Tulane psy- (CAT) data indicate that more Partnership successful? Its pro- chologist was working with a students are meaningfully fessors, psychiatrist, psychologist, troubled class. As they interacted engaged in school work In all teachers, administrators, social with him and with one another, three Partnership schools, scores workers, and students have given it became clear that the students went up: as many as 31 percentile that question some thought, and were beginning to comprehend points in mathematics for grade we can suggest these guidelines in many cases, for the first time 1 at School A and 20 percentile to make such a multifaceted, col- that they were not alone in points in mathematics for grade legial model work for you: their anger and problems. They 5 at School B. In School C, grades Look critically at your own started to open up, to trust and 2 and 5 gained 30 and 31 percen- missions or programs no thin share. I was truly moved to watch tile points, respectively, in reading,skins or sacred cows allowed. them realize that others shared and grade 1 gained 44 percentile Plan and implement the pro- their fears and needs, recognize points in reading. gram carefully. Players with variedthat it was okay to seek under- Suspensions. Suspensions roles from each institution should standing and support, and under- decreased for all three target participate in planning. stand that concern and help were schools. School B improved most, Find a guiding structure, now available to them. with suspensions decreasing from such as the Comer program, to Moments like this are vitally a high of 12 percent in 1991 to help you transcend business-as- important for youngsters in such 5 percent in 1994. School A usual. Without one, players are neighborhoods, who live daily with reported an average suspension likely to remain locked into their grinding poverty and violence, rate of 0.43 percent, one of the own institutional frameworks. often without adequate adult lowest in the school district Make sure senior leaders supervision or involvement. But among elementary schools serving (deans, their administrators, the these moments are equally impor- similar populations. School C superintendent, his or her cab- tant for the budding professionals reported an average suspension inet) demonstrate their support who are training to serve these rate of 3 percent, with suspension publicly. This send signals to all children and their families. Only rates of less than 1 percent for that this is the agenda. through firsthand experience in two of the four years studied in Recognize that no one has America's inner cities can our stu- the progress report. all the answers; new knowledge dents begin to understand the Attendance. Attendance will be needed by all. complexity and intensity of the improved at all three target Build in flexibility so that challenges they will face there, schools. While average attendance action research can inform shifts and begin to learn how to address for the district (1994-95) was 90 in thinking and adjustments to those challenges effectively as percent, School A reported an programs. professionals. AAHE NEWS Staff phone extensions in parentheses.

Board of Directors Vote! It is time again to vote for candidates to AAHE's Board of Direc- tors. Four positions, including vice chair, are open. Board Levine Fiske RendOn Seldin Hutchings Zlotkowsld members help choose future National Conference themes, set policy, and otherwise guide AAHE laboration and review of teaching tia, and state and national policy during four-year terms. This is and points to lessons campuses initiatives. your chance to influence AAHE can use to create more effective Featured presenters/workshop policy exercise your right to systems for the formal evaluation leaders will consider assessment vote! Ballots must be postmarked and reward of teaching. and quality issues from a range by May 20! Single copies of Making Teach- of perspectives, including: key- ing Community Property cost noter Arthur Levine (on what $22 AAHE members/$25 non- works with rapidly changing stu- The Teaching Initiative members, plus shipping. To order,dent populations), Claire Ellen New Book! contact Rhonda Starks (x11), Weinstein (on assessing strategic Drawing on the work of a twelve- publications assistant. learning), led Fiske (on aca- campus national project on the demic productivity), Laura peer review of teaching, Making 'tendon (on validating nontra- Tbaching Community Property: AAHE Assessment Forum ditional first-year students), A Menu for Peer Collaboration Last Chance! Peter Seldin (on teaching eval- and Peer Review features a menuThere's still time to register for uation), Pat Hutchings (on peer of strategies through which fac- the 11th AAHE Conference on review), Vincent Tinto (on learn- ulty can document and "go pub- Assessment & Quality, June 9- ing communities and citizenship), lic" with 12, 1996, in Washington, DC. K. Patricia Cross (on making real their teach-Titled "What Works? Learning the scholarship of teaching), ing be From Success (and Avoiding Pit- Grant Wiggins (on assessment it for pur- falls)," this year's conference will reform), Trudy Banta (on the poses of provide a "crash course" in les- "best of assessment practice), improve- sons learned from more than a and Edward Zlotkowski and ment or decade of practice. If you want Louis Albert (on service- evaluation. to discover "what works" in using learning). Each of assessment and quality methods May 10 is the "early bird" dead- MIR nine chap- to improve student learning line save $30! May 24 is the ters fea- and to improve the elements of regular/campus team deadline. tures a different strategy from higher education that contribute If you didn't receive the red- the fairly simple, low-risk "teach- to learning this is the event. white-and-blue conference pre- ing circle," to "course portfolios," The 15 major featured preview in April, contact the Assess- to more formal departmental sentations, 130+ concurrent ses- ment & Quality Conference (x22) occasions such as faculty hiring sions, 32 workshops, consulting to be mailed a free copy. To be with reports by faculty who breakfasts, book discussions, and faxed the conference registration have actually tried each, guide- related activities will offer you form immediately!, call AAHE's lines for good practice, and an a wealth of information, practical Fax/Access service at 510/271- annotated list of resources. In lessons, and expert advice drawn 8164 and request free Item 80; her introduction and conclusion, from a diversity of classrooms, to be faxed the entire brochure author Pat Hutchings lays out departments and programs, cam- immediately!, request Item 800 larger issues related to peer col- puses, research projects, consor- ($5 charge).

171 AAHE BULLETIN /MAY 1996/13 AAHE Asian and Pacific Caucus related to the "pipeline" necessarymentoring, and the development to prepare Asian Pacific Amer- of personal plans by each par- Asian Pacific ican faculty and department ticipant to seek a career in aca- Institute heads to enter academic affairs demic affairs administration. The San Jose State University, in col- administration. The three-day fee for the institute is $250. laboration with AAHE and the format will incorporate presen- For registration and hotel infor- American Council on Education, tations by CEOs, sessions related mation, contact: ADI/APA Con- is hosting an Administrative to cultural values and career ference, c/o Michael M. Ego, Col- Development Institute for Asian development, panel discussions lege of Applied Sciences and Arts, Pacific Americans, "Pathways to that include personal and pro- San Jose State University, One Academic Affairs Administra- fessional experiences of Asian Washington Square, San Jose, CA tion,"June 20-23, 1996,at the Pacific American administrators, 95192-0049; ph 408/924-2908, San Jose (CA) Hilton and Towers. introduction to concepts of fax 408/924-2901; The Institute will address issueshigher education, networking and [email protected]. (Cont. on p. 16)

AAHE Technology Projects 2nd Annual TLTR Summer Institute July 12-16 * Scottsdale Princess * Scottsdale-Phoenix, AZ The 2nd Annual Teaching, Learning needs of their own institutions. To help participants & Technology Roundtable Summer translate their learning into action, the Institute Institute will enable participants will use a workbook, instead of a conference pro- to develop, implement, and advance gram or proceedings. teaching and learning using information technology, while controlling Students Are Central costs. Those new to AAHE's TLT All presenters and session leaders are encouraged Roundtable Program will learn how to address the needs of students. In addition, the to begin a local Roundtable; experienced teams will Institute actively seeks to offer sessions and events learn how to move their Roundtables ahead. Edu- in which students can participate as leaders and/ cators (administrators, faculty, librarians, comput- or benefit from participation. Recognizing the def- ing professionals, faculty development professionals, inition of "student" is being stretched, AAHE wel- etc.) and representatives from the information comes the involvement of students of all ages, work industries (publishing, telecommunications, com- experience, and degree status. puting, etc.) will have opportunities to network, argue, and collaborate. For More AAHE's TLTR Program seeks to improve teaching Theme Tracks and learning through more effective use of infor- Reflecting the variety of ways in which information mation technology while controlling costs. The TLTR technology can contribute to educational (and soci- Program provides a conceptual framework, guide- etal!) change, sessions will be organized in four lines, information, training to form local Roundta- major theme tracks: bles, and a forum for individual colleges and uni- Institutional Planning, Resources, and Sup- versities to work with peer institutions. Local port Services Roundtables become vehicles for inclusive institu- Changing Faculty and Student Roles and tional planning, communications, coordination, and the Curriculum collaboration engaging representatives of all key Education, Technology, and the Human Spiritstakeholders and support services in the deliberate Assessment, Evaluation, and Research pursuit of major educational change. At every level, Within these tracks, the Institute presenters/leadersparticipants in the TLTR Program are committed will also explore how two paradigms for integrating to developing and implementing effective strategies technology into academia can be applied for dif- for change: strategies that address growing fears ferent institutions. The first paradigm concerns and engender realistic hopes; strategies that make improving institutional productivity and access to technology the servant of important educational education; the second concerns communication, missions and personal values. teaching, learning, and content. [See the editorial You are encouraged to join the AAHESGIT List- from the March/April 1996Changefor a more sery to receive conference updates andinformation. extended discussion of these two paradigms.] Join by sending an email message to LISTPROC@ Finally, the diverse track sessions will address LIST.CREN.NET that says "subscribe AAHESGIT the needs of individuals and teams from a variety yourfirstname yourlastname." of colleges, universities, and the information indus- For more information about the TLTR Program tries. The Institute will also provide structured or its Summer Institute, send email toTLTRINFO@ opportunities for teams to synthesize what they aahe.org or contact Ellen Shortill (x38), program learn from the tracks and apply the results to the coordinator. booms for many search firms, as well as for the nonprofit Academic Search and Consultation Service ...ASCS just added Michigan's Kay Dawson by Ted Marchese and AGB's Barbara Taylor to staff. ...Finally, for position postings/searches, and faculty exchange or Welcome back for news of AAHE members (namescollaboration, the Academic Resource Network's in bold) doing interesting things, plus news of noteBette Worley tells me you can use their "ARNOLD" ... fax(202/293-0073) or email [email protected] without charge through July ... check it items to me, this is your column ... nope, no plansout at http://arnold.snybutedu. for a web page. FOUNDER: I note with sadness the death BOARD BIZ: The Board paid fond and April 16th of AAHE Life Member Stephen admiring farewell April 26th to four J. Wright, at 85 in Baltimore, a gentleman, members whose terms expire this summer: scholar, and real link between past and UCLA's Helen Astin, Northeast Missouri's present for many of us. In the 1930s, Steve president emeritus Charles McClain, studied and taught in segregated schools; Goshen faculty member Shirley Showal- in the 1940s and 1950s, he was an ter, and UM-Dearborn prexy Jim Renick administrator at "Negro colleges"; he then ...the cheers were especially heartfelt for headed the UNCF; in the 1960s, he became Showalter, just named Goshen's next Wright VP of The College Board, leading the charge president. ... Past Chair Astin, Board for student access; and for the past three member Roberta Matthews, and David decades he's been the statesman and Sanchez were the nominating committee conscience of a dozen boards of trustees. behind a wonderful slate of Board candi- And Steve Wright was a cofounder of dates for this month's election, so give it AAHE, in 1969, presiding at our 25th some thought and get that ballot back (by anniversary celebration in 1994. May 20).... Atthat April meeting, the Board also welcomed new appointee CITY OF ROSES: Lots of observers think Edward Barry, president of Oxford Uni- Ramaley a fresh model of urban education is versity Press. emergent in Portland (the West Coast's latest boomtown), where Portland State has set out FINAL WORK: In the last weeks of his life, Carnegieto transform itself.... PresidentJudith Ramaley Foundation president Ernest Boyer was deeplytook over a hard-strapped, unfocused institution in engrossed in finishing a study of architecture1991, affirmed its urban mission, and set loose a education ... Ernie never completed it, passingstream of faculty-staff initiatives. ...On a visit last away December 8th, but his associate Lee Mitgangmonth, I learned the administration was reengi- took up the task and the result is an excellentneered, in time saving $3.5 million; the faculty "special report," Building Community: A Newbrought forward a remarkable team-oriented Future for Architecture Education and Practice ... general education program, featuring clustered, my interest in the topic was modest, but what Iinquiry-based courses, peer mentors, service- found in the report was a vision of teaching andlearning, and a community-based senior capstone; learning environments and of education-practicefaculty and student-affairs roles have been recast; connectedness that speaks broadly to highertechnology deployed; schools and community education and professional schools of all kinds. ... colleges brought into partnership ...simultane- A bargain at $15 plus shipping, order via 800/777-ously, PSU is a central player in an ambitious urban 4726. renewal effort.... Hats off to PSU's 32 AAHE members, including provost Michael Reardon and PEOPLE: Marist president Dennis Murray learneddean Chuck White! on the same day this spring that two of his key people had been tapped for presidencies: executiveASSESSMENT: Our search for a new AAHE VP Mark Sullivan, by The College of Saint Rose,Assessment Forum director is progressing ... full and VPAA Marc vanderHeyden, by Saint Michael's.announcement was in April's "AAHE News." ... As ...Best wishes to F.C. Richardson, moving fromI write, the fax machines are abuzz with inquiries the presidency at Buffalo State to that at Indianaand registrations for our June 8-12 Assessment & U-Southeast... and toWartburg VPAA JamesQuality conference, here in Washington.. .. Let's say Pence, off to a like post at St. Olaf....Businesshello there! 173 (Cont. from p. 14)

Forum on Faculty Roles & Rewards welcome for session ideas, ple- Important Dates nary speakers, and workshops. Hold These TLTR Regional Workshops.. The proposal deadline is June California State University-Fresno. Dates! 30, 1996. Fresno, CA. May 13-14. Plans are well under way for the Watch your mailbox this fall Kent State University. Kent, OH. May 20-21. fifth annual AAHE Conference for registration materials, and Massachusetts Faculty Develop- on Faculty Roles & Rewards, plan to bring a K-16 team to join ment Group and Bridgewater State to be held in San Diego, CA, Jan- in lively discussions and stimu- College (cosponsors). Bridgewater, uary 15-19, 1997. Start thinking lating sessions. MA. May 30-June I. now about sending a team of fac- For more information about Board of Directors Election. Ballot ulty and administrators to take the conference or AAHE's Edu- deadline. May 20. advantage of this gathering of cation Trust, contact Wanda 1996 AAHE Conference on Assess- colleagues who are doing serious Robinson (x15), manager for ment & Quality. Washington, DC. June 9-12. work on the future of faculty meetings and publications; Early bird deadline. Save $30. May roles and rewards. Look for the [email protected]. 10. Call for Proposals in the June Mail registration and team dead- lines. May 24. Bulletin. For more information on the Forum, contact Pam Administrative Development Insti- Membership tute for Asian Pacific Americans. Bender (x56), program coordi- "Pathways to Academic Affairs Admin- nator; [email protected]. AAHE Materials istration." San Jose, CA. June 20-23. Available 2nd Annual TLTR Summer Institute. "Strategies for Change." Phoenix- Are you interested in receiving Scottsdale, AZ. July 12-16. The Education Trust additional information on AAHE and its various projects? Would Cases Conference. "Using Cases for Plan to Come! Reflective Teaching and Learning." The seventh National Conferenceyou like to provide brochures, University of British Columbia. Van- on School/College Collaborationfact sheets, or other materials couver, BC. July 27-30. will take place November 20-24, to interested colleagues? Summer Quality Academy: Organ- 1996, at the Grand Hyatt Hotel Contact Mary Joyce (x14), izing for Learning. Breckenridge, CO. in Washington, DC. See the April marketing manager; Injoyce@ July 27-31. Bulletin for the conference Call aahe.org. Please include your AAHE Black Caucus South Caribbean for Proposals. Your proposals, mailing address and phone Cruise. August 3-10. questions, and suggestions are number.

Moving? Clip out the label American Association for Higher Education below and send it, marked AAHE members receive free the AAHE Bulletin (ten issues/year) and Change with your new address, to magazine (six issues/year); discounts on conference registration and publications; "Change of Address," AAHE, special rates on selected non-AAHE subscriptions; Hertz car rental discounts; One Dupont Circle, Suite 360, and more. To join, complete this form and send it to AAHE, Attn: Memberships, Washington, DC 20036-1110. One Dupont Circle, Suite 360, Washington, DC 20036-1110; fax 202/293-0073. MEMBERSHIP (Choose one) Regular: 1 yr, $85 2 yrs, $165 3 yrs, $245 Retired / Student 1 yr, $45 (For all categories, add $10/year for membership outside the U.S.) CAUCUSES (all are open to all AAHE members; choose same number of years as above) Amer. Indian/Alaska Native: yrs @ $10/yr Asian/Pacific: yrs @ $15/yr Black yrs @ $25/yr Hispanic: yrs @ $25/yr Women's: yrs @ $10/yr Name (Dr./Mr./Ms ) M/ F Position (I/faculty, include discipline) Institution/Organization Address ( home/ work)

City St Zip Day Ph Eve Ph Fax E-mail (Ums* Internet, specify) Bill me Check enclosed (payment in U.S. funds only) 6/96 Rates expire 6/30/96

1 P'1..4_ AAHE

June/1996 Volume 48/Number 10

Making learning Communities Work Seven Lessons from Temple BY JODI LEVINE AND DANIEL TOMPKINS

199G National Conference Words and Pictures

Stimulating ideas, interesting people: (from left) Nellie S. Johnson, of the Minnesota State system and guest of the AAHE Black Caucus ... Robert Putnam, in the aptly named, gilt-filled Grand Ballroom ... and Henry Louis Gates, known as "Skip" to his friends (here, Hardy Frye, of the University of California).

A 111 MK I 11 II11 l V / WWII II1 IVWM Ii, WI I =IML AARE 1991 FACULTY BULLETIN BOARD / IM1M NEWS ROLES B REWARDS: by Ted Marchese -,- -.- :- CALL FOR PROPOSALS AMERICAN ASSOCIATION 175 FOR HIGHER EDUCATION In this issue:

This issue brings to an end the 1995-96 publish- worth of each presentation for potential reproducing year. In September the Bulletin will kick offtion in this Bulletin. (Our thanks this year to AAHE another with the call for proposals for next colleagues Lou Albert. Nevin Brown. Estela Lopez, and spring's 1997 National Conference on Higher Monica Manes for their help.) Finally, from among Education (March 16-19, in Washington. DC). Plans those submissions we make a selection, limited by the are, of course, already afoot, as AAHEpresident Russ available space. This year's result begins on page 7. Edgerton's sidebar on page 12 makes clear. But let's AAHE's National Conference on Higher Education not get too far ahead... . offers its attendees well over a hundred concurrent This issue excerpts from the National Conference and plenary speeches, panel discussions. roundtables, just past (March 17-20, 1996, in Chicago). Assembling posters, workshops, meetings, receptions, andother the sampler is a task in itself. First. we compile a short events over four days. The snippets in this issue can list of those sessions appreciated most often among capture fully neither its scope nor its content.The con- the many mentioned in attendee evaluations, com- ference audiotapes (see the box on page 11) come ments overheard in hotel hallways, and a poll of AAHE somewhat closer. But there's nothing that matches staff. Next, we pull those audiotapes, and recruit a few attending the conference yourself.... Have a good office colleagues to listen and extract a couple of sen- summer, see you in September. tences or paragraphs no more than a few minutes' BP

3 Making Learning Communities Work/seven lessons fromTemple's effort to transform the first-year experience/by Jodi H. Levine and DanielP Tompkins

7 "Crossing Boundaries: Pathways to Productive Learning andCommunity Renewal" /excerpts from the 1996 National Conference on HigherEducation Looking Ahead to 1997/by Russell Edgerton

Pull-Out 1997 AAHE Conference on Faculty Roles & Rewards/call forproposals submission deadline September 13

Departments

. book on 13 AAHE News/. ..top-selling tapes ...conference reminders .. a new teaching ... summertechnology institute ...and more

15 Bulletin Board/by Ted Marchese

AAHE BULLETIN June 1996/Volume 48/Number 10

Editor:Theodore J. Marchese Managing Editor:Bry Pollack Editorial Assistant:Kerrie Kemperman

Published by the American Association for Higher Education, One Dupont Circle. Suite 360, Washington,DC 20036-1110: ph. 202/293-6440; fax 202/293-0073. President: Russell Edgerton. Vice Presidents: Theodore J. Marchese andLouis S. Albert. Manuscripts are invited from readers; guidelines for authors are available free by fax: 510/271 -S164, item 11. for Higher Education, a nonprofit AAHE Bulletin(ISSN 0162-7910) is published as a membership service of the American Association organization incorporated in the District of Columbia. Second-class postage paid at Washington,DC. Annual domestic membership dues: the $85, of which $45 is for publications. Subscription price forAAHE Bulletinwithout membership: $35 per year. $45 per year outside $5.00 each, $4.00 each for Bulletinis published ten times per year. monthly except July and August. Back issues: United States..4.411E is available in micro- eleven or more copies of the same issue. plus shipping; call 202/293-6440 xll for ordering information.AAHE Bulletin form from University Microfilms International. Printed in the United States of America.POSTMASTER: Send address changes toAAHE Bulletin.Attn: Memberships, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

Cover photographs by Photo Ideas. Inc. Production by Capital Prepress and Design Innovaticr1e.117i7tting by HBP. Inc. gor AMERICAN ASSOCIATION FOR HIGHEREDUCATION

176' How this large, urban university is using one of the day's "hot ideas" to remake its freshman year. MA NG LEARNING C OMMUNITIE S 0 K Seven Lessons From Temple University

by Jodi H. Levine and Daniel P. Tompkins

Do trees grow to the sky? This is one question we are trying to answer as we install learning communities at Temple University. Large and urban, Temple takes in 2,500 new first-year students each year. "Learning communities," curricular structures that promote academic success by emphasizing student- student and student-faculty interaction and interdisciplinary linkage of courses, appealed to us because of their potential to help students make the transition from secondary to postsecondary education. Aiming to serve as many stu- Jodi H. Levine (left) is director of the Learning Communities program at Temple dents as possible, we developed a University,5th Floor Conwell Hall,Philadelphia, PA 19122; jodih@ model that is straightforward and vm.temple.edu. Daniel P Tompkins is a faculty fellow for learning communities uncomplicated. Participating stu- and chair of the Department of Greek, Hebrew, and Roman Classics at Temple; dents' grades have improved, as dtompkin@ thunder ocis . temple. edu. have students' sense of connection with their fellow students, faculty, and the university. We first offered Learning Communities at books" course. learning communities courses in Temple University Still, students' class perfor- Fall 1993; enrollment doubled to In the summer of 1992, Temple mance and persistence toward more than 400 students in our sec- faculty and administrators recog- their degrees were little improved. ond year, and nearly doubled again nized that efforts to improve under-After placing tremendous emphasis in the third. By Fall 1997, we hope graduate education had only par- on what students must learn, we to grow our trees as close to the tially succeeded. We had, to be now faced an even greater chal- sky as possible, enrolling all of our sure, done just what was often lenge: to improve the quality of entering freshmen in learning demanded of higher education in their learning. communities. the 1980s: We'd installed a core "Quality of learning," of course, With the recollection still fresh curriculum, covering students in rests on a network of variables. of what worked and what didn't eleven of our twelve undergraduate Discussions and institutional work during these formative colleges; the curriculum had rigor- research led us to concentrate on years, we offer you some lessons ofous science and math requirements two key areas: (1) development of experience. and a required two-semester "great a sense of community and (2)

P1 1'9 I fr. nv TT I EMT AT / ITT TX IV 111110 improvement of teaching at the where, including the Washington freshman level. Learning communi- Center for Improving the Quality of ties suggested themselves as an By Fall 1994, we were Undergraduate Education (see box ideal avenue to improvement hi able to offer learning on p. 6) and the National Center on both areas. With funding from Pew Postsecondary Teaching, Learning, Charitable Trusts, Temple was able communities that and Assessment. to launch a Learning Communities appealed to a wide Ironically, the very attractive- program, based in the office of the range of entering ness of these other models "hin- vice provost for undergraduate undergraduates, dered" our work by leading us to studies, in time for the Fall 1993 establish course linkages that were semester. inappropriately elaborate for our setting and the ground rules we Lesson One: had set. (Among these rules was Finding Our Look one to work within rather than As we began shaping Temple's revise Temple's general-education Learning Communities program, program.) At first, we either linked we were influenced by models we nonrequired courses that stimulat- found at other institutions and else- ed faculty but attracted too few students, or used courses that were required but that did not draw sig- What Some Others Are Doing nificant numbers of first-year stu- Since 1984, Seattle Central Community College's Coordinated dents. No amount of publicity Studies students have participated in programs ranging from eleven about our exciting new program to to eighteen credits a term and team taught by two to four instruc- improve student success increased tors. Students attend class for four to six hours a day as if enrolled enrollment. Several communities in one course. Coordinated Studies students are more involved in had to be canceled, but we learned activities, hold more positive views of the college, and persist into a valuable lesson. the second year at higher rates (Tinto and Russo, 1993). After this experience, we sought The University of Washington introduced Freshman more refined data about student Interest Groups (FIGs) in 1987 with the intention of making the uni- course selection, and planned corn- versity seem smaller and less intimidating to freshmen. A FIG con- munities more deliberately. By Fall sists of twenty to twenty-four students sharing a cluster of two or 1994, we were able to offer learn- three courses organized around a common theme. Students also ing communities that appealed to a attend a weekly seminar organized by a peer. FIG students have wide range of entering undergradu- higher grade point averages and higher persistence rates (Tinto and ates. These courses meet our key Goodsell, 1993). requirements:. They fill important The University of Missouri-Columbia has adapted FIGs by core areas, have few or no prereq- adding a residential component. Groups of twenty students housed uisites, and leave students ahead of on the same floor of a residence hall share three academic courses the pack in progress toward a and a peer-taught freshman seminar. Jointly administrated by degree. Academic and Student Affairs, the FIGs reflect Missouri's commit- Most of our learning communi- ment to undergraduate education and to making a large university ties link two courses, six to eight smaller. credit hours of a first-year student's Restricted to commuting students, the Scholar's Community schedule. Courses come from at the University of Houston includes an on-campus "home-base," twenty-five departments represent- with lounges, study areas, locker space, and computers. Students ing six Temple schools or colleges. enroll in linked courses meeting degree requirements, while benefit- We rely particularly on basic writ- ting from enhanced access to faculty, staff, and peer mentors. ing, mathematics, and introductory In large universities, most learning communities programs are survey courses. Departments set implemented across colleges. Portland State University's effort class sizes; when the classes are also extends vertically through the entire university. Students are large lectures, we link their recita- enrolled in freshman and sophomore inquiry programs stressing tions with small courses. critical thinking, communication, human experience, ethical issues, and social responsibility. A two-term senior capstone experience Lesson Two: integrates learning and community action. Attracting Students Temple's size and decentralized References college structure complicated the Tinto, V., and A. Goodsell. A Longitudinal Study of Freshman Interest program's growth. We realized that Groups at The University of Washington. State College, PA: National Center on Postsecondary Teaching, Learning, and Assessment, 1993. we had not only to develop a quality product but to market it actively Tinto, V., and P. Russo. A Longitudinal Study of the Coordinated Studies to students, academic advisers, and Program at Seattle Central Community College. State College, PA: National Center on Postsecondary Teaching, Learning, and Assessment, 1993. other members of the university community. Prospective students learn of the murtities experience. At worst, they program when they attend admis- sometimes play collaborating sions programs or read its descrip- Learning communities teachers off against each other. tion in Temple's publications. are helping to change In studying learning communi- Newly admitted students receive a ties where group dynamics became program brochure accompanied by the culture of the a problem, we discovered that stu- a letter from the provost. On arrival university, furnishing a dents were more likely to become at Temple, students register for a forum where faculty can disgruntled when content in linked community during new-student reflect together on their courses was not integrated, or orientation. when teachers talked down to stu- roles as teachers and dents or failed to make clear how Lesson Three: members of teams. they were collaborating. Group No Two Colleges Are Alike empowerment appears to be inher- No single model of learning ent in the learning communities communities works for everyone. dynamic. We address it in faculty- (Another of our ground rules was development workshops, and urge to develop a learning community seminars and workshops to com- faculty to discuss their expecta- model suitable for our different plement their academic programs. tions with their classes at the undergraduate colleges, each of beginning of the semester. which had its own needs.) Lesson Four: For example, the School of Taking a Closer Look Lesson Six: Business and Management offers at Student Needs Working With Faculty two-term sequential communities To succeed, learning communi- Learning communities are help- two to three courses linked eachties require substantial administra- ing to change the culture of the uni- semester, so the majority of stu- tive attention to recruitment and versity, furnishing a forum where dents stay in learning communities registration. But our primary focus faculty can reflect together on their throughout their freshman year. is on what happens in the class- roles as teachers and members of With this school, we also developedroom. When faculty commented teams that is, as members of and linked a student success semi- that too many first-year students groups seeking to improve student nar, "Introduction to Business," were asking "inappropriate ques- learning. That teaching is the most which emphasizes university tions" and sometimes acting as private aspect of academic work is resources and study skills, and though freshman year were the now a truism; but in learning com- introduces students to business "thirteenth grade of high school," munities faculty come together to majors and careers. The business we expanded use of our freshman share their teaching, considering school's initial retention data indi- seminar. The pilot seminar in Fall syllabus preparation, class presen- cate that the aggressive effort is 1995 covered higher education, tation, and student problems. By paying off, in a persistence rate to research methods, study strategies, pairing tenured faculty members the sophomore year of 85 percent and campus resources; it empha- with graduate students, learning in Fall 1995. As of September 1996, sized critical thinking, writing, and communities also supplement and the school will require learning oral communication skills. It was strengthen other Temple programs communities for all its matriculatedteam taught by an academic admin- that train teaching assistants. freshmen. istrator and an undergraduate peer The School of Communications teacher. Lesson Seven: and Theater offers major-based Any student in Arts and SciencesOpportunities for communities. To familiarize stu- also enrolled in a learning commu- Institutional Partnerships dents with their departments, that nity was eligible to enroll, and To implement learning commu- school links introductory courses twenty-one students did. Faculty nities requires Student Affairs pro- in majors and a writing class. The support for its long-term implemen-fessionals to collaborate, as well as chair of the Department of Theater tation is mounting, and the seminar with deans, department chairs, and reports that his learning communi- will expand to five sections of faculty. Our interaction with ty students become integrated into twenty students each for Fall 1996. Student Affairs units at first con- the busy world of the theater major cerned boundary-spanning func- about a year ahead of their peers. Lesson Five: tions such as admissions, registra- In the Esther Boyer College of The Phenomenon Known tion, and orientation. But learning Music and the Tyler School of Art, as Group Power communities, particularly the intro- groups of students have always With their learning communities duction of the freshman seminar, taken courses in common "nat- courses scheduled back-to-back, have enabled Student Affairs and ural" learning communities so students spend time between class- Academic Affairs to work together the Learning Communities programes talking together, often about in more meaningful and consequen- merely supports their efforts. We those courses. This makes them tial ways, as well. The seminar con- include their instructors in our more able and more likely to voice nects career, financial, and academ- faculty-development activities, and their displeasure with a particular ic counseling; it provides an ideal help them develop student success course or the entire learning corn- setting for promoting student orga-

- - I-0V,I I - v. Moln nizations. peer leadership opportu- tion of the same course. So far expand, to prepare for the end of nities, and campus resources. retention is not significantly higher,our Pew grant, and to perform a With our seminars established, but trends are hopeful. thorough program evaluation. On our next step is to implement a Our focus groups provide rich each count, we are addressing the supplemental instruction (SI) and qualitative descriptions of what stu-challenge: peer-mentoring program, for which dents experience in Temple's learn- Like mathematicians who faculty, the Learning Communities ing communities. Twenty-eight stu- demonstrate why trees cannot program. and Student Affairs will dents in 1993 and forty-four in grow to the sky, the Learning ultimately share responsibility. 1994, in nine focus groups, consis- Communities program is keenly tently reported that they enrolled inaware of the constraints on growth How We Are Doing learning communities to benefit for our program. To deal with We use an entry cohort from the more intimate classes andthese, we have mastered the course approach to labeling and tracking increased interaction with their fac-scheduling system and built strong learning communities participants, ulty and peers. The benefits of par- working relationships with key generating a demographic profile ticipation, they said, included the units such as the registrar. Student for each cohort and using it to ease of meeting people and form- recruitment now will be handled by define a comparable sample of ing study groups, the support from each college individually. A major nonparticipants. This sample is their teachers and peers, and the factor in further expansion will be used for retention and achievementavailability of professors. continued faculty development. studies; but as the proportion of Students also revealed that they In anticipation of our grant Temple students in learning com- were more comfortable asking expiring, we are "imbedding" learn- munities grows, defining the sam- questions, participating in discus- ing communities in the overall ple becomes harder to do. sions, and seeking out teachers for structure of our university, working What would success mean for assistance in learning communities to improve teaching in the curricu- us? Improvements in student than in non-learning communities lum that now exists and arranging achievement and retention are our courses. Many added that being in learning communities that fit class- main goals. A course-by-course a learning community was the ideales as currently offered. Our chief grade comparison reveals that way to make the transition from program expenses are administra- learning communities students high school to college. tion and importantly faculty receive fewer withdrawals or development: These will be cov- incompletes and on average What Comes Next for Us ered by the university budget. receive higher grades than students As we enter our fourth year, we Third, a team of internal and in a non-learning community sec- have three priorities: to continue to external evaluators will help us to answer knotty questions such as exactly how participation in learn- The Washington Centel ing communities affects student Learning Communities Clearinghouse attitudes and performance, and Numbers of new learning community projects have sprung up in what role the freshman seminar recent years, many of them in Washington State as a result of the can play. support and leadership of the Washington Center for Improving the After three years, some benefits Quality of Undergraduate Education, a curriculum-improvement of learning communities at Temple and faculty-development consortium headquartered at The are clear. Though one of the less Evergreen State College. elaborate models for group teach- The center, led by Barbara Leigh Smith and Jean MacGregor, ing, learning communities for us and more recently Jeanine Elliott, has focused on learning commu- > play an important role in the nities as curriculum restructuring approaches that link or cluster growing university-wide emphasis classes around an interdisciplinary theme, and enroll a common on student-centered learning; cohort of students. While these programs vary in form and content, are a vehicle for acquainting they all represent an intentional restructuring of students' time and faculty with important educational credit to foster greater intellectual connections between students, practices (classroom assessment, between students and their faculty, and between disciplines. collaborative learning, peer men- In recent years, the Washington Center has become an infor- toring, supplemental instruction) mal national clearinghouse on learning community curricular mod- and with higher education research els, pedagogical strategies, implementation, and assessment. This findings; year, the center compiled its first national directory a hundred - provide an arena in which learning community programs in twenty-five states. like-minded faculty can cooperate To order a copy of this directory, send $4 (checks payable to with one another and with adminis- "The Evergreen State College") to: The Washington Center, L-221, trators; and The Evergreen State College, Olympia, WA 98505. It and other contribute significantly to a Washington Center information also can be obtained from the cen- new awareness that educating stu- ter's Web site, which can be accessed via The Evergreen State dents is a communal activity, not to College homepage at http://www.evergreen.edu. be left to individual faculty or to individual units on the campus.

1/Rn Excerpts from AAHE's 1996 National Conference on Higher Education, March 17-20, in Chicago.

C OSSING IOUN ARIES Pathways to Productive Learning and Community Renewal

Opening Keynote Henry Louis Gates Chair, Afro-American Studies Department, and Director, W.E.B. Du Bois Institute, Harvard University

We must counter hate speech with A rigorous multiculturalism does more speech, with free speech, not entail "when in Rome" rela- with the speech that espouses the tivism; it forbids it. For relativism best of humanistic thought within is finally a way of not taking other the classical Greco-Roman. Judeo- cultures seriously. A rigorous multi- Christian tradition to which we all culturalism does not entail the are heir. And here I am speaking of elevation of difference over com- the best in the great tradition of lib- monality; it rejects it. For such mul- eral humanism, a tradition based ticulturalism seeks to broaden the upon the rights and responsibili- constrictive vistas of ethnic abso- ties, the duty and the dignity, of lutism. And filially, a rigorous mul- every member of this society, be ticulturalism does not entail the they Jew or Gentile, white or black, proliferation of vulgar identity poli- male or female, rich or poor, gay orconversation about it may seem tics, for an honest account of eth- straight.... recent, the phenomenon itself is nic dynamism gives full weight to For too long, liberalism has ages old. The politics of identity the forces of assimilation and con- grown accustomed to recusing starts with the assertion of a pre- vergence as well as those of differ- itself from other people's problems.given identity. It says, "This is who entiation and divergence. And once

.Deference to the autonomy of I am, who we are. Make room for we manage to sort these things out, other beliefs, other values, other me, for us. Accommodate my spe- we might be able to retrieve a cultures has become an all-too-easycial needs, our special needs. viable vision of multiculturalism as alibi for moral isolation. When we Confer recognition on what is spe- an antidote to the ever-alluring per- need action, we get hand-wringing; cial and distinctive about me, what ils of ethnocentrism and cultural when we need forthrightness, we is distinctive about us." It is about chauvinism. get equivocation. We need a liberal- the priority of difference. After all, if you think about it, ism in this country that has confi- By contrast, what I'm calling a we haven't just entrusted to our dence in its own insights, a liberal- "liberal humanism" starts not with schools in this country the task of ism possessed of clarity as well as identity but with the ability to iden- reproducing the democratic polity; compassion. We need a muscular tify with. Less important than the we've asked that they improve it, liberalism, a liberalism that is with- identity of the other, it is the capac- too. I want our schools to teach, as out arrogance but that is also ity to identify with the other. It increasingly they do, the story of unafraid to assert itself, its tenets, asks what we have in common America as truly a plural nation, its hard-won moral knowledge, onewith others while acknowledging with people from different lands, that has courage as well as the internal diversity among our- who had different and shared expe- conviction. selves. It is about the priority of a riences, and not simply as some We have all heard in recent shared humanity. fantasy of Pilgrim triumphalism. years about the politics of identity, In short, we must move from a But I also want our schools to a politics that has a collective iden- politics of identity in this country inculcate civic virtues. . .. Now this tity as its core. One is to assert to a politics of identification. And is not to call for distortion in the oneself in the political arena as a the beginning of such a move must name of celebration, because the woman, as a homosexual, as a Jew, be made in our schools, through a truth will serve us very well. as a person of color. But while the rigorous multicultural curriculum. (#96AAHE-5) 181 AAHE BULLETIN /JUNE 1996/7 I1

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(From left) Dolores Attorney Martin Michaelson discussed Cross (Chicago rationales for affirmative action in higher State), Larry Bailif education. (Brandeis University), and Nancy Rhodes (Campus Compact) outside the Campus Compact Presidents Leadership Colloquium, held during AAHE's conference.

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8/AAHE BULLETIN/JUNE 1996 182 5th Celebration of Diversity Breakfast "The Importance of Affirmative Action" Willie Brown Mayor, City of San Francisco There is no question no ques- California. Because the extent that tion! that socially significant we do fail in California, it will achievements and changes in this shorten your membership, and in nation in most cases are centered the next five or six years there'll be around "What do we do on the race a helluva lot fewer of you who issue?" To the extent that we solve claim to be higher education per- and address that issue in a way sons than exist today. most effective and positive for all You were not hired on the basis people, it will make it easier to do of your ability. Don't ever forget the same kind of activities on that! If you had been hired on the [issues of] gender, on gay and les- basis of your ability, you'd now be bian, and on all the other elements head of Harvard, you'd now be that are not now considered part of head of MIT, you'd be head of Yale. the human family on a positive and You are where you are because lots a fair basis. of folks struggled to gain access for And so I suggest to you as you. Your job, and mine, is to move administrators in the world of high-people you have a single, direct- the agenda so the next generation er education, as individuals who ed job. And that job is to partici- can be the heads of those institu- are above the line in terms of abili- pate in one manner or another to tions on a very natural basis. ties to communicate and relate to make sure we don't fail in (#96AAHE-43)

munity service seeks to make moted, and richer. Poor people "The Academy structural improvements, like bet- remain poor, their setting does not and the Community: ter schools, neighborhood econom- improve, and they have been Moving Beyond ic development, community organi- looked at, studied, and so on. zation .. . long-term, sustained, sig- We need to move beyond the Public Relations" nificant change. It seeks to make a issue of the amelioration of suffer- Ira Harkavy difference here and now and into ing and citizenship education to the the future. engagement of the institution, the Director, Center for Community Partnerships, University of Pennsylvania Service-learning has great simi- scholars, and the faculty to funda- larities to traditional exploitative mentally improve the quality of life research. Historically, universities in that community. Until the com- In its classical form, service- have studied poor people. These mitment is to the structural learning emphasizes learning from studies have resulted in disserta- improvements, we are evading the experience of serving. But tions, more data and information; our institutional and scholarly strategic, academically based corn- faculty members get tenure, pro- responsibilities. (#96AAHE-51)

"Merit and Mission: Rethinking the Educational Rationales for Affirmative Action" Blenda Wilson President, California State University, Northridge It's no wonder that judges and the student has the motivation to suc- help the public understand the cor- public believe that something ceed in college, and admissions relation between these measures called "scholastic aptitude" is a committees had to wrestle with all and the socioeconomic status of sensible definition of merit for these qualitative factors in decidingthe student's family. We took an admission to higher education. We whom to admit. Then we pro- easy way out ... numbers allowed taught them that, when we gressed to mass higher education, us to say we had picked the "most imposed course requirements, and decided to make it all simpler: able" students. GPAs, and test scores as the basis "Send us these data, that's how Later we decided that wasn't for admission, mostly to simplify we'll know your merit or worth." enough, so we added some new our own admissions processes. We didn't intend to imply that students to the mix, putting aside Before, you remember, there grades and SAT scores represented our statistics for them, but again used to be letters of recommenda- all of a student's potential and in a way that left the public to tion and counselors and priests, worth, but we never quite con- wonder. and everybody would tell you if the veyed that distinction; nor did we So here we are. (#96AAHE-8) 1 0 0 AAHE BULLETIN/JUNE 1996/9 t

(From left) AAHE Board member Blandina Cardenas, Tomas Rivera lecturer Rolando Hinojosa-SmIth, and AAHE Hispanic Caucus chair Loul Olivas.

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(From left) AAHE Board member Tom Ehrlich (CSU) and Donald Kennedy (Stanford).

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"[Boundaries] present an intriguing combination of impediment and opportunity" outgoing AAHE Board chair Diana Natalicio (UTER), in her closing plenary.

i84 1O/AAHE BULLETIN/JUNE 1996 "The University and the Community: Redefining Boundaries" Mary Walshok Vice Chancellor for Extended Studies and Public Service, University California-San Diego

What are some of the positive steps civility that is built on the notion of that can be taken to achieve a participation. ... renewed civic discourse, and [what Such a culture requires a collab- is] the unique role that colleges and orative process for identifying the e universities can play? ... key issues and what needs to hap- 4- One is the need to reclaim civic ) pen for them to be clarified and virtues and to reaffirm the impor- understood. This means that the tance of citizens' being grounded in community can't come and tell the history and values and in conversa- faculty what the issues are, just tion. But the other is the need for like the faculty can't go and tell the institutional mechanisms through community what the issues are... . which these civic virtues can be There also needs to be the capa- explored, debated, and discussed. bility in this kind of forum or activ- And that is what I will suggest we ity to gather new data and new in higher education are potentially a context, a center, an institute, a information that is relevant to valuable to: the creation of institu- forum ... where people can meet, these specific issues, and that does tional mechanisms through which interact, and tap into critical tap into the notion of research and civic dialogue can take place. ... resources and expertise. We need scholarship....The ability and

What [higher education needs] to have that place ... be character- opportunity for both individuals to do is create a place, a program, ized by a culture or an ethic of and groups to participate in analysis and discussion on all of these topics and to share their knowledge base, for practitioners and "Bowling Alone: America's Civic Life and policymakers and everyday citizens to share their expertise with the Prospects for Renewal" the academic expertise, is another principle I think is important. ... Robert Putnam There needs to be an opportuni- Clarence Dillon Professor of International Affairs and Director, Center for ty to frame issues in terms of poli- International Affairs, Harvard University cy alternatives in ways that can [What we have found is that] you the way we now live. What we facilitate community forums, but can be more productive if you live really need [to create] is what I also briefings of policymakers. The in a community or in an organiza- would call "bridging social capital," worst thing a university can do in a tion in which there is a network of social capital that cuts across the context like this is be accused of civic engagement and a high level boundaries and cleavages in our just talking.. .. On the other hand, of reciprocity and trust.... [But] society, social capital that brings colleges and universities cannot over the past three decades, there together people of different back- themselves be advocates. But they has been a puzzling and quite dan- grounds and different ideologies. If can evolve out of talk and research gerous decline in America's stock we are, as I hope and expect, enter- and conversation. .. . Any sort of of social capital.. .. ing a new period of community institutional commitment to facili- These trends downward in civic building, we need to do so with a tating these sorts of civic forums engagement are quite constant special attention to bridging social requires mechanisms for dissemi- among many different categories in capital or, in the language of the nating the data, the ideas, and the American society. The trends are title of this conference, "crossing policy options coming out of them. down among men, down among boundaries." (96AAHE-15) (#96AAHE-7) women, down among Ph.D.'s, down among high school dropouts, down in the central city, and down in the suburbs, down on the East Want to Hear More? Coast and West Coast, down The sessions excerpted here are just a few of the more than ninety 1996 National Conference speeches, panel discussions, and other presenta- among blacks and down among tions available in their entireties on audiotape. (AAHE conference sessions whites, and down at almost the are not routinely made available in printed form.) same rate among each of these To be sent an audiotape order form, contact AAHE or AAHE's taping groups.... provider: Mobiltape Company, Inc., 24730 Ave. Tibbitts, Suite 170, What can we do about it? We Valencia, CA 91355; 805/295-0504; fax 805/295-8474. If you know which need a period of social inventive- tape(s) you want, you also can call Mobiltape to place your order toll free ness. We need to think [together] at 800/369-5718. Item numbers for the sessions excerpted in this issue of about how to create ways of recon- the Bulletin appear in parentheses at the end of each excerpt. necting with one another that fit 185 ,.Ur. run r VrrimiTT TAM' 100R /11 "Using Multimedia and Hypermedia in Support of Community Outreach and Renewal"

be found in the virtual museums we're seeing it more and more as and libraries, tutorials, and web- we start to watch the way this tech- pages of the World Wide Web.... nology is developing. . .. And we Which brings me to higher edu- better be knocking down those cation and the special role we have walls. We will all be missing the in this. ... Distancewill no longer point if we assume this technology be classified in the way that it used will endow us all with a glorious to be. Distance will be class ... equity. (#96AAHE-10)

Looking Ahead to 1997 National Conference on Higher Education March 16-19, 1997 * Washington, DC

Lucinda Roy The technology revolution raises a host of important questions: Gloria D. Smith Professor and What conceptions of student learning should drive our deci- Associate Dean for Curriculum, sions about teaching strategies? Our decisions about the use Outreach, and Diversity, of technology in teaching? . .. Given the newtechnologies, Virginia Polytechnic Institute can we develop more e f f e c t i v e ways o f providing instruc- and State University tion? F o r whom? At what cost? ... With these and other challenges in mind, AAHE's incoming chair, Barbara Leigh Smith (provost, Evergreen State College), and the The American Dream has taken on Board of Directors have selected "Learning, Technology, and the a new dimension. It's not about a Way We Work" as the working theme for our 1997 National house and mortgage payments any- Conference on Higher Education. While the wording may change as more, or watching your child the program develops, the focus of the theme is clear: receive a university diploma. More We are interested not in information technology per se but and more, the American Dream is in its implications for students, for faculty, for campuses. wrapped up in something much more complicated: access. ... Ambitious Plans [But] what does the future hold Special funding will be required to pull them off, but we have on the for all of us if we continue on the drawing board now plans for several exciting conference attrac- course we've mapped out for our- tions, including a major information-technology exhibition of selves? If we believe there may be hands-on learning and demonstrations ... a recognition program something gravely wrong . .. in for faculty who have used information technology to transform withholding information and deny- their roles as teachers ... and more! ing access to so many in our com- To practice what the 1997 conference program will preach, we're munities which is exactly what's also asking ourselves fundamental questions about the mission, cur- happening? How can we build riculum, and pedagogy of AAHE's National Conference on Higher bridges for us all to cross together? Education as an institution: What strategies can we use in the How can we strengthen the conference as a place where all of new environment? ... A A H E ' s work "comes together"? ... As a placewhere new Within the next five years, we connections are made and communities are formed? ... As will decide whether the informa- a place where you can engage and discuss, not just listen? . tion age will be the one informed . How can we usethe new technologies to transform the by notions of equity, or framed by National Conference from an event into a process, in which notions of privilege. There is no you, AAHE's members, design and participate in conversa- middle path. The challenge is clear: tions that begin at the meeting but continue beyond it? To come up with strategic initiatives ... and innovative partnership We Want to Hear From You! models that will allow us to Write us now with your ideas (Attn: Louis Albert, vice president) ... explore the potential that technolo- and then stay tuned for the September AAHE Bulletin, containing gy has to re-energize the communi- the 1997 conference Call for Proposals, where our planning will ty.... Minority and at-risk students move to a next stage. and economically disadvantaged community members are the ones AAHE President Russell Edgerton who most desperately need access to the kind of information that can 12/AAHE BULLETIN/JUNE 1996 186 AAHE NEWS Staff phone extensions in parentheses.

Forum on Faculty Roles & Rewards What are the latest best-sellers? For further information about the The most popular session from the summer meeting for state universi- Call for 1996 National Conference is ty systems, contact Kati Haycock Proposals Robert Putnam's plenary speech, (x31), director, [email protected] This issue of the Bulletin contains "Bowling Alone: America's Civic or Nevin Brown (x33), principal the conference Call for Proposals Life and the Prospects for partner, [email protected]. for the fifth annual AAHE Renewal" (#96AAHE-15), with 92 Conference on Faculty Roles & tapes sold thus far. A close second, .4AHE's Quality Initiatives Rewards, to be held in San Diego, with 91 tapes sold, is Henry Louis CA, January 16-19, 1997. Gates's opening keynote, Campus Teams Look it over, consider submit- "Crossing Boundaries" (#96AAHE- Selected ting a proposal and contributing to 5). AAHE's 5th Celebration of Twenty-eight campuses have been the planning of this important con- Diversity Breakfast, with San selected to send academic leader-. ference. The proposal deadline is Francisco mayor Willie Brown on ship teams to AAHE's first annual September 13. Watch your mailbox "The Importance of Affirmative Summer Academy on for registration materials next fall. Action" (96AAHE-43), ranks third Undergraduate Quality, July 27- For more information about the with 33 tapes sold. 31, in Breckenridge, CO. conference or AAHE's Forum on Audiotapes are $8.50 each, plus Themed "Organizing for Faculty Roles & Rewards, contact shipping, and can be ordered by Learning," the Academy will enroll Pam Bender (x56), program coordi- credit card directly from Mobiltape teams of four to seven people, who nator; [email protected]. Company, Inc. by calling 800/369- will develop visions for learning 5718. Copies of audiotape order and strategies for becoming more AAHE Assessment Forum forms for this and other AAHE con-learning centered. The Academy's ferences are available from faculty will include William Massy Angelo Departing Mobiltape or from AAHE. This August, after two years as (Stanford University), Peter Vaill (George Washington University), director of AAHE's Assessment The Education Trust Forum, Thomas A. Angelo will Diane Halpern (California State depart AAHE. He will join the fac- Summer Meeting University-San Bernardino), Daniel ulty of the School of Education at The Education Trust is sponsoring Seymour (Claremont Colleges), the University of Miami (FL) , as a summer meeting for teams of and Carole Schwinn (Jackson associate professor in the leaders from state university sys- Community College). Department of Educational and tem offices and their counterparts The institutions sending teams Psychological Studies and coordi- in state K-12 offices to explore the are Bellarmine College, Clayton nator of the university's Graduate role of state systems in K-16 educa- State College, Florida Gulf Coast Program in Higher Education. tion reform. The meeting will take University, Fox Valley Technical As of press time, the search for place at the Aspen Institute, in College, George Mason University, the Assessment Forum's next direc-Wye, MD, July 14-17. Indiana University Purdue tor continues. The agenda will build on a dis- University Indianapolis, Jackson cussion of aligning state K-12 stan- Community College, Kent State dards and university admissions University, Lane Community National Conference requirements, which was the core College, Lehigh University, Top Tapes agenda item for an initial meeting Maricopa Community Colleges, Was there a special session at the the Trust cosponsored with the Northwest Missouri State National Conference that you wish University of Maryland System University, The Pennsylvania State you had attended? Have you heard Administration of eleven state uni- University, Rensselaer Polytechnic people raving about a lecture you versity systems and K-12 offices Institute, St. John Fisher College, missed? For many years, AAHE has(representing the states of Syracuse University, U.S. Air Force audiotaped most sessions at its Arkansas, California, Georgia, Academy, University of Hartford, National Conference on Higher Illinois, Maryland, Missouri, New University of Houston at Clear Education and conferences on York, Oregon, Pennsylvania, and Lake, University of La Verne, assessment/quality and faculty Wisconsin) this past April in University of Maryland at College roles and rewards. Baltimore. Park, University of Minnesota at 187 . ..

A A Ur 111111 /T1 IMP 1 ClOr./1!1 Crookston. University of Puerto can document and "go public" with guidelines for good practice, and Rico at Rio Piedras, University of their teaching be it for purposes an annotated list of resources. Rhode Island, University of Texas of improvement or evaluation. Author Pat Hutchings's introduc- at El Paso. Valdosta State Each of nine chapters features a tion and conclusion lay out larger University, Virginia Tech, and different strategy from the fairly issues related to peer collaboration Waukesha County Technical simple, low-risk "teaching circle," and review of teaching and point to College. to "course portfolios," to more for- lessons campuses can use to create mal depart- more effective systems for the for-

IMCILING mental mal evaluation and reward of The Teaching Initiative occasions teaching. New Book! such as fac- Making Teaching Community Drawing on the work of a twelve- ulty hiring Property costs $22 for AAHE mem- campus national project on the with bers/$25 nonmembers, plus ship- peer review of teaching, Making reports by ping. Bulk prices are available. To Teaching Community Property: faculty who order, contact Rhonda Starks A Menu for Peer Collaboration have actual- (x11), publications assistant. and Peer Review features a menu AARE ly tried each of strategies through which faculty strategy, Continued on p. 16

AAHE Technology Projects 2nd Annual TLTR, Summer Institute July 12-16 * Scottsdale Princess * Scottsdale-Phoenix, AZ

The 2nd Annual Teaching, Learning & Technology ties for teams to synthesize what they learn from the Roundtable Summer Institute will enable partici- tracks and apply the results to the needs of their pants to develop, implement, and advance teaching own institutions. To help participants translate their and learning using information technology, while learning into action, the Institute will provide a controlling costs. Those new to AAHE's TLT workbook instead of a program or proceedings. Roundtable Program will learn how to begin a local Roundtable; experienced teams will learn how to For More move their Roundtables ahead. Educators (adminis- AAHE's Teaching, Learning & Technology trators, faculty, librarians, computing professionals, Roundtable Program seeks to improve teaching and faculty development professionals, etc.) and repre- learning through more effective use of information sentatives from the information industries (publish- technology while controlling costs. The TLTR ing, telecommunications, computing, etc.) will have Program provides a conceptual framework, guide- opportunities to network, argue, and collaborate. lines, information, training to form local Roundtables, and a forum for individual colleges and Theme Tracks universities to work with peer institutions. Local Reflecting the variety of ways in which informa- Roundtables become vehicles for inclusive institution technology can contribute to educational (and tional planning, communications, coordination, and societal!) change, sessions will be organized in four collaboration engaging representatives of all key major theme tracks: stakeholders and support services in the deliberate Institutional Planning, Resources, and Support pursuit of major educational change. At every level, Services participants in the TLTR Program are committed to )1.- Changing Faculty and Student Roles and thedeveloping and implementing effective strategies for Curriculum change: strategies that address growing fears and )0,- Education, Technology, and the Human Spirit engender realistic hopes; strategies that make tech- Assessment, Evaluation, and Research nology the servant of important educational missions Within these tracks, the Institute presenters/leaders and personal values. will also explore how two paradigms for integrating You are encouraged to join the AAHESGIT listsery technology into academia can be applied for differ- to receive conference updates and information. Join ent institutions. The first paradigm concerns improv-by sending an email message to ing institutional productivity and access to educa- [email protected] that says "subscribe tion; the second concerns communication, teaching, AAHESGIT yourfirstname yourlastname." learning, and content. [See the editorial from the March/April 1996 Change for a more extended dis- Deadline cussion of these two paradigms.] The Summer Institute registration deadline is June Finally, the diverse track sessions will address the21. For more information about the TLTR Program needs of individuals and teams from a variety of col- or its Summer Institute, send email to leges, universities, and the information industries. TLTRINFO @aahe.org or contact Ellen Shortill (x38), The Institute will also provide structured opportuni- program coordinator.

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search, plus advice on choosing one ...it's a time- saver (if pricey, $125/nonmembers) ... reach AGB at 800/356-6317. by Ted Marchese THIS AND THAT: That "virtual university" the Welcome back for news of AAHE members (names Western Governors Association wants to set up in bold) doing interesting things, plus items of note may come to something, I hear ... the staff work is ... info to [email protected]. led by NCHEMS's Dennis Jones and Peter Ewell

. WGA meets later this month in Omaha. ... The PEOPLE: As we went to press, American Council United Negro College Fund has major funding on on Education board chair Barry Munitz intro- tap for research on black achievement in schools duced Stan Ikenberry to the ACE staff as their and colleges. ... One of our real experts on that next president, to take over from retiring Bob topic retires this month, William Brazziel, head of Atwell November 1st.... Stan spent years at Penn UConn's higher-ed program for 27 years. . .. Happy State, held the Illinois presidency through last year, to see the New England Assoc's Sandra Elman, a and currently chairs the Carnegie Foundation for progressive presence in regional accreditation, the Advancement of Teaching's board (where he's named to head the Northwest Association. ... No hunting for a successor to Ernie Boyer) ... Stan Bulletin piece in quite a while has generated as also cochaired that Presidents Work Group to much talk as that March interview with John establish a Washington office for institutional Abbott ... John participates in two meetings this accreditation, a proposal campuses approved this July between educators and brain scientists, one spring by a 94-6 margin. hosted by ECS's Frank Newman, the other by Wingspread. ... DavidWebster's RPI: Up in Troy, NY, America's oldest engi- Change ranking of research universities neering school Rensselaer Polytechnic highlighted Emory U.'s rise to academic Institute (1824) continues to catch eyes prominence ... I note on anotherlist that with the changes it's making Emory's endowment ($2.5 billion or so) is ... colleagues who've visited recently now the sixth-largest in the country... . describe a "low-walls, can-do, high- Ford Motor Co. brought 125 UT-Austin interactivity" culture that's remade admin- senior faculty and staff (led by president istrative structures (there's no provost any- Maimon Robert Berdahl) to Dearborn, MI, last more), spawned curricular innovation and month for a week-long course in quality course overhaul, deployed technology in management. . .. One of the smartest peo- creative ways (everybody comes to see ple I know when it comes to technology RPI's "studio" courses), and made cross- and learning, MIT's Greg Jackson, head- unit collaboration a norm. ...I'll learn ing to the Windy City for a top post at the more about all this from the RPI team at U. of Chicago. AAHE's Summer Academy on Under- graduate Quality, "Organizing for AT AAHE: Used to be that summertime Learning," this July 27-31 in Breckenridge, saw things ease off a bit at AAHE, but that Smith CO. ... Teams from 28 innovating campuses hardly seems the case here now .. . or, I'll

190 people overall were selected last bet, where you work. ... AsI write, the month for the inaugural Academy. office is a beehive of activity in preparation for our June 9-12 Assessment & Quality conference in PEOPLE: Best wishes to new presidents Ronald Washington, 1,300-plus expected .. . hope to see Applbaum (Kean College), Christa Adams (St. you there . it's Tom Angelo's second and final Clair County CC), Vincent Marsala (LSU- A&Q conference as head of the Assessment Forum Shreveport), and Julius Erlenbach (UW-Superior) ... Tom departs inAugust for a faculty post at the . .. and new VPAAs Philip Gilbertson (U. of University of Miami. ... As the bylawsstipulate, Pacific), Andrea Leskes (American U. of Paris), July 1st is the transition date for AAHE Board Elaine Maimon (ASU-West), and James offices, so on that date UTEP's Diana Natalicio Netherton (Samford). ... Not incidently, users of passes the chair's gavel to Evergreen State's AAHE's Search Committee Handbook call me to Barbara Leigh Smith, ... the results of this ask about search firms . .. just out from the spring's Board election to be announced in Association of Governing Boards: a 44-page directo-September's Bulletin. ... Have awonderful sum- ry profiling 22 firms active in higher-education mer, see you then! 189 Watch your mailbox this fall for funded program challenging AAHE NEWS departments to take the initiative in continued from p. 14 registration materials, and plan to bring a K-16 team to join in lively "defining and implementing flexible discussions and the stimulating faculty roles and rewards." sessions. .11embervhip For more information about the AAHE Materials conference or AAHE's Education Trust. contact Wanda Robinson Important Dates Available (x15), manager for meetings and Are you interested in receiving Administrative Development additional information on AAHE publications: [email protected]. Institute for Asian Pacific Americans. "Pathways to Academic and its various projects? Would you Affairs Administration." San Jose.CA. like to provide brochures, fact Forum on Faculty Roles & Rewards June 20-23. sheets, or other materials to inter- 2nd Annual TLTR Summer Institute. ested colleagues? New Department- "Strategies for Change." Phoenix- Contact Mary Joyce (x14), mar- Scottsdale, AZ. July 12-16. Based Initiatives Registration Deadline. June 21. keting manager; [email protected]. AAHE's Forum on Faculty Roles & Please include your mailing Rewards has been emphasizing the Cases Conference. 'Using Cases for address and phone number. importance of the department as a Reflective Teaching and Learning." University of British Columbia. fulcrum for change. Two universi- Vancouver, BC. July 27-30. ties are taking leadership here with The Education 7S.ust Summer Academy on Under- new department-based initiatives: graduate Quality: "Organizing for Mark the Dates! The Ohio State University has Learning." Breckenridge, CO. July 27-31. The seventh annual National launched a new "University AAHE Black Caucus South Conference on School/College Departmental Teaching Excellence Caribbean Cruise. August 3-10. Collaboration will take place Award." awarded twice a year in November 20-24, 1996, at the the amount of $25,000 paid to the 1996 National Conference on department in annual rate and School/College Collaboration. Grand Hyatt Hotel in Washington, Washington, DC. November 20-24. DC. See the April Bulletin for the $1,500 in cash. This departmental X. Proposal deadline. June 30. conference Call for Proposals. Yourrecognition program is sponsored 1997 AAHE Conference on Faculty proposals. questions, and sugges- by provost Richard Sisson and The Roles & Rewards. San Diego, CA. tions are welcome for session Ohio State University Alumni January 16-19. ideas, plenary speakers, and work- Association. )P- Proposal Deadline. September 13, shops. The proposal deadline is The University of North 1998. June 30, 1996. Dakota has started a presidentially

Moving? Clip out the label below and send it, marked with your new address. to: American Association for Higher Education "Change of Address." AAHE. Dupont Circle. Suite 360. AAHEmembers receive free the AAHE Bulletin (tenissues/year) and Change magazine (six issues/year); discounts on conferenceregistration and publications; Washington. DC 20036.1110: special rates on selected non-AAHE subscriptions;Hertz car rental discounts; fax 202/293-0073 and more. To join, complete this form and send it toAAHE, Attn: Memberships, One Dupont Circle, Suite 360, Washington,DC 20036-1110; fax 202/293-0073. MEMBERSHIP (Choose one) Regular: 01 yr, $85 0 2 yrs, $165 0 3 yrs, $245 0 Retired / 0 Student 1 yr, $45 (Rif al/ categories, add $10/year for membershipoutside the U.S.) CAUCUSES (all are open to all AAHE members; choose samenumber of years as above) Amer. Indian/Alaska Native: yrs @ $10/yr Asian/Pacific: yrs @ $15/yr Black yrs @ $25/yr Hispanic: yrs @ $25/yr Women's: yrs @ $10/yr /4/0 F Name (Dr./Mr./Ala) Position a(Jacultp, *winds discipline) Institution/Organization Address (0 home/0 work)

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