American Association for Higher Education (AAHE) Bulletin, 1992-93

DOCUMENT RESUME

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AUTHOR Marchese. Theodore J., Ed. TITLE American Associationfor Higher Education (AAHE) Bulletin, 1992-93. INSTITUTION American Associationfor Higher Education, Washington, D.C. REPORT NO ISSN-0162-7910 PUB DATE 93 NOTE 187p.; Published 10 times a year, coinciding with academic year. AVAILABLE FROMAmerican Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036-1110 ($3.50 each issue, 1-10 copies, $2.50 11 copies or more). PUB TYPE Collected Works Serials (022) Collected Works Conference Proceedings (021) JOURNAL CIT AAHE Bulletin; v45 n1-10 Sep 1992-Jun 1993

EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Access to Education; *College Administration; *College Instruction; Conferences; Cultural Pluralism; *Educational Change; *Educational Quality; Financial Exigency; Group Discussion; Higher Education; Instructional Improvement; Management Teams; *Public Opinion; Public Relations; *School Community Relationship; Student Financial Aid IDENTIFIERS American Association for Higher Education; Diversity Concept; Total Quality Management

ABSTRACT The 10 issues of this organizational bulletin for the 1992/93 school year present articles, panel discussions, interview:, and essays on issues concerning the advancement of higher education. Among the topics and issues discussed are the following: an interview with Parker J. Palmer concerning community and commitment in higher education; conference notes on the 1993 National Conference on Higher Education--Reinventing Community: Moving Ahead Dy'spite Tough Times"; an essay on diversity and multiculturalism, "Diversity and Our Discontents" (Frank F. Wong); a discussion on tools for student coping, "Catalyst: The Theatre for Change" (Dorothy Siegel and Clarinda Harriss Raymond); a report on the use of Total Quality Management at the University of Pennsylvania; summary of an American Association for Higher Education forum on higher education under Bill Clinton; details concerning the 1993 National Conference on Higher Education--"Reinventing Community: Sustaining Improvement During Hard Times"; study results from 15 colleges on strategies for administrative teams and teamwork; a discussion on faculty work and the problems of costs, educational quality and access; an examination of 14 research-based principles for improving higher learning in college classrooms; discussions on student aid and national service; and Daniel Yankelovich's assessment on public mood and higher education. (GLR) e2 AMERICAN ASSOCIATION o) FOR HIGHER EDUCATION co co AMERICAN ASSOCiATION FOR HIGHER EDUCATION (AAHE) tu BULLETIN Volume 45, 1992-93

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tri CALL FOR PROPOSALS

GOOD WORK Charlene White Looks Back on 40 Years at AAHE

FACULTY ROLES & REWARDS AAHE's New Forum Launches a Conference

BEST COPY AVAILABLE In this issue:

Welcome back to you and welcome tospecial project: the F'orum on Fa .!ulty Roles and Assistant Editor Gail Harrison, who joins theRewards. Its conference is scheduled for January 29- Bulletin team with this issue. The topic thisFebruary 1in San Antonio, Texas. Space for this month is conferences, with two count 'ern, tux) conference is limited, so plan to register early. It brings calls for proposals to consider. to four the number of meetings AAHE is staging We begin on the next page with the call for the 1993 annually. Whew! National Conference on Higher Education, AAHE's For your convenience in requesting registration and "flagship event," slated for March 14-17 in Washington,other information, we've included two tear-out DC. This year's theme is timely, as always: 'Iteinventingpostcards. The front card (opposite) covers the Community: Moving Ahead Despite Tough Times."National Conference on Higher Education; the back Community is a topic near and dear to the heart ofcard (after page 18), the Conference on Faculty Roles author, lecturer, and AAHE consultant Parker Palmer,and Rewards. We hope you'll submit a session proposal whose interview with Russ Edgerton illuminates that to either or both conferences. Whether you present theme. or not, we hope you'll plan to attend. The second call originates with AAHE's newest BP

"REINVENTING COMMUNITY" 1993 NATIONAL CONFERENCE ON HIGHER EDUCATION 3 Community and Commitment in Higher Education/an interview with Parker J. Palmer/by Russell Edgerton

8Call for Proposals

11 Good Work: Charlene White's Personal Perspective on 40 Years at AAHE

14 AAHE's New Forum on Faculty Roles and Rewards Launches Its First Conference/ Call for Proposals/by Russell Edgerton

Departments 18 AMIE News 19 Bulletin Board/by Ted Marchese 20 Announcing: IWo New Books on Parmerships

AAHE BULLETIN September 1992/Volume 45/Number 1

Editor:Theodore J. Marchese Managing EditorBry Pollack Assistant Editor: GailN. Harrison

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 availablefrom the Managmg Editor. 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. Annualdomestic membership dues: $75. of which $40 is for publications. Subscription price forAAHE Bulletinwithout membership: $35 per year, $43 per year outside the United States.AAHE Bulletinis published ten times per year, monthly except July arid August. Back issues: $3.50 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany all orders under$50; payment or purchase order must accompany all orders over $50.AAHE Bulletinis available in microform fioin University Microfilms International, POSTMASI'ER: Send addrass changes toAAHE Bulletin,One Dupont Circle, Suite 360, Washington, DC 20036-1110. is? 511 Cover design by Design Innovations Typesetting by Ten Point Thpe. Printing by Hagerstown Bookbinding & Printing, Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION 4 1993 NA TIONAL CONFERENCE COMMUNITY AND COMMITMENT IN HIGHER EDUCATION an interview with Parker J. Palmer by Russell Edgerton

In the process of choosing "Reinventinglectures, and retreats. Palmer's 1987 Community" as the organizing themeNational Conference presentation about for the 1993 National Conference oncommunity is still one of the most widely Higher Education, AAHE turned to Parkeracclaimed sessions ever presented at an Palmer, a person who has long been involvedAAHE conference (see Note). Palmer is the in such issues as a teacher and activist.author of four booksThe Promise of Higher education is under pressure toParadox. The Company of Strangers, To reform, at a time when institutional re-Know As We Are Known, and The Active sources for change are scarce indeed, theLifeand numerous articles, including situation seems to point toward retrench-"Divided No More: A Movement Approach ment. But Palmer sees another (moreto Educational Reform" in the March/April hopeful) way to understand the potential for1992 Change Magazine. He has also edited change in the face of institutional discour-two collections: The Recovery of Spirit in agements a way that involves evokingHigher Education and Caring for the personal values, forming "communitiesCommonweal. He currently is working on of concern," and developing sociala new book, The Courage to Teach. "movements." This summer, AAHE's president, Russell Palmer, who also serves as a seniorEdgerton, interviewed Palmer at kis home associate at AAHE, travels widely in thisin Wisconsin. country and abroad conducting workshops, Eds.

THE PAIN OF is. how will they sustain educa- DISCONNECTION tional improvement in hard times? EDGERTON: Parker, a lot of In your travels, as a lecturer things are going on out there that and workshop leader working you and I and other colleagues with faculty, talking to admin- in AAHE are enthusiastic about istrators and students, visiting . fresh attention to the quality campuses, you have gained a bet- of undergraduate teaching, inter sense of how faculty are doing creased momentum for collabo- than probably anyone else we a rative learning, reexamination of 40' know. Tell us. what have you faculty roles and incentives. Edu- seen? cational reform is afoot. At the PALMER: What Pve seen out same time, though, we're into an there is more and more pain, but era where the economic realities also more and more desire to are really grim .. . downsizing identify and deal with its causes. and restructuring are part of the I call it "the pain of disconnec- reality, too. The question we ask tion." a sense on the part of fac- is: How are faculty confronting Parker 31 Palmer can he reached at ulty of being detached from stu- the challenges of the 1990s? That Bar 55063, Madison, WI 5370.5. dents, from colleagues, from their own intellectual vocation and thetors, it is the pain we feel when times. You're saying you sense passions that originally animated our own adult lives are discon- that there's more community, it. No doubt some of that pain nected from the ancient and , there are more people finding comes from economic factors, renewing power of choosing to each other. ... and so in that from cutbacks and downsizing, help the young grow. sense. in spite of the grimness from the anxiety of wondering Erik Erikson said that in mid- of the economy, there's more whether there is a future to this life we are faced with a choice hope? enterprise. But I think that eco- between "generativity" and "stag- PALMER: On one level, yes, that's nomic explanations for pain nation." Stagnation means getting what I'm saying. When institu- at least among the middle class your wagons in a circle and tryingtions are fat and happy, as higher are invariably shallow. I think to defend yourself from the some- education was for a number of our diagnosis must go deeper times threatening vitalities of years, community tends not to than dollars. youth as we do when we happen, because there's more EDGERTON: Deeper in what neglect teaching. I think stagna- than enough to go around and way'? Where is the pain coming tion is an occupational hazard people can retreat into privatism from? of the professoriate, often taking and still get their slice of the pie. PALMER: Well, there are the cor- the form of cultured cynicism. Then there's a curve of declining rosive effects of constant com- of an attitude toward students resources in institutions during petition for promotions and that says, "I have a Ph.D.. I write which people start discovering raises ... there is the demoral- books, I travel to conferences, each other and their need for izing need to publish even when and I get paid for it. Who needs each other. So, yes, as I travel one has nothing new to say. .. you'?" around the country I see more there is the dislocation of higher EDGERTON: But where is the and more people coming out of education in the American econ- hope, the energy for change, in privatized academic lives into var- omy, with business and the mil- such a dark scenario'? ious forms of academic commu- itary competing in "our market" PALMER: I believe that pain. nity forums, working parties, . .. there is thefragmentation rightly understood, is a great open-ended conversations of cultural pluralism ... and, with; engine for human activity and motivated in part by dwindling the large cohort of aging faculty social change. Now that people dollars. we now have, there is the mid- : are acknowledging the pain of But I want to say again that life phenomenon of lots of people disconnection in higher educa- economics is not the root cause looking around and saying, "Is tion, it can become an energizing of the real problem or of the best this all there is?" But deeper still. factorjust as a certain level response, and we will fail to deal for example, is the pain that of pain in our personal lives is deeply with these issues if we comes frcm the generational rift often what drives us to new think it is. The problem runs in our society. insights and new responses. And deeper than dollars; it goes to EDGERTON: How do you mean? rightly understood, the life-giving the needs of the human heart. PALMER: We have systematicallyantidote to this pain comes in Survival is not simply a material devalued our children over the new forms of community in the question. last two decades; this is one of academy, not only with students the most destructive ways in but with colleagues, with the pub- A VISION which we have torn the commu- lic, and with our own hearts. My OF COMMUNITY nal fabric of America. I think we point is that community now should interpret the decline of comes not simply as a "should," EDGERTON: At AAHE's 1987 teaching in the academy more as an ideal, but as something we National Conference, you received as an example of our general need for our own survival. a standing ovation for your argu- neglect of the young than as an EDGERTON: I'm reminded of ment for "community" as a visie- artifact of our emphasis on a comment Daniel Yankelovich of the scholarly life as epistemt research and I am quite sure made some years ago in a book logically collaborative. That is, that our students experience it called New Rules (Random House, knowledge isn't "out there" for that way. 1981), in which he said that in us to discover; instead we make Here is a college or university the 1950s we had an uptight cul- it, we create "truth" by talking in which the young and their ture and a dynamic economy, to one another. For you, intel- mentors gather on a daily basis. and in the 1970s we had an lectual and scientific work are and everyone is feeling the pain uptight economy and a dynamic much more communal than has that comes when the relations culture ... that sometimes con- been recognized in the reigning of the generations deteriorate. fronted by economic realities, paradigm of academe. For the young, it is the pain of there's more dynamic cultural In your faculty workshops, you being neglected. For their men- change than there is in other seem to have devised a format that gets people energized, talking munity we need is one that can to one another in this way. It sustain a new conversation about seems to help them envision a teaching and learning, for exam- concept of community and begin ple, we can work hard to move moving toward it. Based on your beyond the normal "ground rules" 44 experiences, what kinds of activ- As I travel of academic discourse and em- ities have high potential to ener- brace new ones. We often discour- gize faculty, to give them the around the country age honest conversation by being strength to move ahead in the quick to dissect what someone face of a harsh reality? I see more is saying ... to look for the con- PALMER: I always begin my tradictions in it.. . to compare workshops with the insistence and more it with our own opinions ... to that good teaching can never be give the speaker advice on what reduced to technique. It always people he or she ought to read or think flows from the identity and integ- or do. Norms like that do not rity of the teacher. If I am right, coming out of exactly encourage community! it's good news and it's bad news. In some of my workshops, we The good news is that we no privatized have small problem-solving longer have to suffer an intellec- groups in which the members tually insulting conversation academic lives are forbidden to speak to the per- about teaching that tries to into various son with the problem in any way reduce that great art to ten except to ask an honest, open snappy methods. The bad news forms of question and they are asked is that we must learn to do some- to abide by that rule for two full thing that seems very difficult academic hours. For two hours, you can't in the academy. advise or judge or commiserate EDGERTON: And that is? community." or argue. All you can do is ask PALMER: To talk to each other good questions and we take honestly and vulnerably about time before the groups meet to our identity and integrity. We talk about the nature of a good have to start a new conversation question, one that isn't advice about the human dimensions of in disguise! teaching and learning its pains The theory behind this ap- and joys, its wonders and our folly! proach is that we all have the To model a conversation about truth about our own problems teaching focused on the human somewhere within us. but we condition rather than on tech- never get anywhere near it when nique, I often talk about the issue the ground rules involve attack- of fear in the classroom. I suggest , and-defend. that fear is embedded in our ; EDGERTON: Can you give me objectivist way of knowing (which an example from your holds the world at arm's length experience? so we won't have to encounter PALMER: I sat with a small it), in the lives of our students, group a while back where one and in our own professional souls.rience rather than deducing the professor presented the problem And I suggest that fear is a dom- "right methods" from a theory of how to teach a class next Fall inant factor in classrooms where of learning. I am convinced that that he had taught every Fall for no learning is happening. What within most college faculties, we twenty years. Early on, someone I am trying to do is to reframe have everything we need to know asked how students liked the the problem in a way that legiti- about good teaching if we can course, and he assured us that mates so-called "personal" issues get access to it. But we will get they thought it was just fine in a "professional" context access to it only by learning what the problem, he said, had to do because it is only at the level of it takes to be in community with with his desire to update his un- personhood that community hap-each other. derstanding of the field, to assign pens and good work gets done. EDGERTON: Are there specific the latest books, and so on. I don't ignore the question of things we can do when we come An hour and a half later, he technique in my workshops. But together that make community was asked again how students I approach it inductively from more likely to happen? felt about the course, and this the faculty's own shared expe- PALMER: Absolutely. If the corn- time he acknowledged, with obvi-

Malit141111111111P1110111111111/5 ous pain, that for twenty years objective are intermingled. The I've called it "the Rosa Parks he had felt that students per- personal and the professional : decision"just to remind myself ceived him as a bad teacher. It are all wound up with each other.of how powerful it can be. took that long to establish the The emotional and the cognitive The second stage is when peo- trust that he would not be judgedintertwine, and you can't get people who have made that sort of for telling the truth a truth ple to think well without atten- decision, or are moving toward he had known all along but had tion to the feelings that block it. start finding each other in never been able to say aloud. I've and animate good thinking. small support groups. I see higher kept in touch with him, and he It was Niels Bohr, the great education as an arena where tells me that naming that simple physicist, who said, "The opposite more and more individuals are truth in a public way has moti- of a true statement is a false making the stage one decision, vated him to do more to improve statement, but the opposite of but where there are real barriers his teaching in the past yeai thanone profound truth is another to people finding and forming he had done in the previous profound truth." I think that supportive community. twenty. He also says that he has higher education is full of pro- The third stage I call "going a stronger sense of community found opposites, and the more public." Out of those small groups with a few colleagues who have we learn to embrace them, the a public language emerges that continued to gather to share theirmore we will find ourselves in has a power and a resilience that struggles with teaching. That's community with our own com- is lacking when the conversation a story about the power of speak-plexity and with each other's. is purely private or internal. The ing truth in community and ; small groups help people exercise about the power of community A MOVEMENT MODEL the rhetorical muscle, as in the to evoke our truth. OF CHANGE case of the black churches in the EDGERTON: But it's also a story civil rights movement. They about mixing two things that we EDGERTON: A lot of the current empower voiceless people to don't like to mix the personal language of reform is structural speak in public ways that enlarge and the professional. and organizational, having to do the community of discourse and PALMER: Here is where we need with finance and measurement sharpen and advance the cause. another new ground rule if we and accountability. But your own i Stage four is the development

are to have a new conversation , "take" on reform is more cultural ; of an alternative reward system vbri but this time the rule that and personal, connected to indi- ; within the movement itself needs to be broken is substantivevidual faculty lives and emergent which is where the movement 7 rather than procedural To have values. In your recent article in begins to bounce back on the logic a good conversation about the Change Magazine. you laid out of organizations and may change reform of higher education, we a movement model of change. it. Since organizations operate need to break out of the conven- How does that relate to the idea by reward and punishment, they tional logic of "either/ or" and of community in higher tend to change when an alter- learn to think and talk in terms education? native system of rewards is avail- of paradox. Just as our episte- PALMER: As I suggested in that able to enough people. mology has wanted to make the article, I don't see movements EDGERTON: Now that the article subjective and the objective into and organizations as either/or, has been out a few months, what an either/or, our normal dis- but as poles of a paradox. Some- response have you gotten? course treats personal and pro- times organizations need energy PALMER: A lot of very interesting

; . fessional as mutually exclusive. from the "movement" pole in response, including a letter from But since life is not so neatly com-order to grow. We may be at such a Czech scholar of the "Velvet partmentalized, our discourse a point in higher education today. Revolution" indicating that it fol- is meaningless unless it embraces I see the first stage of a move- lowed those four stages in near- these complementary opposites. ment as a deeply personal deci- textbook form (though that story In my workshops, when I deal sion to live "divided no more" clearly is not over yet). But, closer with the issue of fear, it is almost that is, to try to hold more closely to home, some of my respondents inevitable that someone will say, together one's inner vision with have made me wonder: Is the "Oh. I see. You want us to stop one's outer action. Of course, few professoriate's capacity for artic- being professors and start being of us achieve perfect integration, ulation so great that the reform therapists." No, that's not what but when the split gets too great, movement has jumped from stage Lwant. What I want is a much when the pain of disconnection one to stage three without being richer, more complex and para- becomes too much, some people solidly grounded in stage two? doxical understanding of what will choose to deal with it by try- That is, have we developed a pub- happens when we teach and ing to bridge the gap. In that deci- . lic language of reform without learn. The subjective and the , sion is immense energy for change building the communal base? If so, it is worrisome. with each other is often an inner For example, I told a story in ; step toward being more truthful the article about some major with ourselves. I don't think accountancy firms in the United teaching will be reformed in the States lobbying the agency that academy by getting an accurate accredits business schools, insist- 44The first step count of how many votes we have ing that those schools be required for reform. Teaching will be to do more "collaborative learn- we need reformed as more and more facing" so their graduates could ulty recall the truth of the values serve well in the complex world to take toward that brought them into this work of modern accountancy. Well, and reclaim the right to live that's a classic case of the lan- truthful those values out, with communal guage of reform having gone pub- support. lic in a big way. community Most faculty arrive on the scene But wha. if you go back to the driven by ideas and convictions. business school campuses and with each other As time takes its toll on one's ask hov: much collegial or com- vocation, it is important to return munal support there is for Pro- is often an to the sources. I think In my fessors X and Y and Z who want workshops, I often ask faculty to try collaborative learning in inner step t o introduce themselves to each the classroom? The answer may other by telling the story of that be, not much. Perhaps another toward great teacher (whether in the occupational hazard of academic being more academy or not) who inspired life is that our language often ; t hem to enter the academic life. leaps ahead of our lives, so that I do this in part because com- the communal structures aren't truthful with munity is impossible unless we there to sustain the symbols and ourselves.'9 know something of each other's images. Maybe we need to talk life-stories. but I do it even more less and listen more. as an embodied way of touching EDGERTON: I'm reminded of the animating energy that set us the recent Syracuse University off on the academic path. survey that's now been replicated I have seen good things happen by forty-seven research univer- to faculty who, over a period of sities in which the faculty say t ime. remembered why they they think their university is tilt- wanted to "profess- in the first ing too far toward research and place, and reclaimed their need that a better balance is needed. to live close to those original com- but they also believe their col- mitments. When people remem- leagues feel otherwise. The survey ber who they are, at that deep revealed, in fact, that everyone level, then they become available felt the same way. That was one for community, and then they stage of the process, but now, at become agents for institutional least at the universities I visited change. As Rosa Parks can testify, recently, it is hard to take that that's really power the rest general discrepancy analysis to vacy of a survey questionnaire is mere technique! the next step. What do you do? at Syracuse University could be EDGERTON: Parker, as always. What do you talk about with col- uttered more often in communal you leave us with much to think leagues? How do you get a sub- settings of colleagues? Simply about. community life going in these doing that would puncture an places that will acknowledge organizational illusion and reveal that sense and move on it? an unspoken corporate truth Note PALMER: Well, your own story the truth that good teaching has Copies of Parker Palmer's 1987 suggests the importance of doing many more allies than we gen- National Conference speech. ''Campus one thing that we've already erally imagine. Values: From Competition and Indi- trying to establish But, since we are about to end vidualism to Cooperation and Com- talked about munity" (Tape 87AAHE-51). are avail- trustworthy arenas of conver- t his, let me return to that basic able for purchase for $8.50 each from sation, using new ground rules, principle of paradox. Paradoxi- t he Mohiltape Company. To order where the truth can be told. Whatcally, the first step we need to by credit card, call toll-free 800 369- if the truth uncovered in the pri- take toward truthful community 5718. Ammo. 9 AAWEBILUZIDIMMITEMMOI IMP 1993 NAHONAL CONFERENCE

Call for Proposals 1993 National Conference on Higher Education March 14-17, 1993Washington Hilton HotelWashington, DC

REINVENTING COMMUNITY Moving Ahead Despite Tough Times.

Each summer we listen forms and conceptions of techniques of communication and intently to members of community. collaboration is apparent in our Board and to col- Consider the growing interest the larger public debate as well. leagues around the in Patricia Cross's idea of Class- Our national and state govern- country talk about the issues on room Research, for example. ments are struggling to balance their minds looking for com- Techniques for learning more budgets and turn around our eco- mon threads we can weave into about students are leading to a nomic decline. Along comes Ross a theme for AAHE's next annual better sense of community within Perot, employing new techniques National Conference on Higher the classroom and a new sense of communication that bypass Education. This year, we emergedof community among faculty the traditional political parties. from those conversations im- engaged in Classroom Research. A new geyser of political energy pressed, first of all, by the chal- Similar observations might be gushes forth. lenges of management in tough made about the growing interest On one level, America's public times. Most of our colleagues in small group learning projects. debate is about budget deficits reject the assumption that when experiential learning, and a dozen and political systems that no the recession is over higher edu- other educational ideas that are longer work. But at a deeper, cation will or should return gaining new adherents every day. more meaningful level, we are to business as usual. Instead, they We are impressed that the dis- talking about who we are as a believe the times call for funda- cussion about rebalancing the nation and what we want to mental changes. faculty effort devoted to teaching, become. What is our responsibility Of course, the processes of research, and service has taken to the next generation? What is change given the nature of col- a new turn. Thanks in part to the public responsibility and what leges and universities must Carnegie Foundation for the is private responsibility? Bill Clin- be participatory and collegial. Advancement of Teaching report ton's proposal to award student And as we listened, it seemed thatScholarship Reconsidered,the aid not only on need or merit but the more creative campus pro- scholarly communities are begin- on service to America is a close- fessionals were inventing new ning to ponder questions about to-home example of a wider forms of collaborative problem how restrictive or inclusive their search, a yearning to reinvent solving (TQM is but one example) own communities should be. In the American community. that in at least some cases were chemistry, for instance, does leading to a new, hard-won sense being a chemist entail only AN INVITATION of community. Downsizing has advancing knowledge in the field, led to questions of who we are, writing to other chemists? Or So, we invite you to ponder this what we value, what we want ourdoes it also entail representing theme of "Reinventing Commu- campuses to become. chemistry to others, speaking and nity' and shape its content and At AAHE. we are impressed writing to larger audiences? direction by your own proposals. with how many faculty and Should chemists assume more To us, it is a theme that focuses administrators there are on the responsibility for the public attention onroles and relation- from lines who,despitetough understanding of science? Does ships especially on the respon- times, are moving ahead, finding the community of scholars who sibilities students, faculty, and ways to continue working on call themselves chemists include administrators feel toward one improvements they believe in. those who are teaching chemistry another and the larger And we are struck by how many in high schools? community. of the ventures involve new tech- This leitmotif a search for We invite you to consider how niques for communicating and new forms and conceptions of we can go about "Reinventing collaborating, leading to new community, often aided by new Community" at every level in individual classrooms, depart- Campus," and "Higher Education and learning? ments, schools, the entire cam- and American Society") and offer pus, the relationships among our the illustrative sessions below as The Department and institutions, and the relationships ,a starting point for your thinking.Other Intermediate Units of our campuses to the larger What does it take for an aca- society. Along this line, given the The Classroom demic department to see them- "Difficult Dialogues" theme we We know that large courses selves as a team, allocating introduced at the 1991 National can be broken down into effective departmental responsibilities for Conference, we are particularly learning groups and that group teaching, research, and service interested in uncovering those projects are powerful pedagogical ; in creative and flexible ways? forms of community that have devices. What are the barriers ; Are there new frameworks high potential to help us "Achieveto collaborative learning? What and procedures of departmental the Promise in Diversity." strategies/ incentives might over- ; review of faculty effort, pro- Since academic departments come them? gram coherence, and student are still the primary home for How can we bring new tech- achievement that will enable most faculty, weespeciallyinvite nologies, and related '...oncepts departments to give more careful you to consider how we can rein- of information literacy, into the consideration to their contribu- vent community within and mainstream of teaching and tions to institutional missions? across departments and learning? l!rider what conditions have enlarge the sense of responsibility What are the most effective campuses successfully invented members of departments feel techniques for listening to stu- alternatives to departmental toward the larger enterprise. dents and making use of that structures'? What can we learn And finally, we invite you to information to improve teaching from these? Short of this, how join us even if or perhaps we should say,particularlyif you Proposal Guidelines represent an isolated or minority To proposea general session or a poster session, mail or fax a letter viewpoint in your own setting. (one or two pages long) to: NCHE Conference Proposals, c/o Louis Parker Palmer has written that S. Albert, Vice President, AAHE, One Dupont Circle. Suite 360, Wash- reform often begins not with ington, DC 20036-1110; fax: (202) 293-0073. organization and structures but All proposals must be received by AAHE by October 16, 1992. with individuals who make new We will contact you about the status of your proposal by early Decem- commitments. Isolated individ- ber 1992. uals decide to stop leading Your proposal letter should describe the following: divided lives. Soon, they discover The problem or issue you will address. others feel the way they do, and The proposed length and format poster session or general together they form groups for session (panel discussion, single presenter, case study,etc.). Poster mutual surnort. Empowered by session presenters will be expected to concisely explaintheir topic communi..y, they learn to trans- in 15-20 minutes, then allow ample time for questions from partic- late private concerns into public ipants. Most general sessions occupy time bands of 50 or 75 minutes. issues. Alternative rewards Panel presentations should be limited to no more than four people, emerge to sustain the movement's including any moderator. vision. The audience you intend to reach and the significance of your individ - As an association of topic for that audience. uals,from all positions and sec- The qualifications of all presenters and the roles they will play tors, we think AAHE can play a in the session. special role in the reinvention The names, positions, addresses, and daytime telephone of community in higher educa- numbers of everyone involved, including yourself. tion. Join us in taking a "move- A one-paragraph abstract of your proposed session, to appear ment" approach to educational in the Conference Program (not mandatory). reform. Note: If your proposal is accepted, you should plan to attend the conference as a paying registrant. Registration forms will be mailed ILLUSTRATIVE in January 1993. PROGRAM SESSIONS 1993 National Conference Fees How might the theme "Reinvent AAHE Members:Nonmembers: ing Community" he expressed in Regular $225 $305 program sessions'? We envision F7 Faculty $175 $255 Retired $145 $195 four theme tracks ("The ('lass- $115 $165 room," "The Department," "The Student

I I. AARE BULIXIIIVIIITTONCR 1962/9 can campuses support new fac- to "practice" their disciplines? ' grams, centers, services, publi- ulty communities that cross . Is student aid in return for : cations, and more. For more departmental boondaries? service an idea whose time has information about the Exhibit How can we improve the con-come? Program. call Gail Harrison, nections and community between What would be appropriate assistant editor, at AAHE at part-time faculty and full-time content for a -state of the union" 202; 293-6440. faculty in a given department? address on our connections to What kinds of support will the K-12 sector'? Are there major Caucuses and improve teaching of part-time developments on the horizon? Action Communities faculty? You can also get involved in What does the future hold As always. AAHE welcomes the conference by participating for ethnic and women's studies your ideas for organizing and/ in the work of one or more of programs? What have we or presenting sessions on this AAHE's member networks. learned? What do the most suc- year's four theme tracks or on AAHE's Community College cessful programs look like? other topics and issues important Network, formed at the 1992 to higher education. National Conference, will sponsor The Campus In addition to your sessions, its first program activities in Building stable campus com- we will also be developing ses- 1993. Program activities are also munities is difficult when there sions, forums. and workshops being developed by the following is constant turnover of academic around the issues of AAHE's Spe- AAHE Caucuses and Action affairs leadership. What are the cial Projects. aimed at improving Communities: reasons for the turnover, and assessment practice: deepening Caucuses American Indian; what might be done to reduce it?the connections between univer- Alaska Native, Asian Pacific. Some large campuses are sities colleges and schools: Black. Hispanic, Les- inventing "intermediate institu- enhancing the connections bian;Gay, Student, and Women's. tions" (living;learning arrange- between faculty work and insti- Action Communities Class- ments, student cohort groups. tutional rewards; and improving room Research, Collaborative and so on) so that students can the quality of undergraduate Learning, Faculty Governance, experience the campus as part teaching and learning. Information Literacy, Telecom- of a more particular community. munications, and "oluntary What are the results of these OTHER WAYS Service. efforts to date'? TO GET INVOLVED For more information about After several years of debate any of these member networks. and court decisions about issues New for 1993: Poster Sessions contact Judy Corcillo, confer- of free speech and political cor- For the first time, we invite you ence- membership development rectness, where are we? What also to submit proposals for coordinator, at AAHE. lessons have we learned? poster sessions. These interactive "Benchmarking" suggests thatposter sessions will be scheduled Forum on campuses might look to some in repeated blocks; they should Exemplary Teaching peers for standards of excellencebe short, feature visual displays, In addition to numerous gen-

in certain areas, and other peers and emphasize interaction ] eral conference sessions and

for standards in other areas. Are between presenters and partic- 1 activities for faculty, the AAHE there campuses where bench- ipants. The poster sessions are Teaching Initiative will again marking is being done? intended to highlight the results ; sponsor its Forum on Exemplary of innovative programs. new : Teaching. An annual event at Higher Education and research, methods of practice. AAHE's National Conference since American Society and successful solutions to prob- 1989. the Forum is a series of Where does the idea of stu- lems campuses face. To create presentations nd roundtable dent service to the larger com- an "idea marketplace," the poster discussions that offer faculty the munity now fit in the undergrad- sessions will be scheduled in con- chance to become part of a net- uate curriculum and the junction with AAHE's Exhibit work of excellent teachers who extracurriculum? What are t he Program. also care about the improvement most attractive models'? of teaching beyond their own Many campuses are revisitingExhibit Program classrooms. To participate in the their missions of service to the We invite higher education Forum, faculty must be desig- larger society. Are there lessons institutions and other nonprofits nated by their institutions. For to be learned from the profes- to contact AAHE to reserve details. contact Pat Hutchings, sional schools about how to exhibit booth space to display director. AAHE Teaching Initia- enable arts and sciences faculty information about t heir pro- tive, at AAHE.

10/AARE 191./LE1'IN/9171011111CR 1902 I 2 GOOD WORK Charlene White's Personal Perspective on 40 Years at AMIE.

On July 31, 1992. Charlene White, executive secretary to all three of AAHE's presidents, retired after forty-two years. Her perspective on the Association is one few others can claim the Association as a department of the National Education Association; the split, as the NEA became a union: the move into One Dupont Circle; the evolution of the Bulletin ... years of change, but also ofcontinuity. Late in July, we asked Charlene to share some of her memories; she said yes, and excerpts appear below. Thanks. Charlene, for everything.

/n fall of 1950 I retary in 1953: before left Kansas for that. Francis Horn was Washington. D.C.. executive secretary to work for Ray for two years. and Maul in the higher edu- Ralph McDonald was cation department of or. before him. Fran Horn the National Education went on to Pratt Insti- Association ( NEA). tute, before becoming For a number of years president of the Uni- he'd been doing a study versity of Rhode Island; of teacher supply and McDonald became demand in the North president of Bowling Central Association Green State University. states, but that was ... In addition to me. just pretty much the there were probably Midwest and the about ten employees: department of Higher the executive secretary, education had thought A retirement celebration: On July 8, AAHE closed for thehis assistant, the con- afternoon and took a trip to Annapolis, Maryland, for a it would be a good idea wonderful waterside luncheon followed by cake andference planner, a cou- to do a national study. champagne. On the bus trip there, AAHE President Russ ple of stenographers, I had been Dr. Maul's Edgerton (left) and the rest of the staff were treated toa membership clerk. secretary at what was Charlene's tales of life at AAHE, and she was presented At that time, the Bul- then called Teachers with an audiotape of farewell wishes recorded by K. Patricia letin was called the Cross, Art Chickering, Kerry Smith, and many other long- College, now Emporia time AAHE members and friends. College and University State University, and Bulletin, and it was I had done the statistical work We didn't have separate dues, the only publication that went on the teacher supply and but there were between 10,000 to the members. It was basically demand study all the charts. and 20,000 members, something a house organ. We also got news- t hat sort of thing. He called from like that. At that point, NEA letters from lots of colleges and Washington, asking me to come wasn't a union at all ... that universities, and when we'd find work with him at the NEA and came later, in the mid-1960s. something interesting they had offering me $3.000 a year. which The AFIE's CEO was called the done, we'd put a little squib in was $600 more a year than I was "executive secretary." We had an the Bulletin about it. It was making in Kansas. I said yes. executive committee that con- monthly ... a small publication, The NEA's higher education sisted of six to eight people and four or six pages, a newsletter department was called the Asso- a "president" of the executive really. ciation for Higher Education, or committee. (Now, of course. The main work of the AHE in AHE. Everybody who joined NEA AAHE has a board of twenty or those years was committees. who had "higher education" in so, headed by the "chair," and the which focused on certain areas. their institutional title automat- CEO is called "president.") Kerry We had a committee on teaching, ically became an AHE member. Smith started as executive sec- one on general education (which t. AAHE BULLETIN SEPTEMBER 1992 1 I did a publication called & They of coffee without one trailing Because we didn't want NEA Say About Higher Education thatalong to make sure that all you to know exactly what we were was really about general educa- brought back was a cup of coffee! doing because we were afraid tion). We also had resolutions It was really something some- they'd kick us out before May committees, which presented body standing over your shoulder 31st! Dr. Smith hired a con- resolutions at the national con- watching you as you were typing. sulting firm. I guess it was, to ference at the annual member- It was not a very pleasant handle our memberships as they ship meeting ... at that confer- experience. came in. We had a post office box ence, all badges of members were they went to. AAHE started with so marked, and you couldn't go THE BREAKUP probably something like 1,200 to the membership meeting . 1,500 members. There was unless you were a member. In the mid-1960s, the NEA began a name change, too, from AHE AHE's national conference acting more and more like a to AAHE, "American Association attendance ran around 2,000, union. They were encouraging for Higher Education."

; I think, but the number of people striking schools, and they wanted About three hundred people who could attend was limited. higher education to do the same pledged as life members ... I Invitations were sent to presi- thing. Our members who were think it was $300. Back then that

; dents of institutions, with close to the association who was a lot of money, but they could assigned numbers of attendees came to the conference regularly pledge that much and pay it over they could name as "represen- and that sort of thing did not a ten-year period. That's why tatives." Small institutions could agree with that at all. They Elaine Silver. th,.. membership send not more than two people, thought students were paying coordinator, knew all the life the large institutions could send to get an education and they members so well, because she as many as ten, but it was all should get an education, and the billed them every year!

. based on enrollment. faculty should just put up with As soon as we knew we were At that time, the institutions inconveniences if they had to, butgoing to depart, Dr. Smith put paid all registration fees, and you work in other ways to get together lots of proposals, which

didn't come unless you were ; increases and that sort of thing, we sent to foundations and cor-

appointed by somebody at the rather than going on strike. . porations. We got a surprising institution to come. If you were We complained to the powers- amount of money to get started a member, fine, you could come that-be at NEA. and they didn't and keep us going. The Ford

; to the membership meeting, and like that. Finally they just Foundation alone gave us some- normally the institutions tried informed us we could depart if thing like $50,000 to start, and to find people who could come that's the way we felt about it. Carnegie gave us a big sum of who were members. Up to this point, Dr. Smith had money, too. We always felt that In conjunction with the big been there for a good number part of the reason was that foun- NEA convention, the department of years and we'd always gotten dations agreed with us that you of higher education also had its along very well with NEA. didn't get ahead by striking and Own one-day summer meeting, The NEA offered us the choice keeping students out of school, which consisted of a talk by some- of not being a department hut you did it in other ways. body and then an open discussion of being "affiliated" with NEA, and After leaving the NEA, we came by everybody who was there, and still getting some financial sup- directly to One Dupont Circle, a luncheon, followed by an after- port but not the same as we did .. with one typewriter, one desk, noon session with another as a department. The AHE board one wastebasket, and one chair.

speaker and discussion. This said no to that, and the NEA said, ; Dr. Smith had been a member summer meeting was usually "Okay, your funds are cut off as of the Higher Education Secre- pretty small, probably not more of May 31st." The year was 1969. tariat ever since he started

than a thousand people. That spring's AHE conference as head of the department and ! One particularly interesting was quite a meeting. Stephen he had been talking to the Amer- conference experience was the Wright, then president of Hamp- ican Council on Education about appearance of then-Vice Pres- ton Institute, was AHE president the fact that we wero leaving the ident Hubert Humphrey. It was (we were the first organization NEA and did they have sugges- right after passage of the Higher in higher education to have a tions about where we could go? Education Act of 1965, so it must black man as president) and he Well, ACE was just constructing have been 1966. President John- was very strongly for keeping the One Dupont building and they son had agreed to show up. but AHE going. So he held a big meet- were trying to rent the space, so he couldn't at the last minute. ing, separate from the conference it made a good match. so he sent Vice President Humph- sessions themselves, where he We moved onto the seventh rey in his place. But the security! got people to go around and slip floor, into a nice, large office in Our headquarters was open until flyers under every hotel room Suite 780. All of the support staff 10 o'clock at night, and the place door in the Conrad Hilton Hotel, sat in one big room, but it worked was alive with them. You couldn't asking for support and to please out very well . .. we could all see go to the ladies room without one sign up for membership and so the front door, we could all hear of the security people going with forth. And that's how AAHE got the phone. The staff consisted you! You couldn't go to get a cup started really. of me, Dr. Smith, Anne Yates (the

12 AARE BLILETIN SEPTEMBER 1992 conference planner ), Elaine Even after the papers were all and Ken Fischer's regional meet- Silver. and about four or five duplicated and distributed, they ings project. Now under Russ we others. were then gathered and pub- have our projects on assessment. In the 1970s, Ken Fischer came lished in a yearly book, Current school college collaboration, edu- to organize regional meetings, Issues in Higher Education. Also, cation reform, teaching, faculty and Lew Patterson to work on there were recorders at every ses- rewards our project work has interinstitution consortia. And sion, and every recorder had to increased a lot over the years. for the first time we had an edi- turn in a report of the session tor, Bill Ferris; until then, just the that evening; those reports had AAHE'S PEOPLE secretary (me) and the admin- to be typed and ready for dis- istrative assistant had done the tribution the following morning, AAHE has had several other long- Bulletin. Dr. Smith was suc- too. time employees Anne Yates ceeded in 1971 by Dyck Vermilye, The print shop ran all night, and Elaine Silver, among others. who stayed until 1977. followed by Russ Edgerton. Kerry Smith had come from the U.S. Office of Education, in its department of higher education. Dyck's background was student personnel and guidance. And Russ was the founding staffer of FIPSE. AAHE'S WORK

I'd say that AAHE's annual National Conference on Higher Education at first just in Chi- cago. later in Chicago and Wash- ington, and lately also in San Francisco has always been the Association's main focus. During Dr. Smith's time, we still AAHE staffers circa1979: (loft to tight)Anne Yates, Jane Lichtman, Liza had our committees . .. on under- Mickle, and Charlene White. Lichtman was director of the NEXUS Network; graduate education, on general Mickle was the Association's editor. Yates was conference coordinator and education, on international -.x1u- assistant executive director; at the time of her death in 1980, she had been on the staff for 32 years. cation ... a committee on teaching was developed, which then the typists were there a good bit I guess we stayed so long because eventually evolved into a joint of the night, the collators and we were interested in the Asso- committee on teaching, which staplers were there all night, and ciation. we thought its work was included other organizations such a new crew came on in the important, we wanted it to be as AGLS. the Modern Language morning. successful . .. and we enjoyed Association, and a number of oth- But, as the years went on. the what we were doing. It's a dif- ers. These committees met quite papers got harder and harder ferent class of people from what regularly; but they didn't do stu- to get from people, and some of you come in contact with outside , dies or anything like that, it was them were not as good as they in the business world, a more gen- just a question of trying to come had been in the past. So we teel group of people not so up with sessions for the confer- started distributing fewer and cutthroat. ence and that sort of thing .. . fewer of them, to the point that When I think of AAHE, it's peo- always to improve higher edu- now we don't normally give out ple like Pat Cross, Bill McKeachie,

cation and teaching and learning. ; any, maybe one or two. Of course. Robert Keller, Art Chickering, In the 1960s and early 1970s. we some of the most important still Frank Newman, Joel Read, Mar- had a large conference-planning appear in the Bulletin. tha Church, Lew Mayhew, many committee every year, which held AAHE's projects have added others people like that who a two- or three-day meeting to greatly to its esteem and the have been members forever plan the sessions, the theme, the ground it covers. Under Kerry I think of. Nice people, extremely speakers. and so forth. There Smith, in the 1960s. we had one nice. might he fifty to sixty sessions project, which was Meet the Pro- I guess part of the reason I've throughout the whole conference. fessor, an hour-long TV show, on been around so long is that I felt In t hose days, everyone who every Sunday, around 1 o'clock sort of the same way Lew May- gave a speech had to turn in a during the school year. It was on hew did after he became involved manuscript. These papers were for two or three years. On this with AAHE it's like a revolving all typed on the typewriter on show, somebody would interview door: you go in and you can't get stencils, run off on mimeograph a given professor, people selected out. But it's been a wonderful and machines. and distributed the by the network and our staff. fulfilling forty-two years. Thank following day at the conference. Under Dyck we had NEXUS you. AAHE. AARE BULLETIN SEPTEMBER 1992 13 AAHE'S NEW FORUM ON FACULTY ROLES & REWARDS LAUNCHES ITS FIRST CONFERENCE

January 29-February 1, 1993 Hilton Palacio del RioSan Antonio, Texas

by Russell Edgerton

It's official! Thanks to a gen- lege and Northeast Missouri State highly reminiscent of assess- erous three-year grant from University had been doing ment's. First, the imaginative the Fund for the Improve- assessment in ways that clearly report: Ernest Boyer's Scholar- ment of Postsecondary Edu- made a difference in student ship Reconsidered, which has cation ( FIPSE), AAHE's new learning. Third. the National Gov- become the best selling special Forum on Faculty Roles and ernors Association turned up the report ever issued by the Carnegie Rewards will sponsor the first external heat by issuing Time for Foundation for the Advancement of three annual national confer- Results a no-nonsense report of Teaching. Second, a few cam- ences this coming January. stating that governors were tired puses providing leadership We welcome your presentation of hearing how many books were Stanford and Syracuse come to proposals for the conference, and in campus libraries and how mind, both inaugurating major directions for submitting them many Ph.D.'s were on faculties. reexaminations of the reward appear in the box on page 15. Instead, governors wanted evi- system. Third, external heat. Pres- We also hope you'll pass along dence that institutions were con- sures from outside the academy to us ideas and information that tributing to student learning. are still rather unfocused, but will deepen our understanding Assessment had the potential campuses are fielding ever more of the initiatives that campuses. for both good and ill for insistent and hostile questions professional societies, and other becoming a roadblock for stu- about whether faculty effort is organizations are undertaking dents or a tool for improving their in line with campus missions and to reexamine policies and prac- learning. With FIPSE's help, AAHE social needs. Legislators are writ- tices affecting faculty priorities stepped into the scene, with an ing bills and regulations about and the quality of faculty work. annual national conference and workload and productivity. a publications program aimed As in the case of assessment, WHY A NEW FORUM? at giving status, substantive the aroused interest in clarifying direction, and practical guidance and shifting faculty priorities Seven years ago, "assessment" to those people on campus who could unfold in different ways. came on stage as an important were willing to take assessment We can envision a scenario in national Lssue. Three events seriously. In retrospect, the AMIE which there is a growing respect pushed the issue forward: First, Assessment Forum turned out for dimensions of excellence a group of influential educators to be the most important and beyond research, and a new assembled by the National Insti- successful special initiative AAHE appreciation for the "practice" t ute of Education authored In- has undertaken to date. of one's discipline ... a culture rohrment in Learning an In the past two years. on cam- in which all dimensions of pro- imaginative reform report that puses across the country, the fessional and scholarly work are called assessment a key to high- "faculty reward system" has sur- honored and peer reviewed. But quality education. Second. a few faced as another important issue. we also can envision a nightmar- campuses notably Alverno Col- The precipitating events are ish scenario .. . more reporting I 4 AAHE BIILETIN SEPTEMBER 19R2 requirements, piles of evaluation Campus teams. Ideally, aca- simply an opportunity to "work data nobody uses, prizes and demic leaders attending the con- through" the issues with col- rewards that have more to do ference will dome as members leagues from peer campuses, and with public relations than actual of a campus team. In addition the conference program will build faculty motivation or improved to the familiar argument that in multiple opportunities for that performance. teams can produce more real sort of peer campus interaction By launching this new Forum. change, there is particular advan- and teamwork. AAHE hopes to do for the tage in tackling the roles-and- Leaders of professional socie- national reexamination of faculty rewards agenda as a team. Part ties. Scholarship Reconsidered roles and rewards what it has of what campus leaders need is reminded us all that most faculty done for assessment: give status to those who take the issue seriously, frame agendas and To Be Part of the Conference steer the conversation in directions that promise to result in Submit a proposal. real improvements in faculty per- We welcome proposals that address the kinds of issues suggested formance; and promote lines of above. To propose a session, simply write a letter explaining (1) what work that will yield tools and problem or issue your session would address, (2) what format you'll materials rationales, guide- use (panel presentation, case study, etc.), and (3) the names, lines, directories, cases, surveys, addresses, and telephone and fax numbers of everyone involved protocols, sample portfolios. etc. (indicate one contact person to receive all correspondence). Send useful to those involved in the proposal letters to Kristin Reck, at the address below. Proposal letters hard, nitty-gritty work of bringing must be postmarked byOctober 9, 1992. about real change. We will mail a confirmation card to the contact within two working days of receiving your proposal at AAHE. We will notify the contact A JANUARY by the end of November concerning the outcome of proposal review. CONFERENCE Presenters should preregister for the conference and are responsible for their own registration fees. Registration materials will be As this issue of the Bulletin went mailed to all contact persons in October. to press, AAHE was holding a planning meeting for the first Think about constructing a team from your campus. national AAHE Conference on The conference will work best for campuses that can send a team. Faculty Roles and Rewards. Team-oriented sessions and occasions will play a major part in the Obviously we could not report program. And the registration fee structure will make sending a team on the specifics of that meeting more economical than multiple single registrations. Mark box 2 on here, but we can share with you the enclosed postcard to receive registration materials for your team. now the parameters within which our planning will unfold and Organize a group/consortium/organization meeting. offer some examples of the issues Space at the conference will be available for meetings of asso- this special-focus conference will ciated groups whose work relates to faculty roles and rewards. Mark address. box 3 on the enclosed postcard to receive information.

Who Should Come? Send now for registration materials (available in October). Campuses with complex mis- Conference enrollment is limited, so complete and return the sions. The welcome mat is out enclosed postcard today. (Please request registration materials by for all. But the audience we envi- mail or fax only). sion as we beg:n to develop sessions are individuals from cam- Send us your suggestions for the conference. puses with complex missions How can this conference best respond to your needs? To help us campuses where the faculty are in our planning, we would appreciate a letter or fax from you. For expected to engage in research, example, a team from your campus would most likely include people teaching, and service. from which positions (e.g., faculty senate chair, AA dean, VPA, pres- Academie affairs leaders. Pro- ident, etc.)? How could the conference best serve your team? What vosts and/or their deputies; key topics would be good for intensive, practical workshops? What mate- leaders of the faculty senate: rials or hands-on training? What issue(s) would you like to hear others chairs of promotion/tenure com- discuss? Any and all comments are welcome! Please fax or mail let- mittees; faculty chairs of com- ters byOctober 5to Kristin Reck, at the address below. mittees to reexamine how research, teaching, and service Kristin Reck, Project Assistant are evaluated and rewarded; American Association for Higher Education department chairs who are key One Dupont Circle, Suite 360 opinion leaders and/or sponsors Washington, DC 20036-1110 of pilot projects these are the fax 202/293-0073 primary constituents we have in mind for the conference. " AAHE BUL1XTIN/SEITEMBER 1992.16 are members of not just one but Colleagues with expertise. ning to enjoy San Antonio. two communities. When faculty Finally, as has happened with Sunday, January 31 a full are hired by colleges and univer- AAHE's national conference on morning of sessions, as well as sities, they become professors, assessment, we see this confer- occasions for more meetings of subject to the obligations that ence as an occasion to assemble teams and special networks. The flow from the distinctive mission the intellectual capital that exists conference will formally end of the campus where they are on the issues and to define inves- shortly after noon. so all partic- employed. But even prior to tigative agendas for the future. ipants can get home Sunday eve- becoming professors, faculty In addition to our own invited ning. Afternoon workshops and become biologists, economists. program, we welcome other other gatherings will be available engineers: in this guise, as schol- organizations and groups to thinkfor those able to stay through ars in their fields, faculty take of the conference as a place to Sunday night. Monday, February 1 t ime for campus teams to reconnoiter before returning to campus, and for associated organizations to meet. We plan to work through an agenda of clarifying and defining what scholarly and professional work is What's the Program Agenda? What kind of issues will we go important, how all aspects of this work can be evaluated, after on the conference program? and how all aspects of this work can receive What's the substantive agenda'? Again, we're eager to hear from appropriate recognition and reward. you about what would be most useful. But here's a sampling of session ideas that make sense to us now and that we hope will trigger proposals from you: on identities and lifelong obliga- stimulate conversations and The larger system: shifting tions as members of those dis- create networks around issues priorities. ciplines and fields. pertinent to our agenda. What does the state scene It is one thing, then. for a cam- look like, especially with respect pus administration to give more What's the Schedule? to legislation about faculty work- weight to teaching. It is quite The "what and when of the loads, performance funding, and another for the economics pro- conference will become clearer other initiatives to shift state- fession to believe, for example, after proposals begin coming in; based incentives and rewards'? that the act of teaching econom- below is the tentative schedule NSF and NEH have altered ics and the act of writing about ... subject to revision and further program guidelines and admin- economics to the larger public refinement: istrative procedures to signal are worthy activities, that the Friday, January 29 8:30 AM interest in a more balanced con- profession has a responsibility to around 2:00 PM as a time for sideration of faculty effort. What for assuring that these activities. campus team and special net- is the response to these initia- in addition to research, are done work meetings and intensive tives'? Are other initiatives on the well. workshops. Thus, campus teams way? Many professional societies are wishing to meet with other teams The New England Association now undertaking their own reex- from peer institutions, individuals of Schools and Colleges has intro- aminations of what roles their involved in special networks and duced a new accreditation stan- members play and what profes- forums, individuals enrolled in dard to the effect that facult7 sional recognition they should intensive workshops (e.g., assess- assignments should be in line receive. We see the leadership ing teaching performance with with institutional missions. How of these societies as potential con-portfolios) should plan to arrive will this standard be judged'? Will tributors to our program and as in San Antonio on Thursday eve- this initiative spread? crucial to our ongoing work. ning, January 28. Leaders of external agencies. The fu-st plenary session is New stirrings within the schol- States, federal agencies, accred- planned for around 3:00 PM, an arly communities. iting agencies, funders, and other arrangement designed to let The Joint Policy Board for outside groups all shape faculty attendees travel on Friday morn- Mathematics has appointed a priorities in intended and unin- ing and still arrive in time for the Committee on Professional Rec- tended ways. The reexamination opening session. Friday evening ognition and Rewards to study of faculty roles and rewards has will feature a plenary dinner and questions about faculty roles and not only spread to these settings: address. tasks that are most valued (in individuals from t hese settings Saturday, January 30 a rich t heory and in .ictual practice) are, in some cases, leading the assortment of regular sessions, by the mathematics community. charge. then free time on Saturday eve- What are the preliminary findings

Iti AAHE BULLETIN SEFTEMBER 1992 of that study? Recognition and rewards. scholarly professional work is As part of the Syracuse Uni- What does the research tell worthy of recognition and versity "redefining scholarship us about the motivating power reward; in developing standards project," the American Sociolog- of extrinsic and intrinsic and methods for rigorously eval- ical Association and the Amer- rewards? What are the implica- uating all aspects of this work; ican Historical Association are tions for practice? and in shaping policies and prac- piloting surveys of their mem- Recognition and rewards for tices that will enable faculty work berships to weigh the importance excellence in teaching: more than to be both more consistent with of various tasks. Several other PR? institutional missions and more learned societies are undertaking Is the next agenda in rethink-flexibly performed. similar efforts. What's the scoop? ing rewards rewarding depart- Many parties can and need At AAHE's 1990 National mentsfor performance? to be part of the action; no single Conference on Higher Education. constituency can do it alone. We Gene Rice, then of the Carnegie THE CONFERENCE see the project as a way to bring Foundation, presented an image IN CONTEXT the many diverse constituencies of "The New American Scholar." into touch with one another to After two and a half years of The new conference is only one forge a common agenda. debate and reflection, is this still dimension albeit the central We plan, over the course of a viable model for the roles and one of AAHE's new Forum on the project years, and especially work of faculty? Faculty Roles and Rewards. In through the three conferences. addition to an annual national to work through an agenda of Campus leadership and les- meeting, the project will collect clarifying and defming what sons from campuses. and broker information, develop scholarly and professional work

Revisiting the land-grant mis- practical tools and materials. ; is important, how all aspects of sion through case studies from sponsor special-issue seminars. this work can be evaluated, and institutions. and work with campuses. All of how all aspects of this work can Operationalizing the mission the activities of the project receive appropriate recognition statement: departmental profiles (including the conference) are and reward. While all the project's ; , of faculty effort. grounded in the following conferences will deal with the The department chair as propositions: whole agenda, the centerpiece "keeper of the culture" versus It always needs repeating: of each will shift from issues "agent of change." We are pursuing a multidimen- of definition to issues of evalu- Disciplines and professions: sional view of excellence, not ation to issues of recognition and getting the two cultures to talk undermining the importance of reward. to each other. research. . Faculty roles and rewards is Pursuit of this view leads us an important new area of AAHE's What counts? Ways of know- to be particularly interested in work. We welcome your partic- ing, modes of evaluating. broadening the definition of what ipation and your insight. Breaking out of the boxes of teaching, research, and service in evaluating scholarly work. Roles and Rewards Staff Who are the peers in "peer (or, Is There Anyone There to Talk To?) review"? From counting publications As this Bulletin goes to press, the search for a permanent director of to judging quality: lessons from the new Forum continues. But AAHE has made an interim arrange- those who have tried. ment with Jon Wergin, professor of education and the former director The pecking order among of the Center for Educational Development and Faculty Resources scholarly journals: reexamining at Virginia Commonwealth University. Wergin has taken a study leave the premises. to become interim director of the Forum, and he will shepherd the Views from several disciplines program planning process for the first national AAHE Conference on on the value attached to author- Faculty Roles and Rewards. ing textbooks. With a resume that includes publications on faculty development, Strengthening peer review organizational development, the evaluation of teaching, and the eval- as the next agenda in evaluating uation of clinical work in the health professions, Wergin already has teaching. much to offer those of you who call. And since VCU is itself in the Evaluating professional prac- midst of a major reexamination of faculty roles and rewards Jon tice: getting data from the clients is eager topick up someideas he can take back with him. served. Kristin Reck, project assistant, will handle queries about the Call Case studies in recognizing for Proposals, access to our "fugitive literature" files, and other such work with the K-12 sector. matters. Ruu Edgerton, Pat Hutchings, and Nevin Brown in Consulting: should compen- AAHE's national office are all shaping parts of the conference pro- sation be its own reward? gram. Ernest Lynton is serving as a senior associate with the Forum The locus of decisions cen- while working under Carnegie Foundation auspices on a sequel to tral or decentral for tenure, the Scholarship Reconsidered report. and does it matter?

AMIE OULLETINI5EFTEMI3ER 1992 17 AAHE NEWS

Around the office and in AAHE's special projects.

Board Election Results don, of Arizona State University, Registration for NASPA insti- AMIE is pleased to announce David A. Sanchez, of Los Alamos tutional members and National the results of the 1992 Board of National Laboratory; Arnold R. University Teleconference Net- Directors election. Each new Shore, of the Council for Aid to work (NUTN) members is $495 member serves a Education: P. Michael Timpane. (including taping rights). Non- four-year term. of Teachers College, Columbia: members may register for $625. which began on Sheila Ibbias, of Tucson. Arizona; AfterOctober 2, 1992,an addi- July 1. and Philip Uri Treisman, of the tional fee will be charged. For Helen S. Astin University of Texas at Austin. more information, contact NUTN, is AAHE's new vice Oklahoma State University, 210 chair. Astin is a Sexual Harassment Public Information Building, Still- Aat psychologist, a pro- AAHE is cosponsoring a telecon- water, OK 74078-0653; ph. 405/ fessor of higher education, and ference by the National Associ- 744-5191, fax 405/744-6886. associate director of the Higher ation of Student Personnel Education Research Institute at Administrators (NASPA) entitled Correction UCLA. She will "Confronting Sexual Harassment Tobin Barrozo was misidentified serve successive on Campus." The conference will in both the May and June 1992 one-year terms as be carried live via satellite from issues of the Bulletin. He is the vice chair, chair- Washington. DC. on Thursday, chair-elect of AAHE's Asian elect. chair (1994- November 12. 1992, at 1:30-3:30 Pacific Caucus and will 1995). and past PM. EST. serve as chair during the 1993- chair. Speakers will address a number 1994 term. Bunn Tsai is the cur- Renick Board Position of issues, including the definition rent caucus chair. *2 went to James C. Renick, vice of a -hostile environment: the provost, George Mason University. frequent failure to apply existing Comings and Goings Tessa (Martinez) Tag le, campus sexual harassment policies, and AAHE has had a number of staff president, Medical the formulation of an action plan. changes recently. Joining AAHE Center Campus. The program will include taped is Jon %%min, who will serve as Miami-Dade Com- interviews with students to facil- interim director munity College. itate discussion, and participants for the new Forum fills Board Position will be able to phone in with reac- on Faculty Roles *3. Shirley H. Sho- tions and questions. and Rewards. Wer- walter, elected to gin is on leave from nide Board Position *4, AMIE in Action his position as pro- is a professor and chair of the fessor in the School English department at Goshen AARE Board of Directors Meeting. 1*ritin of Education at Washington, DC. September 24-26, College. 1992. Virginia Commonwealth Univer- The balance of sity and is the former director Suggestions Deadline. 1993 AAHE the 1992-1993 Conference on Faculty Roles and of VCIrs Center for Educational AAHE Board of Rewards. See the September 1992 Bul- Development and Faculty IS' Directors is Chair letin for details. October 5, 1992. Resources. Blenda J. Wilson, Proposal Deadline, 1993 AAHE Con- Retiring after forty-two years of California State ference on Faculty Roles and Rewards. is Charlene White, who has University, North- See the September 1992 Bulletin for served as executive secretary to Showalter details. October 9, 1992. ridge; Chair-Elect all three AAHE presidents. (See Carol A. Cartwright, of Kent Proposal Deadline. 1993 National our interview with her in this Conference on Higher Education. See State University; Past Chair Nor- the September 1992 Bulletin for issue for some perspectives on man C. Francis, of Xavier Uni- details, or call Judy Corcillo. October the evolution of the A.sociation.) versity of Louisiana; Lisa E. 16. 1992. We'll miss you Charlepd Baker, of Western Michigan Uni- 1993 AAHE Conference on Faculty Gail Harrison has come on versity; John N. Gardner, of the Roles and Rewards. San Antonio, board in a newly created position University of South Carolina. TX. January 29-February 1. 1993. as assistant editor of the Bulletin. Columbia; Beverly Guy-Sheftall, 1993 National Conference on Higher She will also help to expand of Spelman College; Judith E. Education, Washington, DC. March AAHE's publications efforts. 14-17. 1993, Lanier, of Michigan State Uni- Sonya Palmore is the new admin- versity-, Dan M. Martin, of the 1993 AAHE Conference on Assess- istrative coordinator for The Edu- ment inHigherEducation. Chicago, John D. and Catherine T. MacAr- IL June 9-12. 1993. cation Roundtable, working with thur Foundation; Laura I. Ren- Kati Haycock.

AAHE BI TI.LETIN SEPTEMBER 1992 141114177

V r,TT11-^"---"1. by Ted Marchese

Welcome back hope summer brought some rest *Ati` for news of AMIE members (names in bold) doing interesting things, plus items of note.

BOARD PEOPLE: As usual, lots of notable summer moves, mcluding several by AAHE board members Hooker Gonzalez McClenney ...heading the list is the board's chair, Blenda Wilson, moving from Michigan to the presidency of CSU-Northridge. .. ArnoldShore resigns theQUICK TAKES: For insight into how Bill Clinton presidency of the Council for Aid to Educationthinks about higher education, pull out your May September 8, will relocate from New York City to1988 AAHE Bulletin ... it reprints his National Minnesota . .. he'll be succeeded by ACE's JudithConference address of that spring. ... TQM Eaton ...NSF"s David Sanchez heads for Newcolleague Dan Seymour phoned with news that he's Mexico as deputy associate director of the Loswon a Fulbright to the University of Lima for the Alamos National Laboratory. ... Earlier thisfall ... the call reminded me that Fulbrights are summer, a present and a former board member,available for college administrators (to the U.K., Uri 'Reisman and Bob McCabe, were on the listGermany, Japan); the 1993-94 deadline is November of 33 new MacArthur fellows (the "genius" awards1st, call (202) 686-6245 now for info... . Given the of the press, a label that tends to stick). .. . Thecivil unrest there and State Dept. travel warnings, full AAHE board (including the four new membersthe AAHE Black Caucus trip to Nigeria had to be you elected last spring) meets September 24-26 atcancelled earlier this summer.... Like to help with Airlie House, a retreat center in Virginia the next volumes of the Dictionary of American Biography (covering 1971-80)? To nominate MORE PEOPLE: Faith Gabelnick, leader in ourcandidates for inclusion or to contribute a bio (1,000 collaborative learning action community, moveswords), contact Karen Markoe, the general editor, from Western Michigan to the provost's post at Mills.by fax at (212) 409-7392 ... Karen and her SUNY ... Best wishes to newpresidents Richard Rushcolleague Joe Flynn head our network of faculty at Mankato State, Peggy Elliott at Akron, Michaelsenate leaders. Hooker at Massachusetts, Steven Koblik at Reed . and to newstudent-affairs VPs Juan GonzalezASSESSMENT: Some 1,130 were in the house for at CSU-San Bernardino, Alexander Smith atAAHE's June assessment conference in Miami Wartburg.. .. Twosearches.without happy endings:Beach, an event full of lively debates, truth-telling, that at Harvard, for the deanship of the Graduateand deep pondering, plus terrific plenary talks by School of Education (Linda Darling-HammondKay McClenney, Richard Light, Sheila Ibbias, led withdrew her acceptance, for personal reasons),Fiske, and Pat Cross. ... As atAAHE's National and at Ohio State, for the editorship of The JournalConference last spring, there was extraordinary of Higher Education (they'll try again). interest in the total quality management phenomenon, with the parallel values of assessmentand MOVING ON: Notable retirements this- summer:TQM a frequent topic ... during the conference, ACE's Charlie Saunders, for two decades higherwe convened two dozen of the most thoughtful education's lead person in federal affairs; the Exxoncampus practitioners of TQM for a day-long Education Foundation's Dick Johnson, a long-timefounding meeting of an Academic Quality Consor- champion of general education and other goodtium (more about this in next issues) ... thanks causes; the creative Leo Goodman Malarnuth, fromto the initiative of consortium member Darrell the presidency of Governors State; witty, wise,Krueger of Winona State, next up will be a small, former Change writer Donald Walker, from theinvitational meeting at Wingspread, October 27-29, chancellorship at Grossmont-Cuyarnaca ("Suddenlyat which the intersections between total quality, realized I'd signed on for three years and stayedassessment, and the "Seven Principles of Good nine"); and William Holmes, after 23 years asPractice" will be explored more deeply. . .. Miami president of Simmons... . Sad to report the deathsBeach was the third and final assessment confer- in July of two colleagues, Wayne County CC'sence put together by our dear colleagueBarbara Constance Carter Cooper (a member of the AAHEWright, to whom the office said farewell August 12th Black Caucus executive board), and Northeasternon her return to a faculty post atConnecticut.... U's John O'Bryant (the first black member of theMark your calendars, next year's assessment Boston school board, back in the turbulent 70s). conference is June 9-12, in Chicago. a ANNOUNCING

Collaboration. A Powerful Force for Change.

AAHE's Office of School/ College information about colleges, assist- and describes her success in Collaboration announces two newing in the fmancial aid applica- boosting college attendance and publications. tion process, and more. An excel- achievement among minority stu- lent guide for anyone considering dents in one Los Angeles high Solutions The first. What forming a partnership or revamp-school. Finally, Jacqueline Jordan Works: School, College Partner- ing an existing program. Irvine charges that a lack of "cul- ships to Improve Poor and Minor- $13 members; $15 nonmembers. tural synchronization" and the ity Student failure to identify common values Achiet.tement The Big Picture Improving and beliefs are significant factors (1992, 96pp.), Student Achievement Through in the academic underachieve- explores the Partnerships (1992. 56pp.) is a ment of minority and low-income critical ele- collection of students. All three offer insights ments of suc- three presen- and suggestions for dealing with cessful part- -844 tations from these educational challenges. nership AAHE's First $10 members: $12 nonmembers. programs. todrial and Second Twenty-three exemplary pro- hinnuent National Con- Ordering information. For more grams are described, grouped by ferences on information, or to order either of focus: early identification, drop- School. Col- t hese titles, contact the AAHE out prevention, curriculum and :AO lege Collabo- Publications Department, Box teaching, professional paths. col- ration. Kati 13992, One Dupont Circle. Suite lege access, and alternative edu- Perry Haycock encourages educa- :360, Washington, DC 20036-1110; cational settings. Contact names tors to pursue programs t hat pro- fax 202; 293-0073. Full payment and telephone numbers are mote student achievement and or purchase order must accom- included. Introductory chapters strengthen the entire educational pany all orders: orders under $50 discuss the importance of estab- system from K-16. Phyllis Hart must be prepaid. Make checks lishing a comprehensive support emphasizes the need for both sys- payable to "AAHE." Allow 4-6 network for students, providing temic and philosophical changes weeks for delivery.

.NMERICAN .A.tisoCI A no.. FoR 1116111:It ( AM)\ AAHE members receive free the AAHE Bulletin (ten issues/year) and Change 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, One Dupont Circle, Suite 360, Washington, DC 20036-1110. MEMBERSHIP (Choose one) Regular:0 1 yr, $75 0 2 yrs, $145 0 3 yrs, $215 Retired: 0 1 yr, $45 Student: 0 1 yr, $45 (For all categories, add $8/year for membership outside the U.S.) CAUCUSES (For AAHE members; choose same number of years as above) U-C Chret Amer. Indian; Alaska Native: O I yr, $10 0 2 yrs, $20 0 3 yrs, $30 Cr =.0 Asian; Pacific American: O 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 I U. Pr- Black: 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 o c Hispanic: O 1 yr, $25 0 2 yrs, $50 0 3 yrs, $75 2 ma ru Lesbian/ Gay: 1 yr, $10 0 2 yrs, $20El 3 yrs, $30 mu. Name (Dr. Mr.. Ms.) C M:0 F 0ruJrr Position ce Lis- co-C(-)747 C Institution/ Organization I ca. Z Address (c home-C work) CV: WO-0-4 ce- City St Zip Daytime Phone C. Bill me C Check enclosed(payment in U.S. funds only) 74A - . ta. +4: N , IN SA4X 4'4:a., N

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S 4. .".8112162Bhaliellbeirdle5erf7; NisteNlitadirilamefier In this issue:

Last June in this space, I described our intentionmethods we'll be using to get the information we need to use the summer to "begin putting in placeto do our job better whether that job is producing a regular regimen of self-analysis" concerningpublications, sponsoring conferences, providing AAHE's publications, other products, and services. I'mnetworking opportunities, or any of AAHE's other pleased to report that we're making progress, and theactivities. We look forward to your feedback. first evidence of it is announced on the back page of Elsewhere in this iss re, you'll find a thoughtful essay this issue of the Bulletin. Effective immediately, AAHEby Frank Wong, who in addition to being a VPAA has members can purchase the Association's publicationsserved as a consultant on diversity issues with the Ford at a discount (prices stay the same for nonmembers).Foundation, the Western Association of Schools and All future publications will carry dual pricing, offeringColleges, and the Western Interstate Commission on AAHE members savings of 10 to 20 percent over theHigher Education. Then, Dorothy Siegel and Clarinda nonmember price. It's part of our ongoing effort toHarriss Raymond describe how their university helps make your AAHE membership more valuable. students deal with the complexities of modern campus Another piece of that "regimen" is in the worlz: alife. And last, we hear for the first time from the AAHE survey to be mailed in t.he next month or so to a sampleAssessment Forum's new director. Welcome, KarL of AARE members. That survey is just one of the BP

3 Diversity and Our Discontents/an essay/by Frank F. Wong

6Catalyst, The Theatre for Change/by Dorothy Siegel and Cktrinda Harriss Raymond

10 AAHE's Assessment Forum Changes Hands/the incoming and outgoing directors reflect on their own assessment experiences and the future of the field/an interview with Karl Schilling/by Barbara Wright

Departments 15 Bulletin Board/by Ted Marchese 16 Announcing: New Member Benefit

AARE BULLETIN October 1992/Volume 45/Number 2

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Harrison

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. Wee Presidents: Theodore J. Marchese and Louis S. Albeit. Unsolicited manuscripts may be submitted by readers. All are subject to editorial review. Guidelines for authors are available from the Managing Editor. 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: $75, of which $40 is for publications. Subscription price for AAHE Bulletin without membership: $36 per year, $43 peryear outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues: *3.50 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany all orders under $50; payment or purchase order must accompany ail orders over $50. AAHE Bulletin is available in microform from University Microfilms International. POSTMASTER: Send address changes to AARE Bulletin, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

Cover design try Design Innovations vow Typesetting by Ten Point Type. Printing by Hagerstown Bookbinding & Printing, Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION 24 A noted thinker on issues of diversity and multiculturalism reflects on why they distress us so and what's needed to relieve our discomfort. DIVERSITY AND OUR DISCONTENTS by Frank F. Wong

Let's start with a series The hat-in-hand pilgrimage was ate hearings involving Anita Hill of riddles to frame a dis- cloaked in tough, political rhet- is a counterpoint to George Bush cussion of why diversity oric about extracting concessions in Japan. Our comparison is not is causing great discon- from the Japanese. But the dis- with the sexual harassment issue tent among us: comfort of the American pres- but with the cultural discomfort First, why is George Bush in ident appealing for help from a issue. At one juncture in the hear- Japan like Clarence Thomas people so widely "bashed" and ings, Judge Thomas raged at his before the Senate Judiciary denigrated in his own country accusers, charging them with a Committee? was dramatically symbolized racist "lynching," even as he Second, why are we so com- when he vomited into the lap of embraced a political establish-

fortable learning from other cul- , the Japanese prime minister and ment that made Willie Horton tures abroad and so uncomfort- collapsed to the floor. a code word for covert racism. able about learning from our own Clarence Thomas's riveting The irony of his comments illus- country's different cultures? appearance in the televised Sen- trates a crucial aspect of Judge Third, why in higher educa- Thomas's rapid rise to national tion do we cherish intellectual prominence: Although his roots diversity and yet feel so uncom- lie in a minority culture, he fortable with gender, sexual, and achieved the American dream ethnic diversity? of success by embracing the cul- Fourth, how can we concep- ture of the majority. I"is the tualize cultural diversity so that real-life equivalent of the African- it allays rather than increases American architect in Spike Lee's our discontents? movie Jungle Fever, who also found uncomfortable success in Convergence of Minority the majority culture, expressed and Majority Experience through his emotionless affair To understand our deep, col- with a white secretary. lective discontent about cultural This is not a criticism of Judge diver_ ity, let's turn to our first Thomas. What Judge Thomas has riddle. You will recall President succeeded in doing is what every Bush's ill-starred trip to Japan, member of a minority culture in where, accompanied by a retinue this country intuitively knows of automobile executives, he to be a necessity if one aspires Prank F. Wong is a consultant onto move in the mainstream rather sought unsuccessfuftto per- diversity issues and vice president for suade the Japanese to'begin act- academic Rffairs at University ofthan remain in the backwaters. ing like Amerkans in the way Redlands, 1200 East Colton Ave., POTo operate in the mainstream, they organized their economy. Box 3080, Rexllands, CA 92373-0999. one has no choice but to engage the majority culture, to learn its seems to threaten some part of substantially made in Japan, and language, to know its thoughts, their own. Judge Thomas could "Japanese" cars are entirely made to give it respect, if not deference. not succeed without effectively in America What happens in Minorities in America, perhaps engaging Anglo-American culture;, Japan and Germany and what minorities in most countries, do President Bush did not succeed used to be the Soviet Union not so much choose to engage andbecause he didn't know how to directly affects the welfare of integrate with the majority cul- engage Japanese culture. Americans. The world is smaller 1 ture as they are compelled to, out , and more interdependent, even of necessity. Convergence of Foreign as our sense of difference By contrast, as sociologist Troy and Domestic Experience increases. Yet, we fail to recognize Duster has so astutely observed, In higher education, we have this in the way we approach those in the cultural majority, long been accustomed to accept- international and cultural diver- by and large, have had the free- ing the difference of cultures sity issues in higher education. dom to engage or integrate with We almost always put interna- minority cultures as it has suited tional studies in one place and them, in accordance with their The discomfort of the women's and ethnic studies in ideals, their prejudices, or their American president , another, while ignoring the deep, circumstances. This is not a crit- appealing for help from common intercultural themes icism of the cultural majority; it that cut across all of them. We merely illustrates what histor- a people so widely fail to explore how our under- ically has been the significant dif- "bashed" and denigrated standing of foreign culture might ference in how minorities and in his own country was help us to understand the sub- majorities relate to each other. dramatically symbolized cultures of our own country. Here is the crucial reason for the underlying discontent in our when he vomited into . Convergence of Tradition society about cultural diversity: the lap of the Japanese and Change What had been different and prime minister and In other areas in higher edu- unequal kinds of relationships collapsed to the floor. cation, common themes have have now become increasingly been obscured by the clash of one and the same. We are in an polarized opinion. Too much of era where the majority now has the intellectual discussion about no choice but to engage minority multicultural issues has been cultures. The experience of cul- dominated by two groups: those tural difference is now a main- on the left who believe that tra- stream reality. In the great cul- abroad. We even advocate the dition is unremittingly hostile to tural transition of our time, what educational value of our studentsmulticultural inclusion and there- minorities have experienced for engaging another culture on its fore needs to be undermined, and generations is now being expe- own terms, immersing themselvesthose on the right who believe rienced by all. Small wonder that in its language and customs. We that the fortress of Western civ- we have such large measure of acknowledge that engaging ilization can only be defended discomfort and discontent. another, foreign culture, at its by denying entry to any new This is the symbolic meaning best, will teach our students not thinking having to do with wom- of President Bush's uncomfort- only about cultural differences en's, ethnic, or non-Western able trip to Japan. His flu symp- but about human similarities. It studies. Because so much of the toms were a metaphor expressing will clarify and confirm for stu- debate has been framed by the the psychological uneasiness of dents who they are and what artificial and misleading issues Americans having to engage and they believe, as well as how dif- of "political correctness" and the respect, if not defer to, a different ferent that might be from the cul- 'erosion of Western cultural and often denigrated Japanese ture they are engaging. Yet, we values," the impression has been culture that we are still struggling seem to have great difficulty in created that cultural diversity to understand. For Judge Tho- transferring this same laudable somehow conflicts with the core mas, the discomfort of making educational intent to cultural dif- values of Western civilization, common cause with a majority ferences within our own society, In fact, the opposite is true. culture that demeans an essentialwhether based on ethnic identity,We cherish intellectual diversity part of himself came out in his gender identity, or sexual in higher education because, as rage against racism, even as he identity. , Bruce Kimball has pointed out, advocated a philosophy of indi- It would be easy to conclude the Socratic approach to truth vidual achievement in which race that "foreign" cultures are easier is one of the two major streams is deemed irrelevant. to accept across an ocean than of our liberal arts tradition. It

President Bush and Judge Tho- they are in our own backyard. 1 is the foundation of our modern mas are common bedfellows, not But that truism obscures another, academic culture. We believe that only in their political and judicial changing reality of our times: if different points of view are outlooks but in their common What is foreign and what is expressed, and if these points

IMO discomfort with having to engage domestic are no longer clearly , of view critically engage each a different culture that often separable. "American" cars are other, then a more termed view --.'"Lrrlf,`""t7",'"Wr Ire?'- of the truth will emerge. Intel- But that customary way of discontents diminished rather lectual diversity is essential to thinking about culture does not than increased, and we might the pursuit of truth. It is precisely adequately engage the conditions hope that George Bush overcomes for these traditional reasons thatof our time. The contemporary the Japanese flu and Clarence we should welcome rather than experience is the reality of cul- Thomas no longer rages at disdain the new thinking embod- tures and subcultures in contin- racism. ied in women's studies, ethnic uous engagement and frequent studies, and non-Western studies. collision with each other. We in Epilogue When we see cultural diversity higher education need to help Ultimately, the answers to all as an aspect of intellectual diver- form the dialogue between cul- of our riddles are one and the sity, the artificial battle lines tures, not as adversarial, pitched same: We fail to see the deeper between multiculturalism and battles where winning is more similarities that lie below our Western civilization disappear. important than understanding, more obvious differences. We The hiring of women and minority don't dig into the common ground faculty can be viewed as enriching from which our different con- the variety of intellectual per- We are in an era where ceptions grow. spectives in our academic dia- the majority now has George Bush and Clarence Thomas are discontented for the logue, rather than as filling quotas. no choice but to engage This is not to say that someone same reason; they are each in of a different race or gender will minority cultures. The their own way experiencing the always have a different intellec- experience of cultural same condition, however different tual perspective; it is to say that difference is now a its form. Engaging and learning from the "outsider's" view is often a mainstream reality. fresh and more incisive one. Being foreign cultures abroad is no dif- French enabled de Tocqueville In the great cultural ferent from engaging and learning to see American strengths and transition of our time, from different subcultures in our weaknesses more clearly, and what minorities have own country. But we fail to see that because we compartmen- being a woman enabled Carol Gil- experienced for ligan to see therengths and talize and separate foreign from weaknesses of male-centered generations is now being domestic affairs, when in fact the moral development theory more experienced by all. two experiences now are fun- clearly. Intellectual diversity is damentally the same. a paradigmatic value for Western Western civilization at its root civilization and for our modern but as a Socratic search for truth has always embraced diversity university, and cultural diversity that emerges from the encounter as an essential condition of the is a present manifestation of it. of different points of view. This search for truth. The misleading confirms the essential values in notion that new ways of looking Convergence of Difference Western civilization. at old issues undermine Western Through Common Discourse Even more important, it con- civilization comes from the failure How, then, should we concep- firms the American immigrant to see that intellectual diversity tualize cultural diversity to allay experience, which is the para- is the paradigm for multicultural rather than increase our discon- digmatic human experience of diversity. tents? The issue was well de- the twenty-first century. Immi- And finally, by understanding scribed by Neil Rudenstine at his grants, like minorities, are always the American expression of West- inauguration as Harvard's twenty-encountering a different culture, ern civilization as an essentially sixth president: 'The problem of always needing to find a way of immigrant nation, we can see how individuals and groups dealing with it, and, in the end, more clearly that cultural diver- establish and assert their own always struggling to affirm their sity, far from threatening our identity without being tempted human identity and dignity in character and traditions, affirms to repudiate or diminish the iden-a context that involves more thanthem in ways that can help to tity of others is one of the deep Gne culture. dissolve our self-inflicted riddles of our time. It perplexes This vision of a pluralistic, discontents. our world and even now threat- immigrant, intercultural Amer- ens to break apart nations and ican civilization needs to inform peoples." The British director and infuse our discussions of mul- Note ticulturalism. It contrasts with A version of this article was originally Peter Brook described the same prepared as a speech for the inau- problem differently in discussing the monocultural view of Western guration of Swarthmore College pres- his production of the Indian clas- civilization that has emerged in ident Alfred Bloom: that speech will sic 'the Mahabharata": "We are many recent debates. As an be published in Volume 1 of The used to thinking about culture," American version of Western civ- fwarthmore Papers, "Educating for he said, "as something that is sin- ilization, this vision is not so Social Responsibility in a Multicul- tural World." For more from Frank gle, absolute, and clearly separatemuch a fortress to be defended, Wong, see "Diversity and Community; from other cultures. We assume as it is a set of bridges to be Right Objectives and Wrong Argu- there is only one, universal extended. By crossing those ments" in the July/August 1991 issue culture." bridges together, we may fmd our of Change magazine. CATALYST THE THEATRE FOR CHANGE by Dorothy Siegel and Clarinda Harriss Raymond

thnoracial relations, University of Michigan, the Uni- sexual behavior, reli- versity of Kansas, Duke Univer- gious and moral conflict,sity, Miami University (Ohio), and alcohol/illegal drug use, Penn State University, among homophobia, dormitory "domesticothers. violence." These are the problems Now in its fourth year, TSU's today's campuses must deal with. Catalyst evolved through a suc- But how? Catalyst Theatre, Tow- cession of modest, tentative son State University's theater for beginnings into a stable entity social issues, has established an with two distinct kinds of offer- Towson State's impressive track record of suc- ings. For small audiences, it offers student players cessfully using student-scripted rehearsed improvisations, open- tackle some drama to address tough campus ended sketches designed to difficult social issues. problems that resist confronta- encourage students to devise tion and defy easy resolution. At solutions to the problems the dra- a time when many campuses are matic presentations depict. For increasing their efforts to foster larger audiences, there are diversity, the new genre, "theater- scripted pieces that present prob- in-education," is especially effec- lems up to a particular point of tive at communicating the ten- conffict, then allow audience sions of cultural coexistence members to interact, either by while also encouraging students questioning the performers *in to appreciate differences. character" or by themselves play- Once at the vanguard of the ing the role of tnds of the char- theater-in-education movement, acters in an efio: z to rescript a Catalyst finds itself one of numer-resolution to the problem. Live ous social-issues theater groups. audience sizes range from 20 to Troupes also have formed at the 1,000, with the optimum number

**1 11 44' , . NV.

Clarinda Harriss Raymond is the Dorothy Siegel is the vice presidentfor director of external affairs at the student services and executive direc- Center. They can be reached at Towson tor of the Campus Violence PreventionState University, Student Services, Center at Towson State University. Towson, MD 21204. 6 AARE BULLETIN OCTOBER 1992 8 being around 200. A trained facil- presenting several short, some- group, for instance, a black resi- itator attends all performances times humorous, scenes. The dent assistant recounted how to guide discussion. scenes would illustrate how TSU's other staff had come to check The essential purpose of both African-American students per- "if she was all right" when they kinds of offerings is to empower ceived life on campus quick saw several black males (her students to understand problems takes from a perspective Towson'sfriends) visit her in the dorm. and come up with insights on "majority" students might not The success of the "race plays" their own. They are invited to have had an opportunity to see in promoting significant conver- explore their own feelings in or hear otherwise. sation led the planners of the response to complex characters Each scene was about two min- Ethics Forums to use dramatic and situations. Catalyst's utes long and performed with sketches again in 1989. The stu- approach is the opposite of sim- minimal props: a few tables and dent performers developed addi- plistic "Just Say No!" solutions chairs sufficed. In one, two black tional scenes, including one in that tell students how to behave students walk through the Stu- which a police officer interviewing but not how to solve problems. dent Union looking at posters two people at the site of an acci- In short, Catalyst provides tools announcing entertainers and dent treats the black driver with for coping. bands coming to campus, none less respect than the white driver of which interests them. Walking and makes unfounded assump- An Experiment Pays Off on, they enter the Black Students' tions about which young man Catalyst's origins were wholly Union office, delighted to be is the victim. They also included organic; a seed of an idea fell on among people who share their several pieces in which black stu- unexpectedly fertile ground, taste: "nd concerns. Next, two dents make invalid charges of where it germinated, grew, and white students walk through the racism. Again, taking a theatrical spread. The gradual, fortuitous Union, responding enthusiasti- approach to problems of race way in which Catalyst developed cally to the same notices that dis- proved highly effective in helping might account in part for its suc- mayed the black students. Passingaudiences identify and engage

Catalyst's approach is the opposite of simplistic "Just Say No!" solutions that tell students how to behave but not how to solve problems. In short, Catalyst provides tools for coping.

cess: Its growth occurred in the Black Students' Union office, with the issues. response to the needs of the com-they declare there ought to be That same year, Brian Pearson, munity. Nevertheless, a brief look a White Students' Union, as well. a senior majoring in writing and at Catalyst's "growing season" In a second scene, a group of music, deveioped a mixed-media might help other institutions cul- black students in the dining hall presentation about confronting tivate their own theater-in- are surprised when a white stu- a friend who abuses alcohol. education programs with less dent asks whether the empty seat Working with James Henschen, dependence on trial and error. at their table is available. Instead the alcohol education specialist What follows is a short history ofjoining them, however, the on campus, Pearson depicted in of Catalyst Theatre's growth, white student takes the empty song and dialogue a discussion including a look at the specific chair to another table, where her among four students: a young content of a few successful pre- white acquaintances are woman fed up with her boy- sentations in the company's gathered. A third scene depicts friend's drunken behavior, a male repertoire. a white teacher giving a black stu-friend who insists she is blowing The idea of "theater-in-educa- dent an inflated grade on the the behavior out of proportion; tion" was conceived during plan- grounds that "we try to do every- another friend who encourages ning for a colloquium on racism thing we can to help you people her to confront her boyfriend; as part of TSU's annual Ethics better yourselves." and the boyfriend himself, who Forum. In the past, the Forum Students performed ten such exhibits classic forms of denial. had inclirded two keynote speak- pieces at the Race Forum. In Entitled "You've Got Nothing to ers, with group discussions fol- keeping with the traditional Eth- Lose," the play focuses on the lowing their formal presentations. ics Forum format, participants young woman's struggle to con- The 1988 planners, a multiracial then split up into ten-person dis- front the abuser. group of students, faculty, staff, cussion groups. Black students The alcohol counselor first used and clergy, chose to vary the tra- and staff, prompted by the dra- the play at new student orien- ditional format by omitting the matic portrayals, voiced similar tation to spark discussion about keynote speakers and instead experiences of their own. In one alcohol abuse. And again, discus- AARE BULLETIN/OCTOBER 1992, 7 29 sions following the dramatic pre- Second, in response to demand abuse, sexual and domestic vio- sentation were livelier and more for performances, Catalyst lence, and intolerance of

I fully participatory than those in created two professionally pro- differences.

, previous years. The following duced videotapes: "You've Got The painfulness of the issues semester, more than 800 students Nothing to Lose" and "TSU's Peo- and their need for resolution are in health science classes watched ple Are People," the latter incor- always treated seriously. How- the plays and talked to the actors porating the best of the race ever, humor continues to be an in character. scenes. Of course, only live shows important tool in many of the permit Catalyst players to inte- plays, often defusing potential

Spreading the Word . ract with the audience. However, audience hostility and eliciting In late 1989, TSU's two loosely the videotapes have proved a banter between audience and associated student theater groupspopular alternative for campuses players. One instance is a scene the Race Forum players and too distant for live shows to be that includes a black student be- Pearson's alcohol-abuse players practical. A third videotape, rating her white roommate (in merged as a single entity and "Coming Out 101," has recently very colorful language) for con-

acquired a new name: Catalyst . been completed to open for dis- tinually bringing her boyfriend Theatre, the Theatre for Change. cussion the often neglected issue to spend the night in their dorm The company operated under of homosexuality on campus. room. This seemingly nonracial the umbrella of the Campus Vio- Meanwhile, Catalyst's appear- dispute swiftly takes on unpleas- lence Prevention Center, a ances at TSU's student orienta- ant racial overtones. During the national organization housed and tions generated interest in the question period after one of the staffed by TSU. group and ultimately added to scene's first performances, a The newly christened group the pool of players, enabling it young woman in the audience initiated some experiments that to perform more frequently and indignantlyjoined the dispute soon became standard aspects expand its repertoire. Student 'Haven't you and your boy- of its presentations. It was Pear- actors were no longer hired, as friend ever heard of the Holiday son who implemented the idea they had been at the start; Inn?" bringing the discussion of having the troupe stay in char- instead, they were recruited as back to the original issue. acter following a performance volunteers from among the stu- Often the laughs come from for an audience question-and- dent workers at summer orien- rueful doubletakes. A case in answer period. This interaction tation. A few had had some the- point is a play concerning homo- between audience and players ater experience, but most were phobia in which a "straight" man proved such an effective stimulus enthusiastic amateurs who upset that his gay roommate

It was Pearson who implemented the idea of having the troupe stay in character following a performance for an audience question-and-answer period. This interaction between audience and players proved such an effective stimulus for discussion that it has become one of Catalyst's most distinguishing features.

for discussion that it has become learned by doing, which seemed has his arm around his lover one of Catalyst's most distinguish-to increase the audience's will- while they watch TV in the dorm ing features. ingness to identify with the room declares in richly self- Demand for Catalyst presen- characters. righteous tones, "I told you you tations grew, leading the group To date, several dozen Catalyst could be gay, right? But not IN in two new directions: First, performances have taken place HERE!" This line always gets a members "took the show on the during TSU's orientation events. guffaw plus a visible start of rec- road," traveling to several East Students have developed new ognition, as many audience Coast colleges, local schools, scripts to depict a range of cam- members appear to hear their Maryland-area drug and alcohol pus issues: judicial problems, vio- own voices in the dialogue. conferences, and SADD (Students lence in the dorms, and a variety As Theatre of Change," Against Driving Drunk) group of sexual issues, in addition to Catalyst's history of internal meetings. The troupe expanded the performances focused on change is appropriate, even its repertoire to include perfor- racial tensions and alcohol abuse. essential. However, the inevitable mances on the issues of most As the number of scripts has loss (through graduation) of the concern to these special increased, so has their multival- troupe's student directors who

audiences, such as a piece for a ence: Most recent scripts avoid not only shape Catalyst's mission 1

high school dealing with ill will I single solutions to problems, and but see to its logistics pre- between black and Jewish many show the interrelation sented a more serious threat to students. 1 between problems such as alcoholthe group's continuity. Fortu- 8 AABE BULLETIN OCTOBER 1992 30 nately, the problem has been at the Campus Violence Preven- Precisely because of the inten- resolved. Catalyst donates the tion Center's Sixth Annual sity of the audience's reactions proceeds from its off-campus per-National Conference on Campus to Catalyst pieces, directors Dos- formances to TSU's theater Violence; the audience questioned ter and Quick act as moderators/ department to underwrite the the actors in character for a full facilitators to help the students ! salary of part-time faculty mem- hour afterward. respond. They also suggest that ! ber Harvey Doster, who now Another sketch addresses the counselors attend high school offers "Catalyst Theatre" as a issue of acquaintance rape, with performances and are careful three-credit course. Doster, an the main focus being the views to ascertain beforehand what experienced director of social of the victim and her friends on host schools really expect from

! issues theater, was also assigned whether or not to report the inci- performances. (Some schools, the part-time job of artistic direc- dent to campus police. At the end especially in large public sytems,

The entire genre of theater-in-education has opened the way for meaningful discussions about complex social issues through thought-provoking presentations. For many, seeing is believing, or at least a door into a believable world where difficult situations can be considered safely.

tor for the troupe. The Campus of the scene, the audience seesdo not want controversy.) In sev- Violence Prevention Center, whichone of the victim's male friends eral instances, trained specialists oversees Catalyst Theatre jointly lift his phone to dial the police; (a psychologist, a psychiatrist, with the theater department, he has decided to report the inci- or a drug/alcohol counselor) have hired Ph.D. candidate Robyn ' dent -for her." This play brought appeared on the same bill with

Quick as managing director. . lengthy and vehement response Catalyst offerings. If host schools New students at TSU receive when it was performed at the and colleges so desire, the strong language of many of the plays information about the Catalyst . Pennsylvania Peer Helpers Con- Theatre course at orientation, ference in March 1992. is toned down. as well as through other campus One of the troupe's most dra- This language i.e., the every- communications. The course, matic pieces spotlights a closed day language of students, as they limited to sixteen students, fills casket. A dead young woman's themselves hear and speak it to capacity. Each student must drunk-driver boyfriend, her is arguably the primary reason take part in a certain number father, and her college roommate why young audiences so willingly of performances on campus. (Stu-all come to pay last respects suspend their disbelief and enter dents are paid a small stipend as does the victim herself, in into the scenarios Catalyst shows for off-campus performances.) spirit, during the last scene. While them. "After about two minutes Each student must also write an most audiences remain unflinch- I knew I wasn't at a teen summer-

original script for the troupe. ; ing during the thoroughly uncen- camp show," remarked one sored language and graphically incoming freshman during a Cat- Powerful Images I depicted preceding scenes, there alyst orientation presentation. Several of these student- are no dry eyes by the end of this But there are many reasons authored scripts have been per- last performance. other than the linguistic ones for formed on campus. One play Catalyst's success. The entire sketches a friendship between genre of theater-in-education has two female students, one black opened the way for meaningful and one white, which is gradually discussions about complex social eroded by the racism each wom- issues through thought-provoking an's "same-race" friends exhibit presentations. For many, seeing in black-only or white-only cir- is believing, or at least a door into cumstances. Another depicts a a believable world where difficult pair of fraternity brothers who situations can be considered wake from a drunken sleep to safely. Complex presentations realize they had a sexual encoun- illustrate that there is seldom one ter with each other during the "right" way to solve a problem, night; one man wants to talk and audiences are encouraged about it and the other, initially to suggest solutions. Most impor- insisting that "it never happened," tant, through art we are able to cares only that the rest of the see ourselves more objectively brothers never find out. This par- and confront the biases and dis- ticular play was later presented tortions we all carry. AAHE BULIETIN/OCTOBER I992,8 el 1 ty BEST COPYAVAILABLE J AAHE'S ASSESSMENT FORUM CHAiNGES HANDS an interview with Karl Schilling by Barbara Wright

n September, Karl Schilling took overence, producing assessment publications, as director of AAHE's Assessment and speaking around the country. Forum, replacing Barbara Wright, Schilling has a doctorate in clinical psy- who returned to faculty responsibil- chology from the University of Florida and ities at the University of Connecticut. Schil-was a faculty member at Earlham College ling currently is associate dean and assis- during 1975-1978. Besides his work in tant professor assessment, of interdisci- his interests plinary stu- include the dies in the development Western Col- of community lege Program on college cam- at Miami Uni- puses, intel- versity (Ohio). lectual and He has pres- -. personal clevel- ented at all but cpment during one of AAHE's the college Assessment years, gender Conferences, studies, res- chaired the idential col- Assessment leges, and Council at his university, and ran a three-interdisciplinary teaching. An avid peryear FIPSE project to assess two different former, he sings and peiforms 'with ama- approaches to liberal education, among teur choral and theater groups ("and I other assessment activities. never turn down an invitation to see a the- Like his predecessor, and founding atrical pmformance'). director Pat Hutchings before her, Schilling In late summer, Karl Schilling and Bar- will spend the next several years at AAIIE bara Wright joined up for this mutual interview. managing._ the annual Assessment Confer- Eds.

WRIGHT: Karl, when I arrived I I. think a lot of newcomers to University, my appreciation for at the Assessment Forum, I knew assessment have that experience. the complexity of assessment a lot about my campus project SCHILLING: Certainly that has work and the intellectual chal- and something about assessment been true for me. Having been lenge of seeking to understand nationally. But at the Forum, I involved in a number of different the impact of the college expe- discovered how much bigger and projects in graduate school at rience on students has grown moie intellectually vital assess- the University of Florida and then enormously. ment was than I had imagined. I at Earlham College and Miami In my work I've tried to stay

10. AAHE BULLETIN /OCTOBER 1902 32 centered on the question of what possible use of portfolios to assess makes for a powerful educational general-education curricula environment and I keep redis- not just individual courses, but covering that this question has the curriculum as a whole. From -to be broken down into smaller "lb do assessment, you that experience, we initiated a questions: Who are the students have to enjoy the challenge project in which virtually every- involved? What is the particular the mess offers, and thing students produce for curriculum trying to achieve? classes is placed in portfolios Why are faculty using a particular realize that out of it papers, projects, tests, even approach in their classroom comes a more complex homework. We wanted to fmd interaction with students? How- representation of the out what kinds of tasks instruc- ever, reminding myself about reality you want tors gave students and about the what initially led me into this overall balance of different kinds enterprise helps keep me going to capture. of work. through the times when the Assessment questions WRIGHT: I see a lot of fascina- roadblocks and uncertainties are multifaceted, so tion with unconventional, more about the utility of the work loom it doesn't make sense qualitative approaches like yours, large. What do we want to hap- but then folks get nervous about pen to students in our institu- to expect simple issues like reliability and validity.... tions? What are we doing that answers." SCHILLING: Meaningful assess- has an impact? These are all ment is not simple, clean science; rather large and messy questions. it's messy. To do assessment, you WRIGHT: So how have you tried have to enjoy the challenge the to address these questions in your mess offers, and realize that out own setting? of it comes a more complex rep- SCHILLING: Several projects in Their orientation was more resentation of the reality you graduate school and earlier in theoretical. want to capture. Assessment my professional career led to a That project, I think, mirrors questions are multifaceted, so 1987 FIPSE-funded project at the way assessment is evolving it doesn't make sense to expect Miami in which I looked at two casting broader nets that look simple answers. models of liberal education not only in the classroom but also However, reliability and validity one an interdisciplinary core, the at the range of student interac- concerns cant be dismissed. Too other a discipline-based distri- tions outside the classroom using often, the questions related to bution to see which was more increasingly refined approaches. these issues arise from a very lit- effective. The results weren't as We're using more qualitative eral and narrow perspective meaningful as I had hoped, but materials to supplement tradi- informed by an introductory what did become clear to me was tional standardized testing in an social science statistics lecture this: None of the traditional attempt to expand the complex- from twenty years ago. Contem- standardized instruments ity of our approach to these ques- porary social science work has designed to measure liberal arts tions. I think we are getting more given greater credence to qual-

I skills could show the results we sophisticated; I have to laugh a itative, nonobjectified research. were after. It was like repairing little at the naivete and even hu- More useful notions of reliability your watch with a sledgehammer. bris of that FINE proposal. and validity have emerged that The tools were too gross. The only This summer, as part of Miami's go beyond the simpler, earlier way I was able to pick up the plan for implementing a new lib- conceptions of these terms, and subtler differences between stu- eral education program, I was we shouldn't be paralyzed by nar- dents exposed to the two asked to work with a committee row interpretation of them. approaches was with interviews, to design an assessment to Ironically, when I gave my col- values scales, the College Student accompany the new program. leagues feedback in the form of Experiences Questionnaire, or Ever ambitious, we set out to numbers, from the ACT Comp Sandy Astin's CIRP, that kind of establish baseline data for both or Academic Profile, for instance, thing. Using those, you could see classroom and out-of-classroom it never made much difference dramatic differences. student experiences, using a wide in terms of their thinking about WRIGHT: Like what? range of approaches. One exam- the curriculum, whereas with SCHILLING: Well, students in ple of those approaches is -the portfolios and qualitative the discipline-based curriculum beeper study" we had students approaches, you have a story to tended to be more ticket-oriented.wear beepers and buzzed them tell. The story has a point, with They tended to have an instru- at random times asking them to implications for the curriculum mental approach 1.0 education tell us very concretely what they that become inescapable. Then not much sens,.: of knowledge were doing that moment. The people have to sit together and for knowledge's sake. The stu- point was to capture not just talk about it. At first that seems dents in the interdisciplinary pro- class time but how students spent scary, because at issue here is

; gram, on the other hand, saw out-of-class time, as well. our teaching, a very private activ- education as a process in which Miami was also part of the ity. When faculty started reading they actively created knowledge. Exxon project to examine the the portfolios, they saw the rich- r.) 4.) AAHE BULIET1N/OCrOBER 1992/11 ness; they also saw that students effort, but they also carried the

; are in a curriculum, not just a biggest payoff. Faculty got a lot class, and "my students" became of ideas for their curriculum and "our students." And that relieves instruction, and students found a lot of anxiety. We can look can- "When faculty started the activities more engaging and didly at a group of students, cel- reading the portfolios, educational. ebrate what we're doing well, and they saw the richness; We asked students, at the end then, without a lot of breast- of each activity, to answer a sim- ! beating, say, okay, this is what they also saw ple, open-ended question: "In a we all need to work on. that students are in word or two, what was it like to WRIGHT: How about sharing this a curriculwn, not just take this test?" I spent hours sit- assessment data with "outside" a class, and 'my students' ting on the floor in a stuffy stor- audiences? age room reading the responses SCHILLING: It proved easy for became 'our students.' they were that compelling. us to share these materials, not And that relieves a lot SCHILLING: Yes, however, the just among ourselves but with of anxiety." issue is how to avoid the danger patents and students, too. For of giving too much credence to one thing, now we have some- the strong complaint or anecdote, thing to share! At orientation, how not to overgeneralize. My parents used to ask us questions answer is to look for redundancy. like, "What will the workload be?" If you get an interesting insight "How much work will our kids from one approach, ask students be expected to do, and what to confirm your impressions. For kind?" We didn't know the example, if you care about stu- answers to these simple ques- dents learning that there are dif- tions, and it was embarrassing. voices were compelling, and the ferent points of view on an issue, Now we have a much better presentation was very well you ask students if indeed they're idea of what's happening. So this received by parents. In fact, a getting exposed to different summer we started to talk about number of them actually volun- points of view in the classroom. the results with students and par-teered to help us read the next ents at orientation. We converted set of reports. ABOUT THE FORUM the portfolios into short stories WRIGHT: Certainly, when I Was about four mythical students and leading the project at UConn to WRIGHT: Karl, it sounds as shared student quotes about the assess general education, it was though you've been having a won- experience of the first year. Data the more nontraditional, risk- derful time at Miami. What do from the beeper study was used taking, open-ended assessment you hope to accomplish at AAHE? to talk about how students use activities that people struggled SCHILLING: As director, I'd like their time, cycles that students with the most first just to to bring a little playfulness to tend to go through, and what par-accept the idea, and then to assessment, to realize its potential ents might do to be supportive develop the activities. The more for affirmation of what we do as at various points. The students' creative exercises cost the most faculty members. I'd like to see us engage in it with joy and excitement, to take risks and 'Begin Thinking Now About the have fun, and not be too somber ,...1993 Assessment Conference about the whole thing. To remem- The Eighth AAHE Conference on Assessment will be held in ber that good assessment always CiticagcOariefP12, 1993. Proposals for sessions, woesshops, has at its heart intellectual poster preatIttatinns; suggestions for keynote speakers; important curiosity. topics tOpe ad4reseed; and other ideas related to the conference Higher education is a little are mostii4likelne:Ponference planning has started, so please, demoralized just now, but assess- send ment is one of our bright lights. The 1993 conference will give special emphasis to sessions that It provides a lot to celebrate; it share resultsand their uses for improvement i.e., what we're provides information to help learningalinit student learning. We are still thinking about other shape a vision. We're not all Har- topics and are open to a wide range of proposals; we are vard, and thank goodness for it. particularly interested in sessions that break the standard Higher education in the United presentation mold and allow for audience interaction. States includes a vast array of Send ideas to: different kinds of institutions, Karl Schilling serving very diverse students; Director, AARE Assessment Forum assessment helps all of us to One Dupont Circle, Suite 360 understand better who we are, Washington, DC 20036-1110 to refine our institutional identity ph. 202/293-6440, fax 202/293-0073 and see more clearly what we're Bitnet: AAHEBDW@GWUVM doing well, as well as what we need to work on.

12 AAHE BULLETIN,OCTOBER 1992 34

BEST COPY AVAILABLE WRIGHT: And it's important for than they expect. The Assessment us to defme that vision, or risk Forum might take the lead here. having one imposed on us, don't WRIGHT: What a great idea! It you think? For example, the sounds to me like this is a way National Education Goals Panel, "Assessment helps all that the assessment community in a recent report on Goal Five, of us understand better could preempt some dubious the one that has the most direct who we are, to refine national- or state-level efforts relevance to higher education, with our own, better ideas. Do seems to be swinging back to our institutional identity you have any other thoughts on standardized testing for purposes and to see more clearly the Forum, or its conference? of accountability. And that's what we're doing well, SCHILLING: At the first Assess- despite the recommendations as well as ment Conference, in 1985, the of numerous education experts, one cosponsored by NIE and despite all the experience of the what we need AAHE, everyone got a set of com- assessment community over the to work on." missioned papers. I don't know last seven-plus years about the about you, but if I hear a talk, inadequacies of traditional testing it's hard for me to ask good ques- and the pointlessness of demand- tions or have an authentic ing "accountability" if it's going response right on the spot. I'd to work at cross purposes with like to get more papers out in educational improvement. advance, then have more discus- Part of the allure of tests, I sion at the conference. And the think, is cost. They're not cheap, conference could have more of but they appear, at least, to be a consulting function. cheaper than doing it right WRIGHT: Meaning? with multiple measures, looking but "ya gotta wanna," as the say- SCHILLING: Meaning that teams at complex activities, for complexing goes. Some techniques are should be able to get support in outcomes. How can we do qualityextremely simple and don't take thinking through what they're assessment inexpensively, since a lot of time or money. going to do when they get home. the money isn't there? Say you recruit fifty faculty You did some of that, and I'd like SCHILLING: I think the record members and you ask each one to do more maybe sessions shows you often get the best and to spend an hour interviewing where people work together on most economical feedback not just one student; that's informa- solving problems at different cam- from standardized testing, which tion from fifty students right puses. For example, let's say I can be somewhat expensive, but there. Then you ask them to write want to know how to tell my dean from locally developed ap- up their notes; so the individual that what she's doing is twelve proaches. The AAHE Assessment faculty member's total investment years behind the times .I actu- Forum including people such is a couple of hours. Then you ally was in the room once when as Ted Marchese and Pat Hutch- have a graduate student compile someone raised that problem ... ings, and you has really this information, and you distrib- and another dean stood up and

widened our horizons about the ute it to faculty. Simple. And explained how. That kind of thing , value of doing just that. If we viewlikely to provoke a lot of can be very valuable. We need

assessment as providing a foun- conversation. structures for brainstorming and ! dation for our work in building Beyond such informal distri- different formats for different a stronger curriculum, we must bution, there need to be more learning styles. We need sustained not be satisfied with "cheap" public outlets or publications on dialogue for those who've been approaches instead of the best assessment in which we talk at assessment for a while and, current practices. openly about our results. We need at the same time, we want to WRIGHT: But I also know from to tell the numbers, spend time bring the newcomers along. experience that developing your reading one another's stuff, trade WRIGHT: Yes. The conference own approaches is labor-intensiveinformation and training, and attracts an increasingly bimodal and time-consuming. How can give one another feedback. It's audience: on the one hand, people we ask stressed-out faculty, who like two people working up to who've been at it for years now, are already teaching heavier ask each other to dance. We need acquiring more and more sophis- loads and making do with less to put our fears aside, become tication as time goes by, and on support, to take on even more? more open about the actual the other, rank beginners just dip- SCIIILLING: We need to rethink results, learn from and with one ping their toe in the water. It's teaching assignments and work- another, and, yes, present to gotten increasingly difficult to loads. We know that assessment wider publics. That's the direction do justice to the needs of both can't work as an add-on it has we're moving in at Miami. We're groups at the conference, and to become part of our normal thinking about inviting state leg- yet I resist the notion of segre- order of business. But often com- islators to hear the kind of pre- gating "novices" from "advanced plaints about the extra work are sentations we've made to parents. practitioners." Novices can really expressions of resistance We need to give people like that learn from old hands, obviously, or fear. There are ways to do it, information it'll be much better but veterans can also be chal-

AAHE BULIZI1N/OCTOBER 1992,13 ,. lenged by the questions of What's happened, I think, is that beginners. our purposes and goals have SCHILLING: Exactly. You know, slipped out of sync with what the you asked me to lead the "New- rest of society wants and needs comers' Support Group" that met "We need to rethink from us. In some ways we're far a couple of times at the confer- teaching assignments too firmly attached to old purposes and goals, and they've ence, and I had a great time with and workloads. that group. Newcomers ask those become dysfunctional. We need "But-the-emperor-has-no-clothes" We know that to back off a bit and take a fresh questions, and it's fun for me assessment can't work look when I get a question that dis- as an add-on it has The whole concept of academic work is shifting, from service to orients me. The disequilibrium to become part of our means I'm going to learn. If we the discipline to service to can make that happen at the con- normal order of business. humanity. There are folks who ference, we provide a good expe- But often complaints find that very upsetting because, rience for both old hands and about the extra work they say, it compromises the newcomers. integrity of research or the purity are really expressions of the discipline. And in a way, ABOUT ASSESSMENT of resistance or fear." they're right. The question is: What are the trade-offs, and what WRIGHT: Karl, do you have a do we really need, at this point sense of the direction in which in human history? American higher education is SCHILLING: To get a little more moving, and where assessment concrete again, what do you see fits in? yourself doing in assessment now SCHILLING: I see the reform need for, the possibility of, more that you're back on campus. What of liberal education a the last radical change ahead. But there's will your role be? decade or so coming to fruition. also the chance that we won 't WRIGHT: My role will be a tough Now we need to articulate what's make that choice. At a crossroads one. Now I have to put my actions been achieved through the like that, there's always a temp- where my rhetoric has been for reforms of the 1980s and con- tation to go for the familiar and the last three years! I'd like to fig- solidate our gains, and assess- rationalize our choice by talking ure how to make assessment vital ment has a central role to play. about what is "sound" and and productive on a campus that One of the major gains, I hope, "proven." Or we can do the nervy, has a lot of other worries and is that we've gotten over the the risk-taking thing, and choose could use the morale-boosting notion that there's a single right the new. effects of assessment that you way to do liberal education, if we You can tell from the way I'm mentioned earlier. Connecticut could only fmd it, and instead setting this up where my biases has been hard-hit by the reces- have learned to focus on student lie. I think we should be choosing sion and by cuts in the defense learning outcomes. The reform the new, with all its scariness, budget, and now it's faced with movement got the engine tuned and if there's anything that can the enormous task of economic up, so to speak, and now liberal comfort and strengthen us and conversion. People on state cam- education will need regular ser- keep us on the right track, it's puses are demoralized and dis- vicing to maintain that new vital- assessment. I see the reforms of tracted understandably by ity. Assessment is one way, maybethe 1980s as a dress rehearsal a lot of problems, but at the same the best way, to accomplish that. or a period of training for the time, higher education has a role WRIGHT: I guess that's not quite more serious exertions to come; to play in turning things around. the way I see it. From where I and assessment, as a means of The state is counting on higher sat at AAHE and where I sit now, creating habits of self-reflection education to help it; maybe in a Northeastern state wracked and self-correction, is an essential assessment can help us. by economic problems, I see muchtool in that process. SCHILLING: Well, I think you've more radical restructuring ahead.SCHILLING: The problem seems pulled things together in very I believe American higher edu- to me that we'd lost sight of our interesting ways at the Assess- cation, like other major institu- purposes and goals as educators, ment Forum. The Forum has tions the economy, the health and were focusing too much on played a key role in keeping care system, social services, and our own professional and schol- assessment from being captured so on is in need of serious re- arly advancement. Don't you by measurement mania and help- structuring. I don't want to min- think assessment and rumblings ing it to stay open and vital in imize the positive impact of the from state legislatures have got- ways that make a real difference reforms of the 1980s, but at the ten us to refocus on students and on campuses. There are a lot of same time, it seems to me a mis- learning? interesting impulses out there take to think our only task now WRIGHT: Well, yes, but not feeding into this new look at the is to keep the reforms humming exactly. It's not that we never had educational process impulses and vital. any educational goals or pur- I hope to draw on over the next To be more precise, there's the poses, or that we lost them. couple of years. 14 AARE BULIXTIN 'OCTOBER 1992 36 V-7°N

by Ted Marchese

Welcome back for news about AAHE members Cardeasslamirez Anrig Sheridan (names in bold) doing interesting things, plus items of note do send me news. "Deans Award" from his peers at a November CIC meeting ... just the third time in twenty years the PEOPLE: The reorganization of British higheraward's been given. ... Here's a great story: Claire education has led to closure of one of its majorJackson, a classroom teacher of French at Newton coordinating bodies, the Committee on NationalSouth High School (MA) and an active leader in Academic Awards, with CNAA exec Richard Lewis AAHE's school-college Academic Alliances project, moving to Cardiff to direct the Open University ofjust won a FIPSE grant for a New England-wide Wales ... in Welsh. that's the "Y Brifysgol Agoredcollaborative to advance foreign language yng Nghymru." . .. Best wishes to Dan Angel, neweducation. president of Stephen F. Austin State U (that's Nacogdoches"). .. . Southwest Texas State U nabsTHArS POLITICS: Much of the earlier fuss about ACE's Blandina (Bambi) Cardenas-Ramirez for itsthe National Education Goals seems to have abated LBJ Institute for the Improvement of Teaching and for the moment, a casualty of election-year Learning. preoccupations. ... There's talk in Congress about extending the Malcom Baldrige National Quality MORE: Jill Ibrule (Women's Ways of Knowing)Award to education, this as a way of pushing TQM lured from Lesley to the deanship of Vermont's ... not the least of theproblems with the idea is College o Education & Social Services. . .. Paulathat probably no college or university in the country Mayhew, well regarded for her work on the Middleis even close yet to meeting the Baldrige criteria States staff, tapped as VPAA by Marymount(as the Baldrige office knows) ...this hasn't Manhattan.... SIU chancellor (and long-timeprevented several states from rushing forward with member) Larry Pettit assumes the presidency oftheir own versions of the award, though. Indiana U of Pennsylvania.. .. LucyAnn Geiselman inaugurated September 17th as Mount Vernon'sSAD NEWS: Many, many AAHE members were eighth president.. .. Roy Sullivan takes a new post,saddened to learn of the death last month of Harriet "national dean of faculty," for the eleven NorthSheridan, of cancer at 67.... Harriet made her American campuses of the Devry Institute. ... reputation as a teacher at Carleton and undergrad- Blindsided by the late discovery of a 7% overrunuate dean at Brown, and chaired the AARE board in Metro State's budget, president Ibbin Barrozoin 1985-86.. .. Her care of thought, care for people, offers his resignation, quickly named as viceand dry wit made for great companionship. chancellor of the Minnesota State University System. AAHE's Hispanic Caucus chooses ETS presidentSO I HEAR: A lot of campuses, especially in the Greg Anrig to deliver the Tomas Rivera Lecture atSouth and Midwest, have put assessment back on our National Conference next March. the front burner this fall, after clear signals from their respective accrediting agencies that it's time THE HURRICANE: One of the less-noticed falloutsto stop talking about the topic and show some from Hurricane Andrew was the damage and oftenresults... . Three well-known colleges have told me total loss of personal libraries and equipment, inprivately in recent days that fmancially tight as homes and campus offices, suffered by hundredsthings have now become (accelerated by a worsen- of our academic colleagues in the greater Miamiing financial aid picture), their out-year projections area. If you have professional friends at Miami,are absolutely scary. ... With all the moaning(and Miami-Dade, Florida International, Florida Memo-crowing) over the U.S. News college rankings just rial, etc., give them a call and see what they needdying down here, our Canadian colleagues arc that you might share. gearing up for the worst, as McLean's magazine readies its own rankings for release later this month. WINNERS: For many years Wartburg VP Richard ... Some business,these ratings ...in Brazil the Ibrgerson was the admired academic dean atmost-watched set of university ratings appears in Bethany (KS) .. . for that service he'll now get aPlayboy. See you next month. New Member Benefit! AAHE Publications Discounted

Now there's another advantage toRecruiting Administrators, by discounts still apply.) belonging to AAHE: member dis- Theodore Marchese, has a list A revised Publications List is counts on all AAHE publications. price of $8.95 for nonmembers, due out later this fall and will Effective immediately, AAHE is but is now only $7.50 for AAHE reflect the new member discount introducing 10 to 20 percent dis- members. Frank Wilbur and Leo prices. Until then, feel free to call counts for members when they Lambert's Linking America's us here at AAHE if you have any order any of the titles in AAHE's Schools and Colleges: Guide to questions about your order. Publications List. Partnerships & National Direc- We hope you'll find this new For instance, The Search Com- tory, $24.95 for nonmembers, is benefit a valuable addition to mittee Handbook: A Guide to now $22.50 for members. (Bulk your AAHE membership.

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Translating Quality for the Academy

AAHEI and COI ;

ASSESSM1 N( .Al I AMU NI y, puBI TION,, IL,1 HUI I ITIN BOARD FOR PROPOSA In I I I) ,1

BEST COPY AVAILABLE In this issue:

Ayear ago, in the November 1991 AAHEthe Chronicle took notice with an article on the topic. Bulletin, we brought you a first, full take onAAHE, all the while, has been observing, collecting, what then seemed a nascent movement innetworking, and thinking about the phenomenon, in higher education, total quality management (TQM).ways we report on page 11. The articles in that issue by Dan Seymour and our Two topics that have drawn our attention are those own Ted Marcheseattempted to describe TQM itselfof learning from the initial campus experiences with and its early implementation on some two dozenTQM (this to help others avoid false starts) and of campuses. No Bulletin in recent years has been sodeveloping appropriate ways to think and speak about reprinted and widely passed around. TQM on campuses. It was the former concern that A year later, total quality is a movement in fullled us to the University of Pennsylvania and the bloom. Hundreds of colleges by now have doneinterview with Marna Whittington, which begins on homework, instituted training, and deployed process-the next page; it was the latter that persuaded us improvement teams; multimillion-dollar grants fromof the usefulness of Robert Carothers's insights, which IBM and NSF excite interest; Baldrige-like state qualitystart on page 6. awards pop up, a new one a weelc this past summer, BP

3 TQM at Penn/A Report on First Experiences/an interview with Marna C. Whittington/by Ted Marche,se

6 'nippingly on the Tangue: Translating Quality for the Academy/by Robert L. Carothers

8 Defining TQM ... at Michigan, Cornell, and Maricopa 11 AAHE and TQM (. .. Make That "CQI")/a report tomembers/by Ted Marchese Insert: Publications List

Departments 12 1993 Assessment Conference Call for Proposals 13 AAHE News 15 Bulletin Board/by Ted Marchese 16 Announcing: TWo Books on Improving Teaching

AAHE BULLETIN November 1992/Volume 45/Number 3

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Harrison

Pubkshed 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 from the Managing Edit or. .-1411E Bulletin (ISSN 0162 7910is published as a membership service of the American Association for Higher Education, a nonprofit nrgaruzation incorporated in the District of Columbia. Second class postage paid at Washington. DC. Annual domestic membership dues: t>75. of who( h $40 is for publications. Subscription price for AAHE Bulletin without membership: $35 per year. $43 per year nutside the United States AAHE Bulletin is published ten times per year. monthly except July and August. Back is.sues: $3.50 each for up in ten copies; $2 50 each for eleven or more copies. Payment must accompany all orders under $50; payment or purchase order must accompany all orders over $50. AAHE Bulletin is available in microform from University Microfilms International. POSTMASTER: Send address changes to AARE Bulletin. One Dupont Circle. Suite :360. Washington. DC 20036-1110.

Cover doagn by Design innonations go or Typesetting by Ten Ibint Type. Printing by Hagerstown Bookbinding 4! Printing. Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION /40 TQM AT PE, A Report on First Experiences Ted Marchese interviews Penn's TQM champion, Marna C. Whittington

The University of Pennsylvania took up an symposium, hosted by Lehigh University. interest in total quality management some Marna Whittington began her career in private three years ago and now has two full years industry, then held a series of posts in state gov- of experience with TQM implementation. With all ernment: deputy secretary of education in Penn- the interest in total quality today, it seemed right sylvania, then secretary of administrative services to speak with the senior person at Penn most asso- and secretary of finance in Delaware. She began at ciated with its effort, Executive Vice President Penn in 1982. This past September 30th, Whitting- Marna C. Whittington. In July, AAHE VP Ted Mar- ton left Penn for a senior post with Miller, Anderson chese caught up with Whittington after her plenary & Sherrerd, a Pennsylvania money management address at the third annual "Quality in Academe" firm serving higher education. Eds.

MARCHESE: Marna, my first way, and that quality- interest is in why a university management ideas had trans- turns to TQM. Penn, after all, has formed companies such as Motor- had quite a run of recent ola and Kodak in ways highly successes. relevant to us. We, too, had esca- WHITTINGTON: Through most lating costs, unhappy customers, of the 1980s, Penn's trend lines sloppy services, and so on, so all looked up: enrollments, re- TQM looked like a candidate for search, fund raising, all revenue managing our affairs better. streams rising in real terms. I MARCHESE: The goals, then, think we, like many institutions, were doing more with less and developed an expectation of helping people be more expansion. Two years ago, productive. though, the changing economy WHITTINGTON-. Simple to state, began to catch up with us. The but not so simple to do! Even growth rate of all our major rev- within TQM itself, there's no enue streams flattened; there magic formula, no single, sure were great pressures to hold WHITTINGTON: Oh, yes. Even- way to start. We invited the Juran down tuition increases and indi- tually we concluded two things. Institute to give us an overview. rect costs; infrastructure costs One, we'd have to do more with We went to hear Dr. Deming and and health benefits were up less. Two, our people had to be read Out ofthe Crisis.We talked sharply. Competition for stu- more productive. with Dr. Paul Kleindorfer, our dents, faculty, staff, research MARCHESE: Still, that doesn't own quality guru from Wharton. funds intensified. Our new make TQM inevitable. From GOAL/QPC we learned revenues were not available for WHITTINGTON: No, but it was about Hoshin Planning, from IBM new investment but instead were more than apparent, even two about how to re-engineer business required to maintain our enlargedyears ago, that nothing less than processes. infrastructure. a quality revolution is abroad in At some point, two falls ago, MARCHESE: You debated what the world, one that's sending we decided just to do it and learn to do... . powerful, new expectations our from our own experience. We =';."4 trained and set to work four with tipping fees approaching trator's. We get so enamored of -r. teams on problems we had $100 a dumpster, new charges our own tasks and colleagues that selected ... threeof the teams for trash disposal in the city we forget the needs of the cus- got results, one faltered, all of dump, expanded recycling pro- tomers we're in business to serve, which taught us a lot. Now we grams, and so on. Using TQM we disable our ability to work have twenty teams going. Believe tools, the team figured out how together toward the common me, Ted, it's not rocket science. to do "just in time" emptying of good. It's one step forward, one back, dumpsters, saving the university MARCHESE: Once the walls start but you keep learning and move $150,000 a year. This is a saving to go, the ground rules for man- ahead. each and every year, and that agers shift, too. MARCHESE: Marna, talk about saving will only escalate as our WHITTINGTON: In a big way. that first set of teams What costs for trash removal increase. In effect, TQM wants to turn the were they about? How did they MARCHESE: Your evaluation organizational pyramid upside work? of the experience is quite down, with the people on the fir- WHITTINGTON: Following the favorable. ing line who deliver the actual recommendations of the Juran WHITTINGTON: It's not just the services to customers seen as the people, we set up a quality coun- money, though that's important; most important, and with man- cil consisting of very senior peoplethe dozens of people who even- agers serving as supporters, not who meet regularly They set cri- tually took part felt pride in hav- directors, of the critical service teria for a first set of projects: ing accomplished something use- activities. This is different from Each had to be of a manageable ful for their university. They told the POSDCORB role they used size; the problem needed to have us that the TQM structure, meth- to teach in Management 101 campus-wide visibility and odology, and tools helped them Planning, Organizing, Staffing, impact; project success should identify the sources of problems Directing, Coordinating .. . I can't save the university money. Prob- much more easily than they mightremember the next 0! ... Review- lems would be attacked by spe- have otherwise. Progress came ing. and Budgeting. Now it's more cially trained teams consisting rapidly once people understood like CLEERS Celebrating, Lis- of people from different offices that the idea is not to fix blame tening, Encouraging, Educating, responsible for the work at issue. but to look for the root causes Rewarding, and Supporting. Most MARCHESE: Here we could use of problems, which are usually managers aren't used to thinking an example. in the system. this way. WHITTINGTON: One of our first MARCHESE: "Once people MARCHESE: Were you? teams looked at the recovery of understood" sounds deceptively WHITTINGTON: My staff could research funds from external easy. You must have had a selling probably give you a more honest sources; we sensed we had prob- job to do up front. answer on that than I could! Let lems in the billing process. WHITTINGTON: The thing that me try to answer this way My Between the time a faculty rnem- sold total quality for us was the style has always been that we run ber gets research funding from experience of doing it. We did a collective organization, where an external agency and the time just-in-time training, got people everybody's responsible for the a bill actually goes out, lots of on teams and let them run with total set of outcomes, which we missteps can occur as the papers it, and it was contagious. People review four times a year. At Penn, travel through an array of offices.who had been in their position we're in the Franklin Building Indeed, when the team, using for twenty years were suddenly I keep telling my managers that TQM tools, charted out the pro- hearing other people question the Franklin Building is only as cess, it found more than 1,100 the quality of what they did, but strong as our weakest link, so accounts with negative cash bal- the process seemed to melt away we've got to watch out f. 7 one ances, that the system was gener-defensiveness and walls ... it another and make sure we all ating only 70 percent of the created a whole new set of cross- succeed. That's part of the potential monthly invoices, and unit relationships that never mindset. We've developed almost that the bills we sent to sponsors existed here before. a tradition of putting together were not clear about the amountsMARCHESE: These cross-unit teams across units. We all try to owed, when to pay, and whom links are essential to the way TQM make decisions based on data to pay. When the project team wants to attack problems. this is crucial in TQM as got to the bottom of things, it WHITTINGTON: It sounds banal opposed to reacting to emotion found $1.7 million that hadn't to say that, but in a university or anecdotes. We really do try been billed properly but could it's practically a revolution. In to "walk the talk," but we often be collected almost right away academic organizaions, there catch ourselves being less than an eye-catching sum that are walls everywhere between perfect. made people think there must one discipline and another, MARCHESE: How so? be something to this TQM. between faculty and administra- WHITTINGTON: The easiest trap Another project team worked tion, finance behind the accoun- to fall into is to let your customer on trash collection, not a glam- tant's wall and human resources focus slip. You've just got to build orous topic but a costly one, whatbehind the personnel adminis- in time to know your customers, what they need in order to suc- When we started, we were 40 per- ceed, what they thmk of your ser- cent clean. Now we're 80 percent vices .. fmd out whoevaluates "Sire know where we clean. your performance and ask them MARCHESE: Mama, you told want to move this me before the interview that you how they do so. Then set out to institution over the next do better. started with your own people MARCHESE: How do you know five years, so there's because you thought adminis- if you're succeeding? a right context and trators would be more forgiving WHITI1NGTON: For one, your of the wasted time and dead direction for the TQM ends. Tell me about both of these customers will tell you if you're effort. Vision comes asking and listening. I consider two matters ... first,the factor that to be the key qualitative first; TQM won't provide of time. measure. For another, you are it; the vision directs WHITTINGTON: TQM envisions permitted to survive. Quantita- saving time by simplifying tasks what choices yon make and eliminating rework ... but tively, and less dramatic, our goal within a TQM effort." for administrative support ser- that's down the road. Meanwhile, vices is continuously to shift there are all the hours devoted resources from the administrative to training, team meetings, etc., side to the academic. We also on top of present work I tell my keep more-particular measures the administration, our academic people, "Some of that day-to-day of our effectiveness, like error colleagues don't miss much and work simply has to fall off the rates and cycle transaction times. would soon come along. In fact, table, you won't get it done, relax MARCHESE: These new effec- the business school, Wharton, wasa bit about it" It's also important, tiveness measures, how do they more than ready to ,..ume along I learned, with people a bit over- relate to your existing manage- and has pilot teams at work, with whehned by the new process and ment information systems? our people as facilitators. The feeling that they have to show WHITTINGTON: Mostly they engineering school is committed "success," for managers to convey don't. Our information architec- to follow. a fuller sense of the importance ture is basically organized aroundMARCHESE: What about arts of this process to Penn, plus the the old way of doing things ... and sciences and your other sense that each person is par- in a few cases, I think we've auto- schools? ticipating in an experiment, they mated vertical, tightly boxed pro- WHITTINGTON: Our work has aren't being judged on the cesses that were inefficient or permeated the schools in differ- outcomes. ineffective to begin with. Now thatent ways. We've had sessions for MARCHESE: How about the mat- we're trying to re-engineer admin-their deans. We've had most of ter of "dead ends'"? istrative processes, to restructurethe associate deans for admin- WHITTINGTON: We hit at least around the actual flow of work, istration on a team already, and one: our infatuation with a TQM our need is to rebuild information they want to try the approach offshoot called Hoshin, or "break- systems so they support the mon-now on problems in their own through," planning . .. the trainer itoring and improving of quality. schools. We've looked for projects who taught it to us was so How do you do that? I'm not that would bring visible benefits appealing, the idea seemed so sure we know. Earlier this to faculty. neat, but it wound up totally con- summer I launched a team to MARCHESE: Can you give me fusing our managers. What it was develop principles for next-phase an example? making us do, with different information systems that match WHITTINGTON: We went out forms and language, was go back our rethinking of processes. I'm and talked with faculty over much of the same ground eager to follow their work. another of our customers and our own planning had taken us MARCHESE: Your mention of asked, "What would make the so where did that leave what the academic side reminds me classrooms more hospitable for we had decided before? When of debate about where one shouldyou?" The answer was, "There are we saw what we were doing, the start or focus a TQM effort in never clean erasers or enough planning overload, we stopped universities. At Michigan, the chalk" So the physical plant the Hoshin and affirmed the orig- ambition is to start on the crews are putting up chalk and inal plan. MARCHESE: Planning has been academic side.. ..Professor 1 eraser caddies in each classroom, Harry Roberts of Chicago finds with a week's supply always on a strength at Penn. much more faculty receptivity hand. In fact, we actually WHITTINGTON: I'm glad you than administrative... . designed the caddies ourselves. brought that up, Ted, because WHI1TINGTON: Well, we never MARCHESE: This, I believe, fac- planning itself is an important quite had that debate at Penn. ulty will notice. precondition for TQM. It was I was among the first interested WHITTINGTON: And our new vitally important for us to start here and had to start where I standards for cleanliness. In fact, with a strategic vision, a game had some influence. I figured thatthe physical plant team has devel-plan that everybody has bought if we made some headway within oped cleaning measurements. (continued on page 14) TRIPPINGLY ON THE TONGUE TRANSLATING QUALITY FOR THE ACADEMY

Much of the criticism "response of the marketplace over we hear on campuses time" is the test of quality, it is of the quality move- hard to dispute that American ment and its appli- higher education has been and cability to higher education continues to be what TQM calls focuses on a mismatch of cul- a -benchmark" for the rest of the tures, the inappropriateness of world. transplanting a set of practices Some of my colleagues in busi- by Robert L. Carothers designed on the shop floor to the ness fmd laughable my assertion halls of academe. Much of this that they should visit campuses debate, as you'd expect, revolves to study quality in action. They around language around the doubt they could learn much of specialized vocabulary of Deming value about quality processes and Crosby and Juran and now from studying how universities of the hundreds of quality con- do business: They regard our sultants doing campus work- structures and processes as shops, jargon heard in sessions essentially unchanged since Hei- at nearly every national higher delberg and the fifteenth century. education conference this year. Universities, they say, are the But even if the language of TQMleast efficient and most disor- can seem threatening to those ganized institutions in our society, of us who live our lives in the chaotic collections of eccentric academy, the philosophy of qual- people held together by a com- ity is not an alien presence in our mon grievance about parking. academic culture. In fact, the Aren't the faculty essentially a quality movement itself can learn loose collection of prima donnas, a great deal from the way we do characterized by large egos, quar- things on campuses. But we have relsome and myopic, trained to things to learn from TQM, as well; challenge authority, whether sci- to learn those lessons, however, entific or scholarly or political, we have to be open to its mes- and just generally impossible to sages and do the hard work of manage? Isn't the defmition of translating that language, so that a professor "one who won't take strange words don't stand in the yes for an answer"? way of meaningful change. They know, too, that univer- siti2s are intensely political insti- Quality on Campus tutions. Woodrow Wilson is said Of all the products and servicesto have remarked that he learned America offers in the interna- the art of politics on the faculty tional marketplace, none is more at Princeton and later went to Robert L. Carothers is the presidentdesired than an American college Washington to practice among of the University of Rhode Island, Carlota Administration Building,education, certainly an American the amateurs. Kingston, RI 02881-0806. graduate degree. So if the Yes, let's agree that universities are difficult organizations to man- rewards those who advance that age in the conventional sense, mission and vision. with management practices that I have come to believe Now, at least to me, these rely on authority and power. On that introducing lessons sound like many of the charac- a campus, authozity and power teristics of a "total quality orga- those traditional mainstays learned in the TQM nization," which is why I have of corporate culture are, as movement to the come to believe that introducing any university president will tell academy is not to lessons learned in the TQM move- you. purely illusory. I'm told that bring an alien presence ment to the academy is not to Charles WI liam Eliot once made bring an alien presence into our a remark at Harvard regarding into our culture. Rather, culture. Rather, it is to give form "his" faculty. In the morning, he it is to give form and and clarity to values that are found a delegation of professors clarity to values that already very much a part of our at his office door to remind him community. that the president of Harvard are already very much does not have a faculty; rather, a part of our community. A Language of Our Own the faculty of Harvard has a pres- Among our faculties, partic- ident. It is a lesson I try to ularly those in the liberal arts, remember. TQM (or CQI, "continuous quality But colleges and universities improvement") is most often offer important lessons about understood, if at all, as a response what it will mean to lead and to fierce competitive pressures, manage in the new knowledge chiefly from the Japanese in the era an era in which free manufacturing sector. Often they inquiry, creativity, and the entre- a university is a purposeful com- know as well that the tools of preneurial spirit are much more munity, and it employs powerful TQM include sophisticated important to America than ever symbols to bind that cummunity methods of quantitative analysis. before, and in which concepts together. The academic regalia But today, TQM is not restricted of authority and power are swiftlyat commencement, for example, to manufacturing, or even to busi- being supplanted by networks remind us of our common and ness. It is spreading rapidly and influence. ancient heritage; our passionate through all fields of enterprise, Authority, the assum,d right protests of fidelity to alma mater to the service sector, to govern- to give commands, does not on sunny Saturday afternoons ment, to health care, and now ensure that the commands will in autumn express a loyalty to education. be carried out. In fact, a leader enjoyed by no enterprise this side TQM is spreading so rapidly must rely on either power or of the Pacific. and being so well received, not influence to assure that his or In its operation, a university just because it increases efficiency her decisions are implemented. is highly reliant on the individual and productivity in difficult times, Power, as I want to defme it here,talents and motivation of its fac- but also because it incorporates is the ability to cause change; but, ulty, who must take independent a philosophy about work, people, at least for most of us, the word actions that at the same time are and relationships built around connotes force or intimidation. consistent with the unifying vision humane values and shared vision. Leading though influence, on the of the organization as a whole. It is a philosophy that helps fulfill other hand, requires us to invoke The university places great a need that so many Americans the classic Aristotelian definition emphasis on the continuing devel-feel so strongly, on campuses as of leadership, which includes opment of its employees and sup-elsewhere, for a clearer sense of ethos, understanding and the ports professional development purpose in our work. moral character to persuade; through devices such as sabbat- That sense of purpose, I believe, pathos, the ability to excite the ical leaves and individually is the reason TQM has enlisted emotions; and logos, the intel- directed research at a level disciples whose commitment to lectual ability to give people log- unheard of in most enterprises. the philosophy is downright evan- ical reasons for a given course In short, an American college gelical. But that very evangelism of action. or university is centered on a often triggers the finely honed So a university, like most vision; its culture is rich with skepticism of our faculties, emerging and successful enter- values that shape behavior largelytrained as they are to test ideas prises, is not a hierarchy no without coercion; its employees, in a crucible of doubt. Their matter what it says on the chart particularly the faculty, are antennae up, faculty members of organization. Rather, a uni- empowered people, independent encounter in TQM the words of versity is a pluralistic enterprise, actors whose activities generally commerce and the marketplace. with multiple centers of influence advance the institutional mission. While much of TQM's conceptual and interest held together by a The organization invests heavily base might be consistent with shared vision and by shared in developing these empowered academic culture, its language values. Despite its seeming chaos, employees, and it recognizes and seems foreign, at least at first -

blush; it reflects a world many process control" applied to teach-critical ingredient too often miss- ; faculty hoped to escape by choosing and research in the history ing from that quality recipe is ing the academic life. or art department sounds hostile, one TQM would bring us a Faculty members evaluate an affront to academic mores, focus on customers. Since it's TQM's ideas and language in a if not academic freedom. hard to imagine a quality context of their own loyal mem- These strange terms reinforce improvement process without bership in the academic commu- the faculty's worst fears about a "customer" focus, let's take that nity and its value system. Discus- this new effort called TQM: 'The as an example. sions of "standards" are administration is about to turn TQM embodies an ethic of ser- commonplace in faculty coffee our university over to the Phi- vice. One of our janitorial workers lounges across the nation; but listines!" And they begin mobil- told me in a quality workshop talk of "conformance to stand- izing to resist It is a critical recently that all she had heard ards,' the TQM phrase, seems moment in the quality voyage. simply added up to the Golden somehow wrong. Most faculty At such a moment, it is impor- Rule: that we should do unto oth- are frustrated with the remedial tant to emphasize the common ers as we would have them do work required throughout the ground to move the discussion unto us. And clearly, one of the university and would support away from words "owned" by the philosophical keys to the quality enthusiastically a system that corporate quality movement and movement lies in the definition "did things right the first time." toward a process that allows the of the relationship between those But "zero defects," a term loaded university to fmd its own lan- served and those serving. with powerful connotations when guage for change. In the academy, one such rela- applied to people, is not how the tionship is that between students idea would (or should) be TWo Examples and faculty, and it is a complex expressed. Faculty may do quan- Earlier I claimed for America's one. Although students some- titative analysis in their research colleges and universities many times complain that they did not and understand its value and of the characteristics of quality "get what they paid for," the rela- importance there. But "statistical organizations. An important and tionship between a student and a faculty member is not the same r7 as the relationship between me i and the shop owner who sold me Tam a table saw last week Some sim- --c-iiiherki-0 argti". 10 academic culture. AA,HE has l:een ilarities exist, of course, but the docurnents that illustrate how campuses differences are greater. In what ----clualifY.*1.1 "OAlibciut .11161453ris. Three exelr9les sense is a student a customer? t . 1°6141.. .:". ,- . When should we assess whether At MIChlgan a student-customer is being well believi;thit M-Ouality will encourage positive change within the Uni- served by our academic pro- versity through its three-pert focus on leadership, teams, and individuals. Arst, grams? At registration? At the planning kx,eicellence is a set cif leadership actvgies intended to clarify, real- end of the first week of classes? poppytiOte.the rnission and vision of the University and to bring polices anq pttoedursinto-fine At the end of a course? At com- Nth M-Quetty principles. Second. qualkY . improvernentaidiare'designed to-saidy and improw workprocesses . mencement? At ten-year intervals dqusiityinthIfy activkies ckaWs more fully on the potential cieveryone following graduation? The answer -.with:tattle organization by empowering indMduals to we is probably "all of the above." IrliconstionkolrpplahlantA, . Perhaps the student is really (2. af*roPrisie ;:tionl$10- .4;X' -04.- our product. If so, then who are really our customers, and i!ow ; apes form therfoundetion can we best serve them? What for M-ouiiity. Theifire . are their needs and expectations, and most irripartaritpdn.:- "1"""4 and how are they to be balanced ciple is 'pursuing On- : tinuous improvement.' against the needs of students or which calls fcf the still. their parents, who often are pay- of administrative and busi- ing the bills? Is who pays even ness PrOCe*S. making relevant? If paying is the test, trial improvements and, then, in the case of public uni- testing them, and reviskig . thorn based upon further . versities, perhaps the state leg- evaluation. 'Managing by fad calls for all of US 10 makaadistinct effortto islature is our customer. gather and analyze relevant facts as a guide to decision making. 'Respecting These are very important ques- people and ideas' is based on the assumption that the majority of difficulties tions, ones with which we must in the workplace are caused by problems in the systems rather than by the yet wrestle. But their value to us people who operate within these systems. 'Satisfying those we serve,' the fourth and final winciple, calls upon us to focus on the recipients of our work" lies chiefly in the process by From "M-Otrelity COntinuous knprovement at the UnWersity °Mich- which we set out to answer them. igan," an internal report Our challenge is not to fit colleges and universities into some "customer" paradigm or language the university must do is change is, -to minister" to the enterprise. model derived from IBM or Xerox the way it responds to people To be successful, leaders of or PPG or Kodak, but rather to who take initiative, who take risksquality-focused enterprises will answer the questions in our own in the interest of better service not be the authoritarian man- way so as to gain the self- and who advance the university's agers of traditional hierarchies; knowledge that will help us to vision. It must change its habits. instead they will understand their improve. Our challenge is to Once it does that, the language role as envisioner, as interpreter, change our habits, to adopt new to describe these new habits will as facilitator of the living enter- ways of behaving so that we spring not from a TQM bible but prise itself, one with its own lan- indeed better serve those whose authentically from the changed guage developed to give form to needs we now better understand. circumstance. That new language the effort. In struggling with these questidns will gain currency and institu- Specifically, successful leaders on our own terms, the necessary tional meaning when it is artic- in this new environment will: language will emerge, and that ulated and consistently acted Believe in the enterprise. language will be ours, authentic upon by the organization's They will resist cynicism; they will and not derivative. leaders. dig for the strengths of the orga- Let's consider a second exam- nization and give voice to them. ple: Deming's admonition to drive A New Style of Leadership They will learn and celebrate out fear. For me, then, TQM seems a nat- what the organization does right; An organization on the quality ural fit for organizations such they will find the best in voyage armed with an under- as universities that rely heavily coworkers and remember the standing of its customers' needs on the intellectual and creative good in even the most trying cir- and significant new self- abilities of their people. It is also cumstance; they will defend the knowledge seeks to use fully a tool for managing and leading enterprise, not with the narrow the creative force of its members such organizations. The leader- parochialism of self-interest but by empowering them. It gives ship skills it would evoke are with a loyalty born of genuine them the authority to act on the rooted in the concept described commitment. ideas and strategies they develop, by the word administration, that Give purpose to the enter- thus allowing the organization to be both more efficient and Wining TOM . 47'V; effective. To free members of an organization to be creative, Dem- At Cornell "ComeIrsQualitylmproyement Process (01P) isbaiecrsq., ing tells us, we must drive out ofTotal Quality Management (TOM) as a systematic the fear of failure. Such fear pre- improvement It is not a 'program,' buta fundamedaiof vents people from taking risks cceratingat the University ,F,NVY:f.V#1n.771."1-4'it';4' and acting on the new ideas they In a quality improvement environment, quality is definedinlemstcitthe needs, requirements, or expectations ofwhoever actrakisiestheiervices have about how better to meet produced. Whether this is an external customer or a owirorkei With_the customer expectations. The qual- organization, this is an outward-directed perspective that Standskimarkad ity organization steadfastly contrast toconventional quality, which typically focuses ai netrollY refuses to blame its people for generated performance standards. the errors or faults that occur, Total quality is a proactive approach to quality improVement Evaluating the final outputOfwaiting to hear from the customer is WastefulaOdinefficient since these most typically arise Instead, preventing problems is the focus. Each person inytived in the from "system" factors outside the process is responsible for the quality of the service. individual's control. The quality Totalqualityrecognizes the dynamic nature ofcustomei.nitia-4s,_. organization instead encourages requirements, and expectations. In the future it will not be aoteptabie to set initiative and imagination in the and meet a defined performance standard to live a plateau of excellence. Total quality will require eveniorie at Cornell toseek contintionsimptovement interest of better service, free in what they are doing. All processes, no matter how effective today, will from the inhibiting force of fear. become subject to question and evaluation in pursuitc4the gcel of even But TQM also emphasizes set- better performance. Minimally the Quality Improvement effort incorporates the Jollowing ting clear standards of organi- .. . zational performance. While elements: quantifiable measures for quality achieving such standards can data collection that includes both process measures and Service very well stress an organization, measures that stress can be necessary, since performance targets derived from analyses of the best practices the alternative is a lot worse: lost employee involvement AVA1LABL business, with negative conse- comprehensive data analysis skills and methods used by all BEST COPY organizational members. quences for both individual For Cornell to adapt to these conceptual themes and mechanisms will members and the organization require a fundamental change in the culture of the University. New values as a whole. "Driving out fear" and assumptions about life at Cornell will need to be introduced, and °kJ never meant that everyone in the orientations will be discarded. Behaviors, structures, systems, policies, and organization would be happy all procedures will need to be aligned to support total quality principles and goals." the time or that hard decisions From an internal campus document. would not be made. Instead, what . ., prise. The new leaders will artic- seeing each problem or crisis as ulate its vision; they will shape an opportunity to teach the les- its mythology; they will fmd and TQM is spreading sons that will make the organi- celebrate its heroes, the people zation succeed. whose acts embody the orga- so rapidly and being These are the qualities nization's values. so well received, not believing, envisioning, analyzing, Set standards by listening just because it increases communicating, and teaching to those the organization serves. efficiency and that are critical for leaders in the They will analyze the obstacles long journey of continuous quality to meeting those standards and productivity in difficult improvement. design and implement in a times, but because planned, systematic way a strat- it also incorporates A Voyage Inward egy for overcoming them. That a philosophy about The quest for quality is often is, they will use the TQM tools. described as a voyage, and the Communicate often and work, people, and metaphor is an apt one. But like effectively. The geat leaders relationships built many voyages out, this one is also today are the great communi- around humane values a voyage in. It's a trip that leads cators. More of the organization's and shared vision. us to affirm many values and work must be done in public, in virtues of the academy and the full view, so that people will moral purposes that brought us understand the decision-making into community in the first place. process and the assumptions We are not alone on this voy- behind it. Trust is a key compo- age, of course; thousands of cor- nent of effective communication, porate, government, and health- because the message must be not coach, from giving direction to care enterprises precede us in only heard and understood; it giving advice, from focusing on TQM. Just as they are learning aLso must be believed. the task at hand to focusing on to serve, we must remember to Teach the enterprise to suc- the future. As new leaders share serve. As others are learning to ceed. Increasingly, our institu- knowledge and empower the set high standards of perfor- tions will be organized into team, they make their associates' mance, we must remember, "self-managed" teams, groups personal and professional growth affirm, and articulate more responsible for and capable of a goal in itself, and help the enter-clearly those standards of proceeding on their own to prise as a whole to grow in con- achievement we set for ourselves accomplish a defined mission. fidence. They themselves strive and our students. As others learn In such groups, the manager's to model creative problem solving the value of self-study and critical role evolves from supervisor to and in a sense become teachers, analysis, we must remind ourselves of the need to resist the ,dank's.; comfortable and the habitual, :tor to subject our university lives to At Maricopa the same scrutiny with which we al640p1.1 developed inkially in business, the concept ce quality twoven:reptipainslenabie to an eduartional institution Some of the ourselves approach our own r terminologilmibe foreign to higher education, but quality knprovement scholarly work. applies to ut0Wproduct* is education. Our customers include students, As others learn to respect the -'11xpayeraffitigtiVerning beard, and emplOyees. Some of the strategies, tools, dignity and creativity of each pod techniquStrA,TOM are nct Currently in use in higher education, but we member of the 'team" and to pro- believe theybe used succeeekki,', mote collaboration and cooper- Secand, quallVittiprovement is a *tithe cDrivnitment There is no 'quick frie Quality iniirtiveMent causes systemic changes in organizational ation, we must reexamine the Processrlf-a, degree to which our organizations #ne loleki knplement a qUality improvement program but the foster a debilitating and demor- time spent novill a valuable investment Time spent now in doing the work alizing class system, in which real right the first tine eliminates the need to re-do the work. Eliminating re-work collaboration is limited both by is a time-saver and money-saver. Fourth, focusing on quality khprovement will metan a change in the culture rank and privilege and by dis- of the aganizttioft This will mean a change in the way we do business as ciplinary structures that set ter- our focus tumslo -customer satisfaction and teamwork Employee morale will ritorial limits on who may study improve, along with productivity. or teach certain pieces of the Fifth, quality improwament will empoweeernpkwes throughout Me intellectual terrain. organizatial We believe that the person doing the job knows better than anyone else the bestwey to do the job and how to improve job performance. Like Chaucer's Clerke, if we can We also believe that many of our employees are underutilized and their both gladly learn and gladly teach potential must be tapped more fully. the lessons of quality, we will be Sixth, when work failures occur , a quaky improvement program tells us good and then better stew- to look first to the failure of processes, not people." ards of our important mission. From the findings of the Commission on Quantum Quality Maricopa COUrItyCommunity College District. And our lives, as well, will be more fulfilled. A Report to Members HE D TQM (...MAKE THAT "CQI") by Ted Marchese

he Association's attention to TQM dates community for AAHE members interested in TQM to 1989; over the years we have run a scat- education and debate. tering of conference sessions and Bulletin Several directions of thought are apparent in an articles on the topic. Last November, the AQC "Concept Statement" put together over the Bulletin ran two major pieces on total quality, arti- summer by a writing team consisting of Dean Hub- cles that came to be copied and passed around in bard, Ellen Chaffee, John Harris, and Sylvia Wes- the thousands. Last spring, at AAHE's National and terman. The tilt of the consortium is toward aca- Assessment conferences, any session with 'NM" demic applications, not just administrative; issues in the title drew SRO crowds; several statewide TQM of efficiency and productivity stand high on the meetings this summer drew hundreds of partici- agenda; corporate and governmental partnerships pants each; in July, the annual industry-education are envisioned; and the chosen descriptor is not confab on TQM (this one at Lehigh) drew 550 aca- "TQM" but "CQI" continuous quality improvement. demics, compared with 100 last year; Texas gov- Use of "CQI" is more than a reaction to TQM's fix- ernor Ann Richards claims 3,000 of us will turn up ation on -total" and "management"; it's a signal that in Houston November 9-10 for her "Quality in Edu- campuses probably have more to learn from the cation" conference. In a recent U.S. News poll. a knowledge industries that have pursued quality remarkable 61 percent of the college presidents sur- before us (research labs, hospital centers, etc.) than veyed claimed their institutions have adopted or from the industrial analogs often brought forward are considering adopting TQM programs. on behalf of TQM. Given this explosion of interest, and with it the Other developments. Several AQC members, led many calls from members asking for help with TQM, by Darrell Krueger, of Winona State, collaborated AAHE's Board decided last April and affirmed on an AAHE-cosponsored conference at Vimg- again this September that AAHE will take a lead- spread, October 27-29, that took a harder look at ership role in higher education's encounter with CQI's academic applications: If you put ideas from total quality. As has been the case with assessment, the quality movement, from the "Seven Principles our approach to this latest phenomenon will be sup-of Good Practice," and learnings from assessment portive but critical, an attempt to cut through the together on the same table, what new vision of barriers of hype and language to fmd ideas and undergraduate quality might result? A report will tools that genuinely might help a campus. follow. A consortium. In terms of programmatic activity, On other fronts: CQI ideas about empowerment, the lead venture has been the cofounding of an Aca- teamwork, and organizational change will enrich demic Quality Consortium (AQC) in partnership two forthcoming AAHE conferences, that on faculty with the William C. Norris Institute (headed by Bill roles and rewards (San Antonio, January 29-31) Norris, the retired founder-CEO of Control Data). and our National Conference, "Reinventing Com- Norris funds have paid for the executive services munity" (Washington, March 14-17).. .. Next of a talented organizational consultant, Monica summer, CQI ideas relevant to teaching and learn- Manning, based in Saint Paul, Minnesota. Monica ing will be featured at our Assessment Conference and I have sought out for AQC meetings several (Chicago, June 9-12).. .. And the AQC will cospon- dozen of TQM's most active campus practitioners; sor the next industry-education "Quality in Aca- most often these impressive people are the "idea deme" conference (Kansas City, July 27-30). champions" on their campuses. Stay tuned. News on all of the above will follow The AQC should do several things for its partic- in future Bulletins, including ways for each AAHE ipants, and for AAHE and the Norris Institute. It member to participate and to learn along with us. connects the most important doer-leaders in an Meanwhile, if your campus is into a quality- emergent field with one another, and they with improvement effort, let us know and send along the AAHE; it will become a locus for thought, much as key documents. We already have quite a collection AAHE's assessment leadership :oup did; and it of campus reports on quality efforts; if you'll be in becomes an organizational base for more particular town, call ahead and we'll set you up in an office vcutures such as conferences, benchmaridng, a for a few hours or a day of reading. c e.ringhouse, or training. The constitution of the AQC is still under development; most likely it will Ted Marchese is a vice president of the American include a circle of key thinkers deeply involved with Associationfor Higher Education, One Dupont Circle, Suite implementation efforts, plus a caucus or action 360, Washington, DC 20036-1110. 1993 ASSESSMENT CONFERENCE

Eighth AAHE Conference on Assessment June 9-12, 1993The Palmer HouseChicago, IL

CALL FOR PROPOSALS

National concerns over audiences for the assessment: ideas. A list of consultants, their improving the quality of campus faculty, administrators, topics, and available times will undergraduate education state legislators, parents, stu- be included with the conference certainly have not diminished dents, and the general public. registration materials. since the 1984 NIE report In- Last year's Assessment Con- Mbrking groups. Since the volvement in Learning first calledference saw tremendous interest sharing of assessment results will for the assessment of learning in the relation of assessment to be a conference leitmotif working outcomes as part of its agenda the continuous quality improve- groups seem a logical format. As for collegiate reform. Now that ment (CQI) movement in higher a pre- and postconference activ- assessment is required for accred-education. Sessions that explore ity, campus teams will be grouped itation and claimed as an activity the ideas in relation to the theory together in threes or fours with by 90 percent of all colleges, it's and practice of assessment work a moderator to share assessment time to ask, What difference has are particularly encouraged. results, receive feedback on their assessment made? Has it pro- project, brainstorm about next vided the hoped-for impetus for A Variety of Formats steps, formulate dissemination campus renewal? Are the costs In addition to the usual plenaryplans, and celebrate one another's of assessment exceeded by its and concurrent sessions, the 1993work When possible, teams with benefits? How do we know so? program will continue the poster similar projects and/or of similar Has it led to any renewal of session format, begun last year, institutional type will be grouped accrediting itself, and with what that allows for smaller, in-depth together. result? Can assessment's new conversations about particular cousin on the block TQM projects fkan informal setting. Submit a Proposal Tbday bring an alliance for larger Other popular features the With this Call for Proposals, changes in higher education? pre- and postconference work- the Assessment Forum invites These questions, as well as the shops, the evening sessions for you to consider conducting a continued exploration of how conference newcomers, capstone workshop, presenting a topical best to capture and assess edu- discussions, and book seminars session, serving as an "on-site con- cational programs, will fuel the will continue, too. sultant," or developing a poster continuing conversation around Several new initiatives are presentation. Or, feel free to assessment at all levels: the indi- planned also: create a new, innovative format vidual faculty member, depart- Commissioned papers. Before of your own. mental, institutional, state, and arriving in Chicago, attendees To submit a proposal, send a nationaL Through this Call for will receive papers that will con- one- to two-page letter detailing Proposals, AAHE's Assessment stitute a core of theoretical ideas your ideas to the address below. Forum invites dedicated prac- and reference points to be dis- The proposal deadline is Jan- titioners, thoughtful critics, and cussed more pragmatically in ses- uary 11, but letters by early newcomers to assessment to join sions at the conference. Authors December would be appreciated. that discussion. will not read their papers at these To have a "commissioned The Eighth AAHE Conference sessions; instead, panels will paper" considered, call Forum on Assessment will be held June briefly respond to them, the Director Karl Schilling immedi- 9-12, 1993, in Chicago and focus authors will reply, and general ately to talk over your idea; on using assessment results for discussions will ensue. The Forumcompleted papers will be due improving the quality of students' is commissioning several such January 11. educational experiences. There papers, but unsolicited submis- Karl Schilling, Director will be thematic "tracks" around sions will be considered, as well. AAHE Asgssment Forum assessment in the major and of Authors selected will receive $500 American Association for Higher Education general education, plus many ses- plus conference expenses. One Dupont Circle, Suite 360 sions on methods and approaches On-site consultants. During Washington, DC 20036-1110 to assessment: portfolios, alumni the conference, resident consul- ph. 202/293-6440, fax 202/293-0073 Bitnet.: AAHEBDWWUVM surveys, performance measures, tants will be made available to quantitative studies, and qual- meet at specified times with cam- Phone calls or Bitnet inquiries itative work In addition, the pro- pus teams or individuals to dis- to discuss ideas about the con- gram will pay attention to the cuss assessment problems or ference are most welcome. 12/AARE BULLET1N/NOVEMBER 1992 50 AAHE NEW;

Fbnate on Faculy Roles & Rewards The conference opens early Fri- Clara Lovett Appointed Forum Director day morning, January 29, with cation increasingly separates men sessions, workshops, and special and women who are equipped meetings for campus teams, pro- to participate in the new econ- fessional societies, and other omy from those destined to work groups gathering for the occasion. in low-paying, dead-end service The first plenary session begins jobs." at 1:00 PM Friday afternoon; the "As our role in society becomes closing plenary begins at 1100 more important, we come under AM Sunday, January 31. ever-closer public scrutiny. We The program focuses on four are on the verge of structural "tracks": shifting expectations changes such as we have not for faculty worlq new approaches experienced since World War II veterans appeared on our earn- A sample of conference puses. Faculty shape the culture presenters . . . of our institutions. Faculty sala- Carol Cartwright, Kent State ries and support for faculty make University up a large portion of our insti- Gordon Davies, Virginia State Council of Higher Education tutional budgets. Therefore, any Carla Howery, American Clara M. Lovett, provost and vice serious plan to rethink our prior- Sociological Association president for academic affairs ities and reorient our efforts must Donald Langenberg, University at George Mason University since begin with a reexamination of of Maryland 1988, will become the director the roles our faculty play and of William Massy, Stanford University Calvin Moore, Joint Policy Board of AAHE's new Forum on Faculty institutional rewards and incen- of Mathematics Roles and Rewards, effective Feb- tives," Lovett says. Karl Pister, UC-Santa Cruz ruary 1. Eugene Rice, Antioch College A long-term member of the Program Takes Shape Lee Shulman, Stanford University Association and participant in As reported in the September Richard Sisson, UCLA Angelica Stacy, UC-Berkeley AAHE projects, Lovett brings to Bulletin, AAHE's first Conference David Ward, University of the Forum twenty years of expe- on Faculty Roles and Rewards Wisconsin, Madison rience as a teacher/scholar and will be held in San Antonio, Jan- Allan Winkler, Miami University twelve years of experience in aca- uary 29-31. The conference can demic management. She served accommodate up to 500 atten- as assistant provost at Baruch dees, and campuses are being to documentation and evaluation; College of the City University of strongly encouraged to consider incentives and rewards; and New York and as dean of arts and sending teams. (Campuses such issues of leadership and campus sciences at The George Washing- as UCLA, Michigan State, The Uni-change. ton University before becoming versity of Louisville, and Virginia For registration materials, con- George Mason Universitys chief Commonwealth University have tact Kristin Reck, Project Assis- academic officer. already indicated their intention tant, Forum on Faculty Roles and Interim Director Jon Wergin, to sponsor teams.) Rewards, at AAHE. who is heading program planning for the San Antonio meeting, will finish out his study leave from Virginia Commonwealth Univer- National Conference sity by serving as a senior asso- Keynoter and Other Speakers Confirmed ciate with the Forum. l'he Forum on Faculty Roles AAHE's 1993 National Conference president, ET'S; K. Patricia Cross, and Rewards will provide a net- on Higher Education, scheduled Conner Professor of Higher Edu- work and a resource for insti- for March 14-17 in Washington, cation, University of California- tutional leaders who understand DC, is fast approaching, and Berkeley, Amital Etzioni, pro- the urgent need to rethink prior- events appropriate to the con- fessor of sociolov, George Wash- ities and change practices in ference theme, "Reinventing Com- ington University, and editor, The higher education," says the munity," are being lined up. Responsive Community, Virginia director-designate. "In today's Speakers confirmed to date Smith, president emeritus, Vassar information-based economy, col- include Keynoter Parker Palmer, College; Janet Smith-Dickerson, leges and universities are becom- author, consultant, and AAHE vice president of student affairs, ing the gatekeepers. Higher edu- senior associate; Greg Anrig, Duke University; Dankl Yanke- 5 i AMIE BULLE11N/NOVEMBER 1992/13 lovich, chair, DYG, Inc.: and Board of Directors ious disciplines, including English, Kosaku Yoshida, professor, Call for Nominations physics, math. education, and School of Management, California AAHE invites you to nominate economics, arrived at the retreat State University-Dominguez Hills, candidates now for the 1993 with drafts of cases they had pre- and consultant in quality Board of Directors election to be pared. They received feedback management. held next spring. A nominating from their colleagues and then All AAHE members automat- committee, headed by Past Chair met in smaller, discipline-based ically will receive registration Carol Cartwright, will consider groups to collaborate on and materials in the mail in early the names submitted and select revise their cases. December. the fmal election slate. The retreat was part of a Lilly The following offices are open Endowment-funded project to Sehool/College Collaboration for nominations: Vice Chair, to develop cases about teaching and Dates for Two be Chair in 1995-96, and three learning. The Teaching Initiative Conferences Set regular positions on the Board. is eager to find others interested At the 1993 National Conference All the offices carry three-year in writing cases in their discipline on Higher Education, in Wash- terms. and would like to hear from you. ington, AAHE's School/College To nominate yourself or some- Please contact Erin Anderson, Collaboration staff will host a spe- one else, submit a short letter Teaching Initiative Project Assis- cial preconference work session, describing the contribution your tant, at AAHE for more. on Saturday, March 13. The day- nominee would make to AAHE long session will cover the latest and the Board, and enclose a AARE in Arblon news about current issues and copy of the nominee's resume. 1993 Board Nominations Deadline. strategies in school reform. If Mail your nomination to AAHE, Nominations for Vice Chair and three you're planning to attend the Attn: Brooke Bonner, One Dupont regular positions. See November 1992 Circle, Suite 360, Washington, DC 'AARE News' for details. December 18, annual meeting, don't miss this 1992. opportunity to contribute to 20036-1110. Nominations must be postmarked by Friday, Decem- Proposal Deadline. 1993 Assesament AAHE's efforts to shape a more Conference. See the November 1992 effective collaborative role for ber 18, 1992. Bulletin for details. January 11, 1993. higher education. Commissioned Paper Deadline. 1993 1993 Conference. Also, mark nothing Initiative Assessment Conference. See the your calendars now for AAHE's Case-Writing Retreat November 1992 Bulletin for details. next National Conference on AAHE's Teaching Initiative hosted January 11, 1993. School/College Collaboration, to a case-writing retreat on October 1993 Conference on Faculty Role* and be held December 4-8, 1993, in 30-November 1, 1992. The pur- Rewards. San Antonio, TX. January 29- 31, 1993. Pittsburgh, PA. Note: This is a pose of the retreat was to assist cluinge from the traditional June the small group of participating 1993 National Conference on Higher Edscation. Washington, DC. March 14- conference dates. Contact Nevin faculty in developing cases that 17, 1993. Brown, Director, or Kristy address specific issues about teaching and learning within their 1993 Conference on Assessment in Bonanno, Project Assistant, at Higher Education. Chicago, IL. June 9- AAHE for more information on discipline. 12, 1993. both events. Some twenty faculty from var-

Whittington,cont. into; we know where we want about is important not just to there has to be training, training, to move this institution over the business but to all our supportersand more training, but what in next five years, so there's a right We're dependent on the gener- TQM we call "just-in-time train- context and direction for the osity of many, many partners out ing, that is, education and tools TQM effort. Vision comes first; there. As times are tougher and tailored for immediate applica- TQM won't provide it; the vision resources scarcer, they have to tion. Third, there should also be directs what choices you make know two things: that we know a very small quality-support func- within a TQM effort. what we're doing and that we tion, a few people to coordinate MARCHESE: I like the idea of use resources wisely. and keep things moving. Then, TQM fitting a game plan .. . can MARCHESE: Mama, time to sum as they say in the Nike,commer- you give us a peek at Penn's? up. Penn is three years down the cial, just do it. WHFITINGTON: One thing we're quality road, what's your advice MARCHESE: And to the nay aware of is that the businesses now for colleagues in other sayers? that support us and hire our institutions? WIHTTINGTON: They'll be there. graduates are very interested in WHIT'FINGTON: First, there The question is, will the change seeing us integrate quality- must be a commitment from the agents be there, too? TQM entails management ideas into our cur- top and a willingness for exec- a lot of plain, old hard work. The ricula and internal processes. We utive leadership to get involved. good news is that it turns out to know the times demand account- That means making time to put be fun!

. ability ... what we're talking quality on your calendar. Second, MARCHESE: Marna, thank you. 14 AAHE BULIETIN/NOVEMBER 1992 5^4 1101

.4111/4" ir by Ted Marchese detection, Carol's follow-up evaluation showed full recovery with no further treatmentrequired Welcome back for news about AAHE members (names in bold) doing interesting things, plus itemsBOOKS: Several members commend the new of note . .. do send me news! collaborative learning sourcebook put out by Penn State's Teaching, Learning & Assessment center, . Good PEOPLE: Former ECS colleagues Pat Callananda buy at $23 ... info from(814) 865-5917.. . Joni Pinney have founded a California Higherearly reviews for Bob Birnbaum's How Academic Education Policy Center, backed by a major five-Leadership Works, new from Jossey-Bass.. .Gale .. inSanErlandson, Jossey-Bass's higher education editor, year grant from tht Irvine Foundation . of Jose at (408) 287-6601. ... TheAssociation ofis excited about release November 13th Governing Boards' new head, 'Ibm Ingram, hasAlexander Astin's latest, What Matters in College: major publications changes in the Works ...lookFour Critical Years Revisited, a complete redomg .. the for the first issue of Trusteeship in anothermonthof the original, highly cited volume (1977) . Exxon Education Foundation sponsors a sympo- ... onanother front, AGB announces a Robert L. Gale Fund for the Study of Trusteeship,withsium on Sandy's new book January 13th in Seattle, $5,000-15,000 grants for research on governingcoincident with the Association of American Colleges' annual meeting. ...Next March, just in boards. ...Cuyahoga prm ost Grace Carolyn Brown leaving Cleveland for Boston, namedtime for AAHE's National Conference and our action community on the subject, Jossey-Bass president of Roxbury CC. ...Russ Warren made "active learning" the pedagogical theme ofhis publishes a new Pat Cross/Tom Angelo book on presidency at Northeast Missouri, scores with aclassroom research ... theirfirst handbook on the (it's still $500,000 Jepson grant in support of the idea. ... topic, published in 1988 by NCRIFTAL A note from caucus chair Bilin Tsai (professorin print), has sold more than 15,000 copies, ahuge of chemistry at UM-Duluth) confirms a namesale in higher-ed publishing.... AAHE's bestseller Committee change: it's the AAHE Asian Pacific Caucus ... nowthis year (besides the inevitable Search Handbook) is The Teaching Portfolio: Capturing up to. 25members. ...Michael Olivas of the University of Houston Law Center signs on with the Scholarship in Teaching, with 4,000 orders collegesfilled and a second printing on the way. ...Note the Chronicle to contribute columns on benefit, in the courts. that AAHE has instituted a new member discounts on publications . .. effectiveOctober 1, STUDENT RIGHTS: Many AAHE members willbe Portfolio costs $10.95 instead of $12.95. among those gathering in the office hereNovember 10th for a day-long celebration and scrutiny oftheTQM RESULTS: Almost a dozen years ago, "Joint Statement on Rights and Freedoms ofNorthwest Missouri State president DeanHubbard attended Philip Crosby's Quality College inFlorida, Students," an historic document released twenty- at five years ago by fifteen associations (includingthen quietly began implementing TQM concepts the years, a great many institutionshis university. They started on theacademic side, AAHE) ... over with have incorporated the statement word forwordwith benchmarking (comparing yourself into their bylaws and handbooks ... theAmericanidentified "best practices"); some forty-two College Personnel Association (now in officesbenchmarks now set expectations. TQMinsists adjacent to ours) has taken the lead in revivingthat you keep track of how you aredoing, so the Inter-Association Task Force charged withNorthwest now has years of statisticaltrendline mention updating the document. data about itself, from amongst which one impressive fact: the percentageof its E&G Cartwright,budget devoted to instruction has grownfrom 48.5 BRAVO!: Kent State president Carol 59 percent in 1991. chair-elect of the AAHE board, missed September'spercent in 1984 to more than "Culture board meeting for an unexpected reason: a routineThe lessons here: systematic attention to a mammogram had turned up early-stagebreastof Quality" (as they call it) can producebottom- show, none of 1st ... Carolline results; but, as their own data cancer, necessitating surgery October change takes went public with her situation immediately,usingthis happened overnight, real "constancy of purpose" over a course ofseveral it as an occasion for community education ... because of her own good health practices and earlyyears.

r.) ANNOUNCING Innovative Ideas for Improving leaching From The leaching Initiative

The Teaching Portfolio: Captur- ject was supported by the Carne- tact information for some 350 ing the Scholarship in leaching.. gie Corporation of New York. additional programs. Programs The teaching portfolio has $10.95 AAHE members. $12.95 non- are grouped in two broad catego- emerged as an effective vehicle members (1991. 72pp.) ries: "centralized" and "discipline- for faculty to based," covering the disciplines of document Preparing Graduate Students to biology', chemistry, composition/ what they Mach: A Guide to Programs literature, foreign languages, iteatig know and do That Improve Undergraduate mathematics, psychology, speech as teachers. Education and Develop Tbmor- communication, and the social Poddie while also row's Faculty.sciences. TA training programs MI Or* WM% prompting Based on a that address the special needs of individual comprehen- foreign graduate students are reflection and sive national highlighted. The survey was con- Aimprovement. survey of TA ducted by Leo Lambert and Sta- But what should it look like? Who training pro- cey Lane Tice, of Syracuse Univer- should maintain it? How might it grams and sity, with support from the be used to improve teaching? To practices, thisCouncil of Graduate Schools and evaluate faculty? This monograph publication TIAA-CREF. suggests one portfolio model, in profiles 72 $20.00 AAHE members, $22.00 non- which faculty assemble carefully effective TA training programs in members (1992, 150pp.) selected "work samples" of perfor-detail, describing program goals Ordering information. Order from mance accompanied by reflective and benefits, faculty and TA AAHE, Box B1192. One Dupont Cir- commentary about them. It also responsibilities, funding, staffmg, cle, Suite 360, Washington, DC 20036- includes pointers for getting evaluation, and philosophy. Each 1110, fax 202/293-0073. Please pro- started with portfolios, a sam- profile also includes the name, vide your membership number. Full payment or purchase order must pling of current campus practice, address, telephone/fax numbers, accompany all orders; orders under a bibliogr-aphy, and eight sample and e-mail address of the pro- $50 must be prepaid. Make checks entries by faculty from various grarn's contact person. An payable to "AAHE." Allow 4-6 weeks disciplines and settings. The pro- expanded directory features con- for delivery. " AMERICAN ASSOCIATION FOR HIGHER EDUCATION Moving? Clip out the label below and sendit. 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, One Dupont Circle. Suite 360, special rates on selected non-AAHE subscriptions; Hertz car rental discount Washington, DC 20026-1110. and more. To join, complete this form and send it to AAHE, One Dupmt Circle, Suite 360, Washington, DC 20036-1110. MEMBERSHIP (Chasse sae) Regular: 0 1 yr, $75 0 2 yrs, $145 0 3 yrs, $215 Retired: 0 1 yr, $45 Student:0 1 yr, $45 (Fbr all oategorses, add $8/year for nsentbereldp outside the U.S.) CAUCUSES (Par AMIE ateasbe.rs; cisme same amber anus as above) Amer. Indian/Alaska Native: 0 1 yr;$100 2 yrs, $20 0 3 yrs, $30 Asian/Pacific American: 0 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 Black 0 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 Hispanic: 0 1 yr, $25 0 2 yrs, $50 0 3 yrs, $75 ..o Lesbian/Gay: 0 1 yr, $10 0 2 yrs, $20 0 3 yrs, $30 u.:c Name (Dr./Mr./Ms.) 1,1/0 F c uru Position Institution/Organization or u 02 2 Address (0 home/0work) CCr ZCC U.4(IC M.De W = UZ City St Zip 2W f.--2 Daytime Phone 0 Bill me 0 Check enclosed (payment in U.S.funds only) WCW:7

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WHAT ABOUT BILL?

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STUDENT. RETHINKING

RACE RELATIONS , RETIREMENT

Assessment Principles AAHE News Bulletin Board Two Conferences In this issue:

It's not every day that one of AAHE's conferenceat all levels." Now that he's been elected President, presenters gets elected President of the Unitedwe wondered, What can education expect from a States. But in 1988, Governor Bill Clinton, ofClinton administration? ... How did higher education Arkansas, delivered the keynote address at thatfare in Arkansas? ... What would educators there year's National Conference on Higher Education, insay about Clinton's higher education record? ... Washington, D.C. His remarks "Teaching to RebuildIn "What AboutBill?,"beginning onthe the Nation"were reprinted in next page, we offer one set of the May 1988 AAIIE Bulletin answersfrom seven Arkansas and are still available on audi- AARE members. otape (#58AAHE-13) from the Perhaps you'll have the Mobiltape Company (to order, opportunitytoaskthe call 1/805/295-0504). President-Elect yourself. Once In the promotional materials again, AAHE has extended an for that conference, we de- invitation to Governor Clinton scribed the Governor as the to address a National Confer- "former chair of the Education ence audience, again in Wash- Commission of the States and ington, D.C., at the 1993 meet- a dedicated advocate for the ing, March 14-17. We await his improvement of education reply. BP Gov. Clinton, with AAHE President Huss Edgerton (contor),gmets a former Georgetown University classmate before the 19111 keynote.

3What About Bill?/Seven AAHE Members From Arkansas On Higher Education Under Bill Clinton/interviews by Ted Marchese and Lou Albert

8 Are Friendships Enough?: Student Race Relations on Four Campuses/by Stephen S. Weiner

12 Rethinking Retirement/The Emeriti Placement Program/by Werner Prange Insert: Principles of Good Practice for Assessing Student Learning

Departments 14 AMIE News 15 Bulletin Board/by Ted Marchese 16 Announcing: Two Conferences Registering Now

AAHE BULLETIN December 1992/Volume 45/Number 4

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Hubbard

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 from the Managing Editor. 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: $75. of which $40 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: $3.50 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany all orders under $50; payment or purchase order must accompany all orders over $50. AAHE Bulletin is available in microform from University Microfilms InternationaL POSTMASTER:Send address changes to AAHE Bulletin, One Dupont Circle, Suite 360, Washington. DC 20036-1110.

Cover photograph: Gov. Clinton at the 1992 Arkansas Governor's School on the Hendrix College campus (photo by Ann Thrney). MO I/ Typesetting by Ten !Vint Type. Printing by Hagerstown Bookbinding & Printing, Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION 56 WHAT ABOUT BILL? Seven AAHE Members From Arkansas On Higher Education Under Bill Clinton

n January 20th, Governor Bill Clinton, Governor that might shed light on his thinking of Arkansas, will be inaugurated Pres- about education? ident of the United States. Campaign Interestingly, given the Governor's many years promises aside, what can higher edu- in office, no one offered anything we'd call a crit- cation0 expect from his adrnistration? On the the- icism. Nancy Talburt. of the University of Arkansas, ory that past performance is the best predictor of and McKinley Newton, of Philander Smith College, the future, we decided to take a look at the Clinton both observed that this year higher education did record as alt "education governor." not get some of the state money it wanted. And A week after the election, AAHE vice presidents Betty Hubbard, of the University of Central Arkan- Ted Marchese and Lou Albert started phoning sas, thought Arkansas school reform emphasizes members in Arkansas. They didn't ask who those "back-to-basics" a bit too much. But they didn't members voted for or for any predictions; instead, attribute Clinton directly. the questions were: What's it been like to have Bill That's just politics, a cynic might say, but it might Clinton as governor and to work in higher educa- also reflect true circumstance one that we're not tion? What were the high points or disappoint- so used to but that does give hope. We leave you ments'? Had you any personal interactions with the to draw your own conclusions. Eds.

finances. Governor Clinton proposed the creation of an Educational Excellence Trust Fund, which was funded by a 0.5.t sales tax increase. Our colleges Charles Dunn , and universities received a 12-13 percent hike in President, Henderson State University funding from the state at a time when everybody else in the nation was suffering cuts. It allowed us In February 1993, I will have to raise our faculty salaries close to the regional been president seven years. average, which had been one of our goals for several Prior to that, I worked at years. the University of Central Bill Clinton's impact on higher education was not Arkansas as director of gov- just financial, though. In 1983, we set out to in- ernmental relations and a crease the college-going rate in Arkansas, a stated professor of political science. goal of the Clinton administration. The state went So I have been in Arkansas from 38 percent of high school seniors actually higher education through- entering college to something over 52 percent in out Bill Clinton's political 1991. I understand it's around 54 or 55 percent in career.... 1992. Just a fantastic increase in that rate in a very I think it's been very ben- short period of time. eficial to higher education Beyond that, he raised issues of accountability. in Arkansas to have Bill as governor. His very strong Governor Clinton appointed a commission on higher commitment to education goes back at least to education quality, in about 1984. Then he backed 1983, when he pushed a lq sales tax increase for the proposals of that commission in the General education through the General Assembly. Higher Assembly, did his best to make certain those were education received a significant portion of that. It adopted and that the institutions followed through was a boost we needed at a critical juncture, and on them... . it provided us a solid foundation for the next sev- Bill that's what he prefers to be called has eral years. been very accessible, from the time he was first The 1991 session of the General Assembly pro- elected. Not as a matter of routine but as a matter duced another significant boost in higher education of request, if the presidents and chancellors wanted 5 7 AAHE BULLETIN/DECEMBER 1992/3 to meet with him, he would arrange it. We could savings bonds to fund college for their children and have very frank and candid exchanges with him, their grandchildren. But more important from the sometimes very positive and sometimes not, depend-perspective of the institutions themselves, the bonds ing on the circumstances. But he was always acces- were to provide funds for repair and maintenance sible, he always listened, and we felt he always and capital projects at colleges and universities. attempted to follow through on the results of those The first sales of bonds occurred during this half discussions. I have had dozens of meetings with him, of the Governor's current term; $90 million in bond I suppose, through the years, including some on an sales was approved, of which $70 million has been individual basis, too. And, I know I have picked up realized we haven't yet sold the last $20 million the phone at night and it would be Bill Clinton call- worth. From the money so far, projects are now ing: "I need your help on this particular issue in the going on our campuses all over the state.. . on this General Assembly; what do you think about doing campus, to add a wing to our chemistry building, this, or that?" He would solicit advice and then ask to improve our physics department, desperately for assistance in getting something done... . needed capital improvements that have made a tre- Arkansas is a small state 2.2 million people mendous difference to us. That first $90 million is and it's not that uncommon for a governor to know just part of a $300 million capital projects fund for many, many people. But it amazes me how many higher education, which was to be funded biennium people Bill Clinton knows on a first-name basis. He by biennium. It's an initiative that I hope will be con- does not have to meet a person many times to know tinued under the next administration. their name, and Hillary is very much like him in that Even more important, perhaps, than the savirgs regard. bond initiative was the Educational Excellence Trust Fund. This was an increase in funding that included $30 million for higher education, and it was enacted two years ago in what, as it turns out, will be Bill's last Arkansas legislative session. He Nancy Ellen Thlburt asked the state to up its investment in higher edu- Associate Vice Chancellor for Academic cation with a 0.5t increase in the sales tax to fund Affairs, University of Arkansas, both teacher salaries and increases for higher edu- Fayetteville cation. This helped to protect our funding from tem- porary sags in the economy and provided some I was on the faculty here much-needed operating funds, as opposed to cap- when Bill and Hillary were ital funds. assistant professors in our On this, let me relate just one anecdote: I've been law school. Although I don't told that at a meeting of deans from across the normally work in political country recently, when they asked, "How many of campaigns, I worked for himyou have had some kind of budget cut this year?" in the first one he ran, back our dean, for the College of Arts and Sciences, was in the early 1970s, an unsuc- the only one in the room whose hand didn't have cessful campaign for the to go up... . U.S. House of Representa- On the issue of disappointments, I can't think of tives.. .. As much as ten any specific instances. More than 1.--,,ning else, Bill years ago, some of us would occasionally look around and say, "It's a pity there's not anyone on the national scene who's anywhere near as good as our governor is." Of course, this was, for many of us Democrats, an era of Republican "From the money so far, domination.. .. projects are now going on our campuses One of the things that was very important to all over the state . . . desperately needed higher education in Arkansas was the improve- capital improvements that have made ments the Governor funded in elementary and sec- a tremendous difference to us." ondary education, beginning in 1983. Since most of our students come from the public schools, those improvements meant that we were starting and will continue to be starting ahead. So what Bill did in precollegiate education is as important for higher has been a governor who's tried to make his own education as what he did in higher education itself. assessment with very good support from a For example, there have been a number of special very able staff of needs in the state. Every sector initiatives to increase the amount of physics, chem- in the state K-12, higher education, prisons, istry, and foreign languages taught in high schools, human services certainly hasn't gotten everything and a very important initiative to increase the edu- they would have liked, but that's a different thing cation standards for all high schools in the state. from saying we haven't gotten our fair share of what Hillary Rodham Clinton chaired the committee that there was to get... . established those recommendations, and then they On personality, he's very accessible. Arkansas's were enacted. It's made an enormous difference to a small state. It's a state in which Bill comes up to higher education. It means we're getting better- events on the campus when we have special pro- prepared students.. .. grams, and we're accustomed to seeing him, and Then there are a couple of recent things that Clin- to seeing Hillary, as a neighbor as well as our gov- ton has done that are particularly significant for ernor.. ..I think that as much as any national polit- higher education itself. One was the College Savings ical figure in my memory, Bill will know what the Bonds initiative, designed to allow people to buy real issues are. He's intelligent enough to weigh the

4 'AMIE BULLETIN 'DECEMBER 1992 t The Seven Members' Institutions University of Arkansas, Fayetteville Adiansaa College Pubhc Church-Affiliated Enrollment: 14.351 Enrollment: 725

University of Central Arkansas Public Enrollment 9,057 East Arkansas Community College Hendrix College tY Public Prrvateilndependent Enrollment: 1.679 Enrollment: 965

Henderson Stat University Philander Smith College Pubhc Private/Church-Affiliated HBCU Enrollment 3,646 Enrollment 776

arguments and the evidence. I have a great deal of state of Arkansas since Clinton has confidence that theresources that are available and been governor the opportunities that than under all its othergovernors combined.... present themselves to him As a person, he has been friendly, will be used wisely. That's thegreatest confidence congenial, I you can have in a leader. would say a very niceperson to meet. When you see him standing there at the football game at my homecoming at UA-Pine Bluff he greets you when you walk up, shakes your hand, all of thosenice things ... I'm not at the top rank, but generally he McKinley Newton remembers my name, certainly heremembers my Vice President for Advancement, face. Philander Smith College Ever since I first met him. President-Elect Clinton has been a supporter for higher Betty Hubbard education, as well as K-12. Associate Professor, HealthEducation He was attorney general Department, University of Central here in 1978 and was our Arkansas luncheon speaker for the thirty-second annual conference of the United My perspective is generally Negro College Fund, held positive. For each of the in Little Rock. I served years that I have been in as higher education here in the local chairperson. At Ar that time, he expressed his Arkansas, we've received salary raises. We have concern for higher education for themasses. never About three months ago I had a shortfall where we've was in Washington, had to go back and re- D.C., and I ran into a friend ofmine who was at that luncheon, "When I listened to that group. . fellow then, I In my field of health edu- didn't know he had that ambitionto become president," he said. And I replied. cation, Governor Clinton 'Well, I didn't has done a very good job know either, but he's always beenstrong in favor in a couple of arenas,one of education for all people." He'sbeen on our being that he's not tied to the campus several times since he's been past, being satisfied governor, and with the status quo. He's alwaysopen to new ideas, the college has held many activitiesat the with an eye toward improvement, Governor's Mansion. And he hascontinued to stress and always very the importance of education for good about surrounding himself withcapable advi- all citizens, and sors. Dr. Joyce Elders, for example, as director of making Arkansas morecompetitive by doing of that.. .. the State Department of Health, hasdone a lot in the state to make the climate muchbetter in terms Governor Clinton has brought diversityof of health and health-education representation into state government. Hehas opportunities. So. appointed a black as head of the one thing I could tell people in higher educationin Department of health-related fields is that theycan look for sup- Finance and Administration, anotherto the Board port in terms of making positive and of Higher Education; the Boardof Education of the progressive inroads in trying to make our populationhealthier. university system got minorityrepresentation; the The other thing I would say is that current head of the Departmentof Health is black. education is as Ls one of Governor Clinton's top aides very important to Governor Clinton always has ... several been.... BEST COPY AVAILABLEof these individiials are PhilanderSmith graduates. Reflecting on the presidential race. I thinkArkan- which makes us proud. More blackshave been put sas got bad press in some respects. Most on boards of institutions of higher education Arkansans in the feel that even though we havea long way to go, 51) AAHE BITLIETIN DECINIIER 19112 5 we've made significant gains. I might say to those outside, trying to build a good, rational policy. It people who were not Clinton/Gore supporters and led to Arkansas being one of the early states to get now are thinking, "Oh my gosh, now the whole coun- a waiver of federal policy that would make it try is going to be in the same condition as Arkan- possible for an individual receiving certain kinds sas," that a lot of the things said about us were cam- of benefits to be in college without losing those paign rhetoric, that is, taken out of context or just benefits. a part of the whole picture. I cannot say that I have After watching the national press cover him, what been disappointed about anything Governor Clinton strikes me is that reporters want a simple, quick, has or has not done. easy sort of analysis of the candidates. You really can't do that with Bill Clinton. He's an extremely complex, intelligent, capable person, and he has that balance going all of the time-- between the idealism, which is so much a part of him, and the Tom Spencer political realities, which he's learned as a good, President, East Arkansas Community professional, practicing politician. He's a very stable, College reliable person, which I thought was interesting, because that's the very thing that the Republican I came to this job two and campaign tried to attack him on. But people in a half years ago from Arkansas, who've been around him for a long time, eighteen years at the know that experienced as he is, he's the kind of Arkansas Department of person you can be comfortable with. Higher Education; I spent a time as the acting director of the Department, and at one time as the acting director of the vo-tech John Griffith system.... President, Arkansas College Where higher education is concerned, Bill Clinton I've been in the state four recognized from the years. I first met Bill Clinton beginning that higher education should be a part at the end of my first month, of education reform in Arkansas. That's not been 1)1 when he came to give the true in all states. So higher education has been address on the eve of my involved in the whole improvement cycle from the 1 inauguration. His talk beginning, and we've gotten a good bit of fmancial focused on education. I advancement out of it. State funding for higher recently reViewed that talk education has improved, right along with a and was struck by three dramatic increase in the college-going rate.... things that have proved to Those enrollment increases have been so great be true in working with him because they have occurred throughout the system over the years. The first is Percentage-wise, two-year colleges have had a little that he has a very clear more increase, for a number of reasons.. .. But the vision, which he holds to. You know where he college-going rate's not the only place we've seen stands, and it doesn't change. That's refreshing. improvement. In the last few years, even with Second, he sees education as a system, and by enrollment increases, the state has seen some that I mean he comes at it with a holistic improvement in ACT scores.... There have been perspective. In this state, he has worked at both concomitant kinds of increases in numbers of ends of the candle, if you will: He has done a great students who take the basic general ed core in high deal to move more young people into education, school, and so on.... making sure they gaduate from high school, that Bill Clinton really has understood that communityenrollment in colleges and universities increases, colleges serve a different clientele, that they are and to develop a strong community college system. access institutions, that they can do both the Increasing access is very much an agenda and academic transfer and the occupational programs priority for him. Then, at other end, he has worked and serve people that really wouldn't be served hard to increase standards so students who are otherwise. In Arkansas, our community colleges capable are able to reach higher. You see it at the were built late, and they really serve people who secondary school level, first, in the change in would not be served otherwise. I think, frankly, that standards for graduation for those planning to go nationally, community college people forget that on to higher education and, second, in the purpose. When you look at our schools and the establishment of the Academic Challenge attendance patterns in their areas, it's very clear Scholarship Program, which sets high standards that our enrollment is almost a net increase in for achievement and provides fmancial incentives. college going. While he's never attended a One interesting initiative this past year community college or worked in one, Clinton has something that both Governor Clinton and his wife been sympathetic and supportive to us.... worked on is the establishment of the Arkansas Arkansas is a small state, so everybody in a higher School of Math and Science. It's another indication education leadership position has had personal of his commitment to high-quality, rigorous interaction with him. Once I sat in a group where education. In the past there's been a brain drain he and Hillary together were trying to hammer out from Arkansas, many of the strongest young people a policy on welfare, for example. In that instance, have sought to go out of state for higher education. he went through an organized, planned process of That's changing, and rapidly. bringing in his department heads, some people from Third, we have in Governor Clinton someone

AAHE BULLETIN /DECEMBER 1992 60 who's very balanced. His own education, of course, arship to go to college in the state.. .. began at a public institution, the University of One of Clinton's strengths I've noticed since I've Arkansas. and his graduate education was in been here is that when a program is instituted, he private higher education. He understands the sees to its follow-through. Let me give you a couple importance of that "two-party system" in of examples. About a month ago, there was a state- maintaining strength and viability. The way the wide meeting of the Arkansas Governor's Scholars. Academic Challenge Scholarship Program is So these students don't just receive a congratulatory structured, students can take those scholarships notice at the end of their senior year in high school. to private colleges as well as to public colleges and universities. It's been somewhat of an uphill battle for private institutions here, but we felt in Clinton a supporter.... "Not only are we seeing a real drop With regard to personal contact. I was very much in the need in both public and private involved in the School of Math and Science initiative. higher education for remediation, What struck me is where I started: He holds to a vision. He brings people to the table around it and we're seeing a sharp increase in the has the charisma to infect others with excitement number of students arriving with for it. Advanced Placement and honors courses Governor Clinton's also a good deal of fun to be out of their high schooL" with. He has the ability to engage the person whom he's with in a very direct manner. That's a gift. He listens, and you get a sense that he responds.... Mrs. Clinton is a remarkable person in her own They are pulled together for a conference once a right. She chaired the programs that fleshed out year, which honors them and give them an oppor- that School of Math and Science. Also, she worked tunity to work on major issues facing the state and for the law firm that is the legal counsel to Arkansas nation. In 1979, Clinton initiated the Arkansas Gov- College, and I had the privilege of working with her ernor's School, in which 400 students come to Hen- on a number of legal projects here. She is extremely drix each summer for six weeks of gifted-and- bright, and she is a real partner with him in talented coursework. And each year the Governor education. It'll be interesting to see if she carves out comes here and spends time with the students. Tha, a role there I would suspect she would. She's is an indicator of his commitment to follow-through. certainly provided some very important leadership So he not only initiates programs, he stays with for education in this state. them and fans the flames of excitement. One incident involving Clinton and his support of private higher education will show how unusual a governor he is: A couple of years ago, Hendrix sent out a major proposal to a well-known national foun- Ann H. Die dation. Both Hillary and Bill Clinton met with repre- President, Hendrix College sentatives from the foundation, speaking on behalf of the proposal, how it would benefit education in I came to Hendrix in July the state, and the role that Hendrix plays in Arkan- 1992, so I can tell you some sas. Here's another example: During a Hendrix fund- things I know and some raising campaign in the mid-1980s, Clinton sent a things that are part of the letter to be read at the kick-off event, encouraging campus culture.... Faculty alumni and friends of the college to support us. He's on this campus acknowledge not a graduate of Hendrix. but he was interested that Governor Clinton has in changing education in the state, and to him had a significant impact on that means K-12 and public and private higher both the college-going rate education... . in the state and on the prep- Come January, we will have in the White House aration of students who two people from Arkansas who strongly support enter higher education. And education. One of those will be Bill Clinton; the he's done that in a number other will be Hillary Clinton. She was the commence- of ways, mostly through reforms of the K-12 system, ment speaker at Hendrix last May and received an such as a mandatory assessment and placement honorary degree. I was not president then, but I program for new students who come into the public have read the text of her speech. Its message school system. Faculty tell me that over the last ten emphasized the importance of education. She also years. they have seen a significant rise in the math urged students to be socially and personally respon- and writing skills of students coming out of Arkan- sible as adults. Hillary Clinton is known in this state sas high schools, both urban and rural. The state as a first-class intellect. I think they are going to be also has seen a dramatic increase in the number an interesting team, this couple, because they of AP tests being taken in Arkansas. So not only are both support initiatives in K-12 and in higher we seeing a real drop in the need in both public and educat ion.. .. private higher education for remediation. va're see- I think things will be different in this adrninistra- ing a sharp increase in the number of students tion. We're going to see Hillary Clinton redefme what arriving with Advanced racement and honors it means to be a First Lady. I think we'll see her courses out of their high school. bring forward initiatives unlike any we've seen a Bill Clinton also instituted the Governor's Schol- First Lady take on before. I also think that whether ar's Program, in which a hundred outstanding stu- we're talldng about Hillary and Bill Clinton or about dents each year, at least one from each county plus Al Gore and Bill Clinton. we're going to see a new a number chosen at large, rcceive a $2,000 s chol- meaning to the word "team." r AMIE BULIEFIN/DECEMBER 1992 7 .1) A ARE FRIENDSHIPS ENOUGH? Student Race Relations on Four Campuses by Stephen S. Weiner

Relations on campuses data was a survey conducted by "Most minority students at Stan- among students of dif- SRI, to which slightly more than ford tend to be resentful of non- ferent ethnic groups 1,200 Stanford students minorities." Slightly more than have gone sour. This responded. half of the black, Mexican- is the message coming to us from Group attitudes. On one ques- American, and American Indian the media. But is the message tion, students were asked to reactstudents disagreed, to one degree true? to the statement, "Most nonmi- or another, that minority stu- Let's examine some data, nority students at Stanford tend dents are resentful of their white drawn from published studies, to be prejudiced against racial/ peers. So did 73 percent of the in which students were asked ethnic minorities." Fifty-seven Asian-American students and directly about the nature and (57) percent of all responding 60 percent of the white students. intensity of interpersonal and black, Mexican-American. and These questions assessed atti- intergroup student relations at American Indian students said tudes of groups toward other four universities: Stanford Uni- they do not believe most white groups. SRI then asked questions versity; San Francisco State Uni- students are prejudiced; neither about the individual respondent's versity; the University of Califor- do 73 percent of the Asian- own attitudes and behavior nia, Los Angeles; and the Uni- American students and 82 per- toward groups and toward other versity of California, Berkeley. cent of the white students. (Let individual students. Then I'll offer some hunches of it be noted: Almost half of the Personal interact-Awl. An over- my own. responding black, Mexican- whelming 91 percent of all the All four campuses are located American, and American Indian students said they were "quite" in urban areas within California, students do believe that most or "very" comfortable interacting are large institutions, and offer white students are prejudiced with people of racial and ethnic undergraduate and graduate pro- against minorities.) groups different from their own. grams. Importantly, each has a Students were asked to In a related question, minority highly diverse student body respond to a corollary statement: students were asked whether (about 50 percent white). It is they felt as comfortable with for that reason their data are white students as with members worth considering, because many of their own ethnic group: 84 per- more institutions soon will have cent of the Asian-American stu- student bodies as diverse. dents, 82 percent of the Mexican- While an immense amount of American students, 72 percent data can be found in the studies of the American Indian students, I'm citing, I've focused on those and 67 percent of the black stu- findings that are most germane dents agreed "strongly" or "some- and best illuminate relations what strongly" that they did. among students of different eth- Friendship. With respect to nicities and races. These data sug- friendships, the SRI report stated: gest that students are receptive A large majority of students of to friendships that cross ethnic all racial/ethnic groups, ranging lines and see ethnic diversity as from 8 out of 10 blacks and non- minorities to over 9 of 10 in other an asset of their campus. groups, had at least some close friends at Stanford ("someone Stanford University with whom you share your prob- The Stanford study was spon- lems and joys and spend time with sored by the University Commit- socially") who were in a different tee on Minority Issues, a group Stephen S. Weiner is the arecutive racial/ethnic group than their director of the Accrediting Commis- own.... Among minorities, appointed by the institution's sion for Senior Colleges and Univer- different-race close friends were president and provost and whose sities, Western Association qf Schools most likely by far to be nonmi. final report was published in and Colleges, PO Box 9990, Mills norities. Also, except for blacks. March 1989. One source of their College, Oakland, CA 9461.9. minorities were more likely to have

8 AAHE Bl1LLETIN 'DECEMBER 1992 nonminority close friends than ings toward each of fifteen spec- ity to in toract comfortably with they were to have same-race close ified groups on a "thermometer friends. scale," with 0 to 40 degrees being people of other racial/ethnic and "cool" (negative feelings), 50 cultural groups"; only 12 percent Seventy-two (72) percent of the degrees neutral, and 60 to 100 "strongly" or "moderately" black students said they had close degrees "warm" (positive feelings). disagreed. friends who were white, and 44 .. [The findings] suggest: percent of the white students said Overall, students indicate that University of California, they had close friends whowere they feel warmly toward the var- Los Angeles black. ious campus groups or at least harbor no negative feelings toward The UCLA study was con- Between 80 and 85 percent of them [with fundamentalists being ducted for the Chancellor's Coun- the black students said they had a big exception].... cil on Diversity in the fall of 1990 close friends who were black,as Collectively, SFSU students by Alexander Astin and the well as close friends of a different express the most negative feelings toward [religious] fundamentalists Higher Education Research Insti- race; the numbers for the Asian- (54% rate their feelings 40 degrees tute on campus. Some 2,600 sur- American and Mexican-American or cooler toward this group, with vey responses were returned by students were comparable. 14% saying "zero" degrees). Cool students. Faculty and staff were Ninety-eight (98) percent of the feelings also are expressed toward surveyed, as welL white students said they had Arabs (36%), gays/lesbians (26%), Muslims (25%), and Asians (20%). Experiences of discrimination. close friends who were white, and Astin was able to compare the just under 80 percent said they How serious is the coolness UCLA fmdings with a comparable had friends of a differentrace. expressed toward these partic- national study. He found that fac- Dating. At least 74 percent of ular groups? The institute sought ulty and student respondents at students in each minority cat- to measure it by asking, "Holding UCLA were considerably more egory had dated a person of a in mind the group you like least, likely to perceive "a lot of racial different race. Fifty-seven (57) including any not on the list, conflict" than were such groups percent of the white students hadwould you restrict admissions at other public universities. How- done so. of this goup to the University?" ever, when asked about their own The Stanford experience. Stu- Sixty-five (65) percent opposed personal experiences, at least two dents were asked: 'To what restricting the admission of the thirds of the undergraduates extent, if at all, has your Stanfordgroup they liked least, while 20 from all racial/ethnic groups at experience improved your ability percent supported restricting it. UCLA said they have "seldom" to interact comfortably with peo- Emphasis on difference. or "never" been discriminated ple of racial/ethnic groups dif- Respondents were asked whether against because of their race/ ferent from your own?" Just "... students on this campus ethnicity. about two thirds of the respond- spend too much time emphasizing Overall, only 18 p ntent of the ing Asian-American, white, and their differences with students UCLA students report,ed either Mexican-American students and of other groups... rather than "frequent" or "occasional" instan- one half of the black students exploring values and goals they ces of discrimination due to race/ said that their Stanford expe- have in common?" About 50 per- ethnicity. Fellow students were rience hod improved that ability cent of the students agreed that twice as likely to be the source "a great deal." "quite a bit," or differences are overemphasized, of discrimination than were staff, "somewhat." The remaining stu- while slightly more than 20 per- administrators, or faculty. (Of dents answered that their ability cent disagreed. Faculty responses course, students have much more to interact had improved "a little" to this question were much the contact with fellow students.) or "none." same as the student responses. The groups reporting the most Faculty were asked whether discrimination were African- San Francisco State "... too much emphasis on affir- American students, at 38 percent, University mative action in hiring and reten-and Pakistani/East Indian stu- The San Francisco State study tion carries the risk of lowering dents, at 29 percent. Being the was conducted in 1989 by the the quality of faculty at SFSU." target of "insensitive or dispar- campus Public Research Institute (This question is especially per- aging comments" appears to be (PRI) for a University Commis- tinent, since, in recent years, the major source of such discrim- sion on Human Relations white males have constituted less inatory experiences. appointed by the institution's than half of the faculty hired at When all respondents were president. The commission's final San Francisco State.) Thirty-two asked to report disparaging com- report was completed in May (32) percent of the faculty agreed ments they overheard, students 1990. The institute surveyed stu- that affirmative action threat- reported they rarely heard dis- dents, faculty, staff, and admin- ened faculty quality, 59 percent paraging remarks about people istrators. The student findings disagreed, with just 8 percent with disabilities; women and are based on 400 returned undecided. minorities were more frequently surveys. The SFSU experience. Finally, the target; gay and lesbian stu- Level of feeling. According 65 percent of the students dents were the most frequent to the PRI report: "strongly" or "moderately" agreed targets. In the Student Survey, respond- that "my experience at San Fran- When the response to hearing ents were asked to rate their feel- cisco State has improved my abil- disparaging remarks was further

C AAHE BULLETIN/DECEMBER 1992:9 probed by group, the median per- ing special sections of residence of Social Change at Berkeley. In centage of responding students halls for particular racial and eth-1989, Duster and his colleagues who said they had heard such nic groups would improve the conducted sixty-nine focus group remarks "frequently" was just 20 campus clunate for diversity, 84 interviews with 291 students on percent. percent believed that it would the campus. Some of the focus Contact across groups. The worsen the climate. groups were ethnically homoge- UCLA study found that interac- Price of diversity. A significant neous and some were tion across racial lines was com- minority of students also believed heterogeneous. monplace, regardless of one's racethat a substantial price was being Duster and his colleagues or ethnicity. To gauge the depth paid for diversity. Close to 40 per-probed deeply the experiences of student contact among groups, cent of undergraduates agreed and attitudes of students from Astin looked at responses to a with the contention that affir- each of the four major ethnic question about studying together mative action leads to the hiring groups present on campus and across racial and ethnic lines. of less-qualified faculty, that pres- developed new concepts and lan- He found that a majority of stu- tige as a top research university guage to understand what was dents from all thirteen of the was being sacrificed for diversity, happening. This is the study of racial/ethnic groups identified and that emphasizing diversity interethnic student relations that in the survey reported that such leads to campus disunity. has gained the most media noto- studying occurred "frequently," riety, and one whose full message with the median level of response University of California, has been badly garbled in that across groups being 61 percent. Berkeley coverage. No less than 80 percent of stu- Last, let's consider two studies Part of the explanation for the dents in each racial/ethnic group of the Berkeley campus. (As use- botched coverage lies with the reported studying at least "occa- ful background, recall that the simplistic, unsophisticated, and sionally" with students of a dif- Berkeley campus has had con- highly emotional conceptual ferent ethnic group. tentious fights over how to allo- framework that both the media Diversity policy. Astin asked cate the many fewer slots in and the public bring to such for a response to the statement, admissions than there are appli- issues. Duster comments: "Diversity is good for UCLA and cants. It is not uncommon for The familiar questions are these: should be actively promoted by California high school seniors Are [racial and cultural groups] students, staff, faculty, and with straight-A averages to be isolated or interacting, segregating administrators." At least 90 per- denied admission to Berkeley.) or integrating fighting or harmon- cent of undergraduates, graduate The first study was sponsored izing, and who is getting ahead or falling behind? It may well be students, staff, and faculty by the Commission on Responses that the most important message responded that they agreed with to a Changing Student Body, a in this report, over and above the that statement either "somewhat" group appointed by the institu- significance of any set of fmdings or "strongly.' Astin also reported tion's chancellor. The commission or specific recommendations, is widespread support within all engaged the Field Research Cor- precisely that we have too narrowly conceived the options as segments of the UCLA communityporation to survey both under- either/or, that as a nation we have for a variety of specific proposals graduate and graduate students. cast the problem incompletely to improve the climate for Telephone interviews were con- and thus incorrectly by posing diversity. ducted in early 1990 with some the matter as either one of assim- The most widely accepted 1,600 undergraduate and 1,000 ilation to a single, dominant culture where differences merge and proposals had to do with creatinggraduate students. disappear vs. a situation where more ways for members of dif- The Berkeley experience. The isolated and self-segregated ferent racial/ethnic groups to students were asked to react to groups, retreating into ethnic and interact with and learn from one the statement, "[My] experience racial enclaves, defeat the very another. Some two thirds of the at UC, Berkeley, has helped make purpose of "attempting diversity." Our fmdings are strongly sug- undergraduates favored requiringme more comfortable when I in- gestive that these are not the only at least one general-education teract with people whose back- two alternatives before us. There course oh minorities, women, and grounds are very different from are many avenues still possible. people with disabilities; pairing my own." Seventy-five (75) per- In this report, we present a vision residence hall roommates of dif- cent of the undergraduates of one of these avenues as a third and more viable conception, a ferent racial/ethnic groups; hav- agreed (including 41 percent who "third experience" of diversity. ing more regular meetings agreed "strongly"), and 21 percent ... This "third experience" of between adrr;nistrators and disagreed (including 7 percent diversity [along cultural and racial minority groups; and having morewho disagreed "strongly"). The lines] is the simultaneous pos- regular meetings between Greek response of graduate students sibility of strong ethnic and racial identities [including ethnically organizations and ethnic/racial was strongly in the affirmative homogeneous affiliations and groups. but slightly less so than among friendships] alongside a public Proposals that appeared sep- the undergraduates. participation of multiracial and aratist in nature were uniformly The "third experience" of multiethnic contacts that enriches rejected by all respondent groups. diversity. A second, earlier study the public and social sphere of For example, while 5 percent of was conducted by Troy Duster life. undergraduates said that reserv- and the Institute for the Study Thus, a student can eat lunch

10 AAHE BULLETIN ,DF.CEMBER 1992 regularly with friends from her of diversity also discount the goodsituation can too easily degen- own ethnic group, yet also par- news, because it undercuts their erate into "us" and "them." The ticipate enthusiastically in a case for more curricular change, presence of several ethnic groups study group drawn from studentsmore resources for campus offi- creates more, and easier, paths of different ethnicities. A student ces dealing with diversity, or to collaborative interethnic can insist upon only going to dan-accelerated efforts on affirmative relations. ces where music familiar to his action. Finally, we might have to ethnic group is played, yet enjoy Perceptions of race/ethnic reconsider a basic tenet of a dating relationship with a per- relations depend on our angle American race relations: That son from a different ethnic group.of observation. The campus pic- if individuals of different ethnic And it is often the case that while ture that the media choose to groups become Mends, stereo- we might view an ethnically portray discourages anyone who typical beliefs will erode, and homogeneous group of students desires goodwill, friendship, trust, race and ethnic relations will sitting together as an instance and common effort among improve. In fact, while intereth- of self-segregation, a member of members of different ethnic nic friendship might be necessary that group might view it as an groups on campus. Tension, dis- to cooperative relations among experience in diversity because putes, sit-ins, name calling, and goups, it is not sufficient. The the other students are from a fights are news; ordinary civility liberal organization People for different social class, nation, or and decency in human relations the American Way, after review- generation; hold different politicalare not. The portrait that emergesing the results of a national tele- views; or are of a different sex. from asking students, faculty, andphone survey of 1,170 young peo- According to Duster: staff about "campus climate" is ple plus in-depth interviews with The third experience of diversity somewhat more positive, but even an additional 78 young people is both idealistic and sometimes here, opinions are shaped by soci- realized: It is the experience in and two focus groups, observed: which people come together etal fears, media coverage, and Personal friendships may con- across different cultural expe- campus controversy. tribute to better understanding riences, and in that coming By contrast, when we come to but do not bridge the gap between together produce an experience groups created by stereotypes and asking individuals about their myths. Young white focus group that is transcendent, greater than own attitudes and behavior, we the sum of the individual parts. participants told moving stories It is considerably more than strike a remarkably encouraging about friendships with individual the sampling of the cuisines of vein of positive interracial col- blacks, while repeating or assent- other cultures, listening to "their" laboration, many friendships, ing to negative cliches pinned on music for a change, or watching blacks as a group, such as "lazy joint effort on academic and cam- or "waiting for a handout" others dress or talk differently. pus projects, and even romance. It is partly the accommodations But, though much of the news I believe that for race and eth- and adjustments, but, more impor- nic relations in our society to tantly, it is a potential mutual from these four campuses is good, enhancement which minimizes we must be cautious in our inter- improve, we need not only more the issue of scarce resources. Peo- pretations. For example, the Dus- friendship but also more knowl- ple can come to see one another ter study found that both white edge about the economics, pol- as resources, recognizing different itics, sociology, and psychology and complementary competencies. and African-American students at Berkeley want to meet more of race and ethnic relations in students from backgrounds dif- the United States and elsewhere. My Concluding Hunches ferent from their own. But, they Beyond academic study, we need These are but a few highlights want those contacts on somewhatefforts to discuss attitudes and from studies conducted at four different terms: African-American practices that affect race rela- major California campuses. After students want classes and pro- tions. And we need group projects reviewing them, other literature, grams that structure interethnic that cause people to work and the experience of the Accred-contact, while whites want indi- together across ethnic lines. This iting Commission for Senior Col- vidual, personal contact devel- suggests that colleges and uni- leges and Universities in working oped at their own time and versities, and especially their fac- with public and private institu- leisure. ulties, have a precious opportu- tions in California and Hawaii, Students are most likely to nity to build on the receptivity I offer these four hunches of my have positive experiences with of students to interethnic under- own: diversity when they are standing and cooperation. Friend- The good news of positive members of one of several eth- ships among individuals are tak- interpersonal relations on cam- nic groups that are well repre- ing root on many campuses, but pus often is systematically sented on campus. To feel "at they can only get us part of the ignored or discounted. Some home," most students need to be way to where we need to be as opponents of pro-diversity pol- part of an ethnic group whose a society of many colors and icies want to believe that the rec- representation on campus is subcultures. ognition of group differences has stantial. At the same time, they Note led to poisonous relations; to are attracted by the option of The author's views do not necessarily reflect the views of the Commission believe otherwise is to undercut crossing ethnic lines to make new for Senior Colleges and Universities the case for their nominally color-friendships. Where only two eth- of the Western Association of Schools lltr; blind agenda. Some supporters nic groups are represented, the and Colleges. r- AMIE BULLEMN DECEMBER 1992/11 K11 t) RETHINKING RETIREMENT

The Emeriti Placement Program offers retiring faculty and administrators fulfdling alternatives.

by Werner Prange

College teaching is not I turned sixty-five this year. education establishment in recent so much a career choice Yet, I feel as young (or as old) years, my life has been anchored as a way of life, a con- as I did at thirty-eight, when I in the campus community, the text within which to packed up my wife, five children, rhythm of my days synchronized continually evaluate and seek and a trunkload of diapers and with the tempo of the academic affirmation of your self-worth trekked across the country from calendar. and place in the greater order the Midwest to California to serve What happens next? For the of things. To consider yourself my internship in academic moment, fortunately, I don't have a "good" teacher, especially in the administration. The year was to decide; Wisconsin tossed out college or university ranks, indeed 1965, but it seems like only yes- a policy of mandatory retirement requires a healthy ego healthy terday. A member of the first at age sixty-five some years ago. enough to believe that what you class of ACE Fellows, I was Even in an era of retrenchment, know, interpret, and can com- headed for Cal State-Fullerton of market-driven curricula, my municate is worth knowing and to work under my mentor pr3s- academic home and my faculty of value to others. ident, Bill Langsdorf. position are secure. For now, I After spending a career "pro- Since then. I have served var- want nothing more than to con- fessing' knowledge to a kaleido- iously as dean, vice chancellor, tinue in the work I love while I scopic audience of learners, the and director of a consortium of build a foundation for perhaps prospect of retirement and the universities, finally returning to even greater satisfaction and ser- sudden disappearance of that the classroom and to the vice in the years ahead. But I audience can be understandably Midwest. But throughout all the know the day will come when it unnerving. Some emeriti faculty changes of my personal life and will be time to leave the familiar become downright depressed overcareer, even amid the heavy seas schedule behind, time to shift into the personal reality of retirement, that have battered the higher a new rhythm and explore new viewing it not as a reward for opportunities. decades of dedicated service but as a terminal sentence of bore- A Place for Emeriti dom and diminished self-worth. I am optimistic enough to Some trepidation toward such believe that I have already put a major life change as retirement a few essential foundation stones is natural enough and even into place. I have great hopes for healthy. The prospect of change Worldwide Translation Services, might indeed arouse a heightened Inc., a fledgling company I have sensitivity and sense of challenge helped to organize. But I've also toward the unknown experiences had a hand in organizing another that lie ahead. But to view retire- network of somewhat greater ment from one's career-long role proportions that I hope will pro- in academe as simply the end of vide me and hundreds of oth- the professional line is to ignore ers like me an even better ave- increasing opportunities for ser- nue for rethinking and reshaping vice, professional growth, and my career. enjoyment available to experi- Some time ago, I helped to form enced teachers, researchers, and the National Faculty Exchange Werner Prange is professor of human- (NFE), and for the last few years administrators. istic studies at the University qf How to spend my "retirement Wisconsin-Green Bay, Green Bay, WI I have served as chairman of its age" years is no longer a theo- 54311. and chairman of the board, board of directors. NFE is a con- retical question for me. National Faculty Exchange. sortium that actively brokers, on

12 AARE BULLETN DECEMBER IPA: 6C, a multilateral basis, the exchange Bowen and Jack Schuster, in theirtoday's students need and of faculty and administrators 1986 book American Professors: deserve teachers and adminis- among U.S. and Canadian collegesA National Resource Imperile4 trators who have "been there" and universities. warned that higher education and who can help both anticipate Institutional need. Among was facing an impending faculty and shape the future. NFE's projects is the Emeriti shortage. The authors concluded The National Faculty Exchange, Placement Program (EPP), which that the rush to retirement, com- in cooperation with the Inter- brings retired professors arid bined with rising enrollments, national Student Exchange Pro- administrators back into the will necessitate 700,000 new gram (ISEP) at Georgetown Uni- workplace, at locations and for appointments by the year 2010. versity, has recently implemented time periods that best suit their Already, a 1990 ACE survey worldwide opportunities for the needs and lifestyle. In its first full revealed that existing faculty exchange of faculty and admin- year of operation, an EPP pilot shortages had worsened in the istrators, including retiring edu- program has created a database previous year and were antic- cators. The Clearinghouse for of more than 500 educators who International Faculty and Staff are experienced, mobile, and able Exchange (CIFSE) is available For Further Information About to serve institutions as short-term to anyone registered with the instructors and administrators. National Faculty Exchange Emeriti Placement Program, thus Several of these individuals have giving retired university personnel Toreceive information about the been placed on assignment for the chance to make use of their Emeriti Placement Program, the the 1992-93 academic year. To experience, skill, and knowledge National Faculty Exchange, or the date, close to 100 institutions throughout the world. Clearinghouse for International have access to the database, hav- Faculty and Staff Exchange, con- Changing Attitudes ing paid a modest annual sub- tact Bette Worley, President, scription fee. Whether through our own National Faculty Exchange, 4656 EPP's goal is twofold: to develop efforts or through more organ- West Jefferson Suite 140, ized, expansive networks such a comprehensive database of Fort Wayne, IN 46804; fax 219/ those educators annually retiring as NFE's Emeriti Placement ser- 436-2634. from higher education for whom vices, we all need to rethink our the shuffleboard court or golf retirement. We need to wake up club does not necessarily sym- ipated to reach a critical level the world to our skills as bolize -the good life," and to build by 1994 or 1995. A similar ACE teachers, researchers, experi- a diverse, national user group survey released in 1991 reported enced problem solvers, and men- of colleges and universities. that one third to one half of insti- tors for young minds. And we Before long, I will be looking for tutions were experiencing faculty must help the academic and busi- an assignment somewhere within shortages in one or more ness communities to rethink their that network. disciplines. institutional perceptions and pol- But those of us who have The Emeriti Placement Pro- icies that so often lead them to served our campuses for thirty gram can help offset these short- undervalue or discard their riches or forty years are not alone in ages by keeping retiring educatorsof human resources. needing to take a fresh look at in the system for a few more It is not self-delusion; it is eco- retirement. The convergence of years. nomic reality. Our knowledge and several trends in higher education Global opportunities. Clearly, experience are commodities that has laid the issue squarely on the the prospect of losing productive neither we nor the world can desks of deans and presidents. educators due to existing retire- afford to waste. As more of us The first of these trends has ment policies and practices is a rethink and reshape our post- been evident for several years: matter of considerable institu- retirement careers, we can col- Fewer students are selecting tional concern. But an equally lectively influence bureaucratic higher education as a career. As important reason for rethinking attitudes and policies that too long ago as 1987, Kenneth Mor- retirement relates to the social, often equate grey-headed expe- timer, then vice president of Penn economic, and intellectual future rience with obsolescence. State, noted: "Some twenty years of our increasingly interdepen- I, for one, have "been there," ago. 1.8 percent of entering fresh- dent global society. and I plan to play a role in shap- men were interested in academic As whole nations and societies ing the future. The alternative careers. Today only a minuscule dissolve and re-tbrm, as the world is to let habit and circumstance 0.2 percent want anything to do population grows and diversifies, put me in a box and close the with the poor job prospects and as information multiplies expo- lid, simply because some archaic salaries." Yet the student body nentially, as technoloa explodes set of policies and cultural rituals to be served continues to grow. into unforeseen dimensions, fac- dictates it. To do that is intellec- Fall 1991 enrollment reached an ulty and administrators have an tual suicide. all-time high of 13.5 million stu- unprecedented responsibility to No. When my time comes, I'm dents nationwide. educate today's learners for a choosing the cross-country trek The demographic profile of cur-future that can barely be envi- to a new campus assignment rent faculty gives additional causesioned, let alone defined with any but this time without the for alarm. Researchers Howard accuracy. More than ever before, diapers. 7 AMIE EIVLIETIN/DECEMBER I P92/ 13 Assessment Forum interested "in the fact that our continuous quality improvement Principles of Good Practiceviews of such issues though (CQI ) program. This month's Bulletin contains divergent in many ways were an insert Principles of Good shaped by underlying principles Free Book! Practice for Assessing Student that all of us share." Long-time AAHE member Clifford Learning developed by twelve The Principles are an attempt Adelman, senior associate at the members of an "assessment lead- to articulate those shared views. Office of Educational Research, ership council" that meets under The product of a year of discus- has informed us that Signs and the auspices of the AAHE Assess- sion and dozens of drafts and Traces: Model Indicators of ment Forum. Established with revisions based on feedback from Learning in the Disciplines has support from FIPSE, the group campus practitioners, the Prin- been reprinted and is available has met over the past three years ciples are designed to synthesize free by writing to the Office of to discuss issues such as the the "wisdom of practice" and Educational Research, Depart- assessment of general education, invite further statements about ment of Education. 555 New Jer- the links between assessment and the responsible and effective con- sey Avenue, NW, Washington, DC the quality movement, and the duct of assessment. 20208. incorporation of assessment Publication of the Principles requirements into accreditation is being supported by the Exxon Education Roundtabk guidelines. According to former Education Foundation. The doc- Leadership Group Meeting AAHE Assessment Forum direc- ument may be copied without AAHE's Education Roundtable tor Pat Hutchings, during these restriction. Packets of twenty- is a new initiative aimed at discussions, the group became five are available free while supp-increasing higher education's lies last by faxing or writing: strategic involvement at both Assessment Principles, do AAHE, the local and national levels fax 2021293-G073. in the current effort to improve the nation's public schools. The AARE in Action Conference Proposals program is funded by Lilly Registration Deadline. 1993 Con- It's not too late to get on the pro- Endowment, Inc.. and The Pew ference on Faculty Roles and Rewards. Charitable Trusts. See September Bulletin for details gram at AAHE's Conference on or contact Kristin Reck. January 8, Assessment in Higher Education, Roundtable director Kati Hay- 1993. scheduled for June 9-12. 1993, cock has invited a dozen college Proposal Deadline and Commis- in Chicago! The proposal deadline presidents and several K-12 lead- Moned Paper Deadline. 1993 Assess. is January 11. See the November ers to a Leadership Group meet- ment Conference. See the November Bulletin for details or call Karl ing in St. Louis, January 7-8, 1993. 1992 Bulletin for details or contact Karl Schilling. January 11, 1993. Schilling, Assessment Forum Participants will help to deter- director, or Elizabeth Brooks, proj- mine an action agenda for the Faculty Roles and Rewards Confer- ence. San Antonio, TX. January 29- ect assistant, at 202/293-6440. Roundtable, to benefit colleges 31, 1993. The Forum is open to a wide working collaboratively with local school systems to improve stu- Early Registration Deadline. 1993 variety of topics and presentation National Conference. Registration formats. Of particular interest dent achievement in their home increases $20. Refer to conference are proposals that feature the communities, as well as benefit preview, sent to all AAHE members use of assessment data for pro- colleges and universities collec- in early December, for details. Feb- ruary 19, 1993. grammatic change or that use tively by influencing reform assessment as part of a campus strategies nationally. Registration Refund Deadline. 1993 National Conference. Requests must be in writing and postmarked by the RE: deadline. Refer to conference preview, sent to all AAHE members in early In this issue, the Bulletin is trying out a new "AAHE News" feature December. for details. February 19, called RE:. Similar to a classified ad or interoffice memo, the item 1993. aims to encourage communication among AMIE members and to Discount Hotel Rate Deadline. 1993 serve as an informal "education clearinghouse," facilitating the National Conference. Refer to con- exchange of information and resources. ference preview, sent to all members We invite AAHE members who would like to connect with their in early December, for details. Feb- ruary 21, 1993. colleagues to submit items to RE:. In a few words, describe the information/ material you need and include an address where it 1993 National Conference. Wash ington, DC. March 14-17, 1993. should be sent, including a contact name. This month, AAHE has a request of its own: 1993 Assessment Conference. Chi- cago, IL June 9-12, 1993. The Office of School/College Collaboration would like to hear about established teaching and learning centers where college fac- 1993 School/College Conference. ulty and K-12 personnel work together to accomplish similar edu- Pittsburgh. PA. December 4-8. 1993. cational goals. Contact Carol Stoel. Director. at AAHE.

AAHE BI'LLETIN DECEMBER 1992 L. r by Ted Marchese

Welcome back for news of AAHE members (names in bold) doing interesting things, plus news of note do send me items, it's your column Read Cole the Oryx

PEOPLE: It's a special event when an alma materHigher Education, a very active consortium in (Michigan) picks a friend of yours at the end ofNorth Texas. . Barbara Brown Packer moves a long search, so allow my holiday cheers for Jimfrom UC-Davis to an assistant academic deanship Renick, new chancellor of UM-Dearborn ... theat Lasell College, an innovative women's college post, indeed, passes from one AAHE Board memberin Newton. MA, focused on "connected !earning." to another, with Jim succeeding our current chair. .. Allen Koenig writesthat he and other veteran Blenda Wilson, now at CSU-Northridge Nextadministrators have set up a new national Registry month, Blenda and a dozen other presidents of Interim College & University Presidents, serving including Dale Lick of Florida State, Judithinstitutions for whom such an appointment makes Ramaley of Portland State. and Earl Lazerson ofsense ... reach Allen at(714) 281-8086. SIU-Edwardsville, along with Frank Newmui of ECS will meet with K-12 education leaders inPUBLISHERS: Without doubt, the dominant St. L.-kits, January 7-8, the founding meeting ofhigher education book publisher in the U.S. these AAHE's Education Roundtable, a new effort topast 25 years has been Jossey-Bass, Publishers, deepen the involvement of higher education in thewhich has brought to market more than 900 titles. school reform movement (see "AAHE News"). ... When he retired,founder Allen Jossey-Bass sold the firm to the Maxwell interests but MORE CHAIRS: Morris Keeton he chaired our(fortunately) the firm enjoys good legal protections Board in1972-73. when he was already thefrom the litigation surrounding that deceased admired guru of adult learning has a bushelfulfinancier's estate.... Less fortunate has been of new projects under way at Maryland's Instituteindustry giant Macmillan, now ensnarled in the for Research on Adults in Higher Education. ... bankruptcy proceeding. .. This in part led to a In his honor, each year CAEL offers a Morris T.decision by ACE to seek a new publishing partner. Keeton Adult and Experiential Learning Awardwhich turns out to be The Oryx Press (of Arizona). ( Morris was CAEL's founding president), with this ... ACE/Oryx will market and distribute the year's award going to Sister Joel Read of Alvernoformer ACE/Macmillan line, while it aggressively AAHE's Board chair in 1976-77. .. . Betweenseeks new manuscripts.... Meanwhile, a new Morris and Joel. in 1974-75. K. Patricia Crosscompetitor of note looms on the horizon: the Johns headed our Board .. . about whom I learned anHopkins University Press, which has actively been interesting fact recently: that her hest-known book.pursuing authors and manuscripts for a higher Adults as Learners, is the all-time best-sellingeducation series of its own. Jossey-Bass book on higher education, at 35,000 copies ...in recognition of that and other fineAT ASHE: The Association for the Study of Higher works. ASHE last month awarded her its HowardEducation once an AAHE caucus enjoyed Bowen Distinguished Career A.i..2.cd named fora big turnout for its annual meeting last month our 1975-76 Board chair, the late Howard Bowen.in Minneapolis. ...Michigan's Michael Nettles took over the presidency from Shirley Clark of MORE PEOPLE: Spelman's Johnnetta Cole headsthe Oregon state board, with ACE's Elaine El- the Clinton transition team putting together policyKhawas the president-elect.. .. Zelda Gamson was and staffing for education and labor.... Carolher usual wise self as keynoter. .. .Special Boyer moving from Baltimore to the Twin Cities.recognitions went to Ernest Boyer and Joan Stark new assistant dean for planning, program devel-for their contributions to knowledge, and to opment, and administration of the Ed school atMichigan graduate Martha Stassen for disserta- Minnesota.. .. Dick Johnson tookretirement fromtion of the year.. .. The JanuaryBulletin is taken t he Exxon Education Foundation, now is master-up with the preliminary program for AAHE's 1993 minding development of a four-year institution inNational Conference. which means we'll be back downtown Dallas on behalf of the Alliance forhere in February... . Happy holidays! TWo Upcoming Conferences Two Chances to Meet Your Colleagues

sions, and informal dialogues are tive learning to innovative man- Faculty Roles and Rewards. agement practices like TQM. Out While perceived inequities in the planned. Presenters include Larry faculty reward system have fueledBraskamp, Carol Cartwright, . of these efforts, new forms and campus debates for many years, Robert Heterick, Clara Lovett, conceptions of community are the issue has only recently begun Ernest Lynton, William Massy, emerging. to receive national attention. In- R. Eugene Rice, Lee Shulman, Join a diverse group of some 1,800 faculty and administrators side the academy, faculty work and David Ward. from all sectors and interested and the workplace itself is Campuses are encouraged to changing, and new ideas about send provost-led teams. Confer- parties from the press, foundations, government, and other how to describe, document, and ence enrollment is limited to 500, evaluate that work are taking holdso register now! Registration agencies for a discussion of the role of higher education in this in institutions both large and smali.deadline is January 8, 1993. Con- Join us in San Antonio. TX, tact Kristin Reck, project assist- new community Presenters January 29-31, 1993, for the first ant, for registration materials. include Alison Bernstein, K. conference sponsored by AAHEs Patricia Cross, Janet Dickerson, new Forum on Faculty Roles and National Conference on Amite" Etzioni, Steven Gilbert, Rewards. Presenters and confer- Higher Educadon. AAHEs Gerald Graff, Shirley Malcolm, Keynoter Parker Palmer, Steven ees will address four major 1993 National Conference on themes (tracks): Faculty Work Higher Education is scheduled forSample, Daniel Yankelovich, and March 14-17, 1993, in Washing- Kosaku Yoshida. and How It Is Changing; Registration materials were Approaches to Documentation ton, DC. The conference theme, "Reinventing Community," sent to all AAHE members at the and Evaluation; Faculty Incen- beginning of December. To take tives and Rewards; and Points of underscores the growing belief advantage of discounted registra- Leverage and Catalysts for that the time has come for genuine social intervention in tion fees, sign up by February 19, Change. 1993; register after that date for In addition to formal presenta- higher education. Creative educators are inventing new forms and an additional $20. Watch for the tions and panels, numerous Preliminary Program in next roundtable discussions, in-depth techniques of collaboration case discussions, working ses- from new pedagogies of collabora-month's Bulletin.

Moving?Clip out the label Amerin. A.smiciation for Higher Education below and send it. marked with your new address, to 'Change of Address: AMIE. AARE members receive free the AAHEBulletin (ten issues/year) and Change One Dupont Circle. Suite 360, magazine (six issues/year); discounts onconference registration and publications: Washington. DC 20036-1110. special rates on selected non-AAHEsubscriptions; Hertz car rental discounts; and more. To join, complete this formand send it to AAHE, One Dupont Circle, Suite 360, Washington, DC 20036-1110. MEMBERSHIP (Choose one) Regular. 0 I yr, $75 0 2 yrs, $145D3yrs,$215 Retired: 0 1 yr, $45 Student: 0 1 yr, $45 (For all categories, add $8/year for membershipoutside the U.S.) CAUCUSES (For AAHE members; choose same numberof years as shove) 0" Amer. Indian/Alaska Native: O 1 yr, $10 0 2 yrs, $20 0 3 yrs, $30 . O 1 yr, $15 0 2 yrs, $30 0 3 yrs. $45 Asian/Pacific American: 1'" Black: O 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 O 1 yr, $25 0 2 yrs, $50 0 3 yrs, $75 ta. C Hispanic: 0 2 yrs, $20 0 3 yrs, $30 (u Lesbian/Gay O 1 yr, $10 C r.r 0 M0 F Name (Dr./Mr./Ms ) JD IL: Position CQ0 2CCI 7 institution/Organization La<01'ett tr0.7 Address (o horne/0 work) it-)7CtL- ZU =

City St Zip wow: Daytime Phone 0 Bill me 0 Check enclosed (payment inU.S. funcic only) 70

In this issue:

This January 1993 AAHE Bulletin is a special issueEach January, the Association's monthly newsletterthe devoted entirely to AAHE's 1993 National ConferenceAAHE Bulletin is dedicated to the preliminary program on Higher Education. Next month the Bulletin will of AAHE's upcoming, annual National Conference on Higher return to its usual pursuits interviews, essays, and how-Education, the event that most fully expresses AAHE's to articles addressing the practical concerns of faculty and values. administrators. If you're not already a member, we hope you will consider If you are among the 15,000+ nonmembers seeing thejoining AAHE. For more about the Association and its AAHE Bulletin for the first time, let me explain that thebenefits (including significant savings on conference American Association for Higher Education is a nationalregistration), see the box on page 4. And to members and organization of individuals from all sectors and positionsnonmembers alike, we hope to see you March 14-17 in dedicated to improving the quality of higher education.Washington, D.C.! BP

1993 NATIONAL CONFERENCE ON HIGHER EDUCATION

3 "Reinventing Community: Sustaining Improvement During Hard Times" 5 Preliminary Program/a day-by-day listing of events scheduled as of press time 16 Workshops/this year's twenty-six Professional Development Workshops 20 Ticketed Activities/events requiring advance registration and additional fees 21Exhibits, Etc./more conference details 22 Hotel, Registration Instructions/help completing the enclosed Registration and. Hotel Reservation Forms

AND MORE .. . 4 About AAHE/join the Association now, and save up to $80 on your conference registration and begin receiving the benefits of membership 5 Symposium on School/College Collaboration 6Special Gathering for Department Chairs 8Forum on Exemplary Teaching/a special program for faculty 10 Colloquium on the Effective Academic Department

AABE BULLETIN January 1993/Volume 45/Number 5

Editor: Theodore J. Marchese Managing Editor: Brv Pollack Assistant Editor: Gail N. Hubbard

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 Presidenis: 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 from the Managing Editor. AARE 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: $75, of which $40 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. BIM( issu: $3.50 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany all orders under $50; payment or purchase order must accompany all orders over $50. AMIE Bulletini s available in microform from University Microfilms International POSTMASTER: Send address changes to AAHE Bulletin. One Dupont Circle. Suite 360. Washington. DC 20036-1110.

thver &sign by Janice Maurosehadt Mpesetting by Ten Point Type. Printing by Hagerstown Bookbinding & Printing, Inc. AMERICAN ASSOCIATION EDUCATION About This Conference

REINVENTING COMMUNITY Sustaining Improvement During Hard Times

March 14-17, 1993 Washington, DC

he AAHE National Confer- The theme of community building fessionals are finding new ways to ence on Higher Education and improvement runs throughout serve both their local communities annually draws some 1.800 the conference, beginning with the and society at large. In Los Angeles. faculty, administrators, and keynote address by author and lec- for example, the University of South- others who share a commitment to turer Parker Palmer. As he observed ern California is playing a key role improving the enterprise called in an interview in the September in the rebuilding of that city following "higher education.' In more than 200 1992 AAHE Bulletin, during times plenary and concurrent sessions, of declining institutional resources. workshops, meetings, and social occa-"people start discovering each other Invited ... sions, these participants will enjoy and their need for each other,... i a host of opportunities to gain coming out of privatized academic new insights and perspectives on lives into various forms of academic cutting-edge issues ... to see the "big community." Palmer's 1987 presen- picture," as well as acquire the prac- tation on community is still one of tical tools needed to increase per- the most widely acclaimed sessions sonal and institutional effectiveness ever presented at an AAHE National .. to network with colleagues who Conference. share similar interests and responsibilities. THEMATIC CLUSTERS Each year, AAHE builds the program of its National Conference Beyond the Sunday evening keynote around a timely theme this year, address, many sessions on Monday, "Reinventing Community" sup- Tuesday, and Wednesday will echo plemented by dozens of sessions on the theme of "Reinventing Commu- President-Elect Bill Clinton has been other important topics. This prelim- nity," clustered along seven theme- invited to address the 1993 National inary program provides a chrono- related tracks. Ke, ning those clusters Conference. 'logical listing of all activities in place in mind may be useful as you read at press time, with more sessions through the chronological listing of and activities to be confirmed in the sessions that follows. Those clusters. last year's riots. You'll hear about coming weeks. together with some illustrative ses- the effort from USC's president, Of note: AAHE has extended an sions, are: Steven Sample (and, it is hoped, invitation to President-Elect Bill Clin- from Peter Ueberroth). You'll also ton to address the conference. Key (1) Higher Education and Society: hear from a panel of humanities Clinton advisors on education policy Rewriting the Contract scholars, consisting of Gerald Grafi, also have been invited. Do we need to find a new balance Lucius Outlaw, Judith Rényi, and between the rights and responsibil- Dm Holt, about their perceptions THE 1993 THEME ities that form the basis of the con- of the public responsibilities of the tract between society and its public humanities professions. Other ses- This year's theme is "Reinventing institutions? At a Monday morning sions in this cluster will explore con- Community: Sustaining Improve- plenary session, Alison Bernstein, nections between student community ment During Hard Times." Why this Amitai Etzioni, and Daniel Yanke- service and community development. theme now? Despite current con- lovich will examine that question. ditions. maybe even because of them. with special emphasis on its impli- (3) Community as Pedagogy many people believe it's time for gen- cations for colleges and universities. New forms of collaboration in the uine social invention in higher edu- The need to "rewrite the contract" classroom such as Classroom cation. A spirit of creativity, empow- also will be considered in sessions Research are attracting fresh erment, and community is growing on the outlook for public support attention with their impressive power on campuses, leading to improvement of higher education, and President- and promise. Speakers such as K. efforts in individual courses, in Elect Clinton's call for linking student Patricia Cross will help you consider ! departments and other administra- aid to public service. the impact of seven years of Class-

tive subunits, on campuses as a : room Research in higher education. whole, and in the relationships (2) Campuses and Their Cross and Dm Angelo will host a between campuses and their sur- Communities Sunday afternoon "Readers' Theater": rounding communities. Across the country, campus pro- breakout sessions later in the con-

7 3 AARE 1111.1.1711N JANUARY 1903 3 mentary on the state of the national ference will provide further insights. (5) Redefining Faculty conversation about academic reward In this same cluster, multiple sessions Responsibilities also are scheduled around issues Inside the academy. faculty work systems. of collaborative and cooperative and the workplace itself is learning, residential colleges, and changing, and new ideas about how (6) Conceptions of Community: other approaches to organizing stu- to describe, document, and evaluate Cultures of Coherence Demographic diversity, even when dent learning groups. that work are taking root. Sessions in this cluster will deal with issues accompanied by efforts to diversify the curriculum, doesn't guarantee (4) New Technologies, New Forms of faculty workload, preparing for careers as college teachers, part-time intergroup harmony on campus. As of Community campuses become more diverse, the Several sessions at the 1993 con- faculty, mentoring and other support ference will prompt you to think hard programs for junior faculty, faculty search for new conceptions of community as a framework for campus about how emergent technologies evaluation, faculty development, and affect community life, starting with more. The relationship between fac- decision making takes on added Steve Gilbert and Susan Saltrick's ulty work and rewards is the focus importance. In one of the largest clus- provocative Monday morning session of AAHE's new FIPSE-supported proj- ters of the 1993 conference, multiple on the question of whether -connec- ect the AAHE Forum on Faculty sessions and briefings will explore new ways of thinking about com- tivity' can support community. Other Roles and Rewards. By the time the munity. Patrick Hill, who has written sessions will examine efforts to 1993 National Conference convenes involve faculty in electronic com- in Washington, DC, the Forum will about the issue in Change, will put munications that cut across disci- have completed a late-January forward a notion of community based upon conflict. Arthur Levine will lead plinary and institutional lines; the special-interest conference of its own social ethics of electronic commun- in San Antonio. You'll hear about a panel that examines the question ications; and the relatively new con- the Forum's work from AAHE's pres- of how the campus conversation about multiculturalism in the cur- cept of information literacy. ident, Russell Edgerton, with com- riculum is changing. Additional sessions will address issues of race, About AAHE gender, sexual preference, and other campus life issues, especially in light The American Association for Higher Education (AAHE) is amembership of the recent Supreme Court decision association of more than 8.000 individuals interested inimproving the about campus codes for conduct and effectiveness of the h;gher education enterprise as a whole and their own speech. effectiveness in their particular setting. Members come from all sectors and positions in the higher education community faculty and admin- (7) Leadership arid Community istrators, foundation and gmernment officials, students and trustees. Building AAHE's flagship event is the National Conference on HigherEducation The concept of sustaining improve- AAHE also publishes Change magazine, the MHE Bulletin,mono- ment during hard times often trans- graphs,conference papers, directories, and resource guides. The Asso- lates into creative leadership and ciation is also home to several special projects the AAHE Assessment organizational arrangements. In this Forum, the Office of School/College Collaboration, the Forum onFaculty cluster, Kosaku Yoshida will examine Roles and Rewards, each of which sponsors a conferenceof its own; the the implications of Deming's man- Education Roundtable; the MHE Teaching Initiative; andCommunity Com- agement philosophy for higher edu- pacts for Student Success cation; other sessions and workshops also will look at TQM. Janet Smith Member Botatits Dickerson will speak about the need MHE members receive free subscriptions to Change and theMHE Bul- to develop a new balance between letin and discounts on all other MHE publicationsMembers also receive academic and student services as significant discounts on registration to all of AAHEsconferences, and they they try to build community on cam- get access to the consulting. networking, andinformation resources of pus. Management and leadership the Association's special projects practices also will be the focus of Members also may participate in AA1-lE's special-interest networks a Monday afternoon Colloquium on the Caucuses and the Action Communities. Sessions andother events the Effective Academic Department sponsored by these networks are noted in the preliminary program. and a Sunday Faculty Senate Lead- Caucuses:The MHE Caucuses are formal organizationsfor MHE ership Retreat. members interested in minority issues You don't have tobe a member of an AAHE Caucus to attend its open events; however,do consider joining Study the program. mark your cal- one or more Caucuses on the enclosedRegistration Form. Joining a Cau- endar for March 14-17. 1993, in cus supports its efforts and enables it to continuetozponsor conference Washington. DC, and register now activities (You must be an MHE member to join aCaucus.) MHE currently to take advantage of reduced week- offers membership in the following Caucuses. AmericanIndian/Alaska end airfares and special hote/ rates. o Native, Asian Pacific, Black; Hispanic. Lesbian/Gay;Student; and Women's Action Communities. AAHE's Action Communitiesprovide members with informal networks for collaborative problem soMngAction Commu- nities hold open meetings at the conference, and somealso sponsor additional sessions. Current topics include ClassroomResearch, Information Literacy, Collaborative Learning, and more Annuai membership in AAHE is just $75 Join today on yourconference Registration Form and save up to $80 on conference fees

4 AMIE BULLETIN JANUARY 199 lemulummismonommosimingli1111111MME

---PRELIMINARY. PROGRAM

Below is a chronological listing of 3:00-5:00 PM the sessions and otherevents in , place as of press time; additioval .:1.UNEIShisiimAIARCNtlx4. AMIE Forum on Exemplary program offerings will be confirmed 'leaching: Seminar over the corning weeks. MI registrants will receive a final Confer- Note: Special registration required. See pege 8 for details. 8:30 AM-12:30 PM ence Program book on site. All events Are open unless noted Professional Development otherwise. C:00 PM Vikwkshop S-10 Note: Fee and advance registration AAHE Forum on Exemplary required. See "Workshops"on page Teaching: Diluter 16 for details. ,..i3ATURDAY._MARCH, Note: Speda} registration required. See page 8 for details. 8:30 AM-1:30 PM Preconference Activities ?:30-10:30 PM AMIE Hispanic Caucus Forumand Luncheon: "Architects for Change" 10:00 AM-3:00 PM Capitol City at Milight Thu Note: Fee and advance registration Note: Fee and advance registratior Symposium on School/College required. See 'Ticketed Activities" required. See "Acketed Activities" on page 20 for details. Collaboration on page 20 for details. Note: Fee and advance registration required. See box below for details. 1:00-4:00 PM 111.1111/ Symposium on SchooliCollege AMIE Black Caucus Career Collaboration Development Seminar Note: Fee and advance registration National Standards and Systemic required. See 'Ticketed Activities" Education Reform: on page 20 for derails. What Is Higher izducation'sRole? Saturday, MaTh 13, 10:00 AM-3:00 PM 1:00-8:00PM How does the higher education community understand the nature and direction of "systemic" education refcrm, itsrelation to national standards Fighlights of Blishington Bus Tour and the role Inrough school/colege collaboration I v' 5te: Fee and advance registration that higher education needs to (play' These questions willserve as the focus for presentat.ons required. See "Ticieted Activities" and audience dscussions during this clay-longpreconference session, on page 20 for details. sponsored by AAHE's School/Co'lege Group. The target of this specialsymposium s AAHE's school/college con- 1:30-4130 PM stluency, including campus-wide collaborationcoordinators, proJev directors. faculty members, and others at all levelsinvolved or interested in the AMIE Hispanic Caucus Professional future of such partnerships. Development Seminan "Profes- At the session AAHE's school/collegecollaboration staff will offer a pre- sional Destinations: Inward, Out- view of the progarn for MHE's next National Conference ward, Onward" on School/Col- lege Collaboration, in Pittsburghon December 4-8. 1993. and they will Note: Open to caucus members only. lay out the new cirections that MHE's school/college collaborative won< Advance registration required. See will take over the negt two years. 'Ticketed Activities" on page 20 for Organizers:Nein f3,own. Kati Haycock, and Carol Stoel.Directors, details. MHE's School/Ccliege Group, AAHE. Fee: $35, includes lunch 3:00-4:00 PM Schedule 10:00-1145 AM Museum Tour of The Phillips Sistemic Reform, National Standards,and the Collection Role of Higher Education: An Overview Note: Fee and advance registration required. See 'Ticketed Activities" 12 00 noon-1 30 PM The Clinton Aoministration and School/College on page 20 for details. Collaboration

1 45-300 PM Reform, Standacis and Professional Develop- ment. Lessons F'rom a Disciplinary PerspectNe

BEST COPYAVAILABLE sftith "ickenbon 7 ,r AAHEBULLET1NIJANUARY ITS13/5 amminimommommilimi MIRMEN11.1as 9:00-11:00 AM 1:00-4:00 PM 2:00-5:00 PM Special Gathering for Department Professional Development Work- Chairs Professional Development shops S-17. S-18. 8-19, 8-20. 8-21, Workshop S-27 Note: See box below for details. S-22, 8-23, S-24, S-25, 8-26 Note: Fee and advance registration Note: Fee and advance registration required. See "Workshops' on page 9:00 AM-12:00 noon required. See "Workshops" on page 16 for details. 16 for details. AMIE Student Forum: "The College 3:00-4:00 PM and American Society" 1:30-3:30 PM Note: Fee and advance registration Choosing a Dissertation Topic: Rele- required. See "Ticketed Activities" POD Sampler "Building Community on page 20 for details. vance. Research. Realism Through Collaboration Between Moderator: Sharon McDade, Assis- Faculty Developers and tant Professor of Higher Education Professional Development librk- Administrators" shops S-12, 8-13, 8-14, S-15, S-16 Administration, Teachers College, Sponsored by the Professional and Columbia University. No:e: Fee and advance registration Organizational Development (POD) Presenters: Jonathan D. Fife, Direc- required. See "Workshops" on page Network in Higher Education. 16 for details. tor, ERIC Clearinghouse on Higher Moderators: Larry K. Quinsland, Education; others to be announced. Faculty Development Consultant, 9:00 AM-4:00 PM National Technical Institute for the 3:30-4:30 PM Deaf, Rochester Institute of Tech- Professional Development nology, Charles Spuches, Coordi- Professional and Organizational librkshop S-11 nator, Instructional Development, Note: Fee and advance registration Development (POD) Network in SUNY College of Environmental Sci- Higher Education Reception required. See 'Workshops" on page ence and Forestry. 16 for details. Presenters: Karron Lewis, Assistant 4:00-5:00 PM Director. Center for Teaching Effec- 10:00 AM-12:00 noon tiveness, University of Texas at Aus- Administrative Position tin; Martin Nemko. Education Con- Roundtables Jazz Dance: A Multicultural sultant, California. Experience Roundtable discussions for individ- Note: Fee and advance registration uals holding similar positions at dif- 2:00-4:00 PM ferent institutions. Positions will required. See 'Ticketed Activities" on page 20 for details. include chief academic officer, asso- AAHE Research Forum Preconfer- ciate academic officer, assistant/ ence Planning Session associate dean, assistant to the pres- 10:00 AM-4:00 PM By invitation only. ident, and others. Faculty Senate Leadership Retreat Jazz Dance: A Multicultural Note: Fee and advance registration Orientation for Graduate Students Experience Presenters: Sharon McDade, Assis- required. See 'Ticketed Activities" Note: Fee and advance registration on page 20 for details. tant Professor of Higher Education required. See "Ticketed Activities" Administration, Teachers College, on page 20 for details. Columbia University; Carmine Gibaldi, Associate Professor and Chair, Department of Business, St. John's University. SPECIAL GATHERING FOR DEPARTMENTCHAIRS Sunday, March 14, 9:00-11:00 AM

All department chairs attending the conferenceare invited to join AAHE staff members on Sunday mornmg Chairs will be askedto share issues. concerns, and frustrations that emerge from their work within thedepart- ment. Participants will explore ways in which MHE mightbetter support department chairs in dealing with these issues. At the end ofthe session. AAHE staff members will brief attendees onsome of the current MHE initiatives that relate to departmental work andpreview conference program sessions that relate specifically to departmentalconcerns Coffee will be served ModeratorJon Wergin. Senior Associate and Interim Director, AAHE Forum on Faculty Roles and Rewards. AAHE, andProfesso: of Education. Virginia Commonwealth University

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15, AARE BULLETIN JANUARY 1093 4:15-7:00 PM

Black History Tour of Washington Note: Fee and advance registration AAHE READERS' THEATER '93 required. See 'Ticketed ActMties- "Seven Years of Classroom Research: on page 20 for details. Conversationu With Adepts, Novices, and Skeptics" Sunday, March 14, 5:00-6:00 PM 5:00-6:00 PM This year. MHE's Readers' Theater celebrates the efforts of thousands AAHE Readers' Theater '93: "Seven of faculty. admi,ustrators, and students who have transformed what was Years of Classroom Research: Con- Just a promising concept in 1986 when Pat Cross first introduced Class- versations With Adepts, Novices, room Research to MHE into a myriad of productive, exciting realities and Skeptics" in 1993. Through a series of entertaining exchanges among long-time Presenters: Thomas A. Angelo, Direc- practitioners, novices, and thoughtful skeptics. the Readers' Theater will tor, Academic Development Center, give voice to seven years of experience and innovation By eavesdropping Boston College; K. Patrick' Cross, on these conversations. you'll learn more about the premises, practice. Conner Professor of Higher Educa- and promise of Classroom Research and Classroom Assessment. You II tion, University of California, discover how these related approaches are being used to improve the Berkeley. quality of teaching and learning in classrooms across the continent. These vignettes will reveal just how much of a difference Classroom Research 6:004:00 PM can make Something completely different! Hosts: Thomas A Angelo. Director. Academic Development Center. Reception: "Celebrating Seven Years Boston College: K Patricia Cross. Conner Professor of Higher Education. of Classroom Research" University of California. Berkeley Sponsored by Allen Jossey-Bass.

AARE Community College Network "Get Acquainted" Reception MONDAY, MARCH 15 8:30-9:45 AM 7:45-9:00 PM Multiculturalism and the Curric- 7:00-8:00 AM ulum: How Has the Conversation Changed? , Keynote Address Aer&bic Exercise Class Moderator: Arthur Levine, Chair, 9:00-10:30 PM Leaders: Elizabeth (Francis) Institute for Educational Manage- Brooks, Project Assistant, AAHE ment, and Member, Senior Faculty, Keynote Reception Assessment Forum, AAHE; Clifford Graduate School of Education, Har- Adelman, Director, Division of Higher vard University. Education, Office of Research, U.S. Presenters: Edgar Beckham, Program Department of Education. Officer, Education and Culture Pro- gram, The Ford Foundation; others to be announced. KEYNOTE 7:30-8:15 AM ADDRESS Welcome Breakfast for Newcomers The Future of Women in Sports A welcome reception for new AAHE Presenters:John DiBiaggio, Pres- members and National Conference ident, Tufts University Merrily Dean newcomers and an opportunity to Baker, Director of Athletics, Michigan meet members of the AAHE Board State University, Vivian L. Fuller, and staff. Director of Athletics, Northeastern Illinois University.

parlor pelmet "Reinventing Community: Sustaining Improvement During Hard Times" Speaker: Padcar Palmer,Autor. Lecturer, Consultant, and AAHE Senior Associate.

iteolssle AMIElArrIN 'JANI'ARY I 993 7 Can Connectivity Support Commu- Revenue Replacement Is Not The Public Responsibilities of the nity?: Another Challenge for Infor- Enough: Responding to the Ne% Disciplines mation Technologies Fiscal Realities Presenters: Judith Rknyi, Director, Presenters: Steven Gilbert, Vice Pres- Presenters: Patrick Callan, Executive Collaboratives for Humanities and ident, EDUCOM; Susan Saltrick, Director, California Higher Education Arts Teaching; Gerald Graff, The Director, New Technologies Devel- Policy Institute; others to be George M. Pullman Professor of opment, John Wiley & Sons. announced. English Language and Literature and the College, University of Chicago; Service-Learning and Community AAHE's School/College Dm Holt, The James Westfall Development: A Powerful Collaboration Programs Thompson Professor of American Combination An open meeting. History, University of Chicago; Lucius Presenters: Tessa Thgle, President, Moderators: Nevin Brown, Kati Hay- Outlaw, Professor and Chair of Phi- Miami-Dade Community College, cock, and Carol Stoel, Directors, losophy, Haverford College. Medical Center Campus, and Member, AAHE's School/College Collaboration Group, AAHE. What Can We Expect From the Clin- AAHE Board of Directors; Edward ton Administration? How Can We Zotkowski, Professor of Eng!ish and Help? Director, Bentley Service-Learning 10:00-11:00 AM Project, Bentley College. Presenters: Frank Newman, Pres- Competition and Cooperation: Dem- ident, Education Commission of the Phantom Students: The Impact of ing Philosophy Comes to Higher States; others to be announced. Student Mobility on Educational Education Planning Presenter: Kosaku Yoshida, Con- 11:15 AM-12:30 PM Presenter: Virginia Smith, President sultant in Quality Management and Emeritus, Vassar College, and Senior Professor, Department of Finance; Rights and Responsibilities: Search- Consultant, California Higher Edu- Quantitative Methods, California ing for a New Balance cation Policy Institute. State University-Dominguez Hills. Moderator: Russell Edgerton, Pres- ident, AAHE. Presenters: Amitai Etzioni, Professor of Sociology, The George Washington University, and Editor, The Respon- FORUM ON EXEMPLARY TEACHING sive Community; Daniel Yankelovich, Chair, DYG, Inc.; Alison Bernstein, The MHE Teaching Initiative will srsonsor the fifth annual Forum on Exem- Director, Education and Culture Pro- plary Teaching, a series of presentations and roundtable discussions that gram, The Ford Foundation. offer faculty the chance to become part of a network of excellent teachers who also care about the improvement of teaching beyond their own class- 12:30-2:00 PM rooms. The events begin with a preconference seminar on Saturday, March 13, at 3:00-5:00PM,and continue throughout the conference Lunch in the Exhibit Hall To participate, faculty must be selected by their chief academic officer A letter with program and registration details was sent to all CAOs in AAHE American Indian/Alaska December. For more information or to receive a copy of the special invi- Native Caucus Business Meeting tation letter, call Pat Hutchings, Director, AAHE Teaching initiative, atMHE et 202/293-6440. AMIE Asian Pacific Caucus Busi- ness Meeting

Collaborative Learning, Cooperative Balancing Academic and Student AARE Black Caucus Business Learning, Team Learning: More Services: Extending Boundaries, Meeting Than a Semantic Difference Dispelling Myths, Facing Truths Moderator: Vincent Tinto, Professor, Presenter: Janet Smith Dickerson, AARE Hispanic Caucus Business Department of Cultural Foundations Vice President for Student Affairs, Meeting of Education, and Project Director, Duke University. National Center on Postsecondary 1:00-1:50 PM Teaching, Learning, and Assessment, Syracuse University. Roundtable Book Discussions Presenters: Barbara J. Millis, Assis- Read these books before the con- tant Dean of Faculty Development, ference and join your colleagues for University of Maryland University informal discussions. College; Larry Kent Michealsen, Pro- Roundtable I: The Pbur Cultures fessor of Management, University of the Academy, by William H. of Oklahoma; Nancy Hoffman, Direc- Bergquist. tor, University Honors, Temple Roundtable II: How Academic Lead- University. ership Works, by Robert Birnbaum, and Redesigning Collegiate Lead- ership Teams and Teamwork in Higher Education, by Estela Ben- simon and Anna Neumann.

toL,ret varatel 7 c AMIE RI %LEM:JANUARY 1903 1:00-3:00 PM Poster Sessions SAVE $80! If you're not akeady a member of MHE, join today, as part of your National Reinventing Community by Chang- ing the AcaFemic Calendar: Chang- Conference registration. You'll save up to $80 on your conference reg- ing Thne and the Consequences istration fee, and begin receiving all the other benefits of membership. Moderator: Robin Cash, Director, Use the Registration Form enclosed to join. Western Scholars Year Project, West- ern State College of Colorado. Presenters: Robert D. Becker, Dean The Faculty Center for InstructionalLinking Federal Opportunities and of Core, General Studies, and Fresh- Excellence at Eastern Michigan Educational Capabilities man Studies, and Frank Venturi), University Presenters: Patricia A. DeVeaux, Associate Vice President for Aca- Presenter: Deborah DeZure, Co- Director, Customer Services, and demic Affairs, Western State College Director, Faculty Center for Instruc- Clarence Henry HI, University of Colorado. tional Excellence, Eastern Michigan Trainer, Federal Information University. Exchange, Inc. The New Faculty Thaching Group: Supporting the Needs of Junior Fac- A Faculty Role in 'fransfer Student SUNY Potsdam's Partnerships for ulty Members Success: The Minnesota Ilansfer Service, Research, and Learning Presenter: dime Jakoubeck, Asso- Curriculum Presenter: Janet DudlerEshbach, ciate Dean, Luther College. Presenter: Nancy Register Watigen, Deanof the Schoolof Liberal Studies, Executive Director, Intersystem SUNY, College at Potsdam. Faculty Development in a Learning Collaboration. Community Bush Regional Collaboration in Fac- Presenters: Jeanine L. Elliott, Vice Creating an Electronic Advising ulty Deyelopment President, and Caroline A. Gould, Portfolio: Forty Years of Assess- Presenters: Lesley L Cafarelli, Program Officer, Great Lakes Colleges ment, Educational Planning, and Director, Bush Regional Collaboration Association. Academic Advising at Penn State in Faculty Development, and Assis- Presenters: Eric R. White, Director, tant Vice President for Leadership Institutional Thlecomputing Ser- Division of Undergraduate Studies, Development, Minnesota Private Col- vices as a Community Resource and Judith J. Goetz, Associate Direc- lege Research Foundation; Stewart Presenter: Don Furth, Data Systems tor, Division of Undergraduate Stu- Bellman, Professor of English and Manager, El Paso Community College. dies, and Coordinator of the Fresh- Faculty Development Coordinator, man Testing, Counseling, and Black Hills State University; Jane Creating Diversity in an "Un- Advising Program, and James J. F. Earley, Dean, College of Arts and Diverse" College or University Kelly, Associate Director, Division Humanities, Mankato State Presenter: Raymond J. Rodrigues, of Undergraduate Studies, and Coor- University. Vice President for Academic Affairs, dinator of Academic Advising and North Adams State College. Information Centers, The Pennsyl- Individualism and Commitment vania State University. to Community: The Impact of Academy for Community College College Environments Leadership Advancement, Inno- Presenter: Michael Evans-Layng, vation, and Modeling Principal Analyst, University of Cali- Presenter: WYneaa Lee, Assistant fornia, San Diego. Director for Evaluation, North Carol- ina State University. 2:00-3:15 PM

Reinventing Accreditation Presenter: Ralph A. Wolff, Associate Executive Director, Western Asso- ciation of Schools and Colleges.

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AAHE BULLET1N/JANUARY 1993:9 Strategies for Creating Relevance 2:00-3:30 PM Technical College; Shirley Baugher, I in Science and Math Education 'Professor and Chair, Family and Con- I Moderator: Daniel Udovic, Associate . General-Education Directors , sumer Sciences, University of I Professor and Head. Department of Roundtabie Nebraska; Henna Williams, Com- I Biology, University of Oregon. i Leader: Jerry G. Gaff; Project Direc-, monwealth Professor of Arts, Scien- ces, and Education, George Mason Presenters: James B. Courtright, I tor, Strong Foundations for General Professor, Department of Biology, I Education, Association of American University; H. Clyde Evans, Director, Marquette University; Harriet Pol- Colleges. Office for Academic Careers, and latsek, Julia and Sara Ann Adams Associate Dean for Clinical Affairs, Professor of Science, Mount Holyoke AAHE Research Forum: "Reinvent- Harvard Medical School. College; Clyde F. Herreid, Distin- : ing Community: A Research Agenda guished Teaching Professor, Biological to Create Common Purposes. Build Toward a Practitioners' Theory of Sciences, SUNY at Buffalo. Commitment, and Sustain Collaboration Improvement" Sponsored by the Collaboration in The Jericho Project: Sharing Infor- Organizers: Catherine Marienau, Undergraduate Education (CUE) mation About Information Tech- Associate Professor and Graduate Network nologies Through a National Ini- Program Director, School for New Presenters: Ann Austin, Associate tiative for Improving Academic Learning, De Paul University; Marcia Professor, Department of Educational Programs Mentkowski, Professor of Psychology Administration, Michigan State Uni- Presenters: Steven Gilbert, Vice Pres- and Director of Research and Eval- versity,.John Beck, Assistant Pro- ident, EDUCOM; Stephen C. uation, Alverno College; K. Patricia fessor, Labor Education Program, Ehrmann, Program Officer for Inter- Cross, Conner Professor of Higher Michigan State University; Zelda active Technologies, The Annenberg Education, University of California, Gamson, Professor of Education and CPB Project. Berkeley. Director, New England Resource Cen- ter for Higher Education, University Residential Colleges: A Legacy of 2:00-4:00 PM of Massachusetts at Boston; William Living and Learning R. Whipple, Associate Academic Moderator: Terry B. Smith, Dean Colloquium on the Effective Aca- Dean, Albright College. of Residential Colleges, Northeast demic Department Missouri State University. Moderators: Russell Edgerton, Pres- Domestic Partner Benefits: Current Presenters: Mark Ryan, Dean, Jon- ident. AMIE; Carol Cartwright, Pres- Practice and Where We're Going athan Edwards College, Yale Uni- ident. Kent State University, and Sponsored by the AAHE Lesbian/ versity; Kristie DiGregorio, Coor- Chair-Elect, AAHE Board of Gay Caucus. dinator of Residential Colleges, Directors. Moderator: Barbara Wright, Asso- Northwestern University, Carl Trin- Note: See box below for details. ciate Professor, Department of Mod- dle, Director of Studies, Monroe Hill ern and Classical Languages, Uni- College, University of Virginia. versity of Connecticut. Presenters: Pieter Judson, Professor, Pitzer College; Maggie Fournier, Associate Professor, School of Nurs- ing, University of Southern Maine; Carol Alpert, As.sociate Librarian COLLOQUIUM ON THE EFFECTIVE for Media Reference Services, New ACADEMIC DEPARTMENT York University Law School. Monday, March 15, 2:00-4:00 PM Developing an Academic Common This extended session wili deal with issues of the "effective" department Market in North America A panel of practitioners will address developing a sense of collective Presenters: Patricia Somers, Assis- departmental responsibility to teaching, creating a coherent departmental tant Professor of Higher Education, undergraduate curriculum, and developing an orientation towards con- and Harold Vaughan, Associate Vice tinuous quality improvement within the department setting Following these Chancellor for International Pro- presentations, the audience will be invited to share their visions and con- grams, University of Arkansas at Lit- cerns related to departmental effectiveness and to develop recommen- tle Rock; Oscar Soria, Director of dations for advancing the work being done in this area Academic Planning, Universidad Russell Edgerton. President, AAHE. Carol Cartwright, Pres- Modwators: Autonoma de Guadalajara. ident, Kent State University. and Chair-Elect, AAHE Board of Directors

Toward Community for All: Feminist 3:15-3:45 PM Pedagov and Assessment Presenters: Nancy Wilds, Director Refreshment Break in the Exhibit of Faculty Development, Armed For- Hall ces Staff College; Barbara Weaver, Dean, University College, and Asso- 3:45-4:45 PM ciate Professor of English, Ball State University: Carolyn Matalene, Asso- The Bittersweet: Women and Lead- John Gardner ciate Professor of English, University ership in Higher Education of South Carolina, Columbia; Barbara Presenters: Gail Mellow, Academic Cambridge, Associate Professor of Dean, Quinebaug Community- English, Indiana University-Purdue University at Indianapolis.

in AARE FirLIEFIN JANI 'ARV I nfri S u Bridging Boundaries. Crossing Cul- The Quality-Driven Classroom 8:00-9:00 PM tures: Using Off-Campus Collabor- Presenters: Daniel Seymour, Pres- atives to Energize Campus Teaching ident, QSystems; Gary Shulman, Pro-Roundtable Book Discussion Initiatives fessor, Department of Communica-Read this book before the conference Presenters: Jane F. Earley, Dean. tions. Miami University; Dea and join your colleagues for an infor- College of Arts and Humanities, Man- Gasbarre, Assistant Professor. mal discussion. kato State University; Stewart Bel- Teacher Education. St. John Fisher Roundtable III: Multiculturalism [man, Professor of English and Fac- College. and the Politics of Recognition. by ulty Development Coordinator. Black Charles Taylor. Hills State I Iniversity; Lesley K. Cafa- Community Values and the Dis- reffi, Director, Bush Regional Col- course of Difference laboration in Faculty Development, Presenters: Pamela Ferguson, Pres-,AYM_ARCH 16 and Assistant Vice President for ident, Grinnell College; Richard S. Leadership Development. Minnesota Jarvis, Vice Provost for Academic Private College Research Foundation. Programs and Research, SUNYSys-7:00-8:00 AM tem Office; Robert Kindrick, Provost Information Literacy: Developing and Vice President for Academic ; Aerobic Walk Through Dupont Cir- Students as Independent Learners Affairs, University of Montana; cle Neighborhood Presenters: Donald W Farmer, Vice Michael R. Fermi, President, and Leader: Elizabeth (Francis) Brooks, President for Academic Affairs, and R. Barbara Gitenstein, Provost, Project Assistant, AAHE Terrence F. Mech, Director of the Drake University. i Assessment Forum, AAHE. Library, King's College; Linda Bunnell Jones, Vice Chancellor for Academic Affairs, Minnesota State University CAMPUS TEAMS System; John R. Porter, Associate Professor of Biological Sciences. Phi- AAHE members attending the conference with six or more colleagues ladelphia College of Pharmacy and from the same institution can register as a "campus team" and receive Science. special discounts on registration fees Call Judy Corcillo at AAHE at 202/293-6440 for more information on the Campus Team Program. K-Higher Education: Strategies That :ncluding registration details Are Effective With Students of Color Sponsored by the AAHE Black Caucus. 5:00-6:00 PM 7:00-8:15 AM Presenter: Carolyn Vaughn Young, Director of Multicultural Student Tomas Rivera Lecture Diversity Breakfast Services, Tacoma Community College. Speaker: Gregory Anrig, President, Jointly sponsored by the AAHE Amer- Educational Testing Service. ican Indian/Alaska Native, Asian Alliances for Minority Participation Pacifw, Black, Hispanic, Lesbian/ in the Sciences. Mathematics, and 6:00-7:00 PM Gay, Student, and Women's Engineering Caucuses. Sponsored by the AAHE Hispanic Ibmas Rivera Reception Presenters: Rosalie Ming, Ming and Caucus. Sponsored by the AAHE Hispanic Stella Wong Chaired Professor in Moderator: Juan Francisco Lara, Caucus. International Business, Simon Fraser Statewide Executive Director, CAMP. University; Blandina Cardenas University of California, Irvine. "CUE-DO" Ramirez, Director, Southwest Center Presenters: Manuel N. GOmez, Asso- A meeting and reception. Sponsored for Values, Achievement, and Com- ciate Vice Chancellor of Academic by the Collaboration in Undergrad-munity in Education, Southwest Affairs, University of California, uate Education (CUE) Network Texas State University; Marvalene ! Irvine; Gayle Byock, Director of Spe- Hughes, Vice President for Student cial Projects, University of California, AMIE Forum on Exemplary Teach-Affairs and Professor of Educational Los Angeles; Gail Martinez, CAMP ing: Open Reception Psychology, University of Minnesota. Coordinator, University of California, Davis. 7:30-9:00 PM 8:30-9:45 AM

AAHE Women's Caucus Dinner at .AAHE Teaching Initiative: Open Sfuzzi's Meeting Note: Fee and advance registration required. See 'Ticketed Activities" Harnessing the Energies of Senior on page 20 for details. Faculty in Institutional Reform: Three Successful Precedents Moderator: Martin Finkelstein, Director. New Jersey Institute for Collegiate Teaching and Learning. Presenters: Donald W. Farmer, Vice President for Academic Affairs. King's College; Bernice Braid, Dean of Aca- demic and Instructional Resources. Long Island University; Ronald Simp- son. Director of Instructional Devel- opment, University of Georgia.

tomwel,Goates r.) AAHE BMLETIN ',IANCARY UM II Social Ethics and the Electronic 10:00-11:15 AM i 12:30-1:30 PM Community Presenter: Gregory A. Jackson, Direc-Are We Making a Difference? Out- AARE Lesbian/GayCaucus tor of Academic Computing, Mas- comes of a Decade of Assessment Business Meeting sachusetts Institute of Technology. in Higher Education Presenters: Karl L Schilling, Direc- 1:15-2:00 PM A "Teacher's Dozen": Fourteen tor, AAHE Assessment Forum, AAHE; (General) Findings From Research Reid Johnson, Professor of Psychol- Addressing the Educational Needs That Can Inform Classroom Teach- ogy and Coordinator. South Carolina of Nontraditional Students in ing and Assessment and Improve Higher Education Assessment Net- Puerto Rico Learning work, Winthrop University R. Ste- Sponsored by the AAHE Hispanic Presenter: Thomas A. Angelo, Direc- phen RiCharde, Associate Dean of Caucus. tor, Academic Development Center, the Faculty, Virginia Military Insti- Moderator: Maria de los Angeles Boston College. tute; 11-udy W. Banta, Vice Chancellor Ortiz, Vice President for Academic for Planning and Institutional Affairs, Ana G. Mendez University Women in Science and Mathematics Improvement. Indiana University- System. Sponsored by the AMIE Women's Purdue University at Indianapolis. Presenters: Aristides Cruz, Assistant Caucus. Vice President for Academic Affairs, Moderator: Josephine D. Davis, Pres- Integrating the Invisible Faculty: Ana G. Mendez University System; ident, York College, CUNY. Strengthening Academic Programs Julio Lopez, Director of the Science Presenters: Shirley Malcolm, Head With Part-Timers Program, Puerto Rico Department Director of Education and Human Presenters: David W. Leslie, Professorof Education. Resources Progams, and Yolanda of Education, The Florida State Uni- George, Deputy Director of Educa- versity; Judith M. Gappa, Vice Pres- Issues of the Future: Research in tion and Human Resources Programs, ident for Human Relations, Purdue Progress From Tbday's Higher Edu- American Association for the University, cation Doctoral Students Advancement of Science. Moderator: Carmine Gibaldi, Asso- The Compatibility of Community ciate Professor and Chair, Depart- The Way We Are: Community Col- and Conflict: The Prerequisite for ment of Business, St. John's leges as American Thermometer a Just Reinvention of Community University. Sponsored by the AAHE Community Presenter: Patrick Hill, Professor, Presenters: To be announced. College Network The Evergreen State College, and Moderator: K. Patricia Cross, Conner Founder, Federated Learning Beyond Isolationism: Faculty Ori- Professor of Higher Education, Uni- Communities. entation as a Long-term Commitment Presenters: Dimitrios Pachis, Vice ASSOCIATED ORGANIZATIONS President for Academic Affairs, and Penelope L Lisi, Executive Director, As always, other higher education organizations are invited to hold meet- Center for Educational Excellence, ings during the MHE Netional Conference The final Conference Program Eastern Connecticut State University. will list such meetings, with dates and times Call Ann Ford at AAHE at 202/293-6440 if you'd like information on Bringing Prejudice Reduction arranging for your associated organization to hold a meeting Home: A Faculty Development Work- shop Model Presenters: M.F. Stuck, Associate versity of California, Berkeley, Campus Reexaminations of the Aca- Professor, Sociology and Public Jus- Presenters: Clifford Adelman, Direc- demic Reward System: A Commen- tice. SUNY at Oswego; Mary C. Ware, tor, Division of Higher Education, tary on the State of the National Professor of Education, SUNY at Office of Research, U.S. Department Conversation Cortland. of Education; Ussa Tagle, President, Presenter: Russell Edgerton, Pres- Miami-Dade Community College, ident, AAHE. Reinventing Community in the Aca- Medical Center Campus, and Member, demic Department: The Lyndon AMIE Board of Directors; John Stev- Student Aid in Return for Service: State Model enson, Associate Dean of Institu- The Clinton Proposal Presenters: Sheryl Hruska,Associate tional Advancement, LaGuardia Com- Presenters: To be announced. Academic Dean, andCynthia Bald- munity College, CUNY, win, Associate Professor, Depaitment 11:30 AM-12:30 PM of Communication Arts and Sciences, Collaborative Learning in Science: Lyndon State College. From "Private Universe" to Shared USC and the Rebuilding of Los Understanding Angeles Presenter: James Wilkinson, Direc- Presenters: Steven B. Sample, Pres- tor, Derek Bok Center for Teaching ident, University of Southern Cal- and Learning, Harvard University. ifornia; Peter V. Ueberroth, Contrar- ian Group, Inc. (invited).

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12 ILETIN .1AN1'ARY 1991 Faculty and Administration Rela- Harvard's Management Develop- Case Studiesto Improve Collabor- tionships in a -TQM College" ment Program: A Follow-Up of Par- ative Learning Presenters: Dea C. Gasbarre, Assis- ticipants' Leadership in Hispanic Sponsored by CUE. , tant Professor, Teacher Education, Issues Presenters: Barbara Leigh Smith, and Harriette Royer, Director of Presenters: Gloria CAntreras, Assis- Academic Dean and Director, and Career Services, St. John Fisher tant Vice President, Office of Mul- Jean MacGregor, Associate Director, College. ticultural Affairs, University of North The Washington Center for Improving Texas; Lydia Ledesma, Dean, De the Quality of Undergraduate Edu- Dialogue as an Appropriate Ped- Anza College; George A. Martinez, cation, The Evergreen State College; agogy for the Higher Education Director of Public Information, Tuc- Dwight Oberholtzer, Professor of Classroom son Unified School District; Cande- Sociology, Pacific Lutheran Univer- Presenter: Malcom C. Doubles, Pro- lario Zapata, Associate Dean of Stu- sity; Carl Waluconis, Professor of vost and Dean of Faculty, Coker dents, Montclair State College; English and Humanities, Seattle Cen- College. Richard DeJesus-Rueff, Associate tral Community College. Dean for Student Affairs, Philadel- Sharing Excellence in Teaching: phia College of Textiles and Science. Strong Foundations for General Development Programs for Part- Education Time/Adjunct Faculty 2:15-3:30 PM Moderator: Jerry G. Gaff, Project Presenters: Patricia A. Wagner, Asso- Director, Strong Foundations for Gen- ciate Professor, English, and James The Student Side of Classroom eral Education, Association of Amer- Rose, Adjunct Faculty Member, Research ican Colleges. Tompkins Cortland Community Presenter: K. Patricia Cross, Conner Panelists: John B. Hinni, Dean, College. Professor of Higher Education, Uni- School of University Studies, South- versity of California, Berkeley. east Missouri State University; Jac- Incorporating African-American Culture and History Into the Curriculum STUDENT ACTIVITIES Sponsored by the AARE Black Caucus. Manyactivities are planned for students attending the conference. Presenter: Tanzella Gaither, Assis- On Sunday morning, the MHE Student Caucus will sponsor a Student tant Professor, Department of Ele- Forum (see "Ticketed Activities" for details). mentary and Secondary Education. Students also can participate in small-group activities, such as a round- Clemson University. table discussion on students and the social responsibilities of colleges and universities and a working session to precede Tuesday afternoon's Gathering Together in Our Name: open conference session on Student Rights and Freedoms. Thward a Multicultural Administrators are encouraged to sponsor student attendance at the Hermeneutics conference. For more information on student-focused activities. call MHE Sponsored by the AAHE Black at 202/293-6440. Caucus. Presenters: Nataline J. Matthews. Reading Specialist/Instructor of Making the TransitionFrJtri School queline Johnson, General Education Reading, and James W. Richardson, to College: The Role of "Out-of- Coordinator, Grand Valley State Uni- Instructor of English, Kennesaw State Class" Experiences versity;Jack Holt,Associate Pro- College. Presenters, M. Lee Uperaft, Senior fessor of Biology, Susquehanna Uni- Researcher, National Center for Post- versity; Kathryn Mohrman, Dean San Jose State University Teacher secondary Teaching, Learning, and of Undergraduate Studies, University Scholars Project Assessment (NCIMA), and Patricia of Maryland at College Park 'Rini- Presenters: Victoria Harper, Teacher L Gregg, Graduate Re3earch Assis- Marie Montgomery, Associate Dean, Scholars Research Coordinator, and tant, NCPTLA, The Pennsylvania College of Fine Arts, Arizona State John Baird, Director, Institute for State University; Laura I. lkndon, University, Cynthia Heelan, Arrow- Teaching and Learning, and Brent Senior Researcher, NCPTLA, and head Community College Region. Heisinger, Teacher Scholar and Pro- Member, AAHE Board of Directors. femor of Music, and Sybil Weir, Asso- and Romero Jalomo, Jr., Graduate Faculty Workload: Balancing Exter- ciate Academic Vice President for Research Assistant, NCPTLA, Arizona nal Expectations and Institutional Faculty Affairs, San Jose State State University. Responsibilities University. Presenter:Allan M.Winkler, Chair, Department of History, Miami University. Changing Practices in Faculty Evaluation Presenters: Jon %Wren, Senior Asso- ciate and Interim Director, AAHE Forum on Faculty Roles and Rewards, AAHE, and Professor of Education, Virginia Commonwealth University, Peter Seldin, Distin- guished Professor of Management, Pace University.

GI*.A Zelda Gamma rl t.) "nrig AAHE BULIEnN 'JAN11ARY 199:3,13 Three Approaches to Civic 3:45-4:45 PM The Joint Statement on Student Education Rights and Freedoms: Twenty-Five Presenters: Keith Morton, Director, On Becoming a College Facult) Years Later Project on Integrating Service and Member Presenter: Richard Mullendore, Academic Study, Campus Compact; Presenters: Leo Lambert, Associate Associate Vice Chancellor for Student Benjamin Barber, Professor of Polit- Dean, Syracuse University Nancy Affairs, University of North Carolina, ical Science and Director. Walt Whit- Chism, Director of Faculty and TA and Chair, Joint Statement Inter- man Center for the Culture and Development. The Ohio State Uni- association Task Force. Politics of Democracy, Rutgers Uni- versity, Russell Garth, Vice President, versity, John Wallace, Dean of Coop- Council of Independent Colleges; Using Multimedia Technolog Inside erative Education, Antioch College; Jerry G. Gaff, Project Director, I the Classroom to Improve Teaching Tim Stanton, Acting Director, Haas Strong Foundations for General Edu- and Learning Center for Public Service, Stanford cation, Association of American Sponsored by the AAHE Black University. Colleges. Caucus. Moderator: Lillie P. Howard, Pro- Developing a Community of Policy Implications in the Clarifi- fessor of English and Associate Vice Learners Through Supplemental cation of American Indian/Alaska President for Academic Affairs, Instruction Native Identity Wright State University. Presenter: Deanna C. Martin, Asso- Sponsored by the AMIE American Praenters: Iain Miller, Assistant ciate Professor of Education and Indian/Alaska Native Caucus. Professor of Biolou, and Andrew Director. Center for Academic Devel- Presenters: Grayson Noley, Interim Lai, Associate Professor of Manage- opment, University of Missouri- Associate Dean and Associate Pro- ment Science and Information Sys- Kansas City. fessor of Educational Administration, tems, and Charlie Funderburk, Pro- Arizona State University; Evan J. fessor of Political Science, Wright Collaborating With the Community: Norris, Academic Planner, Office State University. A 'litle of Three Cities for Academic Affairs, University of Sponsored by di e AAHE Hispanic Wisconsin System Administration; Barriers to Collaborative Learning: Caucus. Michael Pavel, Assistant Professor, Lessons From Adult Students Moderator: Mildred Garcia, AssistantGraduate School of Education, Uni- Sponsored by the AMIE Hispanic Vice President for Academic Affairs, versity of California, Los Angeles. Caucus. Montclair State College. Presenters: Vaginia Gonzalez, Pro- Presenters: Henry Crawford, Director Building Community Through the fessor of Counseling, Northampton of Community Service Internship Executive Search Process Community College; Barbara Macau- Program, and Joseph Enright, Direc- Presenters: Judith A. Sturnick, Pres- lay, Associate Dean, Center for Life- tor of Career Services and Cooper- ident, Keene State College; Maria long Learning, Quinsigamond Com- ative Education, Lehman College, Perez, President, Perez-Arton Con- munity College. CUNY; Max Castillo, President, Uni- sultants, Inc.; Milton Greenberg, versity of Houston-Downtown; David Provost, The American University AAHE Assessment and Continuous Ballesteros, Dean, and Pamela Jackson Kytle, President, Goddard Quality Improvement (CQI) Balch, Associate Dean, San Diego College. Initiatives State University, Imperial Campus. An open meeting. New Directions for the Assessment What Foundations Can and Can't and Advancement of Campus Diver- AAHE Classroom Research Action Do to Help Colleges and Univer- sity and Cultural Pluralism Community Meeting sities Achieve the Promise of Presenters: Edgar Beckham, Program Diversity Officer, Education and Culture Pro- 5:00-6:00 PM Sponsored by the AAHE Black gram, The Ford Foundation; Suzanne Caucus. Benally, Director, Institute on Ethnic Planning for AAHVs Twenty-Fifth Moderator: William B. Harvey, Asso- Diversity, Western Interstate Com- Anniversary ciate Professor, College of Education mission for Higher Education; Evelyn An open hearing. and Psychology, North Carolina State Hu-Dellart, Professor and Director, Moderator: Carol Cartwright, Pres- University. Center for Studies of Ethnicity and ident, Kent State University, and Presenters: Samuel Cargile, Edu- Race in America, University of Col- Chair-Elect, AAHE Board of cation Program Director, Lilly Endow-orado; Henry T. Ingle, Executive Directors. ment, Inc.; Edgar Beckham, Program Director, Connecting To Change; Officer, Education and Culture Pro- Daryl G. Smith, Associate Professor, AAHE Community College Network gram, The Ford Foundation; Reatha Psycholog and Education, The Clare- Business Meeting Clark King, President, General Mills mont Graduate School. Foundation, AAHE Black Caucus Long-lerm A Certification Model for Exem- Strategic Plan Meeting plary Teachers and National Rec- An open meeting. ognition for Exemplary Teaching Institutions Afternoon 'lea for Students Presenters: Hoke L Smith, President, Towson State University, Barbara I. Walvoord, Professor of English and Director, Writing Across the Cur- riculum, University of Cincinnati.

14 AAHE BULLETIN, JAM Ala 11493 WEDNESDAY, MARCH 17 1 cellor. University of Wisconsin Cen- Building Departmental Community ters; Nancy J. Kaufman, Professor and Effectiveness: The Role of Sup- of Education, University of Wisconsin- port Staff Stevens Point, and Senior Academic 7:30-9:00 AM Presenters: Janet E. Rasmussen, : Planner, University of Wisconsin Sys- Vice President for Academic Affairs, tern; Stephen R. Portch, Senior Vice AAIIE Meeting and Continental ; Nebraska Wesleyan University; Rose- Breakfast President for Academic Affairs, Uni- Marie Oster, Professor, Germanic versity of Wisconsin System. and Slavic Languages and Literature, 9:15-10:15 AM University of Maryland at College Crossing Boundaries and Changing Pariq Georgiame Mastera, Associate Roles: The Invention of New Pro- Vice President for Academic Affairs, Obstacles and Advances in Diver- fessional Communities Through ; sifying the Curriculum Nebraska Wesleyan University. K-12/University Collaboration Sponsored by the AAHE Women's Moderator and Presenter: Robert Caucus. Student Affairs: The Focus and Polkinghorn, Jr., Director, University-Management of Change Moderator: Ann Leffler, Director. School Education Improvement Liberal Arts and Sciences Program, Sponsored by the AAHE Black (USE!), University of California, Office Caucus. and Professor of Sociology, Utah Stateof the President. University. Presenters: Michael Young, Vice Presenters: Laura Stokes, Assistant Chancellor for Student Affairs, Uni- Presenters: Bair L Gilleapie, Asso- Director, USEI, University of Cali- ciate Professor of Sociology, Univer- versity of California, Santa Barbara; ', fornia, Office of the President; Wen- Janina Montero, Dean of the College, sity of Utah; Jennifer Pierce,Assis- dell Potter, Vice Chairman, Depart- tant Professor of Sociology and Wesleyan University. Women's Studies. University of Utah: Alberto Pulido, Assistant Professor of American Studies. Arizona State 1994 NATIONAL CONFERENCE University West. DATE/LOCATION CHANGED! The Examination as a Catalyst Mark your calendars! MHEs 1994 NationalConference. previously Presenters: Calvin B. Peters, Pro- scheduled for San Francisco. has been movedto theChicagoHilton and fessor of Sociology, and Chhlob Ban, Towers The new dates areMarch 23-26, 1994.Hope to see you there! Student, Engineering, and Alex Mat- era, Student, Political Science and Russian. and Natalie West. Student. ment of Physics, and Pam Castori, Psychology, and Ashley Winchester. Higher Education, Quality, and the Program Director, Sacramento Area Community: A Question of Rein- Student, Psychology, University of ; Science Project, and Interim Co- Rhode Island. , venting or Reinvesting? Executive Director, California ScienceSponsored by the MIN Hispanic ; Project. University of California, , Caucus. Post-Tenure Review and the Com- Davis. munity: The University of Wisconsin ; Moderator: Pedro J. Lecca, Director Model ; of Health CPre and Professor, Uni- Building Community in a Diverse Moderator: Jacqueline R. Ross, versity of Texas at Arlington. Environment: A Staff Training Presenters: Anne C. Steele, Associate Senior Academic Planner and Direc- Model Provost, University of North Carolina tor, Women's Studies Consortium, Moderator and Presenter: Michael ; University of Wisconsin System. at Greensboro; Jeffrey J. Wallace, T. Christy, Vice President for Student , I Presenters: Thomas L Lyon, Regent. Special Assistant to the President Development, Iona College. for Campus Diversity, SUNY College Board of Regents, University of Ms- Presenters: Barbara Barnes, Project , consin System; Lee E. Grugel, Chan- at Buffalo; Quintin Vargas HI, Asso- Coordinator, and Ronald D. Herron, ciate Academic Dean, St. Edward's Vice President for Student Affairs University. and Project Co-Director, Westchester Colleges Project on Racial Diversity, 10:30-11:30 AM SUNY at Purchase.

Closing Plenary Remarks and AAHE ; Town Meeting Presenter: Blenda J. Wilson, Pres- ident, California State University- Northridge, and Chair, AAHE Board of Directors. 12:30-3:30 PM Professional Development Work- shops W-30. W-3l. W-32. W-33, W-34, W-35. W-36, W-37 Note: Fee and advance registration required. See 'Workshops" on page 16 for details.

Judith REnyi AARE BL'LLETIN/JANUARY 190311:i WORKSHOPS

1 The pre- and postconference Professional Development From Success and other materials. Designed for educators ' Workshops are a small but valuable portion of the con- who have never attended a Classroom Research/Assess- ference offerings, providing intensive and practical learn- ment workshop. ing experiences in small groups. To register, circle your Presenter Thomas A. Angelo, Director, Academic choice(s) on the Registration Form enclosed and add the Development Center, Boston College; panelists to be appropriate amount(s) to your registration fee. All work- , announced. shops are $50 each, except the full-day workshop (S-11), which is $100. S-13 Extending the Concept of Community Through Information Technolov This workshop is designed for campus leaders both SUNDAY, MARCH 14, 8.10 AM-12.10 PIN faculty and academic administrators. Through discussion, practical examples, and hands-on demonstrations of on- S-I0 Introduction to lbtal Quality Management line databases, e-mail, and educational software, you will "Continuous improvement" and "managing by fact" are learn how information technology is extending the bound- two of the principles of total quality management that aries of campuses to encompass a worldwide community can help higher education develop and implement fun- of people and resources. You will receive a copy of Farmer damental change both in how we administer our colleges and Mech's monograph Wormation Literacy: Developing and universities and in how we carry out our missions Students as Independent Learners and other materials. of instruction, research, and service. Using a problem- Sponsored by the AAHE Information Literacy Action solving model for process improvement, this workshop Community, in cooperation with the National Thrum will introduce you to the statistical foundations of TQM on Information Literacy. and to the conceptual principles on which the pursuit Presenters: Patricia Senn Breivik, Associate Vice Pres- of quality relies. ident for Information Resources, Towson State University, Presenters: G. Gregory Lozier, Executive Director, Plan- and Chair, National Forum on Information Literacy, ning and Analysis, The Pennsylvania State University, Steven Gilbert, Vice President, EDUCOM; Robert Holloway, Deborah J. Teeter, Director, Institutional Research and Associate Professor, Center for Excellence in Education, Planning, The University of Kansas. Northern Arizona University, and Director, Association Tr for Educational Communications and Technology; Althea SUi4, 9:00 AM-4:00 Jenkins, Executive Director, Association of College and Research Libraries. S-11 The Invisible Faculty: Improving the Status of Part- Timers 5-14 Critical Issues Facing African Amer cans in Higher This workshop will help you analyze your current part- Education: Financial Resources time faculty resources and develop strategies for improv- Understanding the complexity of the issues is the first ing quality in units that employ many part-timers. In step toward increasing representation and progress of small-group exercises, you will focus on who part-time African-American faculty, staff, and students. For this faculty are, how institutions use them, and how successful reason, the AAHE Black Caucus has developed a two- institutions integrate them into the academic community. part workshop on two critical issues financial resour- The workshop will be especially useful to deans and ces and human resourcesgeared toward African Amer- department chairs who hire, supervise, and evaluate part- icans and those who work with them. You may register time faculty members. You will receive a copy of Gappa for part I (S-14) or part II (S-17), or both. and Leslie's book The Invisible Faculty: Improving the This part of the workshop will focus on the institutional Status of Part-Timers. and external resources important to colleges and uni- Presenters: Judith Gappa, Vice President for Human versities, covering critical questions such as: How are Relations, Purdue University; David W. Leslie, Professor grants and fmancial aid being used to recruit and retain of Education, The Florida State University. African-American students? What impact is the weakened fmancial status of most institutions having on the recruit- 4, ment and retrenchment of African-American faculty and 9110AlmtaimooN, staff? Sponsored by the AAHE Black Caucus. Presenters: Benjamin F. Quillian, Vice President for S-12 Classroom Assessment for Higher Learning: A Administration, Southern Illinois University at Edwards- Hands-on Introduction for Faculty and Administrators ville; Arnold Mitchem, Executive Director, National Coun- This workshop will prepare you to begin using Classroom Assessment, a simple and effective way to find out how cil of Educational Opportunity Associations. well students are learning what you're teaching. Class- room Assessment brings the benefits of the assessment S-15 Supporting Faculty Who Mach Freshmen: Part I This two-part workshop aims to help deans, department movement into the classroom and under the control of chairs, faculty-development specialists, and teaching fac- individual teachers and learners. You will consider exam- ulty understand freshmen and create a seminar or work- ples of successful Classroom Assessment from various shop series to support faculty who teach them. Both parts disciplines and practice several simple techniques. Also, a panel of users from two- and four-year colleges will report on their experiences. You will receive a copy of Angelo and Cross's Classroom Research: Early Lessons

1(1 AAHE BULLETIN JANUARY 1993 BEST COPY AVAILABLE will explore alternativeprogram formats, sample a variety of workshop and seminar shop series to support facultywho teach them. Both activities, and help you design will explore alternative parts programs for your campus. Youmay register for part I program formats, samplea variety (S-15) or part II (S-18),or both. of workshop and seminaractivities, and help you design , programs for your campus. You This part of the workshopwill focus on developing may register for part I grams to help faculty understand pro- (S-15) or part II (S-18),or both. freshmen their experiences in high school, their This part of the workshopwill emphasize workshops expectations for college, their and seminars for faculty who learning styles and developmentalpositions. You wf teach freshmen. You will receive a copy of Teaching receive a copy of Teaching CollegeFreshmen, by Erickson College Fmshmen, I kson and Strommer, and workshop and Strommer, and workshopexercises and hi exercises and handouts. Presenters: Bette LaSere Erickson, Presenters: Bette LaSere Erickson,Instructional Devel- Instructional Devel- opment Specialist, and Diane opment Specialist, and Diane WeltnerStrommer, Dean, Weltner Strommer, Dean, University College and Special University College and SpecialAcademic Programs, Uni- Academic Programs, Uni- versity of Rhode Island. versity of Rhode Island. 8-19 Deming Management S-16 Building LearningCommunities Through Coop- Philosophy: Introduction erative Small Groups and Application in HigherEducation Quality management Cooperative learning, a powerfulinstructional strategy concepts in general and Deming using small, goal-orientedgroups, enhances students' management philosophy in particularhave been applied achievement, crosscultural successfully in business for decades.Now institutions of friendships, self-esteem, and higher education are actively appreciation for subject matter.Properly implemented, seeking ways to apply these it builds community by concepts in the management ofcolleges and universities. structuring faculty-student This workshop will introduce interactions and student-studentinteractions. In this you to Deming management workshop, you will learn philosophy in higher educationand analyze current pol- cooperative learning's critical icies and practices. Issues such attributes, its value, and howto implement it. Through as tenure, promotion, and small-group exercises,you will practice at least six collective bargaining will bediscussed. Sponsored by the struc- AARE Asian Pacific Caucus. tures and explore ways toovercome possible resistance Presenter: Kosaku Yoshida, Consultant from faculty, administrators,or students. You will receive in Quality Man- supporting handouts. agement and Professor, Departmentof Finance/Quan- Presenters: Barbara J. Millis, titative Methods, California StateUniversity-Dominguez Assistant Dean of Faculty Hills. Development, University of MarylandUniversity College: Neil A. Davidson, Associate Professor, Department of Cur- riculum and Instruction, S-20 What to Do AboutAssessment Before the Accred- Park University of Maryland, College iting Review Team Comes Can you satisfy the accreditingagencies' demands while at the same time answering questionsabout student MARCHAii:414430.71learning that are importantto you? Creative ways to do both will be the focus of thisworkshop. You will examine 8-17 Critical Issues FacingAfrican Americans in Higher and critique a wide range of Education: Human Resources assessment instruments, explore assessment philosophyand goal statements, and Understanding the complexity of the issues is the first share concerns and questions and then see how these step toward increasing representationand progress of square with accreditors' mandates. You African-American faculty, staff are encouraged and students. For this to come with several questions aboutthe educational reason, the AMIE Black Caucus hasdeveloped a two- experiences of students onyour campus. part workshop on two critical issues fmancial resour- Presenters: Karl Schilling, Director,MHE Assessment ces and human resources geared toward African Amer- Forum, AAHE; Karen Maitland icans and those who work with Schilling, Associate Pro- them. You may register fessor of Psychology and Director,Liberal Education Pro- for part I (S-14) or part II(S-17), or both. gram, Miami University. This part of the workshop willfocus on individual and institutional collaborations andnetworking activities that S-21 Teaching and the FacultyReward Structure can enhance and increase the representation of African Although recent events suggest thatteaching is returning Americans. The discussion also will address ideas for to the forefront of the academicenterprise, data on com- developing African-Americanstudents as campus leaders pensation, tenure, and promotion and scholars. Sponsored by suggest otherwise. Com- the AAHE Blade Caucus. bining data from the National Surveyof Postsecondary Presenters: James Calvin, SeniorAssociate, Institution Faculty with a major literaturereview on compensation, for Educational Leadership; Charles Brown, Associate this workshop will focuson how faculty choose to spend Vice President for StudentAffairs, The University of their time, and how those choices Alabama are reinforced or rewarded. Faculty leaders and academicadministrators are encouraged to attend this interactiveworkshop to S-18 Supporting Faculty WhoTeach Freshmen: Part II gain critical perspectives This two-part workshop aims on past practices and to for- to help deans, department mulate new directions for facultyreward policies. chairs, faculty-developmentspecialists, and teaching fac- Presenters: James E. Fairweather, ulty understand freshmen and Associate Professor create a seminar or work- and Senior Research Associate,Center for the Study of Higher Education, The PennsylvaniaState Univemity; Kay Moore, Chair and Professor of EducationalAdministra- tion, Michigan State University, MarilynAmey, Assistant Professor of Higher Education, Universityof Kansas. REST COPYAVAILABLE 87

AARE BULLETIN/JANUARY 1093/17 S-22 Case Studies in Faculty Development that can help your institution develop a successful aca- Increasingly, case studies are being used as faculty- demic service-learning program. development materials. This workshop will demonstrate Presenter: Edward Dotkowski, Professor of English how you can use cases as a means to encourage faculty and Director, Bentley Service-Learning Project, Bentley to think critically about teaching and to stimulate faculty College. to develop new and creative approaches for their own classrooms. You will analyze a case about diversity in a S-26 Team Learning: Harnessing the Power of Small university classroom. Follow-up discussion will focus on Student Groups the rationale for using cases and how they can be incor- This workshop will feature a simulation of an instruc- porated into a larger set of teaching improvement tional format based on small groupsTeam Learning activities. which consistently has resulted in high performance, Presenters: Rita Silverman, Professor of Teacher Edu- attendance, and student satisfaction in a wide range of cation, and William M. Welty, Professor of Management settings. After the simulation, the workshop will address: and Director, Center for Faculty Development, Pace (a) concerns about using peer teaching; (b) the design University. of effective group assignments to increase students' higher-level thinking and problem-solving skills; (c) use S-23 The Senior Year Experience: Leadership Education of peer groups as motivation for high performance and Through the Liberal Arts attendance; (d) methods for coping with group mechan- Undergraduate students make two critical transitions: ics, such as physical layout, materials, and exams: and "in" (the freshman year experience) and 'out" (the senior (e) ways of legitimizing nontraditional teaching methods year experience). Recent graduates and employers are in a traditional university environment. insisting that we take the senior year experience more Presenter: Larry Kent Michaelsen, Professor of Man- seriously. This workshop will highlight the growing agement. The University of Oklahoma. national movement to rethink how we teach and provide holistic support services for seniors as they prepare to . leave the campus. Special focus will be placed on delib- SUNDAY, MARCH 14,2:00-00 erate (versus serendipitous) leadership education both in the formal curriculum and in the cocurriculum; the S-27 Reinventing Community Through BESTNET: The connection between leadership education and the liberal Virtual Academic Community arts: and student apathy and the need for learned This workshop is aimed at administrators and faculty optimism." interested in broadening their understanding of the use Presenters: John N. Gardner, Director, The Senior Year of computer communications for collaborative "on-line" Experience, Vice Chancellor for University Campuses and teaching (especially team teaching), learning (through Continuing Education, University of South Carolina, and "virtual" groups), and work (performing collaborative Member, AAHE Board of Directors; Stephen W. Schwartz, research or writing papers, grants, and books). A live com- Dean, McDonough Center for Leadership, Education, and puter hookup to several interconnected MicroVaxes will Business, Marietta College. be provided so you can experience an existing and successful scholar's network (BESTNET). Sponsored by the S-24 Leadership Growth Contracts for Chairs AAHE Hispanic Caucus. Faculty members usually are selected to be chairs because Presenters: Armando Arias, Director of BESTNET and they are respected, not because of their experience as Dean, College of Arts and Sciences, Texas MI University leaders. Deans can help chairs learn the leadership skills Tim Walsh, Distributed Learning Manager for U.S. Edu- they need to achieve departmental and organizational cation and Training and Strategic Programs, Digital goals by developing a "growth contract" with the chair. Equipment Corporation. Having to analyze what is required to achieve the goals helps a dean appreciate leadership problems at the ,WEDNESCAY MARCH47 12:304:30AM atk department level and can encourage the dean and chair to work as a team. In this workshop, you will learn how W-30 Learning Communities: Structures for Curricular to use leadership growth contracts to promote the devel- Change and Faculty Renewal opment of skills such as creating a culture that values Learning communities are curriculum structures that teaching, building team leadership, motivating faculty, maintain disciplinary integrity while fostering cross- solving problems and making decisions, counseling on disciplinary conversations. This workshop will examine performance, managing change, and resolving conflict. a variety of learning community models that facilitate You will receive a copy of Lucas's book The Department the integration of disciplines, support effective working Chairperson's Role in Enhancing College Teaching. relationships among faculty, and promote critical com- Presenter: Ann F. Lucas, Professor of Management, munity building among students. Depending on the Fairleigh Dickinson University-Rutherford Campus. group's experiences with learning communities, you will engage with colleagues to develop new learning commu- S-25 How to "Market" Your Service-Learning Program nities or assess ongoing programs on your campus. You The Bentley [College] Service-Learning Project (BSLP) will receive a copy of Learning Communities: Creating began modestly in a course where students, through their Community Among Students, Faculty. and Disciplines, volunteer work at a Boston shelter, looked at personal by Gabelnick, MacGregor. Matthews, and Smith. Spon- values and economic stereotypes. In less than two years, the BSLP has grown to include more than forty faculty, 800 students, and a variety of community agencies. Through the BSLP, the college aims at nothing less than a campus-wide culture of community concern. In this workshop, the founder of the BSLP will share a series of practical 'marketing strategies" and related materials BEST COPY AVAILABLE s Am*: IWILETIN JANCARY 1993 awed by the AAHE Collaborative Learning Action and look at what has been learned thus far about their Community. advantages and limits. You will examine several possible ' Presenters: Faith Gabelnick, Provost and Dean of the portfolio models, analyze their appropriateness to your Faculty, Mills College; Roberta S. Matthews, Associate own campus context, and consider strategies for getting Dean for Academic Affairs, LaGuardia Community Col- started. lege, CUNY. Presenter Pat Hutchings, Director, AAHE Teaching Initiative, AAHE. W-31 Assessment for Beginners: Getting Started This workshop will introduce assessment novices to W-35 Applications of Total Quality Principles to assessment's basic terms, concepts, and methods. You Decision Making and Learning will explore the basic goals and philosophy of assessment The focus on continuous quality improvement in higher activity, review results from various assessment instru- education is providing a rediscovery of the value of col- ments, and strategize about how to get a project started. laborative systems. The application of total quality man- Both quantitative and qualitative approaches will be agement philosophy, practices, and tools contributes to examined, along with strengths and weaknesses of the effective administrative and learning outcomes. Aimed various approaches. The session will be as hands-on as . at faculty and administrators already familiar with TQM's possible, with ample opportunity for questions. fundamental concepts, this workshop will apply selected Presenters: Barbara Wright, Associate Professor, total quality methods to decision making and classroom Department of Modern and Classical Languages, Univer- processes. sity of Connecticut; Karl Schilling, Director, AAHE Assess- Presenters: Monica M. Manning, Executive Officer, The ment Forum, AAIIE. Nova Group; Gary M. Shulman, Director of Graduate Stud- ies, Communication Department, Miami University. W-32 Playing a Role in Shaping Community As professionals, we are cast or we cast ourselves W-36 Redesigning Cellegiate Leadership: Teams and in a variety of roles, from novice faculty member to Teamwork in Higher Education department chair, dean, and perhaps president. How we On our increasingly diverse and complex campuses, the understand each of our roles, and how we "play" them, ideal administrator will be the person who knows how affects the culture of our community. Through one or to fmd and bring together diverse minds reflecting vari- more case studies and a simulated role play, this work- ety in points of view, thinking processes, and question- shop will explore roles you have played in your profes- asking and problem-solvmg strategies. This workshop sional career, those you may aspire to play in the future, defines leadership as what people in leadership positions and the effect of interactions among roles in the shaping do together rather than alone, and it teaches you to move of community. Sponsored by the AAHE Women's Caucus. toward a model of collaborative leadership. Drawing on Presenter Irene W.D. Hecht, Senior Fellow, American case studies from their new book, Bensimon and Neu- Council on Education. ; mann will involve you in a series of exercises to examine (a) differences between "real" and "illusory" administrative W-33 Developing a Vision Statement for Your Campus: leadership teams; (b) how tewn members may contribute A Community-Building Process individually to the collective thinking A' the group; (c) Institutions facing financial limitations need strong com- the relational and interpretive skills needed to build and munity commitment to sustain and improve academic maintain teams; and (d) other strategies for creating program quality. It is especially useful for an institution teams that lead, act, and think together. You will receive to review its basic reasons for being, then produce a short,a copy of their book Redesigning Collegiate Leadership: elegant vision of future possibilities that is shared by the Teams and Teamwork in Higher Education. Sponsored campus community. Developing such a "vision statement" by the AAHE Hispanic Caucus. is not easy, but the process itself stimulates community Presenters: Estela S. Bensimon, Associate Professor members to review and reinvent their everyday work, and and Senior Research Associate, Center for the Study of it provides an agreeable context for action planning and Higher Education, The Pennsylvania State University; program review. This hands-on workshop will focus on Anna Neumann, Assistant Professor, Department of Edu- characteristics of both the vision-development process cational Administration, Michigan State University. and the statement itself. Materials developed at Gallaudet during its own recent vision-development experience will W-37 Personal Leadership Development Through be shared. Individuals may register, but teams of two or Professional-Development Opportunities more are encouraged to better enable you to initiate a Leadership development takes place tr. many ways and vision-development process on your campus. many places. Professional-development activities, such Presenters: I. King Jordan, President, and Bette Martin. as this conference, are an important means of reviewing Special Assistant to the Presider.t for Institutional Affairs, your own leadership development, styles, and abilities and William J.A. Marshall. Chair of the University Faculty, and honing these through interactions with others. This and Kurt Schneidmiller, Director of Planning, Gallaudet learning can then be applied back on the job. After taking University. an inventory of your leadership and management skill strengths and weaknesses, you will review the range of 1V-34 The Teaching Portfolio: Documenting What We professional-development programs available to address Know and Do your needs, with particular focus on how you can par- Campuses seeking to raise the level of attention to teach- ticipate in a conference such as this in a way that ing are turning to the teaching portfolio. A vehicle for addresses and strengthens your areas of weakness. You faculty to document what they know and do as teachers, will receive a copy of Investing in People: A Practical the portfolio prompts individual reflection and improve- Guide to Professional Development, by McDade and ment; it also fosters richer, more public conversation Green. about teaching effectiveness. This workshop will provide Presenter Sharon A. McDade, Assistant Professor of an overview of current campus use of teaching portfolios Higher and Adult Education. Teachers College, Columbia University.

9 AAHE BULLETIN 'JANUARY 1993 '19 TICKETED ACTIVITIES

AAHE invites you to register now to attend one or more If you participate in this seminar and bring a resume. of these conference activities. Mark your choice(s) on the you will have an opportunity to sign up for an individual Registration Form enclosed and add the appropriate consultation with staff members of the Academic Search fee(s). Advance registration is required for ticketed activ- Consultation Service (ASCS) on Sunday, March 14. ities. Activities are open to all attendees, unless noted Presenters: Bruce T. Alton, Senior Principal. and John otherwise. W. Chandler, Senior Consultant, and Allan W. Ostar, Senior Consultant, and Stanley F. Paulson, Senior Con- Faculty Senate Leadership Retreat sultant, and Ronald S. Stead, Senior Associate, and Chris- Sunday, March 14, 10:00 AM-4:00 PM tine A. Young, Senior Principal, ASCS. For the fifth year, the A AHE National Network of Faculty Note: Open to AAHE Hispanic Caucus members only. Senates will sponsor a preconference leadership retreat. Fee: Free.

Experienced faculty and administrative leaders will pro- : file ways in which campus senates play a central role in AAHE Hispanic Caucus Forum and Luncheon: fostering communitarian values in both the academic "Architects for Change" and social domains of the campus. The retreat also will Sunday, March 14, 8:30 AM-1:30 PM concentrate on how academic leaders can incorporate Last year marked the tenth anniversary of the AAHE His- assessment and total quality management principles into panic Caucus. During each of the last ten years, the governance activities, respond to the growing demands Forum has been used as a way of looking at the issues for more inclusive governance bodies, and promote ideals that confront Hispanic higher education professionals of leadership within all campus constituencies. and the Hispanic community. To prepare for the next The retreat is designed in an interactive small-group decade and the twenty-first century. the Forum this year format. Each group will be directed by academic leaders sill be dedicated to reflection on the work of the Caucus who have extensive experience in campus governance. /anti introspection on issues that affect it as it builds for Campus teams composed of faculty leaders and admin- ' the future. Two long-time members of the Hispanic Cau- istrators responsible for governance are encouraged to cus will present O. position paper on where the Caucus participate. The retreat will include a working luncheon. has been and where it is heading. Four reactors will (More information about the retreat is available from its respond to these views, and the membership will begin organizers.) to shape the goals and vision for the future. A luncheon Organizers: Joseph G. Flynn, SUNY Distinguished Ser- will follow, with presentation of the annual Hispanic Cau- vice Professor, SUNY College of Technology at Alfred cus Awards. Sponsored by the AARE Hispanic Caucus. (Alfred, NY 14802; 607/587-4185); Karen E. Markoe, Moderator: David A. Sanchez, Deputy Associate Direc- SUNY Distinguished Service Professor, SUNY Maritime tor for Research and Education, los Alamos National College (Bronx, NY 10465; 212/409-7252). Laboratory. Fee: $90, includes lunch. Presenters: Laura L Bendon, Associate Professor of Higher Education, Arizona State University, and Member, AARE Black Caucus Career Development AAHE Board of Directors; Hector Garza, Associate Grad- Seminzr uate Dean, Eastern Michigan University. Saturday, March 13, 1:00-4:00 PM Reactors: Jaime Chakin, Associate Vice President for Each year, the AAHE Black Caucus conducts a leadership Human Resources and University Affairs, Southwest or career-developmer,t seminar to enhance the skills and Texas State University; Mildred Garcia, Assistant Vice career advancement opportunities of African Americans President for Academic Affairs, Montclair State College; in the field of higher education. This year the seminar Alfredo G. de los Santos, Jr., Vice Chancellor for Edu- will focus on managerial skills and provide newer cational Development, Maricopa Community Colleges; members of the higher education community with Maria Elena Gallegos, Graduate Student, School of Edu- professional-development strategies. Sponsored by the cation, The George Washington University. AAHE Black Caucus. Fee: $25. Presenters: Harold Delaney, interim President, Bowie State University:Jacquelyn Madry-lkylor, Director, Aca- AAHE Student Forum: "The College and demic Leadership Academy, and Joyce Scott, Vice Pres- American Society" ident for Academic and International Programs, Amer- Sunday, March 14, 9:00 AM-12:00 noon ican Association of State Colleges and Universities. This interactive session will involve participants in a dia- Fee: Free for AAHE Black Caucus members, $50 for logue about the ways colleges are affected by society and nonmembers. how students can become agents for social change. The Forum will feature a presentation by Marvin Viachman, AMIE Hispanic Caucus Pzofessional chancellor of Temple University, and discussion will be Development Seminar "Professional facilitated by leaders of the AAHE Student Caucus. Spon- Destinations: Inward, Outward. Onward" sored by the AAHE Student Caucus. Saturday, March 13, 1:30-4:30 PM Fee: $10. Are you seeling to grow professionally in your current position? Are you looking to advance or relocate? This Jazz Dance: A Multicultural Experience professional-development seminar will cover the steps Sunday, March 14, 10:00 AM-12:00 noon: or Sunday, of setting your sights, becoming a candidate, and man- March 14, 2:00-4:00 PM aging the search process. The session will include plenary Jazz dance provides a mode of exploring, enacting, and presentations but emphasize discussion of individual aims living out several cultures in a vibrant form. A uniquely within groups organized by current position and aspi- American art form. it was originated and shaped by the ration. Sponsored by the AARE Hispanic Caucus. fasion of African, Caribbean, Latin, and European dance traditions within the American environment, makingjazz

20 AARE MILETIN JANUARY lfma dance multicultural in its very essence. This actionsem- Lives: Georgia O'Keeffe & Alfred Stieglitz, A Conversation inar will consist of movement experience and lecture/ in Paintings and Photographs? Tour price includes demonstrations. It is designed for anyone interested in museum admission; the museum will be open until 500 incorporating a multicultural artistic experience intoa PM for viewing on your own. specific course or as a component of a multicultural and/ Fee: $7. or general-education curriculum. A noted choreographer and educator, Morrow has led workshops fornumerous Capitol City at 'llwilight lbur groups, including Project Zero researchers in the Harvard Saturday, March 13, 7:30-10:30 PM Graduate School of Education, the annual Lilly Confer- See the beauty of Washington at night! View themonu- ence on College Teaching, and the Southern Conference ments lighted against the night sky while erajoying refresh- on Afro-American Studies Convention. No previous expe- ments, pastries, and fruit served by a waiter on this char- rience or skill level is necessary. Wear loose, comfortable tered bus ride. Sights include the Capitol and historic clothing. Capitol Hill neighborhood; the Washington Monument; Leader: Scott Douglas Morrow, Artistic Director, Scott the Jefferson, Lincoln, and Vietnam Veterans memorials; Morrow Dance Theatre, and Director of Public School the Kennedy Center for the Performing Arts; and the Programs, Bronx Dance Theatre. White House. You also will cross the Potomac River to Fee $30. see the Iwo Jima Memorial. Fee $42. Highlights of Washington Bus Tour Saturday, March 13, 1:00-5:00 PM Black History "'bur of Washington This chartered bus tour begins with a visit to the U.S. Cap- Sunday, March 14, 4:15-7:00 PM itol, followed by a ride through historic Capitol Hill and See the sights of Washington, DC, on this guided bus tour along the Mall to view the Smithsonian museums, the focusing on local and national African-American history. Washington Monument, the Jefferson Memorial and the The tour will include the Frederick Douglass National surrounding Tidal Basin, the Lincoln Memorial, and the Historic Site, Lincoln Park, and Capitol HilL A light meal Vietnam Veterans Memorial. You'll cross the Potomac will be provided during the tour. Sponsored by the AMIE River and travel to Arlington National Cemetery tosee Black Caucus. the grave ofJohn F. Kennedy and the changing of the Fee: $30. guard at the Tomb of the Unknown Soldier. Finally, you'll view the White House en route back to the Hilton. AAHE Women's Caucus Dinner at Sfuzzi's Fee: $28. Monday, March 15, 7:30-9:00 PM Enjoy an evening out at Sfuzzi's in historic Union Station Museum Ibur of The Phillips Collection with members of the AAHE Women's Caucus. Sponsored Saturday, March a 3:004:00 PM by the AAHE Women's Caucus. Erkjoy a guided tour of The Phillips Collection, the first Note: Attending the dinner confers one year of mem- museum of modern art in the United States, located bership in the AARE Women's Caucus. Re: $35; for infor- within walking distance of the Washington Hilton. The mation on student discounts, call Caucus Chair Harriet tour, led by a museum docent, will include highlights from Jardine at 912/471-2834. the permanent collection and a special exhibition, `Two

Exhibits Clearinghouse on Higher Education; the Hilton by February 21, 1993, will The Exhibit Hail at AAHE's National Florida Endowment Fund; Follett be automatically entered in a draw- Conference provides a showcase for College Stores; Hispanic Outlook in ing for three nights free accommo- products, services, programs, pub- Higher Education; Jossey-Bass Pub- dations during the conference (max- lications, and software for the higher lishers; Kettering Foundation; Mac- imum value $250). education market. You'll have oppor- millan Publishing Company; Magna The drawing will take place in the tunities throughout the conference Publications; Miami University; Mich- Exhibit Hall at the conference. Check to meet vendors and try new prod- igan Colleges' Consortium for Faculty the fmal Conference Program for ucts, ask about services, compare Development; National Center on day and time. You must be present programs, and get specialized Postsecondary Teaching, Learning, at the drawing to win. haformation. and Assessment; National College New this year, the Exhibit Hall alao of Education; NOVA University; Part- will feature poster sessions and tech- nership for Service-Learning; Peter- Registration Hours nology demonstrations. son's Guides; Riverside Publishing Saturday, March 13, 12:00-5:00 PM The Exhibit Ball hours are: Company; Stanley H. Kaplan Edu- Sunday, March 14, 7:30 AM-6:30 PM Sunday, March 14, 12:00-4:00 PM cational Centers; TIAA-CREF; United Monday, March 15, 8:00 AM-4:00 PM Monday, March 15, 9:45 AM-4:00 PM Nations Publications; University of Tuesday, March 16. 7:30 AM-4:00 PM Tuesday, March 16, 8:30 AM-2:00 PM Missouri-Kansas City; U.S. Depart- Wednesday, March 17, 7:30-10:30 AM Pact exhibitors include: American ment of Education. College Testing Program; kasociation Aerobics of American Publishers; College Win a Room! Bring your gear and enjoy an aerobic Board; Conference Book Service; All hotel reservations submitted to exercise class on Monday morning Datatel; Eastern Michigan University, the Hilton on the official rAIIE Hotel and an early-morning aerobic walk Educational Testing Service; ERIC Reservation Form and received by on Tuesday. 9 AAHE BULLET1N/JANUARY 1995/21 :HOTEL, REGISTRATION INSTRUCTIONS

Hotel Reservations and Hotel Reservation Form to: The Wash- chair. Note any special housing needs. Discounts ington Hilton, Attn: Reservations Do not send payment with your The site of the 1993 National Con- Department, 1919 Connecticut Ave- form. Once you are assigned a room, ference on Higher Education is the nue, NW, Washington, DC 20009; fax: the hotel will send you a confirmation Washington Hilton and lbwers, on 202/265-8221. (Do not send your and notify you if a deposit is Connecticut Avenue, in downtown form to AAHE.) required. Washington, DC. AAHE has nego- List definite arrival and depar- I Please don't be a no-show. If you tiated special room rates for con ture times. The hotel will hold your won't be using your reservation, can- ference participants at the Hilton. room only until 6 PM, unless your cel it so someone else can. The deadline for reservations at these reservation is confirmed by credit Do not send the Hotel Form to special rates is February 21, 1993. card. AAHE. Rooms are assigned on a first-come, If you are sharing accommo- first-served basis, so make your reser- dations with others, submit only one vations early. form for your group. List the name(s) Group Discounts Follow the instructions below to of your roommate(s) on the appro- Discounts are available to groups complete the Hotel Reservation Form:priate lines of the form. of six or more registrants who reg- To get the special rates shown, The meeting rooms of the Wash- ister together. For details and rates, you must mail or fax your completed ington Hilton are accessible by wheel- the group's coordinator must contact Ann Ford at AAHE at 202/293-6440.

1 Registration Form AMERICAN ASSOCIATION FOR HIGHER EDUCATION Instructions NATIONAL CONFERENCE ON HIGHER EDUCATION Follow the instructions below to com- MARCH 14-17. 1993 plete the enclosed Registration Form: Mail your completed Registration Form with your payment or purchase Mall form to: Washington Hilton and Towers order to: National Conference Reg- Arm: Reservations Dept. istration, AAHE, One Dupont Circle, 1919 Connecticut Avenue. NW Washington. DC 20009 Suite 360, Washington, DC 20036- 1110, fax 202/293-0073. For more Or fax form to: 202 '97- rss information, call 202/293-6440. If you pay by credit card and fax in your Registration Form, do ARIUS AL DATI 1011 0IP ART( RI DAT! 1011 not send a duplicate form by mail,

NASH ASA most oft ISO I/ 11S11 11.10,1 unless it is clearly marked "confirmation duplicate." ADDRI, Make checks payable to "AAHE National Conference." CITA AT AH /IT AAHE is an individual member

SHARIA.C. WITH NAME association; your institution cannot be a member. You must be an AAHE PLEASE IN STIFI AN) AC C FAA P ART IC I151515 member to get the discounted member rate. Type of room: If you are not already a member, use the Registration Form to join 3 single room D double tw in-bedded room 3 suite AAHE now, and register at the dis- (I person) (2 persons' counted member rate. Registrations postmarked aftei Preference Location: February 19, 1993, are subject to .3 Regular Hotel 3 Towers 3 nonsmoking smoking a $20 late fee. Full-time faculty rates are only Circle preferred ran. for faculty teaching full course loads and exclude those faculty on admin- S 104 IN 1)4 154 Single istrative assignment. Student rates Double S 112 141 1i9 rl Suites s29u and up are for students engaged primarily in studies, not employment. Use credit card to confirm reservation besond 600 PM arrival Names of registrants whose Credit card name forms are received after February Credit card number Expiration date 19, 1993, will not appear in the Pre- registrants List distributed at tilt Deadline for reservations is Februars 21.1993. If rat, requested is not a% ailable. the nest available rare vi ill be contirmed. Rooms will be held until 6:00 PM 011 stated date ot arrival conference. unless a later time is confirmed bs credit card. Rates arc wilco to 11 sales tax and 51.50 The information marked on the per night occupancy las. Registration Form with an asterisk () will appear on youe conference badge; please type or print neatly.

22 AARE BULLETIN JANUARY 1004 AAHE NATIONAL CONFERENCE ON HIGHER EDUCATION MARCH 14-17. 1993 111 WASHINGTON. DC

MAIL TO: NCHE REGISTRATION ONE DUPONT CIRCLE. Stint 360 See instructtons to the left oftins form. WASHINGTON. DC20036-1110

LAST NAME FIRST NAME

POSITION

INSTITUTION

ADDRESS .515/DENTS I.E HI WE ADORE Ss: D ATTIME PHONE

ITY StSTE DAS TIME F AN

PLEASE INDILATE SPELIAL ALLESS OR PARTICIPATION NE E Ds

CONFERENCE REGISTRATION If your registration will be postmarked after February 19, 1993, add $20 late fee to prices listed below. If you are already a member, provide membership number off mailing label: A- . Check one :

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Collegiate leadership is a familiar topic for one recommendations are intended not as items on a of this month's authors; in 1989, Este la checklist but as a way of thinking about being a new Bensimon was among four contributors to president. AAHE's popular essay collection On Assuming a This month, Bensimon and coauthor Anna Neu- College or University Presidency. Her essay, "Fivemann report out fmdings from a similar interviewing Approaches to Think About: Lessons Learned Fromprocess, this on "Administrative Teams & Teamwork," Experienced Presidents," was based on face-to-facebeginning on the next page. conversations with two dozen first-time presidents If administrative teamwork is your topic too, you and ten veterans, all new to their positions. She askedmight want to order Neumann and Bensimon's new a practical question: Since "studies of the collegebook, Redesigning Collegiate Leadership: Teams and presidency consistently suggest that experience in theTeamwork in Higher Education (Johns Hopkins position makes the greatest difference to success,"University Press, 1993). If you'll be in Washington, can we characterize the "approaches of experience"D.C., for AAHE's 1993 National Conference (March in ways that will help newcomers succeed? Yes, was14-17), consider attending their Wednesday work- her answer, and she offered five such ways, with theshop; for more on that, see the box on page 6. Space following caveit: in that workshop is limited, and advance registration Given that each campus situation is unique, the is required. We'll hope to see you there. BP

3Administrative Teams & Teamwork/by Anna Neumann and Este la Mara Bensimon

7 On Reconciling Teaching and Research/by Kenneth Kolson and Sandee Yuen

11 Preparing Graduate Students lb Teach: Where We Are, Where We Are Going/an interview with Leo M. Lambert/by Pat Hutchings

Departments 17 AARE News/Around AAHE's many programs 19 Bulletin Board/by Ted Marchese 20 Announcing: The 1993 National Conference

AARE BULLETIN February 1993/Volume 45/Number 6

Editor:Theodore J. Marchese Managing Editor:Bry Pollack AssistarU Editor:Gail N. Hubbard

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 from the Managing Editor. 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: $75, of which $40 is for publications. Subscription price forAARE Bulletinwithout membership: $35 per year, $43 per year outside the United States.AAHE Bulletinis published ten times per year, monthly except July and August. Back issues: $3.60 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany all orders under $50; payment or purchase order must accompany all orders over $50.AARE Bulletinis available in microform from University Microfdms InternatIonaL POSTMASTER: Send address changes toAAHEBulletin, One Dupont Circle, Suite 360, Washington. DC 20036-1110.

let Coverartuork by David Clark leII Typm Uing by Ten Point Type_ Printing by Hagerstown Boakbinding & Printing, Inc. AMERICAN ASSOCIATION FOR HIGHER EDUCATION ADMINISTRATIVE TEAMS & TEAMWORK Strategies for presidents and other team leaders, from a study of fifteen colleges.

by Anna Neumann and Estela Mara Bensimon

Consider these scenarios: behind closed doors, most of us is the essence of administrative The president of hold fast to the myth that it is teamwork. Our view, as we have a financially strapped just one person the president developed it from our research. public college is startled who thinks and decides in the is that the college and university by the legislature's request that exercise of college leadership. presidency is posited not in one she cut the budget by 15 percent. While it is easy to believe in the person but in a team. The pres- After a sudden outbreak of myth of bold, one-person lead- idential team acts together, but, racial tension at a prestigious lib- ership during tranquil times, it most important, it thinks together. eral arts college, representatives is much harder to hold to that Our knowledge of leadership of multiple ethnic groups con- myth when times are turbulent by teams is based primarily on front the president with major when budgets must be slashed, a study of top administrative but competing agendas for or when new and competing leadership in fifteen colleges and change. voices must be heard. The strains universities throughout the Unit- On opening the morning and tensions of contemporary ed States. We visited and spoke newspaper, the president of a campus life force presidents to at length with the presidents of major research university learns rely more clearly and perhaps these institutions and with that an internationally renowned more openly on the combined members of their designated faculty member on his campus expertise of multiple minds. This teams, in all, interviewing more has resigned in protest of her colleagues' sexist behavior. The president of a community college ponders how to increase student transfer to four- year colleges. These are problems that college presidents face daily. Yet, white we assume that it is the president who must respond to such chal- \ lenges, administrative realities W tell a different story. In most cases, the president will call in her or his most trusted advisors and associates, shut the door, t- and ask for help. Together this L presidential team will talk, complain, worry, brainstorm, question, argue. e -en role play but, most important, they will think Anna Neumann is assistant professor, Estela Mara Bensimon is associate professor and senior research associ- together. Department of Educational Adminis- tration, Erickson Hall. Michigan Stateate, Center for the Study of Higher University, East Lansing, MI 48824- Education, The Pennsylvania State Studying Leadership 1034. University, 403 South Allen Street, Despite the reality of leader- Suite 104, University Park, PA 16801- ship as teamwork" going on 5252. AAHE BULLE.11N/FERRUARY 19933 The most important feature than seventy individuals. of a successful ulating the total team's thought In those interviews, we wanted team is its ability processes. to know how the members of the The successful team in our presidential team worked to act like a social study typically comprised five together, how they perceived the bralii, in sharing core thinking roles: quality of their working relation- The Definer led the team in ships, and how they addressed and forging determining its formal and infor- conflict and diversity of orien- multiple mal agendas, that is, setting top- tation among team members. We ics to which the team would put also wanted to know how the perspectives; its collective mind. president or others on the team in questioning, The Analyst stimulated team- made the group a "team" and wide examination of issues that kept it that way. challenging, and the Definer had framed for the arguing; and in group's attention, for example, What Does a Successful by taking issues apart, viewing 'Ibam Look Like? monitoring and them from diverse angles, looking We saw both successful and providing at larger contexts, assessing likely unsuccessful teams in our study. ramifications. But we found that teams that feedback. The Interpreter pointed the worked together particularly well team's attention at how people for example, catching prob- outside the team might see and lems before they blew out of pro- understand team issues and portion, working cooperatively actions. in emergencies, promoting dia- member, will reap benefits from The Critic often rubbed logue rather than turf war her or his team's expresshre against the grain, questioning and share some attributes. Briefly, qualities. proposing reformulation of the they are: The most important feature team's current agenda, its favored of a successful team (and this analytic approaches, and its cen- A successful team fulfills is what separated the effective tral interpretations. (While some three functions: A successful team from the ineffective in our Critics inspired team-wide pro- team will be utilitarian in study) is its ability to act like cesses of critique, other Critics accomplishing task-related activ- a social brain. Through this had to take stands alone or with ities, such as providing informa- cognitive function, team members little support from team tion, planning, and making deci- pool their intelligence, for exam- colleagues.) sions in other words, ple, in sharing and forging mul- The Synthesizer led in build- establishing a sense of 'rationality tiple perspectives; in questioning, ing a summative picture from in administrative work and main- challenging, and arguing; and in the team's defining, analytic, taining control over institutional monitoring and providing feed- interpretive, and critical dialogue. functioning. While most tradi- back. Through its cognitive func- These five roles, working in con- tional leadership theory focuses tion, the team becomes a source cert, form the core of team think- only on utilitarian functions, our of creativity. It also serves as a ing, as members of the team act research shows that successful warning and corrective device out specific roles, drawing other teams engage in far more. in the case of institutional members into their particular A successful team is also dysfunction. lines of thought. While members' expressive, in that it strives to thinking roles are less visible to meet team members' affective A successful team includes the public eye than their stan- needs for collegial relations, sup- members who fill diverse think- dard administrative roles, those port, counsel, and commitment. ing roles and who stimulate, in thinking roles are just as (if not Through the expressive function, the team, diverse thinking pro- more) important in the conduct a team reinforces its sense of cesses. While we usually think of leadership. internal connectedness. It is on of 'roles" on a team in terms of the foundation of team con- standard administrative titles What Does It 'Fake lb nectedness, or "groupness," that (e.g., the role of vice president Make Team Thinking the substantive tasks of team- for student affairs or business Happen? work occur, without it, the real affairs), we also can conceive of To be able to think together, work of the team may never roles in terms of the team's think- we suggest that a team cultivate materialize. During times of cam- ing. Our study identified a num- four capabilities: pus difficulty, it is likely the pres- ber of team thinking roles, played ident. more than any other team by persons on the team in stim- The team should have time

4 'AAHE BULLETIN 'FEBRUARY 1993 Teams are human groups, not to talk and think together. Team- machines. lb is alive and thinking. work that stimulates and builds work effectively What Should a Leader Do on team members' thinking team with a team, its lb Build a Team? requires dialogue While many people think of members talking together, ques- leader needs teams only in mechanistic and tioning, listening, and learning how they plan from one another. Dialogue, how- to decipher how utilitarian terms and make decisions, how they ever, cannot happen without reg- team members ularly scheduled meetings. It is take action, how they accomplish see and objectives we must view teams the lead administrator's respon- from a cultural perspective, too. sibility to schedule such meetings experience their Thinking of teams only in util- and to treat them as sacred. Pres- itarian terms makes team- idents who often cancel cabinet team reality, building advice sound purely util- meetings appear to devalue the including what itarian, missing issues related to team, and they give off the mes- holds the team the expressive and cognitive sage that getting together is aspects of what it means to be unimportant compared with together and a team. However, thinking cul- other tasks. what pulls it turally, we can begin to grapple The team should strive to apart. with what it takes, in more understand the subjective expe- human terms, to build a team one whose members can think, riences of others. As college campuses become more diverse, it talk, listen, and understand together. A cultural view of the is imperative that administrative leaders hear and try to compre- reflect, and it should learn from team lets us see and relate to its hend the voices of others. Leaders reflection. To reflect is to see human qualities. Viewed culturally, teams are must realize that what they afresh, and to think deeply (per- human groups, not machines. as the official leaders see, hear, haps for the first time) about feel, and understand is not the what the team does, why, and To work effectively with a team, whole of reality, and that it is the what it stands for. A team often its leader needs to decipher how experiences of others (who often is so absorbed by changes hap- team members see and experience their team reality, including are not in leadership positions) pening around it that it neglects that constitute the life of a cam- to question the nature, sources, what holds the team together and what pulls it apart. This is pus. It is important for campus and meanings of those changes. leaders to tune into and to join It also neglects to question its where the cultural, or human, that life. own assumptions and valueswith view of teamwork helps most. regard to those changes. To ask A college president or other team The team should stxive to be deep questions about change and builder who thinks culturally critical and to engage in "dif- about team members' beliefs (rather than in utilitarian or ficult dialogue." A difficult dia- about change can mean opening mechanistic terms) will attend logue occurs when a team is able the door to disorder, argument, to how team members interact to question the taken-for-granted.differences, beginnings without with or distance themselves from It occurs when a team worries ends, long talks with no clear one another, how they share or more about the values and mean- solutions in sight. Such questions withhold power in decision mak- ings expressed by its actions, pol- force the members of a team to ing, and how they use language icies, and practices than in the look at what they do not know to give meaning to their interactions and to their sense of efficiency of bureaucratic orga- about their problematic world. nization. And it occurs when a They force a team to delve into interrelatedness. team tries to understand how what individual team members Team building viewed from a diverse constituencies experience believe and what, ultimately, they utilitarian perspective directs the the campus, rather than focusing value including the value-basedpresident or other leader to treat on how to make the bureaucracy differences that divide the team. the team as a mechanical tool: work harder, faster, and/or more While it can seem easier to to pick the right parts, to sharpen productively. It is ultimately con- remain silent about these ambi- them, to coordinate them inan- cerned with what the college guities and di:i.erences. just such imately and with little attention to how they think or feel or relate stands for and how its practices a silence can destroy a team. reflect its values. I While the conflict inherent in to one another (rather than to such dialogue is threatening, the president or to college goals). The team should learn to it is also a sign that the team Team building viewed culturally AAHE 81 %MIN /FEBRUARY I 993J5 1 e ..

is different. It leads the president cussed? What might be contrib- team meetings. What is the to treat the team as a group of uting to the patterns of inclusion nature of the team web? Do indi- human beings with unique abil- and exclusion of subjects in the vidual members speak regularly ities and talents, with minds talk? Despite formal agendas, within meetings, and do they lis- capable of knowing and ques- what's the team working on in ten to one another? Does one per- tioning, and with abilities to a deeper, perhaps unspoken son typically take the defming lead, while others follow? To what extent and through what means More On Administrative Teams do team members communicate at AAHE's 1993 National Conference outside of meetings? Are certain persons left out of the web at cer- Two events at the upcoming 1993 National Conference (in Washington. D.C., tain times? Why might this be on March 14-17) will address the topic of teams and teamwork happening? Workshop On Wednesday, March 17, at 12:30-3:30 PM, authors Este la Bensimon and Team building is often asso- Anna Neumann will present a Professional Development Workshop (W-36) ciated with traditional manage- entitled "Redesigning Collegiate Leadership: Teams and Teamwork in Higher rial skills such as the selection Education." and assessment of personnel and Drawing on case studies, they will help attendees move toward a model the organization of staff resources of collaborative leadership through a series of exercises examining (a) dif- and activities, including the effec- ferences between "real" and "illusory" teams; (b) how team members may tive conduct of meetings, the contribute individually to the collective thinking of the group; (c) the relational development of orderly agendas, and interpretive skills needed to build and maintain teams; and (d) other and the cultivation of group strategies for creating teams that lead, act, and think together. decision-making skills. We have The workshop is open to National Conference participants and requires an additional fee of $50 and advance registration. Attendees receive a copy found, in our studies, that most of Bensimon and Neumann's book. Use the Conference Registration Form administrators have a fairly com- enclosed in the January 1993 Bulletin to register. prehensive working knowledge of rational management, and that Roundtable Book Discussion what most need is an under- On Monday, March 15, at 1:00-1:50 PM, Bensimon and Neumann's book, standing of the human and sense- Redesigning Collegiate Leadership: Teams and Teamwork in Higher Edu- making aspects of team building. cation, will be the subject of an informal roundtable discussion. (A second The cultural metaphor divests book How Academic Leadership Works, by Robert Birnbaum, will also be the team of its formalism, por- on the agenda) traying it, instead, as a live The Roundtable Book Discussion is free and open to all National Confer- ence participants. human group that is always changing, always in flux, always in the process of becoming. From relateto and learn from one sense? And what's avoided or left this perspective, team building another. If we think of the team out? involves the giving and sustaining in cultural terms, we cannot think of life within a group, rather than of it as a tool used by the pres- Decipher the team's process. the mechanical piecing together ident. Rather, we think of the Are there patterns in how group of administrative roles. The cul- team as a living, growing web, of members work together relative tural perspective helps admin- which the president is a part; the to whatever task is being istrators concentrate on how president relates to the team by addressed? Does the team tend groups come together and come trying to understand it and to to emphasize utilitarian, exp-es- apart, how they bring in some grow with it. sive, or cognitive modes, or so,ne people while excluding others, Given this cultural view, we combination? To what extent and how they make meaning. suggest three approaches that does the team think together? presidents and other team lead- Which thinking roles are in evi- ers can use to build, strengthen, dence and which appear to be and develop their teams: absent? What might these pat- Note terns say about the nature of the This article is adapted from Rede- Decipher the team's task. Are team? signing Collegiate Leadership: Teams there patterns in what the group and Teamwork in Higher Education, talks about, and what it neglects Decipher patterns of inter- coauthored byEstela Mara Bensimon and Anna Neumann, to be published to talk about? What's the sub- action within the team. How do by The Johns Hopkins University stance of group attention and team members relate to one Press in March 1993. For information, discussion? What is not dis- another during and outside of call toll free 800/537-5487. 6, AAHE BULLETIN/ FEBRUARY 1993 l ON RECONCILING TEACHING AND RESEARCH

by Kenneth Kolson and Sandee Yuen

Student-faculty Tre teaching and osition that the most effective research incompatible? type of instruction research his issue, so conten- takes place in a community collaboration, ious in the humanities, where faculty are committed Ahas provoked little or no contro- equally to undergraduate especially in the versy among scientists. As A. teaching and to their own intel- humanities, is proof Bartlett Giamatti explained years l.Ttual vitality, where faculty ago in A Free and Ordered Space see students as partners in that scholarly learning, where students col- In science, teaching and laborate with one another and research can inform research not only go hand in gain confidence that they can undergraduate hand but are ofter. the same succeed, and where institutions hand: the pedagogical act an support such communities of teaching, and that act of investigation, the inves- learners. tigatory act shared with stu- A number colleges such teaching can dents and associates who are for exam- also colleagues, the whole a ple, Allegheny College, whose inform research. splendid, ongoing instance of president, Daniel F. Sullivan, was intellectual and human col- chair of the Project Kaleidoscope laboration.... [Tlhe distinctive executive committeeare now style of scientific investigation consciously engaged in encour- is collaborative, and the dis- aging "hands-on" learning outside tinctive process is such that the sciences generally, and in the it is impossible finally to dis- humanities particularly. tinguish research from teaching, seeking from sharing. A National Movement That scientists take for granted It might not be going too far a "hands-on" approach to teach- to say that there is a national ing and learning can be seen in movement afoot to encourage Project Kaleidoscope. a venture student-faculty research collab- supported a few years ago by the oration. For example, the National Science Foundation, National Conference on Under- which was dedicated to the prop- graduate Research (NCUR) series, founded in 1987, is dedicated to enriching undergraduate teaching and learl:ing by promoting opportunities for students to experience first- Kenneth Kolson is deputy to the hand the processes of scholarly director, Division of Research Pro- exploration and discovery that grams, National Endowment for the characterize the academic life, Humanities, Room .918, 1100 Pennsyl- vania Avenue NW, Washington, DC to assist the professional efforts 20506. of faculty and others in these Sandee Yuen, a 1992 graduate of areas, and to understand and American University,is a former appreciate the goals, methods, National Endowment for the Human- and results of diverse areas ities intern. of inquiry and ways of knowing.

I f)6. AAHE BULLETINiFEBRUARY 199317 The NCUR publishes the pro- in which some seventy students faculty research collaboration ceedings of its conferences; were supported in the summer have involved significant inter- maintains a national network of of 1992; additional Hackman fel- institutional cooperation for faculty, administrators, and stu- lows work during the school year.example, the program conducted dents; and generally preaches As a matter of policy, the fellows by the Newberry Library in con- the gospel of undergraduate may not earn academic credit junction with two consortia of research. for their work, but they are well heartland colleges: the Associated Other exemplary initiatives are paid $2,700 for a summer's Colleges of the Midwest (ACM) under way: work and nearly a third enroll and the Great Lakes Colleges Since 1988, the UNCA Jour- in independent study projects Association (GLCA). The ACM/ nal of Undergraduate Research, with their faculty mentor in the GLCA Newberry Library Progyam in the Humanities invites faculty and students to explore the hold- ings of the Newberry bearing on a particular topic; in 1992, the topic was "The Dialogue With Progress." We would submit, too, that humanities faculty Another case is the Summer members can without too much difficulty be Research Opportunities Program persuaded that ingenious ways exist for scholarly (SROP) of the Committee on Institutional Cooperation, which research to inform undergraduate teaching. is the academic consortium of the Big Ten universities plus the University of Chicago. A program designed to increase the number of minority academics, SROP had a total of 640 student participants in all fields in summer published by the University of fall, for which they do earn credit.1992. Minority students are re- North Carolina at Asheville F&M is attempting not only to cruited from member institutions (UNCA), has argued that "pub- encourage growth of the Hack- plus many others across the lication is a vitally important part man Program but also to increasecountry to participate in summer of the research process from the rate of participation by research projects with faculty which undergraduate researchers humanities faculty and students. mentors. should not be excluded." Colorado College, which has The University of Chicago's a modular academic calendar, Humanities Research College Research Opportunities encourages students to use one Editing projects. In the human- Program (CROP) regularly pub- of their three-week terms to ities, editing projects seem par- lishes a Directory of project direc-travel to a library or archive or ticularly good at accommodating tors in search of research assis- to do fieldwork related to the col- appropriate student involvement. tants. Many of the research lege's senior thesis requirement. The works of Giuseppe Verdi, for assistantships are paid positions; Grants of up to $600 encourage example, are being edited at the some carry course credit. In addi- faculty members to think of University of Chicago, under the tion, undergraduates may apply their students as research direction of Philip Gossett. Gos- to the university's Richter Fund assistants. sett has wedded the project to for research support based on The Stanford Humanities a doctoral seminar dealing with a proposal with a faculty sponsor. Center has encouraged under- various problems of establishing Vanderbilt University's graduate involvement in its pro- texts for nineteenth-century Ital- summer research program issued grams by annually naming fellows,ian operas, examining compo- from a panel charged in 1988 who have access to a common sitional methods, contemporary with improving the quality of study and lounge; attend lunches, performance practice, and con- intellectual life on campus; par- research presentations, and otherventions of musical notation, as ticipating undergraduates are events according to their indi- well as the broader issues of tex- paid $3,000. An article in the July vidual interests and projects; and tual criticism. In 1991, Gossett 31, 1991, issue of The Chronicle are served by a director of under- had his students edit the score of Higher Education highlighted graduate research opportunities. and prepare draft commentary similar programs at Connecticut Some colleges have used senior of Verdi's opera Alzira; he College, Eckerd College, Purdue thesis requirements to foster an checked the copy note by note University, the University of Day- across-the-curriculum approach as it was prepared. Two of the ton, the University of Michigan, to research. Others have fostered students from the seminar served and Yale University. student research through honors as volume editors for Alzira and Franklin and Marshall Col- programs. will complete the research for lege has long supported student- InterinstitutiDnal cooperation. the historical introduction that faculty research collaboration Several of the most interesting will appear in the volume of musi- through its Hackman Program, efforts to encourage student- cal text.

8 AAHE BULLETIN /FEBRUARY I993 1 I )3 At the Black Periodical Liter- proved a boon not only for schol- in the region serve as the pri- ature Project, at Harvard Uni- ars but for undergraduates as mary field workers, consulting versity, graduate and undergrad- well. Students also have partic- articles, books, reports, films, uate students are employed in ipated in the production of ref- recordings, and oral history research and clerical positions. erence works and classroom transcripts held at Duke and at The assistant director of research materials. For example, Susanne HBCU repositories. In the field is committed to the learning Woods, vice president and dean of archaeology, a growing number experience of the students and at Franklin and Marshall College, of projects are incorporating ensures that each is exposed to reports that in a course on teaching into their research a variety of work. All of the stu- Renaissance women writers given design. Field schools, such as the dents share in the excitement at Brown University in 1990, she one Boston University adminis- of discovering and cataloguing previously unknown pieces of African-American literature and identifying their often obscure, pseudonymous authors. The students also are exposed to the crit- The more formidable challenge facing academic ical work of the project's three administrators is showing their faculty that teaching senior editors Henry Louis can inform research that the undergraduate Gates, Jr.; Phillip Harper; and Anthony Appiah, who are in the classroom can serve as the crucible of humanities forefront of the current redis- scholarship. covery and reevaluation of this vital segment of American literature. While student-faculty research collaborat ion obviously is facilitated by proximity to important archival materials, faculty assigned group editing projects, ters at an excavation in Newbury, members at institutions without which yielded an anthology of Massachusetts, have become cru- major research libraries must be seventeenth-century writing. cial training grounds for under- more resourcefuL At Knox Col- Woods also reports that materials graduate and graduate archae- lege, for example, two faculty drawn from the Brown Women ology majors. Moreover, the members, Douglas Wilson and Writers Project textbase have quality of research undertaken Rodney Davis, are editing the made their way into courses at at excavations that include field material about Abraham Lincoln more than forty colleges across schools has been greatly collected by his law partner and the country. enhanced by student demand biographer, William H. Herndon. Translating pridects. Trans- in situ for explanations of meth- Students from a course Wilson lation. which is often integral to odologies and interpretations. and Davis teach together have editing projects, involves both Conference presentations. Con- been involved in background the transmission and the creation frences also can provide the research and in transcribing let- of knowledge; as such, it blurs occasion for student participation ters and interviews, the originals the distinction between teaching in research. Undergaduates can, of which are in the Library of and research. At Knox College, of course, be taken by their Congress and the Huntington again, one student's senior proje4 teachers to conferences where Library. Directly related to this consisted of translating into scholarly research is dissemi- research was a cover story in The English a manuscript by a Rus- nated, and they can sometimes Atlantic comparing the reading sian named L.I. Mechnikov that make a significant contribution. habits of Lincoln with those of describes the Meiji Restoration For example, a conference on Thomas Jefferson thus under- in Japan. Using both the original "Muslim Societies and Politics: scoring the point that research and the published Japanese Soviet and U.S. Approaches" in the service of teaching is likely translation, the student worked yielded an article in the Middle to yield scholarly products that alongside Mikiso Hane, of the East Jour-nal that was written can be shared with a general Knox history department, who jointly by Dale F. Eickelman, an audience. himself is hard at work on a studyanthropology professor at Dart- It is worth noting, too, that in of Russian emigres to Japan. mouth College, and Kamran some fields advances in infor- Field research. Other kinds of Pasha, a Dartmouth undergrad- mation technoloa have made projects can promote student- uate specializing in Islamic access to primary source mate- faculty collaboration. At Duke studies. rials feasible for the first time. University, where William Chafe In classics, for example, the The- directs a collaborative study of the Risk saurus Linguae Graecae, a rea- life in the Jim Crow South, stu- Of course, student-faculty sonably priced electronic textbasedents many of them under- research collaboration entails of ancient Greek texts from graduates at historically black certain risks. Students can be Homer through 600 A.D., has colleges and universities (HBCUs) exploited by their professors. AARE BULLETIN/FEBRUARY 19919 Their research can be dishonestly usually there are no particular several years thereafter. appropriated. They can be incentives for dokig so, and no A much more dramatic case assigned menial tasks, not truly special resources for them to in point can be drawn from the invited to join the community of draw on. lecture that the eminent historian learners. An even graver risk, Whether faculty members will Carl Schorske delivered a few given the ethos currently govern- even bother to try for a rap- years ago as part of the American ing academe. is that student- prochement between teaching Council of Learned Societies' faculty research collaboration and research often will depend Charles Homer Haskins Lecture will reinforce the impression that on the quality of leadership pro- series. In that lecture, Schorske research is the only thing that vided by department chairs, described the intellectual crisis counts. And, of course, students deans, provosts, academic vice that he faced as a young man, recently released from wartime duty, teaching European history at Wesleyan University. As Schorske saw it, the challenge was accommodating the dreadful Whether faculty members will even bother to try events of the 1930s and 1940s for a rapprochement between teaching and research to a course that seemed logically to conclude in the intellectual often will depend on the quality of leadership consensus of the pre-World War I provided by department chairs, deans, provosts, West. He explained that he academic vice presidents and presidents, too. "resolved to explore the historical genesis of the modern cultural consciousness," and that to do so required that he confme his study to "a circumscribed historical context," possibly to a sin- ought not to be prematurely presidents and presidents, too. gle city. In his courses, then, he socialized into any profession, Our strong suspicion is that held auditions: including the academic enlightened leadership has made Like Goldilocks in the house profession. all the difference at institutions of the three bears, I tried out An element of risk exists for such as the University of Chicago, several Paris, Berlin, London, faculty members, too. At various Allegheny, Knox, Franklin and Vienna in seminars with Wes- career stages, they face different Marshall, and the Newberry leyan students. I chose Vienna 'challenges in reconciling their Library. We would submit, too, as the one that was lust right." teaching obligations with their that humanities faculty members The origins of Schorske's magnum research agendas. New faculty can without too much difficulty opus Pin-de-siecle Vienna, in members who have just finished be persuaded that ingenious waysshort, lay in his teaching duties. defending a Ph.D. dissertation exist for scholarly research to Could there be more eloquent usually fmd their research inter- inform undergraduate teaching. testimony in support of the prop- ests too narrowly focused to We think that the more formi- osition that teaching and inform their teaching, at least dable-challenge facing academic research are complementary their undergraduate teaching. administrators is showing their intellectual activities? This is particularly true in the faculty that teaching can inform Every day, hundreds of college case of assistant professors con- research that the undergrad- teachers less eloquently than signed to multiple sections of uate classroom can serve as the Schorske, to be sure refute the introductory or service courses crucible of humanities incompatibility thesis by being and of literature scholars who scholarship. both ser;ous researchers and primarily teach foreign language Most faculty members probably excellent teachers. Our hunch courses. could cite a personal example. is that research (by Robert Faculty members who have One of us can report that it was McCaughey, of Barnard College, been out a few years, and for while team teaching a course at among others) will provide empir- whom tenure review looms large, Hiram College on the history of ical support for what we already often think in terms of extending American political parties (pro- know from experience: that or building on their dissertation viding the political science per- great teaching springs from the research as they plan a second spective, while the other teacher library and the laboratory. Where book; the incentive structure at developed the historical context), are professors to derive their that stage, too, creates tension that he found himself preparing authority, if not from active between teaching and research. a critique of Richard Hofstadter's scholarship? And, while senior faculty The Idea of a Party System: The Rise of Legitimate Opposition members with tenured appoint- Note ments might have the liberty to in the United States. 1780-1840, The views expressed by the authors undertake research projects that which he subsequently published are their own, and not necessarily are informed by their teaching in a scholarly journal, and which those of the National Endowment responsibilities, and vice versa, shaped his research agenda for for the Humanities.

10i AMIE BULLEMN 'FEBRUARY 1993 GRADUATE STUDENTS TO TEACH Where We Are, Where We Are Going

an interview with Leo M. Lambert by Pat Hutchings

' are than at any university we know, key A key figure on the TA-preparation scene, Lambert administrators at Syracuse believe in theis associate dean of the Graduate School and director maxim that lasting innovation needs toof the TA Program at Syracuse University, where he be a cooperative effort ... that onlyif a number ofalso teaches in the graduate program in higher institutions pull together will the system change ineducation. ways that sustain local initiatives. As a leader of After collecting data from hundreds of colleges and the initial TA-training movement a chief architectuniversities nationwide, Lambert and Syracuse of ane of the most advanced programs of TA trainingcolleague and coeditor Stacey Lane Tice devoted a in the country, it came naturally to Leo Lambertyear of time and energy to producing PREPARING to 'think nationally. So do AAHE and Council ofGRADUATE STUDENTS To TEACH, a 200-page guide to Graduate Schools presidents Russ Edgerton andexemplary programs published in January by Jules LaPidus introduce readers to Leo Lambert,AAHE's Teaching Initiative. Pat Hutchings, director editor of AAHE 's newest publication, PREPARINGof AAHE's Teaching Initiative, talked to him the week GRADUATE STUDENTS To TEACH. his book was released. Eds.

HUTCHINGS: Leo, you and Sta- English language proficiency that cey Lane Tice have been hard at has received so much attention work on Preparing Graduate Stu- and continues to concern our dents To Teach for more than a research universities. Many insti- year. And, of course, you've been tutions, including Syracuse, very involved in programs for TM adopted rigorous standards for on your own campus for much screening ITAs for English lan- longer than that. So you know guage proficiency and instituted the landscape as a participant new programs in oral communi- as well as an observer. Give us cations in response to complaints. an overview. Are we making But we also later came to under- progress? stand and appreciate other LAMBERT: We are making good dimensions of the problem. progress, Pat, but the path for For example, we learned we our progress has sometimes been also needed to help ITAs better recursive, in my experience. Take understand cultural differences the issue of international teaching as they relate to teaching and assistants (ITAs) with poor learning in the American class- " 451g. .;

We sometimes revisit old ground, butwith a more sophisticatedunderstanding of the issues and questions on later passes. But we are making great progress,without a doubt.

te, room. We also began to counter- tions, I think, will focus on the scene? act some of the unfair treatment relationship between centralized LAMBERT: I am concerned of ITAs by undergraduates that TA-development programs and whether leaders in higher edu- has its basis in intolerance and TA preparation in the disciplines, cation will be able to sustain this xenophobia And we improved the nature of those partnerships, relatively recent rededication to our communications with stu- and how they can be symbiotic quality teaching and to recon- dents, parents, and the public and mutually reinforce one sidering the campus reward sys- about why so many graduate stu- another. That's important. tem to better recognize quality dents in the sciences and engi- I also think it's important to teaching. There have been pos- neering come from Far East Asia mention what I see in a few of itive signs of change on my cam- in the first place. We sometimes the programs that are profiled pus in terms of improving the revisit old ground, but with a in the book. If you look at Emory'sstatus of teaching. But it's still more sophisticated understand- TATTO program or at the Future very, very early in the ball game, ing of the issues and questions Professoriate Project at Syracuse, and we still need to convince a on later passes. But we are mak- what you see is a fundamental lot of skeptics out there that fun- ing great progress, without a reconsideration of graduate edu- damental change truly has doubt. cation and what it means to earn occurred. HUTCHINGS: So weve come a a Ph.D. in light of our responsi- Having said that, let me also long way. How do you see that bility to prepare students as say on a brighter note that progress reflected in current teachers. That is a remarkable. it is really fortuitous that the TA- practice? remarkable phenomenon. It indi- development movement has LAMBERT: A couple things come cates to me that we have moved occurred just at the right time: to mind. A very important far beyond TA-orientation pro- when Boyer's book Scholarship advance is the emerging part- grams and training international Reconsidered has prompted so nership between centralized pro- TM to speak better English .. . much discussion, and faculty grams and academic depart- which I don't mean to undercut reward systems are being recon- ments. That is, a lot of us who or minimize one bit. But we've sidered, and disciplinary asso- are known for being active in the really moved on to a bigger ciations and academic societies TA "movement" Jody Nyquist, agenda, which asks how might are reassessing the status of at Washington; Nancy Chism, at we systematically change the pro- teaching. That all of these dis- Ohio State;_drilla Svinicki, at cess by which we prepare Ph.D. cussions are occurring together UT-Austin; myself and many oth- students for both teaching and has been to the benefit of quality ers have our home base in a research. TA preparation nationally and centralized program, whether This means, of course, that we of teaching more generally. must rethink faculty roles regard- in a center for teaching excel- STRATEG,IES & lence or a graduate school or ing both sets of responsibilities, what have you. But I think we while not extending time-to- PI: A 7TICES really need to underscore that degree for the Ph.D. For this to HUTCIHNGS: Let's talk a bit the academic departments are occur successfully, academic more about Preparing Graduate where the real action takes place. departments must very carefully Students To Teach itself, Leo. In The faculty in the academic dis- integrate preparation for teach- it, readers will get a good sense ciplines are the ones who bear ing into the mainstream of their of the landscape that you're ultimate responsibility and graduate degree programs. painting right now. But what par- have the necessary expertise HUTCHINGS: That's a very heart-ticular strategies for improve- for preparing graduate students ening diagnosis, Leo. But is there ment will they learn about? What as future faculty, in both teachinganything you're worried about practices are suggested by the and research. Future conversa- as you look over the current model programs it describes? We've really movedon to a bigger agenda, which asks how mightwe systematically change the process by whichwe prepare Ph.D. students for both teachingand research.

LAMBERT: One such practice ideas are featured in the book. me if I'm not working with TAs? would be mentoring. It's clear we But again, I'd underscore that LAMBERT: Well, getting back need to have more frequent and we must continue to focus the to the point that I was making more sophisticated conversations entire process of graduate edu- earlier about faculty, I'm hoping about teaching occur between cation, and how more sophisti- that we can entice them to pick and among graduate students cated and comprehensive prep- up a copy of the book and to and faculty. This sometimes aration for teaching can occur, spend a few hours with it, and happens informally, by happen- within the context of academic read about what's going on not stance, and sometimes wonderful disciplines. We know that very only in their own discipline but things result, as you know. But wide differences exist among the in other disciplines, as well. This mentoring should not be left to disciplines in terms of how this is an area where Chemistry can happenstance. That's not how can happen. learn from Psychology, and vice we mentor for research, and it For example, in physics and versa. Many of the ideas, the basic shouldn't be the case for teaching,many of the other sciences, grad- approaches, techniques, and either. Graduate students ought uate students tend to have their strategies, I think, are transport- to be sittinr down regularly with teaching experiences early in able, to a degree. faculty and peers and talking their graduate program, because In f.:.ct, many of the strategies about teaching in the context of later on they work in a very con- and techniques advanced in the . their discipline, and these should centrated fashion as research book can be applied to faculty be serious, scholarly, substantive assistants with their research and their teaching, sometimes, discussions. mentor and fellow graduate stu- of course, with appropriate mod- Another practice I'd mention dents in the lab. That's very dif- ification. When Syracuse brought is teaching portfolios. I think ferent from the kinds of expe- a group of faculty up to the Adi- teaching portfolios hold tremen- riences graduate students have rondacks last summer for our first dous promise in the arena of pre- in philosophy and English, where Faculty Teaching Mentors Sem- paring future faculty, and we are research support is relatively inar, a distinguished, widely going to see a lot of creative uncommon and graduate stu- respected faculty member said exploration of their potential use dents rely much more heavily on quite candidly, "A lot of us don't for graduate students. In fact, teaching assistantships for sup- feel like we have the skills and I think that portfolios might be port. But, despite those major professional knowledge to most powerful with TAs because differences, it is possible... and attempt to, or pretead to, mentor graduate students are naturally we are seeing it on my own cam- our graduate students about interested in building a profes- pus, and on other campuses. teaching. We need some of this sional portfolio; many are nat- a systematic review of how qual- preparation and training our- urally motivated to accumulate ity preparation for teaching can selves'" That comment met with evidence and artifacts of their be built in as an integral part of more than a few nods, with experiences and their profes- graduate studies. I think that's others saying, "Yes, that's right sional growth and development key. ... if we're going to be training as teachers. At Syracuse, we've the next generation of the pro- I had an enthusiastic response fessoriate, we need some prac- Ifrom graduate students about HUTCHINGS: Pretty obviousiy, tical, interdisciplinary discussion ..1 teaching portfolios; our work- Preparing Graduate Students about what it means to be a men- ishops and colloquia on thesub- To Teach is going to be helpful tor and learn about practical : ject usually are well attended. to people like you, Leo, who are techniques that one might employ i So, teaching portfolios and in the TA business, either at a to be creative and effective at it." mentoring would be two items centralized or a departmental HUTCHINGS: So you can't talk t -..g on my list; many other creative level. Is there anything in it for about 'TA training" without talk- t.1-41k; PREPARING GRADUATE STUDENTS TO TEACH A Guide to Programs That Improve Undergraduate Education and Develop Tomorrow's Faculty

Edited by Leo M. Lambert and Stacey Lane Tice Syracuse University

The product of a comprehensive national survey of TA- Describes discipline-based programs faculty-led training programs and practices. programs within departments in the biological sciences, chemistry, English and composition, foreign languages. Offers seventy-two detailed profiles of effective TA-training mathematics, psychology, speech communication, and the programs in place in colleges and universities around the social sciences country. Highlights TA-training programs that address the special Profiles cover program goals and benefits, scope of activities, linguistic and cultural needs of foreign graduate students faculty and TA responsibilities, funding, budget, staffing, evaluation, philosophy, and more. Two directories list the names, addresses, telephone/fax numbers, and e-mail addresses for the contact people at Describes model centralized programs "all-university" 350 centralized and discipline-based programs. programs based in graduate schools, centers for teaching excellence, or centers for instructional development that Inc!udes chapters discussing the critical role of the teaching provide instruction for all graduate stuaents. assistantship, and next steps to preparing the future professoriate.

Supported by the Council of Graduate Schools. TIM-CREF, and The Pew Charitable Trusts

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To order: Order from the AAHE Publications Department. Box B293. One Dupont Circle. Suite 360. Washington, DC 20036-1110 MHE members $20 00 each. nonmembers. $22 00 each Bulk discounts are available for orders of ten copies or more Prices include fourth class postage and hard:flingAll orders under $50 must be prepaid, orders over $50 must be accompanied by payment or institutional purchase order Allow four to six weeks for delivery For more information. call 202/293-6440

14 AARE BULLET1N/FEBRUARY1993

BEST COPYAVAILABLE Graduate students can sense in about five seconds if a department's commitment to quality teaching is real or not.

ing about the level of attention Afterwards, I was reflecting to years, and there are a lot of fac- to teaching among faculty more myself, perhaps subconsciously ulty who have been invested in generally? preparing for our conversation, it for a long period who have not LAMBERT: That's right. Grad- Pat, that this would be a fright- been celebrated or recognized uate students can sense in about ening prospect for somebody who for their work. These faculty have five seconds if a department's was just beginning a TA program been really good colleagues here commitment to quality teaching to think about the level of at Syracuse, and they have been is real or not. If the departmental detail and organization required instrumental in our moves for- culture does not recognize or to pull off an all-university pro- ward in this arena. value teaching, graduate students gram involving more than sixty HUTCHINGS: Let's close with pick up the message very quickly. academic departments. But it's a last comment about your new So that's why I continue to where Syracuse happened to book. Why now? What need are empnasize that what happens begin its TA-development effort; you meeting with Preparing In the academic discipline, in that other universities have begun Graduate Students To Teach? specific culture, is so very impor- with other efforts and other LAMBERT: As a result of AAHE's tant to the ongoing preparation projects. leadership and that of the Coun- of graduate students for teaching. But you build on those. You cil of Graduate Schools, and the start and you build. You develop national TA conferences at Ohio GETTING STARTED a nucleus of support on campus State (1986), the University of HUTCHINGS: That seems right. with the faculty, and then move Washington (1989), and the Uni- but maybe a little daunting, too, forward. versity of Texas at Austin (1991), Leo. Very few, if any, universities we witnessed a burst of activity LAMBERT: Yes, it is. And I'd have the resources or the kind and interest in TA-development stand by the idea that what's of campus culture that will allow prdgrams. As we learned through really at issue is not just TA- you to institute grand changes the national survey on which our training strategies or orientation overnight. We ail know that's not book is based, roughly 60 percent programs, but a fundamental how change happens. So it's as of the centralized programs have reconsideration of graduate edu- simple as getting a committed begun in just the past four years. cation and academic values. But, group of faculty and graduate But many questions were going I'd also add that you have to get students together and getting unanswered: How far had we started somewhere and not started. come? Were conditions improved? necessarily by trying to change In fact, Pat, that makes me Are there effective models others everything overnight, because think of something I'd like to say, might follow'? What are the bar- that won't likely happen. You just on a more personal note: that riers to further progress? So we have to jump in at some point this is just a really, really fun busi- Russ Edgerton, Jules LaPidus and get started with improve- ness to be involved with, and very and Peter Syverson, you, Stacey, ments that make sense and might gratifying. Over the past several and I decided that this was lead to bigger things. years. I have developed tremen- an excellent time to take stock, To that point, let me offer an dous respect for a lot of quality and that one of the most impor- anealote.. .. Yesterday my staff teaching being done by teaching tant services we could provide and I held a i,sianning meeting; assistants, teaching that, I think, to the higher education commu- we spent about four hours laying is underappreciated and under- nity was to share some of these out what this summer's fifteen- celebrated. And I also have great creative approaches with our col- day TA-orientation program was respect for the faculty who have leagues. That's what we hope going to look like. We got done been working with Tits a long we've done. in about four hours what used time. TA training has been going HUTCHINGS: Leo, I'd say you to take us weeks to accomplish. on in the disciplines for years and have. Thank you. QUALITY ADMINISTRATION.

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16 AM-IE BULLETIN, FEBRUARY 1993 lii AAHE NEWS

Around AAHE's many programs.

Board of Directors 1993-94 Board Election Slate Set This spring, all AAHE members will elect by mail ballot three new members of AAHE's Board of Directors a Vice Chair and two others. In January, a nominating committee selected the slate of can- Doherty McClenney Natallcio didates listed below. The committee was chaired by the Board'sBoard Position *2 Board Position *3 past chair, Norman Francis, pres-(Four-year term) (FiYur-year term) ident of Xavier University of Lou- Hannah Goldberg, provost/ Roberta Matthews, associate isiana, and included AAHE academic vice president, Wheatondean for academic affairs, members Peter Ewell, senior College (MA) LaGuardia Community College associate at the National Center Manuel Gomez, associate Stephen Weiner, executive for Higher Education Manage- vice chancellor of academic director of the Accrediting Com- ment Systems (NCHEMS), and affairs, University of California, mission for Senior Colleges and Karen Romer, associate dean Irvine Universities, Western Association for academic affairs at Brown Richard Light, professor of of Schools and Colleges University. (The November Bul- education, John F. Kennedy Victor Wong, provost and letin incorrectly named the chair School of Government, Harvard vice chancellor for academic of that nominating committee.) University affairs, University of Michigan- AAHE bylaws state that addi- Flint tional candidates may be nom- inated by petition. Two hundred Assessment Forum/CQI (200) member signatures are 1993 Conference "Double Feature" Teams Assessment needed to nominate a candidate With CQI for the position of Vice Chair; 100 This June, AAHE's long-running tice, and for the reporting out signatures are needed for any and influential Assessment Con- of new developments. other board position. Petitions ference takes an important step At last June's Assessment Con- must be submitted at Conference forward by incorporating into ference, in Miami Beach, the hot Headquarters (in the Washington its program a full, conference- "new development" was "TQM on Hilton) before the end of the first sized treatment of Continuous the academic side,' which notably full day of the 1993 National Con- Quality Improvement (CQI). This includes assessment. Many speak- ference (by midnight, March 14, "double feature" convening ers pointed to parallel assump- 1993). represents an excellent, cost- tions behind the two movements This year's slate of candidates effective way to learn in depth and urged assessors to embrace for the 1993 AAHE Board of about two of the academy's hot- as their goal "continuous quality Directors is: test topics, assessment and CQI. improvement in undergraduate The new event, scheduled for education" a good statement Vice Chair June 9-12, 1993, at the Palmer of what the forthcoming confer- (Four-year term on the Executive House, in Chicago, has at its core ence will be about. Committee; Chair in 1995-1996) what will be the Eighth AAHE The June event will include a Austin Doherty, vice pres- Conference on Assessment in full array of sessions on assess- ident for academic affairs, Higher Education. That confer- ment and on CQI, and also on Alverno College ence has been attracting 1,200- their interconnections, for a sin- Kay McClenney, executive 1,400 participants annually, manygle registration fee. The confer- director of policy and programs, of them faculty members in cam- ence is directed by Karl Schilling, Education Commission of the pus teams; over the years. it has director of the AAHE Assessment States been a prime vehicle for intro- Forum. Sessions on CQI will be Diana Natalicio, president, ducing newcomers to assessment, developed by Monica Manning, University of Texas at El Paso for debates about issues of prac- codirector, with AAHE Vice Pres-

AAHE BULLET1N/FEBRUARY 1993/17 1[. 1 2 ident Ted Marchese, of AAHE's ing Initiative, at AAHE. You will uary 15-16, 1993, at Syracuse Uni- new Academic Quality Consor- be apprised as plans unfold. tium. (For more on the Consor- versity's Lubin House, in New York City. AAHE's national office tium, see the November 1992 School/College Collaboration issue of the Bulletin.) was represented by Vice President A New Staff Member Lou Albert and program staffers To propose a session or to AAHE welcomes Paul F. Ruiz, Kati Haycock, Nevin Brown, Paul receive a conference preview, con- the Association's newest staff Ruiz, and Carol Stoel, who joined tact the AAHE Assessment member, who a panel of fifteen national col- Forum at 202/293-6440, fax 202/ has joined laboration leaders, including 293-0073, at AAHE. AAHE's AAHE Board members Laura school/collegeRendon and lbssa Assessment and Liberal collaboration The panel offered feedbackon Education program. A AAHE's school/college agendas A new paper written by Minda native of San for the future, including those Rae Amiran, professor of English, Antonio, for professional development and SUNY College at Fredonia, Texas, Ruiz Ruiz publications, and it suggestedsev- addresses the issue of assessment comes to eral new initiatives to pursue. in liberal education and is avail- AAHE from the Hispanic Asso- These recommendations will be able without charge from AAHE, ciation of Colleges and Univer- reflected in the program for thanks to support from the sities (HACU), where he served AAHE's 1993 National Conference Exxon Education Foundation. as director of the Hispanic Stu- on School/College Collaboration, The paper grew out of Amiran's dent Success Program (HSSP). scheduled for December 4-8, 1993, observation of sessions on liberal The HSSP is a comprehensive in Pittsburgh. education at the 1992 Assessmentdropout-prevention and college- Conference, in Miami Beach, and preparation program serving six Member News incorporates her own experiencespredominantly Hispanic San New Books of Note with assessment. For a copy of Antonio school districts. The Publications authored by three the paper, contact Elizabeth goals of the HSSP increased AAHE members are hot off the Brooks, Project Assistant, AAHE rates of high school graduation, press: Assessment Forum, at AAHE. college admission, and college Johnnetta Cole, president matriculation closely mirror of Spelman College and the key- Principles of Good PracticeAAHE's collaboration goals. noter at AAHE's 1991 National A reminder: The Principles of Conference ("Difficult Dialogues"), Good Practice for Assessing Stu- Advisory Board Meeting has just published Conversations: dent Learning insert that AAHE's school/college program Straight Talk With America's Sis- convened a meeting of its newly appeared in the December 1992 ter President, available from constituted advisory board Jan- AAHE Bulletin is still available Doubleday. in packets of twenty-five free K. Patricia Cross and Tho- while supplies last by writing mas Angelo have released a sec- or faxing c/o "Assessment Prin- AARE in Miss ond edition of their classic Class- room Assessment Techniques: A ciples," at AAHE. Fs* Registradas Deadline. 1903 National Conference. Registration Handbook for College Teachers, increases 120. Refer to conference.t available from Jossey-Bass. Teaching Initiative preview or prelimkiary program (Jan- (Classroom Research, of which Cases Conference uary Bulletin) for registration foaa and detalkOtbretarg 19, 1901 Classroom Assessment is one The AAHE Teaching Initiative, '- approach, will be celebrated in in cooperation with the Pace Uni- RegloIratiot ReflaSd Demebie. an AAHE Readers' Theater, "Con- versity Center for Case Studies National Conference. Requests mu* be in writing and postmarked bylhe versations With Adepts, Novices, in Education, will host a confer- deadline_ Refer to conference preview and Skeptics," at the 1993 ence this summer or in early fall or preliminary pmgram (January Del- National Conference on Sunday Win) for detail& Febniery 19, nos. on how to use cases about teach- evening, March 14.) ing and learning to prompt more Diocese& Hotel Rate Deadjbee. 1993 reflective faculty practice. The National Conference. Refer to eon- Correction aim of the conference will be to ference preview or preliminary program (Janurry Bulletin) for detalie. In the November 1992 edition give participants actual practice Mowery 21, 1901 of the "AAHE Publications List," in setting up and leading case enclosed in the November issue discussion. 1993 National Conference. Wash., ington, DC. Man* 14-17, 1901 of the Bulletin, the toll-free If you or a colleague would be 1993 Assessinent/aal Conference. phone number for ordering con- interested in attending such an Chicago, R.. June 9-12, 1991 ference audiocassettes from the event, please contact Erin Ander- Mobiltape Company is incorrect. son, Project Assistant, or Pat 1993 School/Calk& Costenmece. Pittsburgh, PA. December 4-8, 1993. The correct number is 800/369- Hutchings, Director, AAHE Teach- 5718. 18 AARE BULLETIN: FEBRUARY 11493 by Ted Marchese

Welcome back, happy new year. ...Do send items, here we go with news of AAHE members (names Dowdall lèrzell Stoel in bold) doing interesting things. MORE PEOPLE: Best wishes to Eastern Michigan's PEOPLE: It was good to see many long-timeHector Garza, new head of ACE's office of minority members tapped for important presidencies thisconcerns; Hector helped found AAHE'sHispanic winter, among them Kathryn Mohrman by ColoradoCaucus ten years ago ... toPitt's RudyVVeingartner, College, Jean Dowdall by Simmons, Claire Vanwinner of AAC's 1993 Frederic W. Ness Book Award Ummersen by Cleveland State, Charles Hathawayfor his Undergraduate Education: Goals and Means by Arkansas (Little Rock), Illinois' Robert Berdahl ... toShirley Showalter, of Goshen College and by UT-Austin, Ken Mortimer by Hawaii, and Chuckthe AAHE Board, selected as a senior fellow by the Ruch by Idaho State.. .. These arethe kind of peopleLilly Fellows Program in Humanities and the Arts Judith Block McLaughlin recruits for her Seminar ... toMel Terra of Northeastern Illinois and for New Presidents, at Harvard this July 23-28 (callAAHE's Black Caucus, editor of Diversity, Disunity, .. and to my 617/495-2655). .. Meanwhile,high regards to twoand Campus Community (NASPA) . sitting presidents for exemplary public service: tostaff colleague Carol Stoel, whose expertise and USC's Steve Sample for his leadership of Rebuildcivic mindedness led her to service on Clinton's L.A., and to Indiana's Toni Ehrlich for heading thepostsecondary transition team, and now to helping Commission on National and Community Service.urban-campus groups participate in a Mother's Day march sponsored by Citizens Against Guns (reach ...Elsewhere, David Ellis moves from the Lafayette presidency to head the Boston Science Museum,Carol here, at 202/293-6440). while Janet Greenwood, two presidencies behind her, joins Heidrick & Struggles as a search consul-LAST NOTES: As I write, we're packing forAAHE's tant... . Charles Neff of AGB's Presidential SearchFaculty Roles and Rewards Conference, in San and Consultation Service tells me that all thoseAntonio, completely sold out by mid-January(550 stories about "high presidential turnover" aren'tattendees), but more importantly a terrific assem- borne out by the facts, which are that turnover hasblage of people and ideas put together by interim averaged a steady 13-14% over the years, anddirector Jon Wergin and the volunteered effortsof . looking forward to actually declined in the last reported year ... many AAHE members .. we're presidential resignations seem to be running lowerthe early-February arrival of ClaraLovett as .When than usual this year, too. director of that FIPSE-supported project.. . we offered members freepackets of those "Principles THEY'RE FREE: That wonderful science literacyof Good Practice forisessing Student Learning," project at AAAS (led by Jim Rutherford) has anwe didn't expect such a floodof calls and faxes interim report out, Project 2061's Work in Progress, ...10,000 copies went out the door by mid-January, ... thanks again to yours by calling 202/325-6666.. .. TheU.S. Depart-prompting a new printing ment of Energy offers a new Guidebook toExcel-Edward Ahnert, head of the ExxonEducation lence, a directory of federal facilities and otherFoundation, for support that made thisoffer AAHE willingly complied with a demand resources for science and math improvement,forpossible.. .. from The Chronicle for the top five salarieshere, callers to 615/576-8401, while supplies last. ... For but there were grumbles aplenty amongthe students of TQM, get a copy of the 1993 Award and Criteria for the Malcolm Baldrige National QualityWashington associations about that demand the paper's intent to publish the info soon ... hope Award by calling 301/975-2036. ... NEH,NSF, and salaries. . . FIPSE are jointly sponsoring a grants competitionit doesn't forget to print its own top for projects promoting integration of the sciences,Good news at deadline: a three-year,$350,000 grant social sciences, and humanities, with a March 15in support of our Academic QualityConsortium.. .. application deadline; guidelines from 202/606-8380.See yo next month! Register Today! 1993 National Conference on Higher Education "Reinventing Community" March 14-17. 1993 Washington, D.C.

AAHE's annual National Confer- puses, leading to improvement Campuses and Their ence on Higher Education draws efforts in individual courses, in Communities some 1.800 faculty, administra- departments and other adminis- Community a.s Pedagogy tors, and others who share a com-trative units, on campuses as a New Technologies, New mitment to improving the quality whole, and in the relationships Forms of Community of higher education. Through ple- between campuses and their sur- Redefining Faculty nary and concurrent sessions. rounding communities. Responsibilities workshops, meetings, and social The theme of community build- Conceptions of Community: occasions, these participants gain ing and improvement runs Cultures of Coherence new insights on the "big picture." throughout the conference, begin- Leadership and Community as well as acquire the practical ning with the Keynote Address by Building. tools needed to increase their author and lecturer Parker Registration materials were own effectiveness and their Palmer. AAHE also has extended mailed to all AAHE members in institution's. an invitation to President Bill early December. and the .lanuary The theme of this year's confer- Clinton, whose notion of a new AAHE Bulletin included a regis- ence. 'Reinventing Community: social covenant is clearly depend- tration form, along with a listing Sustaining Improvement During ent on the rebuilding of of the preliminary program. Reg- Hard Times." is a timely one. The community. ister by February 19 and save $20 belief is growing that now is a The conference's more than 200on your conference registration time for genuine social invention sessions will be clustered along fee. in higher education. A spirit of seven theme-related tracks: Register today! Be part of this creativity, empowerment, and Higher Education and important meeting of the higher community is growing on cam- Society: Rewriting the Contract education community.

Moving? Clip out the label American Association for Higher Education below and i.endit. marked with your new address. to Change of Address: AAHE. AAHE members receive free the AAHE Bulletin (ten issues/year) and Change t me Dupont Circle. Suite 300. magazine (six issues/year); discounts on conference registration and publications: waslungton. IR 2t5oil6- ll I 0. special rates on selected non-AAHE subscriptions; Hertz car rental discounts; and more. To join, complete this form and send it to AAHE, One Dupont Circle, Suite 360, Washington, DC 20036-1110. MEMBERSHIP (Choose one) Regular 1 yr, $75 0 2 yrs, $145 0 3 yrs, $215 Retired: 0 1 yr, $45 Student: 0 1 yr, $45 (For all categories, add $8/year for membership outside the U.S.) CAUCUSES (For AAHE nimbers; choose sante number of years as above) Amer. Indian/Alaska Native: O 1 yr, $10 0 2 yrs, $20 0 3 yrs, $30 Asian/ Pacific American: O 1 yr, $15 0 2 yrs, $30El 3 yrs, $45 - Black: 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 Hispanic: O 1 yr, $25 0 2 yrs, $50 0 3 yrs, $75 Lesbian/ Gay: O 1 yr, $10 0 2 yrs, $20 0 3 yrs, $30

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In this issue:

Jim Mingle's observations are always of interestin several sectors already first in industry, then to me; from his Denver office, Jim directs thein government and health care, more lately in school State Higher Education Executive Officersreform. Indeed, there now exists a consensus of sorts association, a spot that puts him at a nexus of fiftyabout what a restructured school would look like state conversations between campuses, state boards,(shrunken central bureaucracies and rulebooks, site- legislatures, and governors. Mingle has a fme ear forbased management, high expectations and stand- new drifts in those conversations, and for nextards, empowered teachers with autonomy as to developments in public policy toward higher educa-method but accountability for results); there is no tion, which I think you'll notice in the lead piece byparallel sense at our -level of what a restructured him in this issue. college or university might look like ... yet. We're Jim's framework for analysis in the article aboutjust at the apparent start of that conversation. a pending costs/quality/access "collision"amounts Thinking back over the past thirty years, a small to a brief for restructuring higher institutions. Indeed,number of issues have at various times dominated his is the fourth or fifth paper I've read since Januarythe agenda governance, access, adult learners, making essentially the same argument, that "businessundergraduate reform, multiculturalism. I have a as usual" won't do, only a larger patternof moresense that the high-profile issues ofthe 1990s may fundamental organizational change will allowbe organizational. It also may be that new progress fulfillment of public expectations and our own beston issues we value mostimproving access, teaching, ambitions. Each of the papers. I also note, winds upand student attainment, for example hinges on with quite a different prescription for what "restruc-the reformation of collegiate structures of long turing" might mean. standing. America has seen major restructuring movements TM

3 Faculty Work and the Costs/Quality/AccessCollisi'on/ by James R. Mingle

7 Why We Care About Chapter 1/by Kati Haycock

11 Great Expectations ... And aCall for Help!/A Report From AAHE's First Conference on Faculty Roles and Rewards/by Clara M.Lovett

Departments 14 AMIE News/Around AAHE's many programs 15 Beiletin Board/by Ted Marchese 20 Announcing/New Books From the TeachingInitiative

AMEE BULLETIN March 1993/Volume 45/Number 7

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Hubbard

Published by the American Association for Higher Education, One DupontCircle, Suite 360. Washington. DC 20036-1110: ph. (202) 29:3-6440: fax (2021 2934)073. l'resident: Russell Edgerton. Vice Presidents:Theodore J. Marchese and Louis S. Albert. Unsolicited from the Managing manuscripts may be submitted by readers. All aresubject to editorial review. Guidelines for authors are available Editor. nonprofit AAHE Bulletin t ISSN 0162-79101 is published as a membership serviceof the American Association for Higher Education, a membership organization incorporated in the District of Columbia. Secondclass postage paid at Washington. DC. Annual domestic dues: S75. of which $40 is for publications. Subscription price forAAHE Bulletin without membership: $135 per year. $43 per year outside tile United States. AAHE Bulletin ts published ten times per year,monthly except July and August. Back issues: $3.50 each purchase for up to ten copies: $2.50 each for eleven or more copies. Payment mustaccompany all orders under $50: payment or order must accompany all orders over $50. AAHE Bulletin is availablein microform from University Microfilms International. POSTMASTER: Send address changes to AAHE Bulletin. One Dupont ('ircle,Suite 360, Washington. DC 200:16-1110.

Cover photographs by Craig Slafford 114rAblis 7)(pesetting by Tett Point rype. Printing by HagerstownBookbinding & Printing, Inc. k.MERIC AN ASSOCIATION FORHIGHER EDUCATION I7 FACULTY WORK AND THE COSTS/QUALITY/ACCESS COLLISION

by James R. Mingle

n a recent speech, Anne likely not meet demand. And Making Tough Choices

Pratt, of the Virginia State demand is up across the country I To avoid a collision, then, one Council of Higher Education .. because of the competitive- or more of those factors costs, staff, concluded that higher ness and flux of the job market quality, access will have to be education is "on a collision course .. because women have entered redefined or be significantly with demography." By this, she the job force and want to upgradealtered in the decades ahead. One meant that more and different their skills .. . because minorities possible scenario is that higher kinds of people are seeking higher and the new immigrants believe education will retain its cost education and, presumably, like fiercely in the American dream structure or its definition of qual- a ship headed for the rocks, we and want a higher education for ity and, therefore, will have to will founder unless we alter our themselves and their children cut back on access. Another is current course. I suggest, to con- ... and demand will keep going that higher education will do its tinue Pratt's metaphor, that the up because the school reform best to accommodate the enroll- crew and officers of the ship, hav- movement keeps hammering a ment demand (access) without ing been put on reduced rations message of raised expectations, changing the production function by the holding company, aren't higher standards, and a college (costs) and, in the process, qual- all that excited about taking on track for all. ity will diminish. But a third pos- new passengers, especially those in short, we've come to define sibility exists: that higher edu- who can't afford full fare. And access as a universal concept. cation will redesign the ship that the ship, though well Participation in some form of cut its costs, change the reigning designed for first class, needs re- postsecondary education has definition of quality, change its fitting to make room for those become an expectation for all programs, and meet the needs new arrivals. of our citizens throughout their of its customers. That collision course involves adult life. My aim is not to argue that three vectors costs, quality, quality is unrelated to costs, but and access. By costs, I refer to to argue that we face the tough the underlying production func- choice of either altering our deliv- tion of colleges and universities, ery system and improving its which is both labor and capital effectiveness, or dramatically intensive. By quality, I refer to reversing our thirty-year com- a standard built around the mitment to expanded access. premise that the more we spend. e-- Here is what higher education the better we are. (There are boards in some states face: alternate definitions of quality, California. One hears that such as value-added, or "meeting California is an economic, demo- or exceeding the requirements graphic, and social bellwether (if customers," but in higher edu- for the nation. If so, consider its cation they are clearly second- situation: continuing state budget ary.) By access, I refer to the goal problems, dramatic increases in of meeting the demands of the tuition, and enrollment-demand marketplace. namely, fulfilling projections for the decade ahead the desire of the American people in the range of 700,000 new stu- for a higher education dents, from a wide variety of experience. minority and ethnic groups. What I So what is the dilemma? Simply was this year's response from the his: Given higher education's def- James R. Mingle is the executiveCalifornia State University Sys- director of State Higher Education inition of quality, it cannot Executive Officers ( SHEE0). 707tem'? To cut enrollment by 20,000 improve without raising unit Seventeenth Street. Suite 2700. Denver.students and hold off the faculty costs. If it raises costs, it will most CO 80202-3427. union's demand for a reduction AAHE BlILLETIN MARCH 1993, 3 t 1 ° in standard workload from twelveabout how hard faculty work and tions about faculty workload. to nine hours. what they do with their time, What did we find? Arizona. Also faced with in- especially how much of it is spent First, we found that faculty are creasing demand for higher edu- in the classroom. In a recent sur- reporting working longer hours cation, especially from minorities. vey of the states and large multi- than they ever have, with a the Arizona Board of Regents is campus systems, we at SHEEO national average of about 54 planning for expansion of the sys-found an increasing number of hours per week (see Table 1). tem. If the Regents choose to ex- legislatively prompted studies Such studies, whether at the pand following the research uni- of faculty workload being national or state level, are re- versity model (the preference of undertaken. markably consistent. They also faculty), the annual personnel For those close to higher edu- show increases over the past four costs could be $30 million higher cation, such questions sound decades in hours worked, due, than with other models. Mean- threatening, naive, and occasion- I believe, to the professoriate while, appropriations rose by 1 ally anti-intellectual. Sometimes being more qualified, more pro- percent each of the last two years healthy increases by today's Table 1. Faculty workload (serif-reported studios). standards (half the states actually declined in appropriations; Total hours, Hours per Utah and Minnesota. In both all activities week in classroom of these states, demand for higher Institutional type Research 57 6 4 education continues unabated. Doctoral 54 8 5 Each is considering the conver- Comprehensrve 52 10 6 sion of its two-year campuses to Liberal arts 52 10 6 Ail two-year 47 t 5 2 four-year baccalaureate pro- 54 8 5 grams. This is not a new phenom- Ail four-year All 53 9 8 enon, but what is new is that the institutions are being asked to Source National Survey of Postsecondary Faculty 1988 develop dramatically different academit plans. In the case of Minnesota, the institution will Table 2. Estimated median teaching load (undergraduate hours) por wssic tor be using only the new revenue tull-time faculty.' generated from tuition My short answer to t nese situa- National surveys tions is that we cannot get from 1975 1984 1989 here to there with traditional Institutional type 3 4-38 34-36 26-3 8 assumptions about administrative Research Doctorate-granting 56-6 0 55-5 7 46-6 4 costs, academic support struc- Comprehensive 96-9 8 92-9 3 84-8 8 tures, delivery systems, and fac- Liberal arts 9 7-9 9 95-96 92-9 6 7-14 6 ulty workload. Two-year 13 8-139 '42-14 3 ' 3 All 8 9-9 3 77-9 0 84-9 2 Rethinking Faculty Work What does all this have to do Ranges are useo because anomalies in the data prevent the calculation of precise with faculty and faculty work? figures Everything, of course. Faculty Source Data supplied by the Carnegie Foundation for the Advancement ofTeaching salaries constitute the single largest expenditure in state higher education budgets: for a state as a whole, they probably are the they are, but I suggest that insti- fessional, more committed to a single largest state expenditure tutions and state higher educa- diverse set of activities, and more outside of school teacher salaries. tion boards better be prepared competitive than it has ever been. Many more costs are going up to answer the questions directly Even if you discount the figures in higher education, as well, and honestly. (Journalists who for a broader definition of "work" including administration and stu-don't get answers are undertakingthan other professions might dent support, library, and com- their own "studies" of faculty apply (e.g .. counting work at puting services; other costs, such workload.) Public higher educa- home), they represent a very sub- as maintenance, equipment, and tion also is getting a more aggres- stantial time commitment, one capital construction, would go sive consumer who cares little that is not likely to grow much. up if we had the ability to pay about the total costs, just his or even with public pressure. More important to the public. for them. To the budget-cutters. I er share. The question goes like though, the costs of faculty stand this: "Now tell me again, why is however, may be the question out as a target of opportunity. my tuition going up and my abil- of how this time is spent. More Not surprisingly, this sense ity to get the classes I need for specifically, how much time is generates demands from legis- graduation going down?" spent in the classroom, preparing lators, and increasingly from jour- At SHEEO. we undertook our for class, and working with students? Generally, studies in four- nalists, for answers to questions own efforts to answer these quest I

4 AAHE KILLIMN MARCH I993 year institutions have found that majority of the American pro- faculty members spend about fessoriate, except in research

half of their time in class, pre- institutions, believe that teaching 1 paring for class, or advising stu- effectiveness should be the pri- dents. The remainder is spent My aim is not to argue mary criterion for achieving ten- in administrative activities, in that quality is unrelated ure. This sounds like a mixed research, and, for about a third to costs, but to argue message, but it probably reflects of the faculty, in consulting (see, that we face the tough the reality of the marketplace. for example, the 1988 National choice of either altering Teaching credentials aren't very Survey of Postsecondary Faculty, our delivery system portable, while research creden- conducted by the National Center and improving its tials can carry one from institu- for Education Statistics). effectiveiless, or tion to institution. The majority As for the question of teaching dramatically reversing of faculty are playing the game, load, which is probably the most our thirty-year but there is evidence they don't often asked question, some commitment to find it appropriate to their eval- national data are available. Table uation and their jobs. This sug- 1 also shows a substantial range expanded access. gests that with the right incen- in the average number of hours tives, they will respond. per week spent in classroom teaching, ranging from a low of Debating the Alternatives 6.4 hours, in research universities. time faculty in research univer- To stimulate discussion, I to a high of 15.2 hours, in com- sities average about three hours would like to suggest several munity colleges. per week with undergraduates; alternatives for the management Have these teaching loads faculty in doctorate-granting of faculty resources over the next changed significantly over time? institutions, about five hours a decade. Some alternatives rep- That is more difficult to answer. week. resent minor changes; others are Reports from the 1920s and In our investigation of this more radical. Some might apply 1930s noted teaching loads in issue. SHEEO also explored the to one type of institution and not universities that were as high as question of the changing attitudesto others. Some hold the prospect 13 and 14 hours, but this was of faculty toward teaching and of creating real change; others prior to the massive expansion research. National surveys of fac- are likely to be cosmetic and even of research activity that followed ulty provide clear evidence of unproductive. World War H. In a 1960 study what we have heard anecdotally: sponsored by the American Coun-that a shift of emphasis from Legislative or board actions cil on Education, faculty in a teaching to research has indeed to establish specific mandates group of ten research universities occurred over the past two for faculty teaching loads. These reported teaching loads of 7.6 decades. On four Carnegie sur- are very appealing, at least to leg- hours, about an hour a week veys over the past twenty years. islators, primarily because they higher than in the 1988 survey respondents were asked: "Do your are an easy, quick fix, which is shown in Table 1. interests lie primarily in teaching probably why they won't work. Although no national compar- or in research?" The shift away Such mandates are ignored and ative data of total teaching load from teaching and toward circumvented because all the exists, three separate national research has been most dramatic incentives push faculty the other studies done in 1975, 1984, and in research and doctorate- way. Probably the biggest negative 1989 suggest that teaching loads granting institutions, but the shift impact of legislatively mandated, were quite stable over that is apparent to some degree in or union-negotiated, workloads fifteen-year period (see Table 2). all types of institutions. is that they undermine the Teaching loads might have Questions about the difficulty academic management respon- increased in response to financial of obtaining tenure without pub- sibilities of departments and cutbacks since those data were lications show similar shifts, i.e., colleges. collected, although there are indi- more faculty in all types of four- cations that adjusting teaching year institutions now agree that Connecting tenure and pro- load is one of the last responses it is difficult to gain tenure with- motion criteria to institutional institutions make to financial out a publications record. This mission. One of the biggest stress. shift. I believe, is the result of the changes we see at the state and Another question that is often substantial growth in available system levels is a move beyond asked is how much time do seniorresearch dollars and the increas- procedural guidelines for tenure faculty spend with undergrad- ing competitiveness for tenure. and toward substantive criteria. uates. especially with freshmen Faculty also report in both Thus, we see moves to make ten-

and sophomores? In national sur- I national and state surveys that ure criteria match the institu- veys, this is a question usually if they were to change jobs. they tional mission, or to include in asked of faculty in research and would like to do more research them explicit measures of teach- doctorate-granting institutions. and less teaching. ing effectiveness. I find this alter- and the answer is, not a great Despite the growing press and native an improvement but, again.

' deal. As shown in Table 2, full- inclination to do research. the of only limited value.

AAHE BULLETIN, MARCH I 99:1 5 120 State and campus funding Use of technology. The answer mechanisms that explicitly to improving faculty productivity recognize research and teaching. (and its corollary, "student pro- A number of states have adopted ductivity") may not be to have various competitive-grant pro- faculty teach more, but for them grams and line-item appropri- We cannot get from to teach less. Technology, espe- ations targeted at both teaching here to there with cially interactive computing, new and research. We might see more traditional assumptions "groupware," and much expanded of this as states become more computer networks, has the about administrative potential of transforming the role concerned about the implicit costs, academic support funding they provide for research of faculty from "sage on a stage" structures, delivery to coach, facilitator, and data through formula guidelines. We systems, and faculty may also see base budgeting access broker. New instructional changes that will make a state's workload. delivery systems that are national research support explicit and and international in scope also distributed as current federal provide an institution the poten- research support is that is, on tial of buying the services of the a competitive basis. The goal will best faculty, no matter how lowly be to target state dollars at the its status or remote its location. most productive researchers, least, training for TM). School Even a simple change from then reallocate dollars to support teachers are criticized for being faculty-delivered lectures to the the most effective teachers. We long on pedagogy and short on use of videotapes combined with may find institutions "outfitting' content. For higher education a class tutor, who can stop the good teachers with labs, assis- faculty, the opposite may be true: tape and respond to questions tants. and technoloKv in the same They are long on content but or call the lecturer, would likely way they have provided for their know too little about how stu- improve quality and lower costs. research superstars. dents learn. "Anytime, anyplace" education also suggests dramatic changes The development of differ- Curriculum reform. Signifi- in our concept of a college cam- ential faculty tracks. This is a cantly improving faculty produc- pus, which in turn will change natural outgrowth of the work tivity is likely to require substan- our capital investment strategies. of Ernest Boyer, who has written tial changes in curriculum. In a The locus of learning in the future persuasively on the need for a recent Chronicle article, a uni- may be in the dormitory or the broader definition of scholarship versity dean suggested that as off-campus apartment or the to include four distinctive types much as one third of the curric- workplace, not in the classroom. of scholarly activities: discovery, ulum could be pared. Dennis All of these changes are likely integration, application, and Jones, at NCHEMS, suggests that to be as threatening to faculty teaching. Differential tracking one source of low faculty pro- as the current North American suggests that even within the ductivity is the general-education Free Trade Agreement is to some same department say, a curriculum. Demand for a wide industries and workers. If we are department of economks at a variety of freshman and soph- to avoid "protectionist" behavior, research university different omore service courses becomes we will have to think creatively expectations would be negotiated the justification for a major in about incentives for developing at different times for different each of those fields. Yet, fewer and using these new technologies. faculty, who would then deploy and fewer students are majoring into teaching, research, and ser- in the arts and sciences. The New faculty pay and incentive vice tracks as appropriate and result can be a proliferation of systems. This leads me to suggest needed. Opponents of tracking extremely small upper-division consideration of whole new sys- believe it will create a permanent classes. tems of pay and incentives, linked and inferior teaching track. An alternative would be for to decentralized budgeting strate- (Higher education, of course, institutions to focus their general-gies within collegeF Ind depart- already has a tracking system. euucation curriculum on fewer ments. Let me offer a few exam- in the form of a largely unrec- courses and limit their majors ples: Richard Heydinger, at the ognized, untrained, and poorly in the arts and sciences. This mayUniversity of Minnesota, has rewarded teaching cadre of TAs, be especially appropriate in insti- called for pay and promotion pol- adjuncts, and full-time remedial tutions where most students seek icies that link faculty work developmental faculty.) majors in professional fields and directly to institutional goals where graduate offerings are rather than to external, Professional development for limited. In the process of this cur- distipline-based incentives. What te. idlers. Heightened expecta- riculum reform, you are likely to if, for example, we had compen- tU,ns for teaching (and learning) encourage faculty to sit down sation systems that were base- suggest that we may no longer with one another and reach con- plus-incentives? We could price he able to get by without an sensus over essentials what our courses according to our explicit education in pedagogy experiences and knowledge and institutional priorities, allow qual- for college faculty ( or, at the very skills st udents need to succeed. (continued on page 1.9) , 6 AAHERI'LlETI, MAR('H 1993 1 WHY WE CARE ABOUT CHAPTER 1

massive numbers of disadvantaged students to high levels of One fifth of the U.S. Department of Education's total achievement when their regular budget currently goes to the Chapter 1 program targeting teachers aren't involved and poor and minority school children. AMIE is now housing when their schools use ineffective an independent commission that wants the program 1 instructional practices and a overhauled. Here's why. watered-down curriculum. The I Commission, therefore, recom- mends an overhaul of Chapter by Kati Haycock 1 that would make it an engine for improving whole schools that Chapter 1 of the Elemen- to higher-order learning and serve concentrations of poor tary and Secondary more poor and minority students children.

Education Act of 1965 prepared for college. , We believe the Commission's (ESEA) is the largest Third, adoption of the Com- report will be of interest to AAHE federal elementary and secondary mission's recommendations will members not only because of education program and a key free up as much as $2 billion eachthe impact of the Chapter 1 pro- component of the federal effort year for professional-development! gram on higher education's future to improve life chances for poor and school-improvement services,students, but also because of and minority children. The $6.1 thereby providing much-needed striking parallels to current con- billion dollars currently allocated support for strategic initiatives : versations within higher educa- for the program are distributed many of them based within tion about strategies for improv- to districts and schools to providehigher education to deepen ing the success of minority and extra services for "educationally teacher and administrator knowl-low-income undergraduates. An disadvantaged" youngsters. edge and skills. excerpt from that report appears Late last summer, the Steering The Commission on Chapter 1 below. To obtain a copy of the Committee for a two-year-old released its report, "Making full report, at no cost while sup- independent commission working Schools Work for Children in Pov- plies last, contact the "Commis- to overhaul Chapter 1 asked erty," on December 10, 1992. Sincesion on Chapter 1," c/o AAHE. AAHE to serve as a home for the that time, the Commission's If you are interested in follow- second phase of its work, which twenty-eight members who ing up on these ideas, you includes widespread dissemina- include educators, researchers, Communicate directly with tion of the Commission's recom- business leaders, and child advo- your congressional representa- mendations, regional hearings, cates have begun to share theirtive, as well as with Sen. Ted and Washington briefings. AAHE ideas with individuals and groupsKennedy, chairman of the Senate agreed, for several reasons: all over the country. Among the Labor and Human Resources First, by providing support commissioners based in institu- Committee, and Rep. Bill Ford, for the Commission, AAHE sends tions of higher education are chairman of the House Commit- a powerful signal that higher edu- Philip Daro, of the University of tee on Education and Labor. (If cation does care about K-12 and California System; Henry Levin, you send a letter, we'd appreciate is willing to get actively involved. of Stanford University; George a copy, too.) Second, adoption of the Com- Madaus, of Boston College; Joe Send your reactions to AAHE, mission's recommendations for Nathan, of the University of Min- Attn: Kati Haycock. Chapter 1 by Congress when it nesota; Susana Navarro, of the Request a copy of the Com- reauthorizes the ESEA this year University of Texas at El Paso; mission's report and share it with should result in more attention Robert Slavin, of Johns Hopkins leaders in your local school University, and Marshall Smith, system. Kati Haycock is director qf school/also of Stanford. Host a community-wide college collaboration programs at the Briefly, the Commission found meeting on these ideas. (Contact American Association for Higherthat the current design of Chap- the Commission, at AAHE, and Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110; and ter 1 contradicts a growing body it will try to provide a commis- a member of the steering committee ofof research and experience that sioner to speak at your meet- the Commission on Chapter I. suggests it is impossible to bring ing.) KH Making Schools Work for Children in Poverty A New Framework*

In 1983. on the release of A Nation at Risk,the master high-level knowledge and skills. chairman of the National Commission on Excel- Instead, to those who need the best our education lence in Education summarized that commis- system has to offer, we give the least. The least well sion's central conclusion with these words: "We trained teachers. The lowest-level curriculum. The expected less of our young people, and they gave oldest books. The least instructional time. Our low- it to us? est expectations. Less, indeed, of everything that Across America, heads nodded in response. Thesewe believe makes a difference. words had more than a ring of truth for millions Of course, these children perform less well on of parents, grandparents, and other observers of standardized tests; the whole system conspires to contemporary education, who had watched and teach them less. But when the results come in, we worried while a generation of young people are only too happy to excuse ourselves and turn seemed to progress through school literally without around to blame the children or their parents. intellectual challenge. Left unspoken at that time, however, was an even The Role of Chapter 1 more painful truth: that the low expectationsin our Against this backdrop of patently unequal oppor- suburban schools are high in comparison to expec- tunity to learn, the federal Chapter 1 program has tations in urban schools and rural schools with con-sought to shore up the achievement of those at the centrations of children in poverty. And that this bottom. Enacted in 1965, Chapter 1 was part of a absence of challenge, of rigor, is dulling the minds powerful demand that American society live up to and dashing the hopes of millions of America's chil- its ideals by extending equal opportunity to all. dren. Our low expectations are consigning them to Since then, Chapter 1 has distributed more than lives without the knowledge and skills they need $70 billion to schools with concentrations of poor to exist anywhere but on the margins of our society, children to pay for extra help for students who need and consigning the rest of us to forever bear the it. It touches one of every nine children; it influences burden of their support. what happens in more than one half of the schools That minority and low-income children often per-in the country. form poorly on tests is well known. But the fact that Primarily through Chapter 1 and related efforts, they do so because we systematically and willfullypoor and minority children have gained consider- expect less from them is not. Most Americans able ground during the past twenty-fwe years. In assume that the low achievement of poor and the 1960s, such children dropped out of school at minority children is bound up in the children them- alarming rates; most didn't master even very basic selves or their families: "The children don't try." skills. Today, virtually all poor and minority children "They have no place to study." `Their parents don't master rudimentary skills, and graduation rates care." `Their culture does not value education." have increased dramatically for all but Latino stu- These and other excuses are regularly offered up dents. In fact, in just fifteen years, the achievement to explain the achievement gap that separates poor gap separating poor and minority children from and minority students from other young Americans.other young Americans declined by nearly half, But these are red herrings. The fact is that we although there are ominous signs that these trends know how to educate poor and minority children are now reversing. of all kinds racial, ethnic, and language minorities But while thousands of dedicated Chapter 1 pro- to high levels. Some teachers and some entire fessionals and paraprofessionals were providing schools do it every day, year in and year out, with extra services to students who needed help mas- outstanding results. But the nation as a whole has tering the basics, the rules of the game changed. not yet acted on that knowledge, even though we Basic skills no longer count for as much as they need each and every one of our young people to once did. To find a secure place in the increasingly competitive and technological international economy, young people must be able to think, to analyze, and to communicate complex ideas. Yet these needs were at odds with the original approach of Chapter 1. which was "catch-up." Most Reprinted from "Making Schools Work for Children indeed, most educators in Poverty A New Framework Prepared by the Commis- Chapter 1 emplzyees sion on Chapter 1." Summary Report. Washington, DC. believed that the "basics" had to be learned prior to the "big ideas" and concepts, even though mum teaching and learning conditions high research findings clearly say such learning should expectations and skilled instruction children will be simultaneous. So, largely through pull-out pro- learn at high levels. The proof is consistent: Those grams of twenty-five to thirty minutes per day, cnil- students encouraged to work with challenging con- dren in Chapter 1 learn and relearn discrete low- tent, to solve problems, to seek meaning from what level skills. They rarely know what it is like to they study, will make far greater academic progress attempt interesting content or to use knowledge than students limited to basic-skills instruction. creatively. Rather than experiencing the joy of wres- So, rather than simply building good programs, tling with ideas, these children are 'more likely to we must build good schools. We know how to teach spend their time circling m's and p's on dittos. all students successfully, there can be no excuses Acutely aware of the need for change, Congress anymore for continued failure to do so. tried in 1988 to shift Chapter 1 to higher ground. When federal lawmakers reauthorized the law that A New Framework year (as they have done every five years), they Outcomes for poor children won't change if we sought to focus instruction on high-level as well as simply layer these ideas in the form of additional basic skills, to connect Chapter 1 to the regular pro- policies and mandates onto a structure that has gram, and to make schools accountable for progress.become obsolete. Consequently, the Commission on Enough time has now passed to evaluate the Chapter 1 proposes an entirely new framework, fun- effects of these changes. Sadly, they were nowhere damentally and profoundly different. This new near enough. The Chapter 1 program needed an Framework does not tinker. It rebuilds boldly. overhaul from top to bottom; what it got was a mere At the core of the new Framework are three tuneup. unequivocal beliefs: that all children can learn more, that virtually all children can learn at high levels, Moving Forward and that there is a solid foundation of knowledge In 1993, reauthorization must go further. Chapteron which teachers and principals can draw to make 1 must change fundamentally this time. this happen in every one of our schools. [The Com- What are its most critical deficiencies? mission's] message to the teachers, principals, and A continued focus on remediation that denies other adults in schools serving poor children is this: the richness of learning to those who need more, You hold in your hands the keys to the future not less, of what makes education engaging and for poor and minority children. If you have high exciting. expectations for their achievement, establish clear So much focus on accounting for dollars that standards for student work, employ instructional attention is deflected from results. practices with demonstrated effectiveness, and Resources spread too thin;y to make a differ- enlist parents and others in reducing barriers to ence in the neediest schools. learning, your students absolutely will achieve at Methods for evaluating progress that are anti- much higher levels. quated (and downright harmful). The evidence in support of these beliefs is so A perverse incentive structure that discourages convincing that [the Commission has] proposed schools from working hard to improve student a new "compact" between the federal government performance. and the schools serving poor children: You make But the core problem with Chapter 1 is even more the decisions on how to get students to high stan- basic: Its "add-on" design wherein eligible stu- dards and how to spend your Chapter 1 money; dents get extra help to succeed in the regular schooland, rather than second-guessing your decisions, program cannot work when the regular school the government will invest heavily in assuring that program itself is seriously deficient. Like additions your knowledge and skills are at their peak and that to a house on a crumbling foundation, these extras you have adequate resources at your disposal, and can never fulfill their purpose. Unless regular then will hold you accountable for results. teachers and building administrators see as their The new Chapter 1 must be aimed at producing responsibility getting these children to high levels good schools, not simply good programs. Our goal of achievement and unless they are equipped must be high-quality schools for poor children with the skills to do so the children will simply no exceptions, no excuses with skilled teachers never make it. For no matter how wonderful the and administrators, trained, empowered, and organ- staff in special programs or how terrific their mate- ized to make sound decisions about the curriculum, rials and equipment, they cannot compensate in instruction, and extra help that it will take to enable t twenty-five minutes per day for the effects of all students to meet uniformly high standards of 1 watered-down instruction the rest of the school day performance. and school year. And watered-down instruction is But how does a federal program that has focused precisely what most poor children get. on services for twenty-seven years begin to trans- If Chapter 1 is to help children in poverty to form whole sclwols, especially when program funds attain both basic and high-level knowledge and amount to only a small fraction of elementary and skills, it must become a vehicle for improving whole secondary budgets? The Commission's Framework schools serving concentrations of poor children. has an eight-part answer: There is ample evidence to show that under opti- First, each state must set clear, high standards for what all students should know and be able to make such progress. Schools in the latter category do. These must be the same for all students poor should receive considerable help. Where that help and rich, minority and white, Chapter 1 and non- does not result in progress within a specified period, Chapter 1. Schools are responsible for ensuring that however, states must allow students to transfer out all students are provided with curriculum,.teaching to a successful school, and act immediately to practices, and assistance needed to attain these change the educational environment or remove standards. school officials. Second, in place of the low-level, norm- These eight components are designed to work referenced, fill-in-the-bubble tests currently used together. To have the desired effect on schools and, to assess progress in Chapter 1, schools should more important, on student outcomes, they cannot develop ongoing means of evaluating the progress be decoupled... . of individual students toward the standards, and states should administer new, richer, performance- Conclusion: based systems that measure school progress in en- The Broader Context for Reform abling students to reach the state standards. Over the course of the next eighteen months, we Third, instead of useless information on what the President, the Congress, and the American "percentile" or "stanine" their child is in, parents people will make a decision that will affect the should get clear information at least annually on life chances of millions of American children. The the progress of their student toward the standards, decision will focus on what changes to make in the on what the school is doing, and how they can help. largest federal program of assistance to elementary Fourth, we should invest generously at least and secondary education, Chapter 1. Determina- 20 percent of our Chapter 1 dollars in assisting tions whether to change the program fundamen- teachers, principals, and other adults in the school tally, as suggested in this 7ramework, or to make with the various tasks involved in transforming theirmdre modest improvements will be made at a time 1 school so that all students reach the stahd.zds. Thiswhen there is widespread discontent not simply help should include assistance in developing the with schooling for poor children but with the quality overall capacity and focus of the school and assis- of public education generally. This broad concern tance in reorienting the curriculum and deepening is fueled by the decline in the economic status of their knowledge of both subject matter and instruc- the nation and a widespread belief that the flaws , tional practice. At the national level, weshould in our education system are making the United invest in research, development, and dissemination States less and less competitive. of effective programs and strategies for schools with Despite the depth of concern, the outcome of the high concentrations of poverty. current reform effort is far from certain. In [the Fifth, funding for this program should be con- Commission's] judgment, one of three things may centrated more heavily in schools with concentra- happen: tions of children in poverty, where the needs are The drive for reform may falter entirely because 1far greater than in low-concentration schools. Also, of an unwillingness on the part of politicians, edu- Chapter 1 should be used as a lever to induce states cators, and citizens to make the structural changes to deal with the tremendous disparities within their and to provide the resources that are needed to borders in providing educational services. If a level make a real difference in American public educa- playing field is not provided, the notion that Chap- tion. If this happens, we will all be losers. ter 1 provides for the `'special needs" of disadvan- The drive for reform, like past drives, may yield taged youngsters becomes a fiction. dividends only in wealthy school districts around Sixth, current requirements that force schools the nation, districts that already b?ve substantial to tie expenditures to individual students should resources and that serve mainly advantaged chil- be eliminated, along with perverse incentives that dren. If that happens, there will be a few winners, withdraw funding when schools make progress. but society as a whole and most of its citizens will Schools should receive funding based on the numberbe losers. of poor children they enroll and should be free to The drive for reform may be strong enough to spend it in whatever ways they believe will best helpwork changes in public schools throughout the students meet the standards. Rather than account- nation. The changes may attract the most able and ,. ing for dollars, schools should be held accountable dedicated people to teach in public schools and for results. involve parents and communities in supporting Seventh, schools and districts should help out their youth and educating all children. If that 1with family needs as well as those of children by happens, we will all be winners.

, integrating health and social services into the sup- The new Framework, developed by the Commis- port system for Chapter 1 families. sion on Chapter 1 through two years of diligent dis- 1 Eighth, states must develop and enforce a sys- cussions and negotiations, is offered with the con- 1 tern of incentives that rewards schools that make viction that the third result nationwide systemic progress in increasing the numbers of their studentsreform of public education that provides new .) who reach the standards and decreasing the num- opportunities to children of all races and economic !! ber who do not even reach a low standard and stations is not only possible but within our that assUres change in those schools that do not reach. A Report From AAHE's First Conference on Faculty Roles and Rewards

GREAT EXPECTATIONS... AND A CALL FOR HELP! by Clara M. Lovett

Since February 2, my first accounting for more than half of them believe, requires a pow- day as an official member of all participants, with a strong erful drive for change within their of the AAHE team, I have showing from Big Ten universities. institutions and a new social con- been flooded with inqui- University of California campuses, tract with the people they serve; ries about AAHE's new initiative and comprehensive universities it requires integrity; it requires the Forum on Faculty Roles from forty-two states. individual commitment and team and Rewards. Colleagues every- What was it about the event effort. In Jitort, it requires a where want to join the national that suggested a revival meeting? movement that is national in conversation on this crucial topic Over and over, participants told scope, around which people who and are eager to help shape the us that they came because they care about the enterprise can Forum's agenda. Grateful for the share with the Forum an aware- rally. The San Antonio conference initiative and for FIPSE's support, ness that their professional enter- proved that higher education's they have high expectations. prise is in trouble. They don't leaders especially at research About half of those writers and agree on why it's in trouble, but and comprehensive universities callers had attended the Forum's they honestly are trying to under- need such a movement and first conference, on January 29- stand and respond to those who want it. to succeed. It proved that 31 in San Antonio; others were criticize higher education's pol- such a national movement is well among the two hundred potentialicies and practices. Soul- under way. registrants unable to attend searching is the bond that joins because we ran out of space .. . them, and their belief that their Finding Common Ground next time, they tell me. they'll reg- collective enterprise is worthy The Forum's first conference ister early! of redemption. Redemption, most generated the intense conversations and bonding that are pre- The San Antonio requisites for any successful Conference movement. Every professional The atmosphere suggested a conference generates its share revival meeting more than the of cliches, buzzwords, and canned usual gathering of higher edu- wisdom, and the San Antonio cation people. About 550 faculty gathering was no exception. But and administrators came behind the clumsy language and together at the Palacio del Rio awkward attempts at talk about to help launch the Forum on Fac- difficult issues were two insights ulty Roles and Rewards, and to that shaped both program ses- address concerns that faculty sions and informal hallway leaders and academic adminis- conversations: trators share. The program First, that the expectations organized by interim director Jon that have shaped the values and Wergin, of Virginia Common- career paths of university fac- wealth University, was rich, and ulties in the past thirty years no the arrangements superb. But longer quite fit the needs of what really made the conference American society at the close of special was the energy and enthu- the twentieth century. Faculty Clara M. Lovett, former provost ofwho sense this are ill at ease, siasm flowing from the partic- George Mason University, is director ipants, especially the campus tlw Forum on Faculty Roles andsomewhat dissatisfied with their teams. Sixty-five teams attended, Rewards, at AARE. professional lives, hurt and bewil- AAHF. BULLETIN MARCH 1993 11

. n 1 6 1111 I

Above Conference particloants enloyed a break Above Presidential Young Investigators Denice Denton between reports on faculty workloads and workshops (middle) of the University of Wisconsin-Madison. on evaluation of faculty activities Wendell Hill III (left) of the University of Maryland. and Angelica Stacy of UC-Berkeley spoke of their dreams to be accomplished researchers but also members of a caring community of scholars and teachers Above Kathy Heilenman. professor of French at the University of Iowa made the case for the Below AAHE s Nevin Brown liarleft) engaged scholarship of integration that is conference participants in lively conversation following required when writing a textbook sessions on the meaning and evaluation of faculty professional service

dered by persistent criticism. methods of instruction, and sup- The drafting of the "conference Second, especially at com- port services that are the aca- charge" by AAHE President Russ prehensive universities, that theredemic equivalent of 1950s tech- Edgerton, and the conference is a growing dissonance between nolog. Fortunately for us. our itself, helped us organize our the expressed needs of specific enterprise thus far has been shel- thinking around possible lines states, regions, and localities, on tered from the competition that of work. We expect that each line the one hand, and the profes- eroded General Motors' once of that work will result in a pub- sional aspirations of faculty on dominant position in the global lication and/or a convening of the other. Legislatures and market. Fortunately for us, our resource people willing to assist boards of trustees demand dis- enterprise still enjoys a monopoly colleagues on their own campuses tinctive missions, relevant and on credentialing functions. But and across the nation. We'll need, specific academic programs, here again, the experience of as well, the participation of fac- accessibility for students. Faculty. other sectors should teach us not ulty leaders who have not pre- however, as members of a to rely on monopolies and cartels,viously been involved in national national and international talent which lose their power in an issues. We must reach out to pool of specialists, see these insti- Information Age. chairs, deans, and provosts who tutional demands and goals as have become agents of change remote from their own. An Emerging Agenda in their communities, and often These shared insights led many The immediate task before us feel embattled or isolated. participants in the San Antonio at AAHE is to sustain the momen- Already we have identified a conference to urge AAHE to make tum gained at the conference, number of possible lines of work, the question of changing expec- to encourage the national con- all of which require leaders well tations for faculty the focal point versation by probing more deeply versed in national issues, the of the Forum's work. We in higher into issues of faculty roles and involvement of faculty from many education have a bit of time to rewards. But a conversation, how-institutions and disciplines, and get this important work done, ever thoughtful and inclusive, will a lot of teamwork. The emerging but not much time. As speakers not be enough. We'll also need agenda is as exciting as it is Frank Newman, Wilhelmina to pursue "hands-on" projects. daunting: Delco, Coleman Raphael. and oth- embedded in the history and cul- We need to understand fully, ers reminded us. the constituen- ture of specific institutions. In and to explain to our many con- cies we serve do not necessarily both these dimensions, AAHE stituencies, how, by whom, and see us as we see ourselves. For can be a catalyst for new ideas, why expectations for faculty were exampk-. we would surely find a clearinghouse for information, articulated in the period ca. 1958- it absurd for General Motors to a resource to campus leaders try- 1983. A wealth of quantitative sell cars engineered with 1950s ing to change their institutions and qualitative information is technoloiv. Yet we see nothing through formal or informal available. Ideally, this line of work absurd in offering curricula, mechanisms. should be pursued by a team with

12 AAHE RtLI.1fIN MARCH 199:1 or interviews with faculty and Initiative.) legislators or trustees from the Finally, the Forum might pro- same state or locality. An expe- mote campus-based projects that rienced journalist might do this attempt to implement new forms better than a faculty member or of shared governance between academic administrator. faculty and administration. It is The Forum might promote unclear as yet whether enough or assist campus-based projects such projects already exist to Above: David K Scott (left). John Hannah concerning faculty career paths. enable us to focus on practice, distinauished professor of science. learning. and We are especially interested in or whether we need as a first step society and former provost of Michigan State University. exchanged views with David Ward the work of campus teams (e.g., to stimulate thinking, perhaps professor of geography and interim chanceilor dean and chairs: provost and fac- by commissioning a couple of of the University of Wisconsin-Madison ulty senate) working on post- essays. tenure evaluation, policies on Whatever its breadth and form, merit pay, and new criteria for clearly the Forum's agenda is one tenure and promotion based on that must be carried out "in the redefmed notions of professional field," not in Washington. Equally Far tett Karl Pister. chancellor of the University responsibilities, and so on. Such clearly, the agenda calls for a lot of California. Santa Cruz, and author of an influential report on the faculty-reward system at work requires collaborative of teamwork. Inside our cam- UC campuses Pister and copresenter Richard efforts between the campus puses, we need to foster collab- Sisson of UCLA, discussed how the dissemination teams and AAHE staff and will oration across disciplinary and of the Pister Report, while generating controversy changed faculty culture at several institutions probably generate regional or bureaucratic lines; we need to local convenings of interested involve trustees and legislators Left Stanfora University's Lee Shulman thrilled a large audience with his arguments in support people. in some of the lines of work. cer- of peer review of teaching Teaching, he argued Along similar lines, the tainly in the ones that involve will attain the academic prestige now reserved Forum might promote or assist issues of workload, professional for refereed publication when it becomes, like published research the property of a community campus-based projects that use responsibilities, and rewards. of scholars/peers the department, school, or insti- Most important, we need to expertise in the social and cul- tute as the appropriate unit of involve faculty. tural history of the United States analysis in the allocation of duties About a year from now, we will since World War II. and rewards. In San Antonio, we come together for the Forum's It might be useful to com- were urged to follow up on Lee second conference. From the mission essays on contemporary Shulman's powerful concept of number of campus teams and society to help us interpret the teaching as "community prop- the level of interest among fac- growing gap between the way fac- erty," legitimizing and giving a ulty, we will know whether the ulty see themselves and the way central place in academic life to emerging national movement to others perceive them. This line the practice of peer review of reexamine faculty priorities and of work might involve case studies teaching. (Here. the Forum would define new expectations has of faculty and their communities. cooperate with AAHE's Teaching taken hold.

and cost implications of how they Third, there is no reason to spend their time. believe that with some imagina- (continued from page 6) tion we can't both protect the ified faculty to bid on those Moving Toward Solutions autonomy of faculty to define courses to add to their base, or I think there are several lessons their own agenda and gain to bid on pooled research or that we might learn from the datagreater commitment to institu- teaching-improvement funds to on faculty workload and from tional and state objectives. add to their base (not unlike the the experience of other profes- Finally, like American business, system used for airline pilots). sions and service industries. higher education is going to have In such an approach, tenure From the health field, it is to "customize" its delivery system. would assure the base but not apparent that those who pay the not to eliminate the model of fac- the supplement. costs will eventually seek to con- ulty member as researcher but Or, we could establish group trol the costs. Without internal to add equally competitive and reward structures, where cost control in higher education, attractive models that will moti- members of a department or pro- we ('an expect both state and fed- vate and reward different kinds gram share a portion of the fruits eral intervention, as well as con- of endeavor toserve society's from productivity gains. cost- sumer revolt. needs. cutting, and consulting contracts Second. productivity problems not unlike the reward 3ystern often are rooted in a confusion Note used among the partner, of a lawabout priorities and customers. This article is adapted from anOcto- firm. Even if we don't go this far, We seem to be selling research ber1992 presentation made to t he we might at least expect that all when what most consumers want StateCouncilof Higher Education faculty face squarely the revenue to buy is instruction. for Virginia. AAHE BULLETIN. MARCH 1993, 13 AAIIE NEWS

Around AAHE's many programs.

Assessment Forum and presenters are being con- ticipation in higher education. Principles of Good Practicefirmed. Watch for registration She has served as a member of Since the Principles of Good Prac-materials in the mail in early numerous organizations, includ- tice for Assessing Student Learn- April. ing the Council of Graduate ing first appeared in the Decem- School's Task Force on Minority ber 1992 AAHE Bulletin, AAHE Graduate Education, the board has filled requests for more than School College Collaboration of directors of the Hispanic Asso- 10.000 copies! Packets of twenty- New Staff Member ciation of Colleges and Univer- five are still available free whileAAHE welcomes Sarita Brown sities (HACU), and the Minority supplies last by writing or fax- to its school/college collaboration Graduate Education Committee ing c/o "Assessment Principles," program. She of the Graduate Record Exam at AAHE. Publication of the doc- comes to (The College Board). Brown is ument is being supported by the AAHE from also a past chair of AAHE's His- Exxon Education Foundation. the University panic Caucus. of Texas at Assessment/CQI Austin, where Conference she was assis- Academic Quality C.onsortium Planning for AAHE's "Double Fea- tant dean andAnother New Staff ture" Conference on Assessment director of Member and Continuous Quality Improve- the Graduate Opportunity Pro- Welcome also to Steven Brigham, ment (CQI), scheduled for June gram. Throughout her career. the latest addition to the staff 9-12, 1993, at the Palmer House, Brown has worked to develop of AAHE's in Chicago, is well under way. and implement innovative strate- newest special Workshops have been selected, gies. including collaboration, to program, the sessions are under fmal review, promote increased minority par- Academic Quality Con- sortium, codi- rected by RE: AAHE vice president Ted Connect with other AAHE members by submitting items to RE:. In a Brigham few words, describe the information/material you need and an Marchese address where it should be sent, including a contact name. This and senior associate Monica month, AMIE has two requests of its own: Manning. Brigham joined AARE AAHE's Forum on Faculty Roles and Rewards is interested in February 17 from the Johns Hop- hearing from campuses experimenting with the notion of collective kins Foreign Policy Institute, ( or unit) accountability. While there has been much discussion where he was publications man- recently about shifting the focus of evaluation from individual faculty ager and a CQI student consul- members to groups of faculty (e.g.. teams. departments, centers), how tant. His new duties include mem- is this accomplished in practice? How do such units organize their bership/information services and work? How is departmental performance measured? How are insti- conference planning. tutional rewards distributed? What polices have been changed and what new procedures have been adopted? Put simply: What works and AAHE In Action what doesn't? Over the next several months. AAHE plans to inventory 1993 National Conference. Washington. the experiences of campuses that have adopted unit incentives and DC March 14-17. 1993 See January rewards, tie together some common threads of wisdom. and share this Bulletin (Preliminary Program) for details information through the Forum. Contact Jon Wergin, Senior Associate, 1993 Assessment/COI Conference. AAHE Forum on Faculty Roles and Rewards, at AAHE. Chicago. IL June 9-12 1993 See Feb- AAHE's School College Collaboration program would still like to ruary Bulletin for details learn more about established teaching and learning centers where col- 1993 School/College Conference. Pittsburgh PA December 4-8. 1993 lege faculty and h -12 personnel work together to accomplish similar Watch future Issues of the Bulletin for

; educational goals. Contact Carol St oel, School ,College Collaboration more program, at AAHE.

14 AAHEIIIII,ETIN MAR(11 199:1 I 9 diU Iwv "

dent colleges better...already, five national foundations have announced pledges in support of the merger .. . Mary-Mack Callahan and two colleagues from CAPHE have already moved to CIC by Ted Marchese offices here at One Dupont.

Welcome back for news of AAHE members (namesMORE PEOPLE: Congratulations to Miami-Dade in bold) doing interesting things, plus news of noteCC, first winner of TIAA-CREFs Hesburgh Award . do send me items! for Faculty Development to Enhance Undergrad- uate Teaching; Mardee Jenrette directs the cited PEOPLE: At this writing (February 23rd), allprogram, M-D's Teaching/Learning Project.. signals look "go" for President Clinton to deliverMardee, AAHE's Pat Hutchings, and some two a major address at our National Conference, Marchdozen other teaching-learning specialists were 14-17 here in Washington ... likelytopic: a fullerscheduled to gather in Princeton on February 26- statement of his ideas about national service ... 28 for a working symposium on "The Development Brown's Susan Stroud, head of Campus Compactof Faculty as Teachers"; organizers Marty Finkel- and a frequent speaker at AAHE meetings, hasstein, Maryellen Weimer, and Bob Menges taken a four-month leave to join the White Housepromise an extended statement and guidelines as staff; where she's part of a team of six .workingan outcome.. .. CynthiaSecor reminds me of the to put together the operative core of the idea, aApril 5th application deadline for this summer's "National Service Trust." .. How thrives assess-HERS institute for women in higher-ed adminis- ment as an issue? Estela Lopez, VPAA of Inter-tration (at Bryn Mawr, an excellent program), american U, put the sign out for a one-day meeting303/871-6866 for details. on the topic, had 550 attendees from across Puerto Rico in San Juan for a February 5th event ... partBABY BALDRIGES: I was happy to learn that of the attraction was the presence of Berkeley'sNorthwest Missouri State's president Dean K. Patricia Cross, whose address on "pedagogicalHubbard had received a coveted appointment as assessment" set a high tone for the day. . .. Goodan Examiner for the Malcolm Baldrige National outcome for Hunter president Paul LeClerc, asQuality Award, good recognition for Dean's years a task force he appointed in 1989 brings forwardof work in the quality-management .If an imaginative 12-credit pluralism/ diversitythere are other AAHE members who've earned the requirement, given the green light by CUNYdesignation, would you let me know? ... We're trustees January 26th.. .. Oops,I got Chuck Ruch'skeeping a. close eye on the trend to create state- name attached to the wrong institution last month;level versions of the Baldrige award; unlike the Chuck is the new president of Boise Stateexisting federal version, these usually include University . .. Grace Harris succeeds Chuck ashealth-care and education categories .. . the latter provost at Virginia Commonwealth. ... Marycould soon raise important new expectations of Cooper moves from Penn State to head the MATcolleges ... notuntypically, Missouri's "Baldrige" program at Mary Baldwin. ... JimLichtenbergstarts this year, and in 1994 it makes colleges he wrote that recent Change piece on collegeeligible .. . you can bet there'll be pressures on textbooks is the new head of the highercampuses to participate. education division of the Association of American Publishers. PARALLEL UNIVERSES: I heard the sentiment a dozen times at our Faculty Roles andRewards CAPHE: The Consortium for the Advancement ofConference in San Antonio same one NT heard Private Higher Education (CAPHE) workedfor years at our Assessment conferences voiced wonders through the 1980s assembling foundationby disciplinary faculty members who never in their monies in support of innovation in good, smallerlives have been to anything like an AAHE meeting: colleges, but eventually came to a point of too many"I had no idea there were smart people thinking needs and too few sustaining donors ... by actabout these issues!" I know I'll hear it again mid- of their respective boards last month, CAPHE nowMarch at our National Conference, where 200 first- becomes part of the Council of Independenttime faculty have enrolled for our Forum on Colleges, a union that should reposition bothExemplary Teaching. Wait'll they hear Parker organizations to serve foundations and indepen-Palmer.. .. See youthere! AN N. OU NC I NG

iNvo New Publications From AAHE's Teaching Initiative Featuring tools to foster a culture of teaching and more powerful student learning.

TI9301 Campus Use of the introduction by Teaching Initia- within departments and what Teaching Portfolio: 25 Profiles. Ative director Pat Hutchings dis- 1 their benefits are. Also included companion to the 1991 mono- cusses nine cross-cutting issues are a rationale for cases, strate- graph The Teaching Portfolio: and lessons that suggest direc- gies for writing and discussing Captering the Scholarship in tions for future work. them, and suggestions for how Teaching ($10.95 AAHE members; Compiled and edited by Erin they can contribute to a culture $12.95 nonmembers). This Anderson. of teaching on your campus. The resource book provides detailed $13 AAHE members: $15 non- monograph also includes a bibli- but concise accounts (two to four members (1993. 120pp) ography, leads to further referen- pages each) of what twenty-five ces, and actual cases you can campuses are doing with and TI9302 Using Cases to duplicate and use in your own learning about portfolios. Each Improve College Teaching: A efforts. profile addresses a set of commonGuide to More Reflective Prac- By Pat Hutchings. (Note: Publi- questions (purpose, scope of use, tice. This monograph explores a cation is scheduled for April portfolio contents, evaluation, new phenomenon on college cam- 1993.) impact ); and, because the stories puses: the use of cases about $15 AAHE members: $17 non- are still evolving, each also names teaching and learning to prompt members (1993, approx. 6Opp) a contact who can provide collaborative discussion and Prices include Fourth Class postage updates or further information. reflection about pedagogical and handling. Orders under $50 Accompanying some of the pro- issues. It reports on how cases must be prepaid; orders over $50 files are materials campuses have are currently being used on must be prepaid or accompanied by developed, e.g., guidelines for institutional purchase order. Allow large campuses and small, by four to six weeks for delivery. Faster developing a portfolio, checklists senior faculty and by teaching delivery and bulk discounts are used for evaluating them. An assistants, across disciplines and available.

American Association for Higher Education Moving?Chp out the label Mow and send it. marked with your new addre&s. to AMIE members receive free the AAHE Bulletin (ten issues/year) and Ozange Thang«if Address: AAHE. magazine (six issues/year); discounts on conference registration and publications; One Dupont Circle, Suite 360. special rates on selected non-AARE subscriptions; Hertz car rental discounts; Washington. DC 200:36.1 I 1(1. and more. To join, complete this form and send it to AMIE, One Dupont Circle, Suite 360, Washington, DC 20036-1110. MEMBERSHIP (Choose ose) Regular:0 1 yr, $75 0 2 yrs, $145 0 3 yrs, $215 Retired: 0 1 yr, $45 Student: 0 1 yr, $45 (.Fbr oil categories, add ,t8/year far membership outside the U.S.) CAUCUSES (For AAHE members; choose sane amber of years as above) Amer. Indian/Alaska Native:0 1 yr, $10 0 2 yrs, $20 0 3 yrs, $30 Asian/Pacific American: 0 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 Black 0 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 Hispanic: 0 1 yr, $25 0 2 yrs, $50 0 3 yrs, $75 Lesbian/Gay: 0 1 yr, $10 0 2 yrs, $20 0 3 yrs, $30

Name (Dr./Mr./Ms.) 14/0 F Position Institution/Organization Address (13 home/0 work)

City St Zip Daytime Phone El Bill me 0 Check enclosed (payment in U.S. funds only) APRIL/1993 VOLUME 45/NUMBER 8

.±... Itit

45.4./ EEP LEARNING, .SURFACE LEARNING In this issue:

We didn't set out to do a "theme" issue thispracticality for classroom faculty. Second, like the month, but we seem to have wound up withPrinciples document, which got mass distribution in one after all. All three features, as you'll see,the U.S. thanks to a Johnson Foundation effort, the share some bond with the "Seven Principles for Goodleaflet came to be disseminated in great numbers Practice in Undergraduate Education," that "icon" forthroughout the U.K., ratcheting up the level of undergraduate reformers first published in the Marchdiscussion there about improving student learning. 1987 AAHE Bulletin. This month's lead article, by Tom Angelo, is based Good and commonsensical as the Seven Principlesupon his well-received 1993 National Conferente are, there's been too little critical commentary onsession. The Seven Principles were not on our minds them. When we spotted just such commentary in awhen we solicited "A 'Teacher's Dozen,'" but there they Bush Foundation faculty-development newsletter, wewere, nonetheless, both in spirit and in explicit were happy to get permission to reprint. Tom Creed'smention. An audiotape of Angelo's full Washington short piece also does a good job of bringing readersconference presentation (Session 56) is available for up to speed on the Principles and their history; if$8.50 from Mobiltape, Inc.; call 1/800/369-5718 toll- their story has dimmed in your mind, consider be-free to order. ginning your reading this month at the top of page 8. If all this has piqued your interest in the Seven Our third article, "Deep Learning, Surface Learn-Principles, Tom Creed thoughtfully provides the ing," presents excerpts from a leaflet" distributedsource information (p. 9, col. 1). The Seven Principles throughout Britain about improving teaching andalso inspired AAHE's recently issued "Principles of learning on polytechnic campuses. That leaflet paysGood Practice for Assessing Student Learning," homage to the Principles in two ways: Like them,available free from the AAHE Assessment Forum it lays out a series of good-practice propositions thatwhile supplies last. are based in research and that have immediate TJM and BP

3 A "Teacher's Dozen": Fourteen General, Research-BasedPrinciples for Improving Higher Learning in Our Classrooms/by Thomas Anthony Angelo

8"The" Seven Principles .. . NOV/Caveats from one user/by Tom Creed

10 Deep Learning, Surface Learning/The Seven Principles inspireimprovement efforts at the British polytechnics

Departments 14 AMIE News/Around AAHE's many programs. 15 Bulletin Board/by Ted Marchese.

AMIE BULLETIN April 1993/Volume 45/Number 8

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Hubbard

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. Unsolicited manuscripts may be submitted by readers. All are subject to editorial review. Guidelines forauthors are available from the Managing Editor. AARE 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 atWashington, DC. Annual domestic membership dues: $75, of which $40 is for publications. Subscription price for A,4HE Bulletin withoutmembership: $35 per year, $43 per year outside the United States. AARE Bulletin is published ten times per year, monthly except Julyand August. Back issues: $3.50 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany allorders under $50; payment or purchase order must accompany all orders over $50. AARE Bulletin is available in microform fromUniversity Microfilms International. POSTMASTEL Send address changes to AAHE Bulletin. One Dupont Circle, Suite 360, Washington,DC 20036-1110.

TypeseIting by Ten Point Type Printing by Hagerstousi Bookbinding & Printing, Inc AMERICAN ASSOCIATION JR HIGHER EDUCATION 1 3 3 A "TEACHER'S DOZEN" Fourteen General, Research-Based Principles for Improving Higher Learning in Our Classrooms

by Thomas Anthony Angelo

ow much trust would who have children in college soon to their particular disciplines, you place in an engi- learn, that is a faulty assumption. courses, and students. The dis- neer who admitted to Mastery of one's discipline may cussion that follows rests on having no knowledge be necessary for effective college these three assumptions like a of thermodynamics or other basic teaching, but it surely isn't stool on three legs: If they're principles of physics, and who sufficient. sturdy, then what follows will thought, in fact, that those phys- i hold up. ical laws didn't apply to his work?Three Assumptions While there isn't space here How much oonfidence would you Before going any further, let to adequately test these three have in a physician with no me lay out the three main "legs," a few comments on them understanding of how bacteria assumptions that undergird this might be helpful. First, I assume and viruses cause infection, one article. The first is that to most it's important for faculty to know who believed that biochemistry effectively and efficiently promotesomething about how humans was irrelevant to her practice? learning, faculty need to know learn because teaching that If by some terrible mistake you something about how our stu- ignores this knowledge runs the were arrested and put on trial, dents and indeed how we our- risk of being inefficient, ineffec- would you hire a lawyer who selves learn. The second tive, and sometimes even coun- thought that keeping up with the assumption is that there really terproductive. The time, energy, research on jury selection, effec- are some general, research-based and aspirations that we and our tive defense strategies, and sen- principles that faculty can apply students invest in coursework

tencing patterns was a waste of to improve teaching and learning ; are simply too valuable to spend time? in their classrooms. And the third carelessly. These questions are obviously is that college teaching is so com- Second, while few savvy faculty rhetorical, because we all expect plex and varied that faculty would argue that we know noth- or at least hope that pro- members themselves will have ing useful about learning, many fessionals will be knowledgeable to figure out whether and how still protest that we don't yet and keep current in the research these general principles apply know enough to inform teaching that informs their practice. But, practice. It is true that there's as college teachers, do we expect still much to discover, but at the as much of ourselves? same time we do collectively Unless you're in a field such know a great deal about how peo- as cognitive science or educa- ple learn, far more than we use. tional psychology, chances are Solid research by cognitive scien- slim that your graduate educa- tists, psychologists, ethnog- tion included any survey of the raphers, and other researchers research on how humans learn. offers much more direction to And even within cognitive science college teachers of the 1990s than and educational psychology doc- was available even a decade ago. toral programs, future professors To argue that we shouldn't use rarely study the research on ado- what we know in teaching lescent and adult learning. As because our knowledge is incom- faculty, we tend to assume that plete is like arguing that sailors knowing a great deal about our shouldn't use available knowledge specific discipline say, British about weather and currents in literature, biology, business, or navigation because that knowl- Byzantine church history is edge is incomplete. Only by using Thomas Anthony Angelo is director of sufficient preparation for teach- the Academic Development Center,what we already know can we ing. Unfortunately, as most O'Neill 20o. Boston College, Chestnutlearn more. department chairs and all faculty Hill, MA 02167-3810. So. what exactly do we know 134 AAHE BULLET1N/APRIL 1P93,3 about learning that might be use- faculty to use their personal inition, we can compare notes ful to college teachers? My "teacher's dozen" as criteria for to make sure we have similar con- response is the "teacher's dozen" assessing their current teaching cepts in mind. referred to in the title. It's my practices. Once you know what What is higher learning? I own list of fourteen principles principles you ascribe to, you can defme higher learning as an of effective higher learning that better determine how well your active, interactive process that are well supported by research. teaching embodies them. You can results in meaningful, long-lasting My "teacher's dozen" isn't meant use a simple checklist of learning changes in knowledge, under- to be defmitive or exhaustive. It's principles to quickly review your standing, behavior, dispositions, simply one college teacher's cur- course syllabi, class notes, assign- appreciation, belief, and the like. rent list of solid principles to ments, tests. Or you might watch The key terms in this defmition teach by. a videotape of yourself teaching, are meaningful, long-lasting, and Why fourteen? The best known checking your actions against changes. Higher learning is mean- and most discussed list is Chick- your list. The videotape might ingful if the learner understands ering and Gamson's *Seven Prin- reveal that, even though you're and appreciates what is learned; ciples for Good Practice in Under- convinced active engagement is that means that something graduate Education." Their "Sevencritical to learning, you're still learned by rote but not under- Principles" remain the standard, doing most of the work in class, stood would not qualify. By long- and most of those research-based while your students passively lasting, I mean learning that will guidelines can be found in my observe. endure in accessible memory at "teacher's dozen." But in making A third, related goal is to least beyond the end of the term. up my list, I found there were encourage faculty to identify the And changes here means not also other, more specific prin- implications of their "favorite" simply the addition of knowledge ciples I couldn't teach without. guiding principles and then but also the transformation of Though I tried to limit myself to develop practical classroom ways of understanding and twelve, the teacher in me just applications. If my third assump- organizing the knowledge learned. couldn't give up that content. So, tion is correct, each combination This is a demanding definition in the end, I decided that if a of teacher, course, and students of higher learning, and I certainly *baker's dozen' is thirteen, then is so unique that general prin- don't always fulfill it, but having surely a "teacher's dozen" could ciples have to be either "custom an explicit definition does help be fourteen. fit" or "custom built" to be useful me make difficult decisions about in a particular class. The oper- what and how to teach. Since Three Goals ating axiom is: Adapt, don't there is always more worthy Of course, whether such a list adopt. Therefore, the classroom course content than time in the should include four, fourteen, or implications and applications of semester, I need criteria for mak- forty-four principles is open to these principles must be gener- ing hard choices about what to discussion and debate. The first ated and validated by individual leave out. Asking myself whether goal of this -teacher's dozen" is faculty if they are to have any a given class activity, reading, or to encourage just that sort of value. Applying your own homework assignment will con- questioning aryl dialogue. It's to "teacher's dozen" might involve tribute to meaningful and lasting invite faculty to think, talk, and making changes in your teaching learning is a helpful decision rule. perhaps even mad more about techniques, homework assign- the connect's); s between what ments, or tests. To return to the A "TEACHER'S DOZEN" we know from research on learn- videotape example, once you've ing and how we practice teaching.observed that your students are Before I share my current Chickering and Gamson's "Seven not actively engaged in class, you "teacher's dozen," a final caveat Principles," or any other general can begin to systematically exper- is in order Given the range of guidelines based on research, will iment with new techniques and human variation, there are bound only stimulate meaningful, long- approaches and assess how to be exceptions to nearly every lasting changes in teaching behav-much difference they make. generalization about learning. ior if faculty make the principles It's up to individual faculty personally meaningful by con- A Working Definition members to determine which necting them to their everyday of Higher Learning principles apply to whom, when, teaching lives. On your campus, The broader agenda behind where, and how. for example, you might begin this these three goals is to help faculty That said, for each of the four- connecting process by compiling improve the quality of higher teen principles listed below, I'll a list of principles from learning learning in their classrooms. But offer a very brief explanation and research that guide your own what does that mean? As an then suggest one or two impli- teaching and then comparing it exercise in active reading and cations for or applications to with lists drawn up by your col- learning, I suggest you take out teaching and classroom assess- leagues. At the least, comparing a pencil and a piece of paper now ment. These general implications lists could make for stimulating and write a one- or two-sentence and applications are meant lunchtime discussion or enliven definition of higher learning merely as "pump-primers," to a department meeting. before you read any further. Once stimulate you to come up with A second goal is to encourage you've jotted down your draft def- more specific, appropriate ones.

4/AAHE BULLETIN/APRIL HIG3 1 3 5 1. Active learning is more effec- out how they can best achieve tive than passive learning. them, they usually become much What I hear, I forget; what I more efficient and effective. Adult see, I remember; what I do, I learners often fit this bill. When understand. Chinese proverb It's important for faculty learners know how and how well Let the main object of this, our to know something about theh- goals fit the instructor's, Didactic, be as follows: To seek how humans learn because they tend to learn more and get and find a method by which teaching that ignores better grades. teachers may teach less, but Implications/Applications. learners learn more. this knowledge runs Early in the term, ask students John Amos Comenius the risk of being to write down a few specific As these quotations suggest, inefficient, ineffective, learning goals they hope to teachers have long known what and sometimes even achieve through your course. researchers have only recently Then involve them in comparing confirmed about the value of counterproductive. their learning goals with those active learning: Students do learn of other students, and with your more and better by becoming teaching goals. Look for and build actively involved. But activity, in on areas of congruence, but don't and of itself, doesn't result in gloss over potential conflicts or higher learning. Active learning ground, superordinate from sub- disconnects. Refer back to and occurs when students invest ordinate. Novices fmd these dis- assess progress toward shared physical and mental energies in tinctions elusive, usually not goals throughout the semester. activities that help them make because they lack intelligence but what they are learning meaning- because they lack the experience 4. To be remembered, new infor- ful, and when they are aware of needed to evaluate the data they mation must be meaningfully that meaning-making. As George encounter. If you've ever found connected to prior knowledge, Stoddard put it, "We learn to do yourself lost and alone in a busy and it must first be remembered neither by thinking nor by doing; city in a country whose language, in order to be learned. we learn to do by thinking about culture, and street signs are Thinking means connecting what we are doing." totally unintelligible (some of you things, and stops if they cannot Implications/Applications. are thinking Boston; others, New be connected. G. K. Chesterton Having students teach or explain York), then you can imagine how The more meaningful and appro- something to others that they many students feel when they priate connections students make have just learned helps them encounter a "foreign" discipline between what they know and learn it much more effectively, for the first time in college. what they are learning, the more especially if they actively rehearse Implicatins/Applications. permanently they will anchor new that "lesson" ahead of time and You can help novices by pointing information in long-term memory get feedback. To assess actively, out some of the major landmarks, and the easier it will be for them ask students to paraphrase a cen-by writing a list of the five key to access that information when

tral concept in a couple of sen- , points in your lecture on the it's needed. tences for one specific audience, board before class, for example. Implications/Applications. and then to paraphrase the same You also can assess how well they Provide many and varied exam- explanation for a completely dif- are learning to read the "maps" ples/illustrations, descriptions/ ferent audience. The two audi- that lectures or readings provide. drawings, images, metaphors, and I ences might be parents and chil- Using a "Minute Paper" to find analogies. But ask students to dren, professionals and laypeople,out what students thought were provide them, as lite;:, then give novices and experts. Assess these the most important points in a the students feedback on their directed paraphrases for both lecture or reading and what ques-usefulness and appropriateness. accuracy and appropriateness. tions they still have can provide For instance, two simple ways useful information on where they to help students make connec- 2. Learning requires focused are getting lost and clues for get- tions, and to assess the connec- attention, and awareness of the ting back on track. tions they are making, are to ask importance of what is to be them to compose a metaphor learned. 3. Learning is more effective and ("Learning is ") or to The true art of memory is the efficient when learners have complete an analogy ("Teaching art of attention. explicit, reasonable, positive is to learning as is to Samuel Johnsongoals, and when their goals fit One of the most difficult tasks well with the teacher's goals. for novice learners in a field. If you don't know where you 5. Unlearning what is already whatever their age, is to figure are going, you will probably end known is often more difficult out what to pay attention to and up somewhere else. than learning new information. what to ignore. Students in intro- Laurence J. Peter It is what we think we know ductory courses often cannot tell and Raymond Hullalready that often prevents us what is central from what is When learners know what their from learning. Claude Bernard peripheral, foreground from back-educational goals are and figure Habits, preconceptions, and mis-

AAHF. BULLETIN/APRIL 1983/5 136 conceptions can be formidable pendent, they need to learn how improve learning, then, is to make barriers to new learning, all the to give themselves feedback. sure our test questions require more treacherous because, like Supposing is good bvt finding the kind of thinking and learning icebergs, this prior learning is out is better. Mark Twainwe wish to promote, and that stu- usually 90 percent hidden from Regular feedback helps learners dents know at least generally view. Before we can help students efficiently direct their attention what those questions will be. unlearn or correct prior learning, and energies, helps them avoid hnplications/Applications. we need to know something major errors and dead ends, and Once you're sure your questions about what is below the surface. keeps them from learning things are testing what you want stu- Implications/Applications. they later will have to unlearn dents to learn, give them a sample Before you present new material, at great cost. It also can serve exam or a list of study questions fmd out what students already as a motivating form of interac- from which the exam questions believe and know, and what they tion between teacher and learner, will be selected. Give students can do about it. A quick diagnos- and among learners. When stu- regular opportunities to practice tic 'probe," containing a few ques- dents learn to internalize the answering similar questions and tions, often can help you locate voice of the "coach," they can to get feedback on their answers. dangerous "icebergs? By asking begin to give themselves correc- If students work in study / a few diagnostic questions, you tive feedback groups, that corrective feedback might also find out that the ship- Implications/Applications. often can come from their ping lanes are clear and that yourDon't assume that students peers. students are more experienced understand, ask. Try asking them navigators than you had to jot down what the "muddiest 9. Mastering a skill or body of assumed. Whatever you discover, point" was in a particular reading,knowledge takes great amounts it will help you and the students lab, or lecture, then respond to of time and effort- fmd more appropriate starting the most common "muddy points" There are some things that can- points for your work in your next class. Find out what not be learned quickly, and time, students are doing with the feed- which is all we have, must be 6. Information organized in per- back you're already giving them. paid heavily for their acquiring. sonally meaningful ways is more Do they read and use the com- Ernest Hemingway likely to be retained, learned, ments you write on papers and In a study of talented young and used. exams? If so, how? If not, why adults who had achieved high Much goes on in the mind qf not? Explicitly demonstrate how levels of mastery in a variety of the learner. Students interpret you get feedback on your work fields, Benjamin Bloom and his Thxy overinterpret. They actively and what you do with it. colleagues found that none had struggle to impose meaning and achieved mastery in less than a structure upon new 'material 8. The ways in which learners dozen years, and the average time being presented are assessed and evaluated pow- to mastery was sixteen years Donald A. Normanerfully affect the ways they at between 25 and 50 hours per Humans are extraordinary pat- study and learn. week of practice and study. This tern seekers. We seek regularity Let the tutor demand an means that at least 15,000 to and meaning constantly, and we account not only of the words of 30,000 hours of time and intense create them when they are not his lesson, but of their meaning practice were required to reach apparent. Witness our penchant and substance... Let [the the highest levels of mastery. If for seeing dragons in clouds, for learnerl show what he has just we halve those figures to "guess- example. To be most useful, the learned from a hundred points timate" the time needed to ways learners organize knowledgeof view, and adapt it to as many achfeve an acceptable mastery in a given domain need to becomedifferent subjects, to see if he has level, we're still left with about ever more similar to the ways rightly taken in it and made it 7,000 to 15,000 hours of prep- experts in that field organize his own. Michel de Montaignearation the equivalent of 40- knowledge. This requires making Whether faculty "teach to the hour weeks, fifty weeks a year, what is usually implicit, explicit. test" or not, most students are for three-and-a-half to seven Implications/Applications. going to try to "study to the test." years. Show students a number of dif- For generations uncounted, stu- Implications/Applications. ferent, useful, and axceptable dents have annoyed their Unplug all the TVs! Seriously, ways to orgarb.e the same infor- teachers with the question, Will though, students need to know mation. Use prose, outlines, this be on the final?" One reason how long it actually takes to graphs, drawings, and models. they persist is that most attain mastery in their field. Then Assess students' organizing sche- genuinely want to get good they need to find out how much mas and skills by getting them grades. But a second reason is time they actually are devoting to show you their "mental models"that knowing what will be on the to that task. Give students a sim- in a similar variety of ways. fmal, or on any upcoming test ple form on which they can log or quiz, helps students figure out all the times they study/practice 7. Learners need feedback on where to focus their attention. for a week and indicate how pro- their learning, early and often, In other words, they are looking ductively they used each block to lestn well; to become inde- for a roadmap. One way to of time. Discussing their findings 6/AAHE BULLETIN/APRIL IPP.3 137 with other students ina nonjudg- mental way can help them more personal contact with the become aware of and gaincontrol instructor. Students whoare bet- over their time use. ter prepared or more ablecan Given the range of human be encouraged to mastertheir 10. Learning to transfer,to apply variation, there are bound learning by serving as tutors, previous knowledge and skills to be exceptions to nearly helping to create scaffolding for others, and to take to new contexts, requiresa great every generalization more respon- deal of practice. sibility for their own learning Research on learning to transfer about learning. It's up through independent studiesand generally is depressing. Most to individual faculty special projects. learning is highly context-bound, members to determine and few students becomeskilled which principles apply 13. Motivation to learn isalter- at applying what they've learned able; it can be positivelyor neg- to whom, when, where. in one context to anothersimilar atively affected by the task,the context. In fact, many students and how. enVzonment, the teacher, and cannot recognize things theyve the learner. already learned if the context Though we tend to talk about is shifted at all. This isone of the students as being either "motivated"or "not motivated,"most reasons why students will point interview successful former at questions that are only slightly stu- of our students arevery moti- dents, or invite them to class,to vated to learn certain things and altered versions of homework illustrate in flesh and blood that questions and protest, 'We've not at all motivated to learn oth- high expectations can be realized. never done problems like these ers. Research suggests thatyou stand a good chance of increasing before!" Those students whoare 12. 'lb be most effective, being honest simply cannotsee motivation to learn if youcan teachers need to balance levels positively influence your students' the similarities. They learnedto of intellectual challenge and solve problems involvinggiraffes, beliefs and expectations about instructional support. one or more of the following: Stu- motorcycles, and Cincinnati; they In discussing the ways in which never had to solve problems dents are likely to bemore mo- mothers help children acquire tivated to learn in your class about wildebeest, cars,or Dayton. language by constantly adjusting if Implications/Applicatirms. they see the value of what you're their speech to stay slightlyaheadteaching; believe that learning If you value transfer, teachtrans- of the child's, Jerome Bruner fer. Direct students' attention it will help them achieve other writes of "scaffolding." Scaffolding important goals; believe that they continually between the general is a useful metaphor for college and the specific. Give themmany are capable of learning it; and learning, as well. The weakeror expect that they will succeed. different examples of thesame smaller the student's foundation concepts or principles, and make Implications/Applications. (preparation) in the subject, the Give students lots of specific sure they see where the similar- stronger and larger the instruc- ities and the differences examples of the valu2 anduse- are. Chal-tional scaffolding (structure lenge students to identify and and fulness of what they're learning support) that is required. This and help them make connections then to create similar but differ- is one of the many ent examples or problems. reasons that between short-term course goals teaching a Lrst-year course , and their own long-term goals. requires a different approach 11. High expectationsencourage , Use simple, anonymous surveys than teaching a third-yearcourse to gauge students' expectations, high achievement. in the same discipline. Students For some time now, we'veknown beliefs, and self-confidence levels, in the third year generallyrequirethen respond to that information that younger students tendto less structure and direction, and with specific examples,sugges- achieve more by working with benefit from more autonomy and teachers who expectmore of tions, and, whenever possible, 1 responsibility. This also helps them. For the so-called 'Pygma- realistic encouragement. explain why students of lower lion effect" to work well incollege, ability or much weaker prepa- 14. Interaction between teachers however, the students must shareration often benefit from and the t-acher's high expectations and learners is one of themost appreciate highly structured powerful factors in promoting of themselves and perceivethem courses. They need the as reasonable. learning; interaction among scaffolding. learners is another. Implications/Amtications. Implications/Applications. ; Begin by finding out whatyour As with activity, it isn't interac- Even when learner abilityor tion in and of itself that promotes students expect of themselves preparation or both are weak, in your class, letting themknow academic learning, it's structured expectations should remain high. interaction focused on achieving what you expect, and discussing To reach those expectations, less- meaningful, shared learning tasks. those expectations. Begin the prepared students will needmore course with assignments that dil- As the professional worldnever and more explicit instructional tires of pointing out, our students igent students can succeed into "scaffolding," such as tutoring, build confidence. Havelearners need to learn to workmore effec- highly structured directions, and Continued on page 13. 138 AMIE BULLETMAPRIL 1953/7 "THE" SEVEN PRINCIPLES...NOT!

by Tom Creed

In their widely distributed respondents are asked to rate Bulletin article 'Seven Prin- themselves on a five-point scale, ciples for Good Practice in from "Very Often" to "Never." The Undergraduate Education," One user fmds Faculty Inventory consists of sev- Arthur Chickering and Zelda the "Seven enty items, ten on each principle. Gamson (1987) summarized The items attempt to objectify years of study on effective college Principles of Good the seven principles: For example, teaching. They concluded that for Principle 1 there are items good teaching Practice in such as "Students drop by my 1. Encourages contacts Undergraduate office just to visit" andserve between students and faculty. as a mentor or informal advisor 2. Develops reciprocity and Education" and to students." The Institutional cooperation among students. Inventory is similar, consisting 3. Uses active learning the inventories of items about campus climate techniques. . based on them and facilities, faculty, and cur- 4. Gives prompt feedback riculum. The Institutional Inven- 5. Emphasizes time on task to be useful tools tory asks sixty-six items, eleven 6. Communicates high each on six different topics. expectations. with some 7. Respects diverse talents and notable A Bush Wwkshop ways of learning. . The Planning Committee for The article had an immediate and drawbacks. the November 1992 Bush Regional sustained impact on college Collaboration in Faculty Devel- teaching. Within eighteen months opment Seminar, "Power Plays: of its original publication, 150,000 Issues of Control on Campus," copies of the article (in the form which I chaired, wanted to have of a special section of the Wing- a conference that not only raised spread Journal) had been dis- issues of control on campus but tributed by the Johnson Foun- had breakout sessions that would dation, which had supported its give participants practical ways development The article has been of looking at and dealing with reprinted countless times in power on campus. newsletters and on campuses (it Specifically, we wanted to help is not copyrighted), so it's safe faculty and administrators to say that several hundred thou- develop ways to empower stu- sand college teachers and admin- dents to take control of their own istrators have seen it. learning. A workshop built Then, in 1989, two inventories around the Seven Principles and based on the principles one the inventories based on them for faculty and one for admin- seemed to be a natural. Mary istrators were developed by Ruth Brown, assistant dean for Chickering, Gamson, and Louis academic affairs at the University Barsi (1989). The inventories are of Minnesota-Morris, and I con- self-report surveys designed to ducted the workshop. encourage faculty to reflect on Tbm Creed coordinates the Learning In preparing and conducting their teaching and administrators Enhancement Service and is professorthat workshop, we found that qf psychology both at Saint John'sthe Principles document and to reflect on broader policies and University and at the CoUege of Saint practices that affect teaching and Benedict, Collegeville, MN 56321. Heinventories are useful tools, but learning on campus. is a member of the Bush Collaborationthere are caveats to their use. On both inventories, the Steering Committee. Bulk reprints of the Principles 8/AMIE BULLET1N/APR1L 1903 139 BEST COPYAVAILABLE document and the inventories they believed that students need and the inventories fit in the are no longer available free from to be responsible for their own improvement of college educa- the Johnson Foundation; how- behavior, and that putting the tion? First, I think it is important ever, they are available at modest burden on the faculty member to keep in mind that the article cost from Winona State Univer- to track down students encour- and inventories do address issues sity. (For prices and further infor- ages irresponsibility. that are crucial for good practice, mation, contact the Seven Prin- The problem is that the impliedand they can be effective in get- ciples Resource Center, P.O. Box bias makes people defensive, ting faculty and administrators 5838, Wmona State University, especially when a particular to talk about student learning. Winona, MN 55987; ph: 507/457- inventory item is debatable as To minimize potential problems, 5020.) an example of "good practice." the inventories should be used As to the inventories them- as tools within a larger frame- selves, here are some important work of discussion about lessons we learned. teaching. Implied bias. The inventories Even excellent teachers could not possibly do But faculty and administrators promote a particular view of taking the inventories should be what constitutes good practice, everything that the forewarned about the potential and the implication is (or at least inventories suggest are problems. And there should be our workshop participants adequate discussion about the inferred) that to answer "Very the hallmarks of good practice and still have inventories and possible class- Often" is always better than an- room strategies after people have swering something less. This bias a life. completed them. led to two separate but poten- Finally, anyone taking the tially serious problems with the inventories needs to understand use of the inventories. This understandable defensive- that although useful, they are The first of these was that sev- ness, which arises from disagree- guides, not doctrine. eral of the faculty members in ment about the "correct" our workshop reacted to the responses to one or two items, inventories as an indictment of can lead some individuals to dis- their teaching. Unfortunately, miss the entire inventory, which even excellent teachers could not happened in our workshop. Resources possibly do everything that the Classroom emphasis. These Chickering, A.W., and Z.F. Gamson. inventories suggest are the hall- are seven principles of good prac- (1987). "Seven Principles for Good marks of good practice and still tice, not the seven principles of Practice in Undergraduate Edu- have a life. Several individuals good practice. In fact, as we were cation." AAHE Bulletin, 39(7):3-7. and LM. Barsi. (1989). Seven in our workshop tended to dis- discussing the inventories, Neil count what they did well, and Principles for Good Practice in Lutsky, a psychology faculty Undergraduate Education: Fac- dwelled on those few areas wheremember at Carleton College, ulty Inventory and Institutional their self-report was low. This pointed out several important Inventory. Milwaukee: Johnson struck me as similar to the ways principles of good practice that Foundation. that faculty members often think are not covered among the seven: Gamson. Z.F. (1991). "A Brief History about their course evaluations "How well do you know your sub- of the Seven Principles for Good they discount the good ones ject area?" "Have you been keep- Practice in Undergraduate Edu- and perseverate on the one or ing current?" 'Are your goals well cation." In A.W. Chickering and two negative comments. Upon formulated and conveyed to the Z.F. Gamson, eds., Applying the taking the Faculty Inventory, one Seven Principles for Good Practice students?" These are clearly in Undergraduate Education. New remarked, "Now I really feel bad essential components of good about my teaching." Directions for Teaching and Learn- practice, perhaps being even ing, no. 47. San Francisco: Jossey- Another problem with the more fundamental than the so- Bass. implied bias that "Very Often is called "Seven Principles." Yet they An excellent resource on the best" became emphasized when are not covered by the article or Seven Principles. Contains arti- faculty disagreed about whether the inventories. cles on their history, research a particular practice was right. findings, suggestions for using Instead, the Seven Principles the inventories, illustrative For example, it's hard to imagine seem to be limited to classroom vignettes, and methods of insti- that any faculty member would activities and assume that more tutionalizing the principles. disagree with Principle 4, "Good fundamental faculty character- Appendiccs contain the original practice gives prompt feedback." istics (such as training and a well- Bulletin article and the faculty But one of the inventory items defined purpose in teaching) and institutional inventories. for this principle is "I call or writealready exist. It might be better Note a note to students who miss to consider them the "Seven Prin- This article is adapted with permis- classes." This item led to a good ciples for Good Clawroom Prac- sion from the Winter 1993 issue (Vol- deal of discussion in our work- tice in Undergraduate Education." ume 6, Number 2) of Faculty Devel- shop. Some faculty felt that opment, a regional, collaborative newsletter for Bush-funded programs "Never" was the "correct" But Still Useful in Minnesota, North Dakota, and response (I was one of them); Where, then, do the principles South Dakota. 140 AAHE BULLETIN/APRIL 1993/9 DEEP LEARNING, SURFACE LEARNING

In 1986-87, under the leadership of Zelda Gamson"leaflet" inspired by the Seven Principles. Its"nine and Arthur Chickering, AAHE, the Educat:onstrategies" don't skirt from quite thesame place as Commission of the States, and the Johnson Founda-our OM "principles," but it ventures into territories tion convened a Wingspread Conference to translate encouraging reflection and problem-based research findings about teoching and learning intolearning, for erample Oftc-n missing in U.S. precepts for practitioners. The resulting "Sevendiscourse. The leaflet's "deep learning, surface Principles far Good Practice in Undergraduatelearning" language seems helpful,as is its reempha- Education" first published in the March 1987sis of curricular design. AAHE Bulletin quickly became an icon in the The te-t of the leaflet is excerpted below, inthe undergraduate reform movenzent More than 500,000original English... "staff development" in copies of the Seven Principles are in print. Commonwealth countries is "faculty development" In March 1992, the Oxford Centre for Staffhere, and so on. In the accompanying box, Graham Development at Oxford Brookes University producedGibbs of the Centre tells us what's happenedsince "Improving Student Learning," a tabloid-sizedthe statement came out. Eds. Improving Student Learning

Amccording to the Council for National Aca- a heavy workload; an excessive amount of course demic Awards (CNAA), a course should material; little opportunity to pursue subjectsin develop students' understanding and depth; little choice over topics or methodsof study; dependent thought. However, the HMI and an anxiety-provoking assessmentsystem that report The English Polytechnics found an overuse rewards or tolerates regurgitation of factual of lectures and methods that left students depen- information. dent on the information provided for them and In contrast, courses that foster a deep approach assessment methods that rewarded regurgitation involve the following key elements: of facts. Motivational context. Students motivation is The CNAA Improving Student Learning Project intrinsic, and they experience an- d to know has documented ways to move studentsaway from something a superficial, reproducing approach to studying Active learning. Students are actively involved, a "surface approach" and toward a "deep rather than passive. approach," involving a search for understanding Interaction with others. There are opportunities through the introduction of new teaching, learn- for exploratory talk ing, and assessment methods. A well-structured knowledge base. Contentis This leaflet outlines the research on student taught in integrated wholes and relatedto other learning underlying the project and describes ten knowledge, rather than presented in small,separate case studies [only three of them are reproduced pieces. here. Eds.] of ways to improve the quality of The extent to which courses embody thesefour learning. It identifies some of the difficulties in fos- elements will determine whether thosecourses are tering a deep approach and draws clear conclusions likely to encourage a deep approach. Thenext sec- to guide innovation. tion examines nine strategies that embody these elements in a variety of ways. Research Into Student Learning Research has identified students' approach to Nine Strategies learning whether they take a surface or a deep The following strategies for improving the approach quality as the crucial factor determining the of student learning contain one ormore of the four quality of learning outcomes. Those who takea deep elements that foster a deep approach. approach understand more, produce better written work containing logical structures and conclusions Encouraging independent learning. Independent rather than lists, remember longer, and obtain bet- learning involves giving students greater control ter marks and degrees than those students who over choice of subject matter, learning methods, take a surface approach. pace of study, and assessment of learning outcomes. Research in several countries has shown thata Methods associated with the strategy include theuse surface approach is common in courses that have of learning contracts and self- and peer-assessment. 10/AARE BULLETIN/APRIL 1993 14i Supporting personal developmentThis strategy tracts and self- and peer-assessment. emphasizes student motivation and involvement of feelings as well as intellect in learning. The Case Studies method most commonly associated with this strat- More than100 courses applied to be involved in egy is intensive group work. the study, of which 10 were selected. Those ten undertook a detailed monitoring of innovations Presenting problems.Problem-based learning involves learning through tackling relevant problems. This is distinct from learning how to solve How It All Came About problems (problem solving) and applying previously acquired knowledge to problems (project work). The "Improving Student Learning" Prolect_wasdesigned not Its main features are the use of "real world" prob- to produce new research evidence onstudent learningbut to demonstrate the waysin which faculty could uie existing lems out of which learning and action arise, the research evidence and tools to improve their own courses. integration of knowledge from different disciplines, The projectwas supported by the CounCiljor NationalAca- and interaction. demic Awards. The summary of research evidence (oesonbed on page Encouraging reflection.Reflection on learning 1 of the leaflet) was made at the start of the jxoject to provide is crucial for a deep approach. Methods that a clear framework for those involved. Coil see wishing to encourage reflection include the use of learning attempt to move students from a "surface k) arcleap7 diaries, reflective journals, and the use of video and approach to learning were invited to *ler Medi:1st funding observers when learning skills. to become action research case studiiii.Mbri thin 100 courses applied and 10 were selecteckOirer a period of two Using independent group work.This strategy and a half years, facuity from thesel 9,0* Orne together focuses mainly on interaction. Methods that empha- in residential meetings in Oxford to diagnstipelteir,caurse problems; to select alternative teaChing,.tertinfarid assess- size independent group work include group-based ment strategies; to discuss the way they then taugll these project work and peer tutoring, in which students courses; and to discuss evidence gainecriart monitoring teach one another. the changesinstudents' approaches ta and learning outcomes, all within the research framework pro/tied. Learning by doing.Experiential learning empha- Consultancy support was provided biiiiitinteniewing sizes learner activity. Methods associated with learn- students, interpreting evidence, devetoping new_teaching ing by doing include the use of games, simulations, and assessment methods, and so on, Trirreeults.were written and role plays; visits; and work experience. up as ten case studies in the bookknpraiiiiaiheQuality of Student Learning and summarized.intOkiiiiet . Developing learning skills.The develoOment of Two national conferences launched the-hfickinit leaflet learning skills requires students to have a sense of in early 1992. By March 1993, 30,000 oopiessi the leaflet had been distributed, and more thinlflene-ciaitraining purpose and an awareness of task demands and events on "Improving Student Learnineherd been rukat flexibility. The development of study skills in a nar- the request of universities in the United Kritgdorn:Australia, row technical sense is not successful in moving stu- and New Zealand. Consequentty. the Univac* of Queens- dents from a surface to a deep approach. land adopted the framework for a large-scale, sett-funded action research program to improie the quaky of teaching. Setting projects.Project work is perhaps the Many small-scale action research profects also have been most common strategy used in higher education initiated. In September 1993, in London, an international sym- for the purpose of fostering a deep approach. It posium entitled "Improving Student Learning Theory and involves the application of knowledge to new situa- Practice" is being held to bring these projects together. The tions, learner activity, and demands ahighlevel of symposium will be addressed by the two main "names" in John Biggs and Paul Rimsden but motivation whether done individually or in groups. the researchfield it will consistprimarilyof ordinary faculty members' accounts of usingthe research to improve their own courses or the Fine tuning.The above eight strategies might use of research tools to monitor the effects of innovations. seem to imply that radical alternatives to conven- The "deep/surface" concept and the idea that it is features tionally taught courses are necessary to support of course design that influence whether students take a deep a deep approach to learning. However, it is possible or a surface approach have quickly provided the dominant to have a marked impact through modifications to framework for improving quality in teaching. The concepts conventional teaching methods without abandoning themselves have been around since the mid-1970s, but it existing course structures; for example, through took large-scale national action research and dissemination the introduction of active learning tasks and peer- to get the concepts taken up and used. The case studies pro- group discussion into otherwise passive lecture vide not so much models of how to design arl teach courses classes (see "Introduction to Human Geography"). as they do models of professionalism in bringing about worthwhile change. Multiple copies ofthe "ImprovingStudent Learning" leaflet Whatever strategy is used, students will be pow- are available free by writing: The Oxford Centre for Staff Devel- eKully influenced by the assessment system they opment, Oxford Brookes University. Oxford 0X3 OBP, England. are working within. Strategies formodifying the Graham Gibbs assessment systemthat can influence students' Head, Oxford Centre for Staff Development approach include involving students in the design of assessment tasks and negotiating criteria as well as marking, for example, through the use of con- AAHE HULLETIN/APRIL 1993/11 1 42 using the "Approaches to Studying" questionnaire contributed 50 percent of marks. (see Marton et aL 1984) and depth interviews to Separate lectures were combined into one 3-hour identify the extent to which students took a surface session a week, involving a succession of short pre- or deep approach to learning. sentations interspersed with a wide variety of active learning tasks such as discussing problems in small BA. Business Studies, Part Time subgroups, reading, writing, and analyzing quota- Birmingham Polytechnic tions. The sessions were divided into as many as Innovator Julie Hartley eighteen sections, including a break. This case study is set in the context of a large part- Students found that this made very different time course. Mature students study two evenings demands on them from other courses, and they a week. Like many such courses, it was dominated could describe these sessions in great detail eighteen by a fixed lecture program and formal exams, and months later. students had little opportunity for discussion or The assessment system reinforced the processes independent reading. Evaluations showed students in these interactive "lecture" sessions, and students to be socially isolated and to move toward an described having to "be able to argue a case ... to extreme surface approach during their first year. show you had an understanding of the issues." Two initiatives changed the situatioit The case study illustrates the possible impact of Study networks. Students were formed into self- fine tuning of courses on the quality of learning. help groups, called study networks, and giVen assistance in developing a range of methods for helping B.Eng. Automotive Engineering Design one anothei to study effectively. The members of Coventry Polytechnic each study network met outside of class, swapped Innovator Peter Griffiths notes, shared books, talked on the phone, and gen- This case study involves second-year Automotive erally supported one another. At the end of the Engineering Design students on a B.Eng. degree, year, 92 percent of students were still active with their first year common with a conventional members of their study network, and 93 percent Mechanical Engineering degree. The approach in reported finding them usefuL year two was completely new and intended to Business workshops. In a series of workshop ses- develop engineering design skills through a com- sions, students identified their current strengths, prehensive, problem-based approach. competencies, areas requiring development, and Students worked in a design studio in learning learning needs. They set themselves personal objec- groups for much of their time. They tackled design tives, reflected on their progress, and produced a problems in order to generate a need to fmd out. self-development portfolio, which was assessed as The pace at which new problems were introduced part of the course. depended on the level of understanding of the stu- This process of developing autonomous learning dents. Lecturing was limited to that required to was initiated by a residential weekend and allocated 1 solve the problems and did not follow a formal the academic equivalent of a module for class time schedule. Students kept a learning journal, in which and assessment. The business workshops were sup- they reflected on the process of their learning, and ported by a workbook that encouraged students a learning log, for recording their work that was to relate their business experience to the theoretical assessed. Periodically, students tackled week-long components of the course. projects in which they applied and integrated The rest of the course remained unchanged, and knowledge and skills developed through the the effect of lectures and exams limited the impact problem-based work. Toward the end of the year, of the study networks and business workshops on these were carried out on an individual basis for students' overall approaches to studying. However, assessment. the students undertook a surface approach to a The problem-based approach was a real challenge significantly lesser extent at the end of the year, to students and dramatically changed their although their motivation and the extent of their approach to learning. deep approach was unchanged. The students adopted a progressively deeper approach, while students taking the parallel con- Introduction to Human Geography ventional B.Eng. progressively adopted a surface Oxford Polytechnic approach. When the problem-based students sub- Innovator Man Jenkins sequently took a conventional course, they would This case study concerns a large first-year term- not tolerate lectures, and an alternative approach one module. A conventional lecture course had been had to be provided. In a fourth-year project con- progressively modified. The focus or the case study ducted in parallel with conventionally taught stu- was the interactive lecture sessions, but in addition dents, there was evidence that the new approach a workbook provided students with handouts and led to superior performance. advice on reading and seminars, and coursework assessment had been increased to include short Conclusions written work and seminar presentations until it Significant improvements in the quality of student learning are possible within existing resource con- Marton, F, D. Hounsell, and N. Entwistle, eds. (1984). straints. In some instances, these improvements The Experience of Learning. Edinburgh: Scottish Aca- have been rapid, dramatic, and pervasive. demic Press. The changes necessary to achieve these improve- 12/AAHE BULLETIN/APRIL 19P3 144 ) ments are concerned with avoiding those features reinforce the reorientation of students' efforts. of courses that foster a surface approach, and Innovations often require careful monitoring and building in those features that foster a deep fine tuning before they show benefits. approach. Isolated innovations surrounded by courses that While some of these features are concerned with foster a surface approach often fail, or have only classroom practice and require teaching skills, localized and short-lasting impacts on student most are concerned with course design strategies. learning. Comprehensive changes and those The most significant influences on the quality of involving teams of staff and planned staff devel- student learning come from the assessment sys- opment are much more likely to succeed. tem. Even significant course changes can be inef- Students' conservatism and deep-rooted habits

. fective if the assessment is not also changed to of reproductive learning can obstruct change.

familiarity with research on col- minds to make the applications Angelo, cont. lege learning is not sufficient. of these or any other general Truly effective teachers know principles of teaching. I'm also tively in teams. their subjects, know something confident we have such Inter- Implications/Applicaticms. about the research that informs mediary, inventive" teachers in Most students have to believe teaching, and also know how to abundance among our faculty. teachers know and care about adapt and apply relevant them before they can benefit fromresearch fmdings to their own Note interactions or even interact. classrooms. Lord Macaulay was This article was adapted from Session Learn students' names as a first partially correct: Nothing is so 56: "A 'Teacher's Dozen': Fourteen useless as a general maxim that (General) Findings From Research step, then try to engage them in That Can Inform Classroom Teaching working with you to learn. Class- isn't properly applied to the par- and Assessment and Improve Learn- room Assessment and Classroom ticular. With James, I'm convinced ing," from AAHE's 1993 National Con- Research projects can engage stu-that we need inventive, original ference on Higher Education. dents and teachers in working together to solve meaningful problems, such as finding ways Resources to ensure that everyone in class A Few Useful Starting Points has a fair chance to master the Bloom, B.S. (1986). "The Hands and Feet of Genius: Automaticity." course content. If you want stu- Educational Leadership, 43(5):70-77. dents to cooperate effectively with other students, first, chal- Bruner, J.S., and H.W. Haste, eds. (1987). Making Sense: The lenge them with assignments that Child's Construction of the World. New York: Routledge. groups can carry out more effectively than individuals can; sec- Gamson, Z., and A. Chickering. (1987). "Seven Principles for Good ond, provide guidelines and guid- Practice in Undergraduate Education." AAHE Bulletin, 39(7):5- ance for group work, especially 10. for those who haven't had experience; and, third, de-emphasize McKeachie, W.J. (1986). Teaching Tips: A Guidebook for the competition among individuals Beginning College Teacher, 8th ed. Lexington, Mk D.C. Heath. for grades and approval. Mean- P R Pintrich, Y.-G. Lin, and D.A.F. Smith. (1986). Teach- ingful and positive interactions ing and Learning in the College Classroom: A Review of the require mutual trust. Research Literature. Ann Arbor: National Center to Improve Postsecondary Teaching and Learning. University of Michigan. Final Notes Nothing is so useless as a gen- Norman, D.A. (1980). "What Goes On in the Mind of the Learner." eral maxim. Lord Macaulay In W.J. McKeachie, ed., Learning, Cognition, and College Teach- Psychology is a science; teaching. New Directions for Teaching and Learning, no. 2. San Fran- ing is an art, and sciences never cisco: Jossey-Bass. generate arts directly out of themselves. An intermediary, inven- Svinicki, M.D. (1991). "Practical Implications of Cognitive The- ories." In R.J. Menges and M.D. Svinicki. eds. College Teaching: tive mind must make the appli- From Theonj to Practice. New Directions for Teaching and Learn- cation, by use of its originality. ing, no. 45. San Francisco: Jossey-Bass. William James

I I argued at the outset that mas- Weinstein, CE., and D.K. Meyer. (1991). "Cognitive Learning tery of an academic discipline Strategies and College Teaching." In R.J. Menges and M.D. Svinicki, is not sufficient for effective col- eds. College Teaching: From Theory to Practice. New Directions lege teaching. But even disciplin- for Teaching and Learning, no. 45. San Francisco: Jossey-Bass. ary mastery complemented by AMIE BUILEI1NiAPRIL 1903 13 * 144 AAHE NEWS

AARE Teaching Initiative AARE and the Blizzard of '93 Cases Conference Update The Blizzard of '93 could not havecome at a worse time for AAHE's In the February Bulletin, AAHE 1993 National Conference, March 14-17, announced an upcoming con- at the Washington Hilton. On Friday morning, March 12, the AARE staffwere in the hotel ference on the use of cases to assembling conference packets for an anticipated improve teaching and learning, registration of more than 1,800 people the highest in ten years. That night the sponsored by AAHE's Teaching storm hit the East Coast, and by Saturday both Dulles Initiative and the Pace University and National Airports were closed and remainedso until Sunday afternoon. Mon- Center for Case Studies in Edu- day, Tuesday, and Wednesday were clear if cold, butthe damage cation. The conference will be to travel plans already had been done. Only 900 colleagues held July 14-17, 1993, at Mills just half of those planning to attendever made it to Washington. College, in Oakland, Cabfornia. Our presenters, however, respondedas if the weather were an The four-day event will focus on Outward Bound adventure. Somehow, amazingly, thegreat majority how cases about teaching and of them did manage to make it, and the show learning can be used to prompt went on. For registrants who did arrive, theprogram was full, even if all more reflective faculty discussion the chairs weren't. A spirit of camaraderie of important pedagogical issues. at having triumphed over the weather was felt by all. (Fuller coverage ofthe events will The conference will be highly appear, as usual, in the June Bulletin.) interactive and oollaborative, We have received some requests for refunds. Our policy,stated allowing faculty participants to on the registration form, is clear: Refunds to be made only if set up and lead case discussions. requested in writing by February 19, 1993. There Enrollment will be limited to 100. are many reasons why that policy must stand. First, the great bulk ofthe costs of put- For further information and reg- ting on the national conference such as staff time, program istration materials, contact Erin development, publicity, presenter travel Anderson, Project Assistant, or are incurred long before the conference begins. Second, in this instancethe timing of the bliz- Pat Hutchings, Director, AARE zard was such that even most of the last-minute, Teaching Initiative, at AAHE. controllable costs were already out of our hands. Third, to these sunk costs,we must add an additional loss of at least $60,000 in anticipatedrevenues, Academic Quality Consortium in the form of cancelled workshops and other special feeevents, Advisory Group Meeting foregone income from on-site registrations, lost publicationssales, The advisory group for AAHE's etc. To give full or even partial refunds to those preregistrantswho newest special program, the Aca- didn't arrive would add another $100,000 to $150,000in losses. And demic Quality Consortium, has that is not something AMIE can responsibly do. scheduled a planning meeting At the same time, we are well aware thatmany of those °casu- in AAHE's offices at One Dupont alties" of the bli7Jsird incurred losses, too. We wantto acknowledge Circle on Saturday, April 17. Stay that fact, and we want them to knowwe care about their partic- tuned to the Bulletin for details ipation in AARE. Accordingly, in abouta month we will be mailing on the AQCs upcoming agenda. these colleagues a copy of the final conferenceprogram book and (For more information on the a "Best of 1993' set of edited transcripts consisting of the mkjor ple- consortium, see the December nary sessions and the most highly rated concurrent sessions. Also, 1992 Bulletin). we are extending to them a nontransferable $100 credit toward the registration fee for AAHE's 1994 National Conference,March 23- 26, 1994, in Chicago. If the time/location of thatmeeting is incon- AARE fbrum on Faculty Roles & Rewards venient, they may use the credit at anyone of AAHE's three upcom- New Staff Member ing conferences on special issues. These benefits still will Welcome to Kris Sorchy, new be a considerable expense; but because they are a plannedexpense, we project assistant for AAHE's believe we can absorb them without endangering the Forum on Faculty Roles and Association. Finally, there is a silver lining amidst all the frustration.The Rewards. In addition to working extraordinary efforts that so many of you made tryingto get to with Director Clara M. Lovett Washington, and the dozens of calls we have receivedsince, say on plans for the Forum's second worlds about how you feel about AAHE. As the 1993 annual conference, in January conference theme, "Reinventing Community. Sustaining ImprovementDuring 1994, Kris also coordinates work- Tough Times," suggested, community does spring ing groups of resource people up in times of adversity. All of us in the national office thankyou for your won- who are preparing conference derful support. papers, articles, and monographs Russell Edgerton for the Forum. She also serves President, AAHE as the point person for the Forum's "clearinghouse" function. Continued on back cover. 14 /AARE BULLETIN/APRIL 1993 145 p. ON THE CHARLES: My Change magazine colleague Art Levine is on leave this term to complete by Ted Marchese nationwide interviews for a new version of his book When Dreams and Heroes Died: A Portrait of Today's Welcome back for news about AAHE membersCollege Students ... Art will edit a next-fallissue of (names in bold), plus news of note ... do keep sendingChange on the topic.. .. Also at Harvard,Dick Light me items! is about to write his third report from the Harvard Assessment Seminars ... we'll get a first glimpse of SNOW JOB: The press called it "the storm of thenew findings from Dick at our Assessment/CQI century," a rare 'winter hurricane" that blew up fromconference this June 9-12, in Chicago. .. . At our the Gulf and dumped up to three feet of snow fromNational Conference, Jim Wilkinson of the Derek Bok Alabama to Maine over March 13-14, the weekendCenter for Teaching and Learning previewed a terrific at the start of our National Conference here in D.C.eighteen-minute video showing collaborative learning ... The storm closed most of the"hub" airports inat work in three science classes ... copies orThinking the East, stranding hundreds of conference-goersTogether" are $95 (and worth it); info from the Center across the country. ... my heart went out especiallyat 617/495-4869 .. . the film highlights the "oldest to the members who spent two days at O'Hare. ... continuously offered course" at Harvard College; can On site, the 900 or so attendees who made it (outyou name that course? of an expected 1,900) helped create one of the best- spirited conferences in memory ... everyonehad aMORE PEOPLE: Board member Mike Timpane has travel tale to tell, it seemed, accepted the inevitableannounced that next year will be his tenth and fmal schedule changes, and pitched in to make this onein the presidency of Teachers College, Columbia of the most interactive, participative events of its kindUniversity.. .. Dick Rosser, sevengood years behind I've seen. ... For me, highlights included Parkerhim in the NAICU presidency, plans to retire this Palmer's keynote, an information-packed plenary onJune.... Puget Sound president Susan Resneck Parr Clinton's plan for national service, a panel of studentswed Kenneth Pierce last February, so we approp- talking about the impacts of service on their learning,riately congratulate Susan Resneck Pierce. ... For and many smaller sessions in which members'students of state coordinating boards and public- remarks from the floor proved telling. ... All in all,university systems, I recommend the new "Shared a great conference, but a bout with Mother NatureVisions of Public Higher Education Governance" we'd all soon rather not repeat. report, by several authors including Edgar Schick, Dolph Norton, and Tex Elam, $12 from AASCU, call PEOPLE: Things I learned at the conference: Parker202/293-7070....There's a nifty NSF-sponsored Palmer, our AAHE senior associate, has accepted ateleconference on undergraduate science teaching on Lilly visiting professorship at Berea for 1993-94 .. .tap for April 28, built around Sheila Mbias's study Greg Anrig, a dozen years of vigorous service behindof "what works and what doesn't" .. . registration for him, steps down from the helm at ETS this June ... the five-hour live show is $50, call 310/985-2826 right Harold Delaney is serving as acting president ataway for details. Bowie State this year. . .. American U. president Joe Duffey (he moderated that student panel on servicePEGGY HEIM: Many AAHE members came to know learning) will be Clinton's choice to head USIA ... economist Peggy Heim over the decades of her career, Colorado SEIEEO Dave Longanecker will be tappedhighlights of which include conduct of the AAUP to head the postsecondary office at the U.S.national salary surveys and a long stint at TIAA/ Department of Education ... AAHE BoardmemberCREF during which she saw to the support of dozens Uri Treisman's latest venture is a nationwideof important studies (including that behind our "electronic community" to redesign the basicSearch Committee Handbook). Her admirers will be precalculus course that every college teaches ("which,sad to learn of her retirement at the end of March, everyone agrees, doesn't work even if it is taught well")but delighted to learn that April 3rd she wed George . .. Washington'sDon Wulff is the new president ofNelson in Easton, Maryland .. Peggyand George, POD (the faculty-development network). . .. Nicestit turns out, were pinned during her student years story of the conference: Josephine Ong of Grandat Duke some five decades ago ... they rediscovered Canyon U. trudged with her family through theeach other quite by chance last fall at a high school Washington snow to church Sunday morning to findreunion. the Clintons sitting in the next pew . .. afterwards, the two families enjoyed a ten-minute chat and had THE ANSWER: "Celestial Navigation" ... see you next their pictures taken. month. ; From the Health Care Industry"; George Knh, professor of higher News, cont. ' John Katzenbach, director, education, Indiana University- McKinsey & Company, and Bloomington, and author of author of Wisdom of the Team: Involving Colleges, will present AAHE Assessment Routs Creating the High Petformanm "What Do Students Gain From "Double Feature' Organization, will speak about College? Ask Them!" a session Conference Preview the uses of team approaches in about capturing students' edu- By April 23, everyone who higher education in his session, cational experiences both inside receives a Bulletin should receive 'The Wisdom of Teams"; and and outside the classroom. a preview containing registration materials for AAHE's first "double feature" conference, featuring both Assessment and Continuous RE: Quality Improvement (CQI). If few you have not received a preview Connect with other AAHE members by submitting items to RE:. In a words, describe the info:mation/material you need and anaddress where by this date, contact Elizabeth it should be sent, including a contact name. This month, there are two Brooks, Project Assistant, AAHE requests: Assessment Forum, at AAHE. AAHE's Forum on Faculty Roles and Rewards is compiling a master The conference will be held list of campus documents concerning faculty roles andpriorities and the June 9-12, 1993, at the Palmer faculty reward system, to be made available at cost to AAREmembers. If House, in Chicago. your campus has a task force report,handbook, white paper, or other pertinent documents, the Forum would like to add a copy toits list. Contact AAHE Assmment Fbrum Kris Sorchy, Project Assistant, AAHE Forum on Faculty Rolesand Rewards, Conference Speakers at AMIE. Confirmed AAHL member Judith Rosenthal, of Kean College (NJ), is writing a Several presenters recently have book for the American Association for the Advancement ofScience (AAAS) Press about teaching science to undergraduates who speakEnglish as a been added to the Assessment/ second language. She is interested in information about model courses or CQI conference roster and so do programs to improve science instruction for thispopulation, particularly not appear in the printed con- in biology, chemistry, and physics. These might includeESL models ference preview Sherril B. Gel- (adjunct, tutorial, sheltered, or bridge); science courses taught inthe stu- mon, director of academic affairs, dent's native language; or programs to train science faculty toa(ore effec- Association of University Pro- tively teach nonnative speakers of English. Contact Dr. JudithRosenthal, grams in Health Administration, Professor, Department of Biological Sciences, Kean College,Union, NJ will lead a session entitled 'Qual- 07083; ph. 908/527-2469, fax 908/355-5143. ity and Higher Education: Lessons Moving? Clip out the label American Asgociation Tor Higher Edu on 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 conference registration and publications: One Dupont Circle, Suite 360, special rates on selected non-AAHE subscriptions: Hertz car rental discounts: Washington, DC 20036-1110. and more. To join, complete this form and send it to kkHE. One Dupont Circle. Suite 360. Washington. DC 20036-1110. MEMBERSHIP (Choose one) Regular: 0 1 yr. $75 0 2 yrs, $145 0 3 yrs, $215 Retired: 0 1 yr. $45 Student: 0 1 yr. $45 (For all categories, add $8. year jgr membership outside the U.S.) CAUCUSES (For AAHE members: choose samenumber of years as above) Amer. 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Institution Organization CD LP Address cf. home C work %Ain. 1.4 Oh. LP 'OW Z Z ZCI 0 ('it y St Zip W4 0Mh Wim 0.43W= Z Daytime l'hone WZ 0Wo.4 0 MD me 0 Check enclosed (payment in US. fit na's on/Y) ZW = A-MW*-4W WOWM 147 Student Aid for NationalService

Behind the Scenesof the Presidents NationalService Initiative

1993 Swearer StudentHumanitarian Awards

AAHEs New Agenda on School/College Collaboration

Introducing FacultyPortfolios: Early Lessons FromCUNY Ybrk College

BEST COPY AVAILABLE

Bulletin Board Two Guides Call for Proposals: AAHE News by Ted Marchese 1993 School/Coliege Collaboration Conference In this issue: Each month, after the feature articles have beenfirst an interview AARE President Russ Edgerton edited, we send proofs back to the authorsdid with Susan Stroud, who is currently on leave from for review and approvaL This month was noBrown University and Campus Compact to work as exception but it was a little unusual in that thesenior advisor to the director of the White House destination of two of those proofs was ... The WhiteOffice of National. Service. House. (Okay, technically the address was the Old Messengers delivered our two packages just a few Executive Office Building, but that's practically theweeks before President Clinton was to announce his same thing.) National Service plan to the nation, so to sav that The first article, beginning on the next page, is aGalston and Stroud were "busy" doesn't begin to cover speech by William Galston, deputy assistant to theit. But somehow they found the time to check things President for domestic policy, that he delivered Marchover and get back to us, and for that the Bulletin 15 at AAHE's 1993 National Conference on Higherextends heartfelt appreciation. We think you'll fmd Education. The second is a companion to theboth articles enlightening. BP

Community Service 3Student Aid for National Service: President Clinton's New Covenant for Educating America/by William Galston 6 Behind the Scenes of the President's National Service Initiative/a conversation with Susan Stroud/by Russ Edgerton 9 The 1993 Swearer Student Humanitarian Awards

10 AAHE's New Agenda on School/College Collaboration

14 Introducing Faculty Portfolios: Early Lessons From CUNY York College/a case study/by Pat Hutchings

INSERT Call for Proposals: 1993 National Conference on School/College Collaboration

Departments 18 AMIE News/Around AAHE's many programs 19 Bulletin Boml/by Ted Marchese 20 Announcing/Two useful guides

AARE BULLETIN May 1993/Volume 45/Number 9

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Hubbard

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 LouisS. Albert Unsolicited manuscripts may be submitted by readers. All are subject to editorial revkw. Guidelines for authors areavailable from the Managing Editor. AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for HigherEducation, a nonprofit organization incorporated in the District of Columbia. Second class postage paid at Washington, DC.Annual domestic membership dues: $75, of which $40 is for publications. Subscription price for AMIE 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 AugustBack issues: £3.50 each for up to ten copies; $2.50 each for eleven or more copies. Payment must accompany all ordersunder $50; payment or purchase order must accompany all orders over $50. AARE Bulletin is available in microform from UniversityMicrofilms International POSTMASTER:Send address changes to AAHE Bulletin, One Dupont Circle, Suite 360. Washington, DC20036-1110.

fAkes IN4w wh Typesetting by Ten Print Type. Printing by Hagerstown Bookbindi- & Printing, Inc. AMERICAN ASSOCIATION FOR HIGHEREDUCATION '449 From the 1993 National Conference STUDENT AID FOR NATIONAL SERVICE President Clinton's New Covenant for Educating America by William Galston

Bill Clinton inspired not only we need the virtues of citizenship students but indeed all in peace time, as well. James argued of us with a new call to for national service as an alternative service. No other line in route to the formation of good citi- the standard campaigi speech zens. Alternative, that is, to the mil- evoked such a strong, indeed pas- itary draft and to the experience of sionate, response. That was a prom- war itself. issory note extended to the American James's essay raises for us a crucial people. The challenge of the Clinton point, and since I am a member of administration now is to redeem that the academy talking to fellow promissory note, to convert all of members of the academy, you'll for- the idealism of the promise into a give me, I'm sure, for this brief aca- workable plan of action. demic detour. And that is, in talking A few days ago, a conservative col- about national service as a vehicle umnist, writing in what was once for the formation of citizens, there a respectable liberal publication, is some conception of good citizen- accused the Clinton administration William Galston is the deputy assis-ship at work. William James was very of having no sense of history. Well, tant to the President for domesticexplicit about his: through national I challenge anyone to read the text policy, Old Executive Office Building,service 'the military ideals of har- The White House, Washington, DCdihood and discipline would be of the Rutgers University speech on MOO. national service that the President wrought into the growing fiber of delivered just two weeks ago and the people. National service would to sustain that charge or maintain preserve in the midst of a pacific civ- that position. States. For example, George Wash- ilization the manly virtues which the The President understands very, ington was deeply inspired by the military party is so afraid of seeing very well that the idea of national civic republican image of the Roman disappear in peace." The virtues, that service is not new, that it is deeply hero Cincinatus, a farmer who left is, of toughness and authority and rooted in the history not only of the his plow to lead Rome in an hour sober realism. The sort of virtues that United States but also of our entire of need and then returned to private William James's disciple Walter Lip- tradition, going back millennia life with no thought of ambition or pman would celebrate throughout In recent decades, scholars have personal advancement afterwards. a long and distinguished career. unearthed and revived the civic At the beginning of the nineteenth Now, I think you can tell from the republican tradition from Ancient century, Thomas Jefferson declared, words that I have just read that Greece and Rome a notion of citi- "A debt of service is due from every today our own conception of good zenship. The good citizen, according man to his country, proportioned citizenship is quite different some- to this tradition, is concerned with to the bounties which nature and what less gender-specific and with public matters, not just private or fortune have measured to him." a somewhat different canon of the personal matters. The good citizen At the end of the nineteenth cen- virtues. We would now be inclined .pursues the common good, not just tury, the philosopher William James to speak of tolerance and compassion self-interest. The good citizen pursues wrote his famous essay, 'The Moral and understanding of difference as and participates, actively and Equivalent of War." In that essay, equally relevant to the formation directly, in the affairs of the com- he chewed on a problem. The prob- of good citizens. Still, it seems to me, munity. This civic republican ideal lem was that all too often, it appears, James's broader point stands. of citizenship had a profound impact we overcome social divisions and One of William James's students in the formation of these United self-interest only during war. But at Harvard University, Franklin

AARE BULLET1N/MAY 1993/3 ,".; 115 (J Delano Roosevelt, had an opportunity in the area of national service for where patients need more care. All as president to recall some of these example, the creation of the White across America, we have problems ideals and put them into practice, House Office of National Service, that demand our common attention. through the CCC and the WPA, and which President Clinton has retained For those who answer the call and the GI. Bill, which FDR proposed and reoriented under the direction meet these challenges.... I propose and which came to fruition during of his assistant for national service, that our country honor their service the Truman administration. Eli Segal, who is responsible for the with new opportunities for education. The next iteration in this American overall coordination and initiation National service will be America at saga came during the Kennedy of the President's program. its best. Building community, offering administration, the famous *Ask not" In the late 1980s, the Democratic opportunity, and rewarding declaration in his inaugural address, Leadership Council, under the intel- responsibility.' and, of course, on March 1, 1961, the lectual leadership of members c.f Con- These three points "opportunity,* initiation through executive order gress such as Dave McCurdy and Sam "responsibility," "community' are of the Peace Corps, which, although Nunn, put forward an important key things not just of the Clinton small in numbers, had an enormous although, as it turned out, contro- national service program but of the effect on the spirit and self- overall Clinton administration. Let understanding of this country. me expand on them very briefly. The service ideal was pushed for- Fite President By "opportunity," the President ward further in the Johnson admin- motet-stands .t.r), means not a guaranteed outcome istration, in the War on Poverty and %en, v.t.11 that th, . but, rather, a fair chance to create in the institution of such programs idea of national a better life for oneself, one's family, as VISTA, the National Teacher and one's community. By "respon- ...11-1.1(1' I*, 110i Ilt.%%. Corps, and the Neighborhood Youth sNlity," the President means not just Corps. the exercise of our rights but the con- After LBJ, regrettably, there was sciousness of the moral principles a period of many years of stagnation versial proposal for national ser- that must guide us as we do exercise or even decay at the federal level, vice, which had the effect of cats- those rights. And he also means by but compensat..d by an enormously lyz'mg a major debate in the Congress."responsibility" that we cannot just vigorous stream of state, local, and And then, under the leadership of be passive takers, we must be active nonprofit innovation in the area of Senator Ted Kennedy, the various makers of our own destiny and that service: in the public schools, a new pieces of that debate were pulled of our society. theory of service-learning advanced together into a piece of legislation And by "community," he means by scholars such as Ernie Boyer and that established the Commission on the simple idea that we are all con- Jim Coleman ... in the states and National and Community Service, nected, that we will rise or fall in the cities, programs of service as an integration of previous decades together, that by working together based in elementary and secondary of reform and innovation, public and we can create a whole, a better Amer- schools, some voluntary, as in Min- private, at every level of our country ica that is even greater than the sum nesota, some mandatory, as in ... streams involving service atthe of its magnificent parts. Atlanta and recently in Maryland K-12 level, at colleges and univer- At its base is the idea of a common ... at our colleges and universities, sities, in youth corps, and also dem- citizenship. And here I refer to the as many of you 'mow very well, the onstration programs for national well-known but, I think, vital point formation of organizations such as programs of service. that the United States is a special Campus Compact and the Campus kind of community, held together Outreach Opportunity League, oth- The Clinton Program not by ethnicity, not by religious par- erwise known as COOL (Of the 3,500 That is a brief, as academics might ticularism, but rather by shared prin- colleges and universities nationwide, say, potted, history of national serviceciples of citizenship and of public there are now more than 600 with going back 2,500 years, and it brings life. And at the deepest level, the well-defmed campus-based programs us to the threshold of the President's President's program of national ser- of service.) program. Here, I want to do two vice seeks to revitalize and renew In states and localities, youth corps things quite briefly: First, to explain our citizenship through shared com- have sprung up, a range of programs its rationale, and second, to outline mon experiences that bring together in addition involving older Americans, some of its key elements. indliiduals from every walk of life, national intermediary organizations Rationale. To explain its rationale, across lines of religion and ethnicity such as Youth Service America. There I can think of no better point of and race and age, in a common proj- have been outstanding intellectual departure than the President's ect of citizenship to renew and developments in the area of service, Rutgers speech of two weeks ago. rebuild our country. spearheaded by people such as He said on that occasion that today, Program details. So much for the Charles Moskos, Richard Danzig, Don Americans "face profound challenges rationale. Let me turn even more Eberle, Peter Szanton, Will Marshall, in meeting the needs that have been briefly to some programmatic details, Roger Landrum, Adam Walinsky, and neglected for too long in this country. and here I will respond directly to Kathleen Kennedy Townsend, among From city streets plagued by drugs a couple of the questions that our others. and crime, to classrooms where girls moderator has put before us. During the Bush administration, and boys must learn the skills they National service is one of the Pres- there were further developments need for tomorrow, to hospital wards ident's top legislative priorities. It

4/AAHE BULLETIN/MAY 1993 is not something for 1994 or 1995 and child care, if needed, and a sub- all party lines and partisan and ideo- or 1996. It is something for 1993. The stantial post-service benefit, the pre- logical divisions in our society. President wants this to happen cise size of which has yet to be Nor is the President's program of sooner rather than later, and he has determined. national service going to be a tra- directed all of us who were involved The number of full-year, full-time ditional federal government program, in the formulation of the policy to slots will depend on the design of along the lines of the New Deal or put the policy process on the fastest the program. I think it is fair to say the Great Society. It will not substi- possthle track that is consistent with that by 1997 there will be at least tute federal programs for national sound, prudent, and passable 100,000 slots and quite possibly sub- or state innovations of the sort that legislation. stantially more, depending on details I have talked about Instead, it will Despite the extraordinary fiscal of programmatic design. build on those national and state stringency the President inherited, The program will begin with a innovations and try to weave them which put him and his administra- Summer of Service. In the summer into an overall program. The Pres- tion on a fiscal forced-march during of this year, there is a requested ident's national service program will their first month, he has succeeded appropriation of $15 million in the attempt to minimize bureaucracy. in setting aside a significant amount It is intended to be a model for what of money over the next four years the President has talked about so indeed, more than $7 billion often, namely, the task of reinventing in order to launch his program of government at every level. national service. It will start small Finally, the President's national in the summer of 1993 and in fiscal service program will not be year 1994. But if all goes well, it will government-centered. It will recog- rise to a program of $3 billion or even nize the critical role of the indepen- more by 1997 and the latter years dent sector of educational institu- of the 1990s. tions, of what social theorists have As I said, the legislation is still President's stimulus package for this come to call *civil society,* a classi- under development, and many details phase. The Summer of Service would cally American understanding of how remain to be worked out. But a few involve in excess of 1,000 young peo- to make progress that was so memo- things are already tolerably clear. ple working together to address the rably formulated for us by Alexis de Let me share them with you. unmet needs of at-risk children. They Tocqueville in his masterpiece Demo& The purpose of the bill will be to would be concentrated in a small racy in America. dramatically expand opportunities number of sites, probably fewer than A wise man once said that in our to serve and, simultaneously, to ten. In addition to their service, they social ar well as our scientific endeav- increase access to affordable higher would be engaged in active leadership ors, we never create energy, we only education and advanced training. training for the future. release it That, it seems to me, is the The general strategyand this I'm going to leave the details of fundamental purpose and promise builds on and redeems the promise the higher education fmance reforms of the President's national service that the President made during the to my colleague Maureen McLaughlin. program to release the pent up campaign will be to provide a Let me just say that those reforms compa ssion, concern, and idealism number of full-time national service will honor and move forward the of all Americans and especially of slots, that is, opportunities for full- commitments that the President young Americans. To harness their year, full-time service, combined with made during the campaign to pre- desire for meaning and connection important changes in the structure serve and strengthen the Pell Grant and community, harness them to of student loan finance. program, to institute a broadly avail- deeds that promote the common These national service slots will able option of income-contingent good. be available to individuals before repayments of college loans, and to If we do our work well, we can postsecondary education and move toward some version of a lend- hope to spark a true social trans- advanced training, as well as qfter ing system that would save taxpayers formation in this country for, as the the completion of higher education money by substituting public capital President has rightly said, "National and advanced training. And there for private capital for student loans. service is nothing less than the Amer- also will be opportunities to serve ican way to change America." Thank during college or advanced training. A Social Transformation you very much. Service will take place in a number In conclusion, let me talk about of different ways: in youth corps, in a few things that the Clinton vision Note specialized service corps, and in indi- of national service is not. It is not This article was adapted from a presentation made at AAHE's 1993 vidual placements, among others. a partisan issue. When the President National Conference on Higher Edu- The benefits, so to speak, of service talks about 'national service," he cation, March 14-17, 1993, in Wash- -- that is, the standard model, means just that not Democratic ington, D.C. An audiotape of that although there may be deviations service, not Republican service, but plenary session, which also included from it for particular pieces of the national service. I think that the brief a panel discussion among Galston, Alison Bernstein, Daniel Yankelovich, legislation will involve something history I presented a few minutes Susan Stroud, and Maureen like a minimum wage stipend during ago demonstrates not only how deep McLaughlin, is available from Mobil- the period of full-year, full-time ser- but also how broad the support for tape, Inc., for $8.50. Order by calling vice, other benefits such as health national service is, extending across 1/800/369-5718.

AANE BULLET1N/MAY 1993/5 BEHIND THE SCENES OF THE PRESIDENTS NATIONAL SERVICE INITIATIVE

A conversation with Susan Stroud

by Russ Edgerton

On Rbruary 8, 1993, AMIE member Susan Stroud, director of President's speeches on national ser- the Swearer Center for Public Service and director of Campus vice were getting a very positive response and that the public and Camped, based at Brown University, took leave to become senior press would soon want more details advisor to Eli Segal, director of the White House Office of National Service. about the program. So there was a AMIE President Russ Edgerton caught up with Stroud on a hecticMonday need to put some more meat on the afternoon in Washington, about two weeks Wore President Clinton is bones, and we all worked together on that. expected to submit to amgress legislation proposing the creation of a EDGERTON:So here we are, having National Service Program. Eds. fled your office in the Old Executive Office Building where so many people are madly running around that EDGERTON:Remind me, Susan, Verveer. Shirley works on the Domes- there's no quiet place for us to sit how long have you been directing tic Policy Council and Melanne is the What does being a senior advisor to Campus Compact? First Lady's deputy chief of staff. They the director of national service mean? STROUD:Since 1885, when we had asked me if I would be interested STROUD:There are actually only the idea that a group of presidents in working with Eli Segal, who had six people on the payroll; I'm here working together could make a sig- just been appointed by the President with the generous support of two nificant difference in terms of encour- to direct the Office of National Ser- foundations. We're all doing a lot of aging public service on college vice. Eli called and I went down for different things; I'm working on a campuses. a visit number of teams, as most of us are. EDGERTON:How did you get from All this came about because, prior One is a policy team. Another is a Brown University to the White House? to my going to South Africa in July, "public liaison/outreach" team, which STROUD: Ihad just returned from Melanne, Shirley, and I had worked means I'm working as a liaison with a semester's leave of absence to work together during the campaign on the higher ed community, with the in South Africa when I got a call from the national service idea. We realized foundation community, with com- Shirley Sagawa and then Melanne early on in the campaign that the munity service groups, and with reli-

6/AMIE BULLETIN/MAY 1903 1 5 3 gious groups. to be. These programs. of course. STROUD: You're right, there are sev- EDGERTON: Well, let's get to the have been the bedrock of our think- eral questions we are still discussing. meat you've put on the bones. In a ing about need-based aid since the One is the question of who will be National Conference presentation 1960s. able to participate. During the cam- excerpted in this Bulletin, Bill Gal- The President is still very much paign. the President talked about ston says that the President's "genius" committed to those programs. But a student borrowing money directly was to take two important ideas our national service initiative is not from the government from a new the long-standing idea of national going to be a means-tested program. entity called the National Service service and the need for financing access to college and put them together. Do you agree that it's the About Campus Compact combination of these two ideas that Campus Compact, a national coalition of college and university presidents, was is what's really innovative? founded in 1985 to expand opportunities for public and community service in STROUD: I think that's right. higher education and to advocate the importance of civic responsibility in student learning. Today, Campus Compact acts with the collective leadership of more National service is not a new idea. than 360 member presidents from public and private, two- and four-year, and Financing higher education, as your rural and urban institutions. AAHE members know as well as any- In addition, the Campus Compact network includes eleven state compacts body, has become a major concern (California, Colorado, Florida. Illinois. Indiana, Michigan, Ohio, Pennsylvania. in the public's mind. Marrying these Rhode Island, Washington, West Virginia); a center for community colleges (housed at Mesa Community College); and a center for historically black colleges two things was the President's par- and universities (housed at Spelman College). ticular genius. Among the Compact's ongoing projects are: EDGERTON: Your other boss. Frank Campus Partners in Learning, established to develop model mentonng pro- Newman, president of the Education grams on member campuses, disseminate information to establish more Commission of the States, has been campus-based mentoring programs, and support four new regional mentoring resource centers; and beating the drums for this linkage Integrating Service and Academic Study, a faculty program designed to train for a long time. facuity in pedagogies of service-learning and to assist them in developing insti- STROUD: I was kidding Frank the tutional strategies that promote the integration of community service and aca- other day about how prescient he demic study. was on this. In his 1985 book for the Members of the Compact also support national efforts to influence public opinion and shape public policy regarding community service and higher education. Carnegie Foundation for the The Compact has two recent publications: Advancement of Teaching, Higher National Members' Survey and Resource Guide provides descriptions and Education and the American Resur- contacts for various community and public service programs on campuses gence, he wrote several chapters on nationwide. State Compacts for Community Compact A Guide to Establishing Statewide this idea. Coalitions of College and University Presidents serves as a how-to for developing EDGERTON: I'll go you one better. a state compact in your own state. Twenty years ago, as a follow up to For more information about Campus Compact write to: Campus Compact, 1971's infamous Newman Report on Box 1975, Brown University, Providence, RI 02912. higher education, he wrote an article called "A G.I. Bill for Community Service." So the tension comes from the need Trust. Students would go to college STROUD: I didn't know that, though to continue to support the neediest and then, after college, they would I'm not surprised. It was wonderful of our students and at the same time pay off the money they had borrowed to have Frank in to meet with Eli have a widely accessible national ser- from the National Service Trust by a few weeks ago. Frank was doing vice program for people from all doing one or two years of national his usual tutorial ...jumping up. pac- income backgrounds. senice in their community. ing around the office, using the wall EDGERTON: Isn't there also tension During the transition, and then as a blackboard, trying to explain not only about who participates but since January 20, the issue has to Eli exactly how all this should about what kind of service will be evolved and broadened so that now work. It was perfect. considered worthy of triggering eli- the President is committed to includ- EDGERTON: But isn't there some gibility for benefits? I'm thinking of ing participants who will be eligible tension built into this marriage of a question that Alison Bernstein before college and during college as national service and higher asked Bill Galston at that recent well as after college. The before- education? National Conference session. college group includes young people STROUD: I think there are tensions Some of our previous models, like who might not go to college at all. around the financing issue. People the Civilian Conservation Corps, sent So we've come up with four catego- are very concerned about the level only males out to work in the forest. ries of eligible participants, whereas of funding for campus-based pro- There are gender and class issues the President first talked about only grams and the Pell Grant program, to work through about the kind of one. and what the administration's com- work we are talking about, aren't The President also thought about mitment to those programs is going there? the program as basically for young

AAHE BULLETIN MAY 1893,7 people. In our thinking, at the pots of student aid funds. the classroom. How can those impor- moment, in appreciation for the STROUD: National service certainly tant intellectual and emotional demographics of who's going to is a larger idea than just fmancing. aspects of their education be joined college these days, we're not intend- And you're right As we begjn to in some way that creates a whole ing to put an age limit on reach out and talk to higher edu- that's larger than the sum of its participation. cation representatives about the pro- parts? We've also built into the financial posal, people immediately get Look at what all the colleges are aid system an option for students involved in doing the math. doing with their own resources to repay their loans as a percentage In the President's mind, and cer- fellowship programs ... postgraduate of their income, rather than a fixed tainly in Eli Segal's, national service fellowship programs, summer fel- amount. This should provide more is a much bigger issue. If people lowship programs that enable students to work in the community when they otherwise couldn't afford to do so. And there are awards pro- "The higher education community is right to be nervous exams that give recognition to service. Admissions policies that consider about the financing. But I do hope they also see that previous experience in community no matter how much money there is, national service service, genuine partnership pro- can only be that much bigger if it's done in partnership grams with community organizations with all Idnds of institutions in society. That includes to improve the lives of people in those communities.... colleges and universities, but also schools, churches, EDGERTON:Last question. What nonprofit organizations." do you say to our colleagues who would like to get involved and be of help? Would you tell them to focus on their local communities? Lobby flexthility in the system and allow would read the address the President for the President's legislation? All many more students who would like gave at Rutgets University on of the above? Or what? to work in lower-paying public national service, they would see this STROUD: All of the above. There's service positions to do so without larger vision. probably not a community in the the burden of large loan repayments. The higher education community country where you couldn't find some This was the President's campaign is right to be nervous about the kind of service program going on that promise. financing. But I do hope they also you could use as a base for building EDGERTON:And the work piece? see that no matter what the federal a much larger, more significant effort. MOM: That's the second question. government does, no matter how And t.here are other communities We have to think through a whole much money there is (and the Pres- to look to that provide leadership. range of tasks that are identified as ident's budgetary commitment is sig- So I would try to identify the best priorities, either by the local com- nificant $7.4 billion over the next efforts that are under way and try munity or as national priorities iden- four fiscal years, FY 94-97), national to learn from those. tified by the president The priorities service can only be that much bigger I'm prohibited by law from asking President Clinton talks about con- if it's done in partnership with ail people to lobby for our bill. But I cer- sistently are public safety, education, kinds of institutions in society. That tainly hope AAHE members will track the environment, and health. Those includes colleges and universities, it and make their opinions known. are the national priorities that we but also schools, churches, nonprofit EDGERTON:Susan, this has been expect will be reflected in the organizations ... it really has to be terrific. Any parting shots? legislation. a partnership. STROUD:Only to say how great EDGERTON: Toshift to another We've been discussing the idea of AARE has been. You've been with topic, how would you like our issuing a series of challenges, one the national service issue from the members back in the colleges and of these being to colleges and uni- early 1980s. when we first had the universities to think about what you versities challenges about what idea that we could marshall some are about to propose? I ask the ques- institutions can do to encourage real interest in it at a national level. tion because my colleagues in the rights and responsthilities. You've been a wonderful home for association world do tend to view EDGERTON:Uke what? Campus Compact folks. We thank your initiative through the lens of STROUD:Lots of things. The Campus You. what will happen to the federal rev- Compact presidents have already EDGERTON: No,Susan, you're the enue streams going into student aid. taken on several important initiatives.one who since the early 1980s has Isn't the idea of national service a The big issue in Campus Compact put all those AAHE sessions together lot larger than that? I, for one, would now is how the work that the stu- and moved Campus Compact agen- hate to see the reception turn solely dents are doing in the community das forward on the national scene. on the politics of protecting various relates to what they're learning in Thank you!

8/AAHE BULLETIN/MAY 1983 5 From the 1993 National Conference Swearer Award Winners Honored

Each year, Campus Compact ients were honored at a breakfast awards to further the community honors five students with at AAHE's National Conference, in programs they have developed. Con- the Howard R Swearer Washington: gratulations to all the winners! Student Humanitarian The students plan to use their Award for their dedication and commitment to community service. The award is named in honor of Howard R. Swearer, fifteenth president of Brown University and a founder of Campus Compact (see the box on page 7). Throughout his academic career, Swearer promoted the active Mvolvement of colleges and universities in their surrounding communities. Each award winner receives $1,500 to further his or her humanitarian work Each of the more than 360 member .rbe1.1. presidents of Campus Compact is invited to nominate one student who has demonstrated a commitment Left to right Rebecca Manchester, Colorado College; Nicol* Roibin, Brown Uni- to civic responsibility and public ser- versity; Russel Gray, Morehouse College; Julie Arambulo, Uniwirsity of Vermont; vice. This year's Swearer Award recip- and Jonnitar Morrison, University of South Carolina.

Rebecca Manchester organized the Colorado College involved in community service. ... It's just Community Kitchen as a freshman; the program now a matter of peaple . . . getting out in the field serves more than 100 meals each Sunday to the commu- and doing something." nity's homeless. Rebecca coordinates volunteers, plans food preparation and delivery, and oversees the operation Juliet P. Arambulo, coordinator of the University of Ver- of the soup kitchen. mont's Food Salvage Progam, canvasses area restaurants "When you're mining a program like this, for weekly food donations, organizes local student and you have a greater sense of responsibility. church groups to prepare and serve meals, and plans spe- You're thinking about your peers,... the com- cial programs to educate the community about issues munity, ... the university. That burden of of hunger. The program has evolved from simply distrib- commitment ... makes for a better learning uting surplus food to providing a weekly meal on a day experience." when no other meals are available. "It's only by the reinforcement of what you Nicole Heather Rolbin, a student at Brown University, learn in theory that you can actually put it combines her respect for the environment with her talent aU together. . .. It has to be semice and learn- for teaching. For two summers, she has coordinated an ing, on both ends." organic garden and environmental education program for more than 100 inner-city youths. She also has orga- Jennifer Lynn Morrison, a student at the University of nized a year-long environmental education program at South Carolina, has initiated and coordinated numerous a local elementary school. literacy programs addressing adult, child, and inmate "You have to ... define the role of the ... uni- literacy. She also has worked with USC's Campus Coalition versity system Is it just a place where people for Literacy, the South Carolina Literacy Association, and go fto] get knowledge, ... or is it a social insti- the New Reader Leadership Council. tution that helps not only the students in it "When I wake up in the morning, sometimes but everyone?" I think, 'I don't want to go to class.' But when you're involved in a projed that you have George Russel Gray is president and cofounder of the defined yourseif when you are responsible Morehouse Mentoring Program, which fosters one-on- for doing a training program or getting eigh- one relationships between college students and boys living teen volunteers to a site, you have to ga If stu- in the housing complexes near campus. Mentors act as dents define their own projects, that gives big brothers, role models, and confidants. them a real investment in what they're "I think aU men and all women need to be doing."

AAHE BULLET1N/MAY 1903/9 AA.HE'S NEW AGENDA ON SCHOOL/COLLEGE COLLABORATION

ver the past twenty-five is lacking, as is collective action by years, colleges and uni- institution leaders. This absence is versities have become all the more noticeable because of increasingly involved in AAHE staff the energetic presence in the reform partnerships0 with the public schools. tell where movement of leaders from business 'First wave' partnerships, which date we are and government. back to the late 1960s, focus primar- headed Second, although higher education ily on minority students and the offers a great deal to schools, there schools they attend; the aim of these and why. is often a mismatch between what initiatives is to increase the number is offered and what schools need. of minority students entering colleges Todays school teachers and admin- and universities. "Second wave" part- schools; many touch hundreds of istrators are caught in an increasingly nerships, launched after the 1983 students and teachers each year. tight vise between policymakers, who release of A Nation at Risk, focus Despite all this activity, the per- press them for ever better results, primarily on teachem their aim is ception persists that higher educa- and students, who have ever more to improve teaching Such was the tion is "sitting on the sidelines" in complex needs. These professionals context for AAHE's school/college the current school reform effort. Gov- say they need help as they've never work ernors and business leaders have needed it before and that higher AAHE has been at the forefront been especially harsh in their attacks, education has a virtual monopoly of the effort to encourage partner- but animosity is growing within K- on many of the resources they need, ships between schools and colleges. 12, as well In fact, at meetings where including physicists to help with the Our programmatic efforts date to K-12 leaders gather with political physics curriculum, geographers to 1988, when AAHE took up a project and business leaders to chart the help prepare teachers to teach geog- aimed at helping teachers at both course of reform, it has become raphy, and education researchers levels create 'Academic Alliances." almost a ritual to ask, *Where the to help them weigh alternative Later, AARE created an Office of hell is higher education?" instructional approaches. But when School/College Collaboration, to Why such a mismatch in percep- they turn to higher education, they sponsor an annual conference on tions? We think there are at least find a series of small, unconnected the topic and provide publications three reasons. programs, offered hit-and-miss, that and other assistance to anyone wish- First, although individual colleges aren't easily accessible, especially ing to start or improve collaborative and universities have mounted many to professionals in the most troubled programs. Eighteen months ago, though, we AAHE's School/College Staff decided to change our approach. As AAHEs involvement in school/college collaboration efforts has expanded, In this article, AAPE staff tell where so too has its staff. That staff currendy consists oithe following: Kati Haycock, we are headed and why. Kristy Swim% Nevki Brown, Sala Brown, Sonya Paine's, Stephenie Robinson, Paul Ruiz, Carol Stall, and Wendy Toped. Defining the Problem To connect with AAPIEs programs on education reform and school/college collaboration, or for more infcfmetion about any of the specific pfograms de- When asked about cooperation scribed here, contsct Kati Haycock, at AAHE. with schools, most college presidents point with some pride to a long list of partnership programs with nearby programs of involvement with the school& And the research, some schools. Typically, these initiatives schools, higher education as a whole teachers claim, too often doesn't run the gamut, from programs aimed has played little or no role in reform address the real questions they face. at increasing the number of minority policy discussions to date even Finally, it is becoming increasingly students prepared for college to pro- on issues where it has a clear stake apparent to those who are looking grams that keep school teachers and much to add, such as on the con- ahead of the K-12 reform curve that apprised of developments in their tent of new national standards. While all of their efforts will not make much disciplines. Almost every large cam- some individual faculty and staff of a difference unless higher edu- pus in the country now boasts members are engaged with the cation changes the way it does busi- numerous engagements with the schools, institution-wide commitment ness. Like it or not, education really

10/AAHE BULIZTIN/MAY 1993 15 is "all one system," with countless system, both systems need improve- ten Community Compacts as they interdependencies. Many believe, for ment. If K-12 and higher educators strive to devise more effective change example, that new national stan- work together, they can learn much strategies. So inspired, in fact, that dards and assessments at the school from one another about enhancing AAHE has decided to launch a much level won't make a difference unless student learning. broader effort to encourage and colleges use the results in their A new effort, organized around assist local college, school district, admissions process Others maintain these three core ideas, could indeed and community leaders to come that the curricular reforms into lead education reform in more prom- together to devise strategies to make which so much energy has been their systems work better for stu- poured will implode without teachers dents. These initiatives will be known who are much better prepared than as councils for student achievement the ones higher education currently What is such a council, and what is producing. Reformers believe they will it do? Quite simply, a council for have nowhere to turn on these mat- Despite all this activity, student achievement is a vehicle to ters but to higher education, and the perception persists pull together disparate reform im- they grow frustrated. that higher education pulses kindergarten through col- is "sitting on the lege into a more coherent whole. Thinking Differently About Composed of college presidents, sidelines" in the current school superintendents, and business School/College Connections school reform effort. If this gulfbetween systems and and community leaders in a given between colleagues is not bridged, Governors and business city, each council will commit itself the danger is great that the current leaders have been to working as a team over time to: reform effort will unravel before mak- especially harsh in analyze student achievement ing any headway on the serious under- their attacks, but patterns, pre-K through achievement problems of American animosity is growing . postgraduate; students, especially minority and within K-12, aS well. * develop a comprehensive, sys- poor students. There is also the real tea' ic change plan to improve stu- possibility that the anger and frus- dent outcomes; and tration felt by governors, business report to the public annually leaders, and K-12 educators will fur- on student achievement patterns, ther undermine public confidence what is being done to improve them, in institutions of higher education. ising directions. But how to move and what parents and others can To make a serious contribution from ad hoc programs to systemic do to help. to the current reform effort, higher strategies? What changes must higher AAHE took the first step on this education will have to think differ- education make inside its own house? initiative in January 1993, when we ently about its connections in the What can be learned from K-12? How convened in St Louis a small group schools. Unlike its most recent to even begin to think about all of of college presidents with a history engagements with K-12, any new col- this? of involvement with schools to help laborative efforts must be rooted in us hone our ideas and devise an a different set of understandings: Moving Forward at the action plan. Thanks to generous sup- That just as the business com- Local Level port from Lilly Endowment Inc., and munity realized its adopt-a-school Over the past year, AMIE staff the Pew Charitable Trusts, we'll be programs were insufficient to bring have worked closely with college and able to take the second step this com- about significant change, higher edu- school district leaders in ten different ing summer, when together with cation must recognize its 'partner- communities who are trying to our St. Louis group we will invie ship" programs with local schools fashion their own answers to these a much larger group of college lead- however energetic are simply questions. In collaboration with ers to come to Washington (June not enough. What's needed is team- AAHE, the Pew Charitable Dusts 29-30, 1993) to help launch the ini- work among a broader set of are supporting a "Community Com- tiative. The catch? To participate, partners toward more systemic pacts for Student Success" initiative each president will have to bring reforms. to help local leaders move beyond along the superintendent of the local That no matter how hard reform- special programs in order to create school district and, we hope, a busi- minded leaders try, it is impossible more comprehersive reform strate- ness or community leader. (Contazt to bring about significant change in gies, spanning at least grades 7 one of the AAHE staff listed to learn elementary and secondary education through 14. The goal? To increase how your community can become without changes in the way higher the number of minority and poor involved in that June convening.) education does business including students in each community who how it prepares teachers, admits stu- are prepared to attend and who suc- Moving Forward at the dents, and organizes its services to ceed in college. National Level schools. While the transition from thinking The challenge to these local coun- That although much has been in programmatic boxes to thinking cils for student achievement will be written about the high international in terms of system-wide change has to build a bottom-up reform strategy standing of the American system of proven very difficult, we are inspired in their community. But there are higher education compared with the by the energy and good thinking some issues that transcend local relatively low standing of our K-12 unleashed by the leaders in these boundaries. Thus, to provide aggres- MHE BilLIET1NIMAY 1993/11 e5' sive national leadership in the effort to focus attention and action on real, There are compellir.g reasons to to join higher education and K-12 rather than imagined, problems; draw these efforts together. Students, in a mutual effort to improve student data, property reported, are for example, clearly would benefit learning, A.AHE also will be creating essential in monitoring the effects from receiving consistent signals from a national council composed of of various interventions and in attain-both levels about what knowledge higher education and K-12 leaders. ing internal and public accountability. is important and how it will be mea- This group will: The first task, then, for the councils sured. Policymakers, too, yearn for promote the establishment of for student achievement will be to a clearer understanding of the out- local councils for student comes that the education community achievement; values. Yet, there are few ties between provide a regular forum for dia- these quite parallel efforts. Moreover, logue, joint exploration of important It is becoming few ties exist between the national standard-setting efforts and local issues, and joint planning between increasingly apparent leaders from K-12 and higher efforts to improve teaching and learn- education; to those who are looking ing. That is particularly unfortunate provide a home for research or ahead of the K-12 because the one lesson to take away action projects of mutual interest; reform curve that from past reform efforts is that sub- speak out on key policy issues; all of their efforts stantial progress is more likely if goals and will not make much are agreed upon in advance. otherwise provide leadership of a difference unless Local councils for student achieve- in the effort to improve American higher education ment can be the vehicle for commu- education, pre-K through changes the way it nities to wrestle with choices about postgraduate. does business. Like what they want local young people Over time, the national council it or not, education to learn. The councils can establish might tackle any number of issues committees where faculty members really is "all one from both levels, together with com- of mutual interest to K-12 and higher system," with countless education, including issues specific munity representatives, develop clear to education, as well as those related interdependencies. statements of goals for student learn- to the general well-being of young ing incorporating national stan- people. At the direction of the dards, but also going beyond. These national council, AAHE staff will 1..re- bodies also can design assessment pare issue analyses; commission pap- pull together available data on what strategies. Over time, then, the out- ers; invite in outside advisors; and happens to the local young people come statements and new assess- otherwise help the council's members on their journey from pre- ments can replace current credh.- explore and, where appropriate, kindergarten up through the grades hour or "seat-time" standards. speak out on important matters. The and into college who achieves at Task Three Designing Support products of such a council would what levels, what else is going on in Systems for Teachers and Schools. range from think pieces that would children's lives, who drops out, who Most states and school districts are help local school or higher education takes college-prep courses, who moving rapidly to decentralize leaders weigh available options, to leaves college and why. By analyzing authority to the buildilio level. The more formal position papers and patterns for different groups of stu- idea is to give teachers and schools legislative testimony. dents, and by sharing these data responsibility for deciding how to widely and probing for explanations, help students reach newly defined Key Tasks for the councils will begin to establish outcome goals. In effect, schools will Local or National Action a foundation for developing a broad- have flexiliility more like that his- What are the key tasks for councils, based change strategy torically granted to professors and local or national? Based on our expe- Usk 'Dvo: Setting Clear Expec- to colleges; at both levels, though, rience with the ten Compact com- tations and Developing Assessment professionals now will be clearly munities, we can identify at least Strategies. Within K-12, agreement accountable for results. four: is widespread on the need to more At the K-12 level, teachers and Task One: Analyzing and Using clearly specify the knowledge and principals and counselors, too will Data. While most communities prv- skills that students should master need considerable support to make duce reams of data on student by particular milestones, and to this transition successfully. Many achievement at both the K-12 and develop new, more "authentic" teachers, for example, will not them- college levels, rarely do the leaders methods to assess student perfor- selves meet the new standards for in those communities use the data mance, including portfolios of studentstudent achievement; they will need to help bring about or to refocus work Indeed, at the national level, help in deepening their subject- change efforts. That's unfortunate, groups of teachers and faculty matter knowledge. Other teachers because data properly used members are hard at work devel- might adequately know their dis- can be a powerful lever for change: oping national standards within each ciplines but be unprepared to engage data, properly displayed, are of the major disciplines. Within higherdiverse groups of students effectively more effective than almost anything education, there is also movement in the subject; they will need support else in mobilizing community concern toward new forms of assessment and to learn new instructional strategies. and action; greater clarity about desired student Principals, teachers, counselors, and data, properly anatyzed, help outcomes. parent leaders also will need help 12/AAHE BUUErIN/MAY 1903 k) in responding to the challenge of site- the desired effect on student aca- not. Such partnerships are often still based decision making. demic effort. the best response to a particular set Higher education faculty also will That belief raises important sub- of problems or circumstances, and need help in improving teaching and stantive issues, at both the local and they remain a source of knowledge learning. That faculty be at their best national levels. Should, then, higher to be applied more broadly in the is important to the effort to improve education institutions deny admis- search to change the way whole sys- student outcomes, but also because sion to students who do not meet tems do business. Perhaps more higher education faculty serve as the new standards? Should a con- important, nobody is completely sure powerful models to future teachers. that the systemic change strategies Future teachers learn to teach not we have outlined will actually work just in education classes but by But that shouldn't deter us. Indeed, observing their professors of math- not trying them would be irrespon- ematics, biology, English. sible to the many students who will AAHE has decided never benefit from the smaller-scale, Thrs means that at the very least, to launch a much local councils for student achieve- more specific programs, programs ment will need to: broader effect to that remain nonetheless a critical assure that the teachers pro- encourage and assist source of support for students and duced by participating postsecondary local college, school teachers. institutions themselves meet the high- district, and community AAHE will continue to serve these est standards for student perfor- leaders to come together limited partnership programs as well mance and know their subjects to devise strategies as our broader new constituencies deeply enough to teach them suc- to make their systems through: cessfully to all learners; work better for students. GAKT's annual National Con- design support systems includ- These initiatives will ference on School/College ing informal Academic Alliances, Collaboration; be known as councils periodic newsletters and other more formal discipline-based insti- for student achievement. tutes, and/or centers for teaching publications on joint school/college and learning of sufficient size and initiatives; and scope to enable both school and other forms of advice and assis- higher education faculty to explore tance for leaders in school/college better ways to communicate and collaboratives. assess core ideas in their fields dition be set that such high-stakes Getting involved. How can you and, where necessary, to deepen theirusage of the standards will be get involved in AAHE's new work? knowledge of the subjects they teach. allowed only if students have been Here are some immediate ways: Usk Four: Improving Incentive provided adequate or equal oppor- Encourage your president, chan- Systems. Agreement is widespread tunity to learn? It also raises pro- cellor, or provost to organize a team that current reward systems don't cedural issues: How can colleges eval- to participate in AAHE's meeting in always send the right messages. In uate student portfolios? Is higher Washington, D.C., June 29-30, 1993, higher education, there is a sense education ready to recast admissions to launch our councils for student that research is overemphasized to requirements in outcomes terms? achievement the near exclusion of other forms Does this mean abandoning tradi- Plan to attend and participate of scholarship such as teaching and tional measures such as the SAT/ in AAHE's 1993 National Conference professional service. In K-12, reward ACT battery? on School/College Collaboration, to structures are even more perverse: take place December 5-8, in Pitts- Schools that serve poor children, for AAHE's Role burgh. The program will focus par- example, can actually lose money If America is to move ahead as ticularly on the professional devel- if they improve student achievement a nation, it needs vehicles for K-12 opment of teachers and the capacity- Councils for student achievement and higher educators to engage these building of schools; it also will provide can create forums for considering questions and one another. AAHE opportunities for further training changes in reward systems. What thinks that local councils for student of community teams in the imple- changes might help to encourage achievement can become such a vehi- mentation of local councils for stu- professionals in new directions? What cle, and we will work to help local dent achievement. The conference do we know from other fields about leaders establish them. The focus Call for Proposals is an insert in this the kinds of rewards that work? will be especially on communities issue. Watch future issues of the Bul- Another important role for the with large concentrations of poor letin for other conference councils will be to grapple honestlyor minority children not because information. with the question of consequences systemic change is unnecessary else- Write or call us with your ideas, for students. While higher education where, but because change is more questions, and responses regarding might not yet be thinking along such urgent there, and ties are close to our new direction as well as our con- lines, many powerful political and our work on Chapter I (described tinued work on Community Com- education leaders believe that the in the March 1993 Bulletin). pacts for Student Sue: As, the inde- new national standards and out- Does this mean that AAHE will pendent Commission on Chapter 1, comes-based graduation require- abandon its work with educators and our various publications. ments must become the basis for col- who are engaged in more limited We look forward to hearing from lege admAsions or they will not have forms of partnerships? Absolutely you! AARE BULLETIN/MAY 1993/13 - INTRODUCING FACULTY PORTFOLIOS Early Lessons From CUNY York College

by Pat Hutchings

f you wanted to eat cake you she went on, was educating York's on other campuses; Peter Gray, direc- were in trouble. There was no 6,600 students for the twenty-first tor of evaluation and research at getting close to the refreshment century and meeting the workforce Syracuse University, then told the 1table, as the rilbon was cut needs of the neighboring urban com- story of portfolio use on his own cam- and 120 faculty, students, staff, and munity Toward that end, a "wider pus: what faculty put into them, how administrators tumbled into the new range of faculty work and roles" criteria for good teaching were for- Faculty Resource Center at the City would need to be recognized, worked mulated, and where portfolios fit University of New Yorles York College at, documented, evaluated, and into a larger teaching-improvement this past January 19. But if you rewarded. and evaluation process. wanted to get an up-close view of A key step in that direction was But the most important part of how York faculty worked with students, the Center was the place to be. On display were a dozen "pro- AAHE and the Teaching Portfolio fessional portfolios" by York faculty, A carefully assembled collection of "work samples" and reflective comment, the rich with materials, reflections, and teaching portfolio has emerged as an effective vehicle for faculty to document work samples, all laid out for public what they know and do as teachers. while also prompting indMdual reflection browsing and review, their authors and improvement. On a growing number of campuses, faculty are developing portfolios and using them to share what they do with colleagues. nearby to answer questions and talk Since April 1990, MHE has explored the uses of the teaching portfolio under with colleagues about their expe- the auspices of The Teaching Initiative, a special program established with a gift riences compiling the portfolios. from Allen Jossey-Bass The aim of The Teaching Initiative is to promote a "com- That portfolio display was just one munity of teaching" by fostering an ongoing discussion of questions about teach- episode in the still unfolding story ing and learning As part of this attempt. The Teaching Initiative has produced two books about of the introduction of portfolios at portfolios and tneir use The Teaching Portfolio: Capturing the Scholarship in York. It's an experiment, which began Teaching (published in 1991) provides a conceptual framework for portfolio use a year and a half ago, that the college ana addresses a number of practical questions: What should a teaching portfolio has generously let me watch and include? Who should maintain it'? How might it be used to improve teaching? learn from in periodic visits to its To evaluate faculty? The monograph suggests one portfolio model and includes sample entries by faculty from various disciplines and settings Long Island campus. What follows its companion piece (published in March 1993), Campus Use of the Teaching here is my version of how the exper- Poilloho: 25 Profiles, provides detailed but concise accounts of what twenty- iment has proceeded, why, to what f ivecampuses (Including CUNY York College) are doing with and learning effect, and with what conclusions about portfolios In addition to addressing such questions as purpose, scope thus far. of use, contents, evaluation, and impact, some profiles also include sample materials, e g., guidelines for developing a portfolio, checklists used for evaluating them. A Vision From the Ibp Next steps: MHE would like to hear from campuses that are currently.using The story of portfolios at York be- portfolios or are considering incorporating them. gins in hnuary 1992. In her first For more information. contact Erin Anderson. Project Assistant, AAHE Teaching State of the College address, new Initiative, at AAHE president Josephine Davis spoke to the York community about her vision taken that very afternoon, as eighty the afternoon, I think Peter would of the institution. Said President faculty and staff assembled for a agree, was the discussion among Davis, 'We need to define more clearly workshop on teaching portfolios (or, audience members about how who we are and to communicate as they came to be known, "profes- these things called portfolios might more clearly to the public the excep- sional portfolios"), one of the tools work at York College, whether they tional work that we do.' That work, President Davis was proposing would make any difference, the risks and would later authorize to help entailed in "going public" about one's accomplish the changes she had laid teaching.... Peter and I heard lots Pat Hutchings is director of the AAHE Teaching Initiative, American Asso- out in her morning address. Brought of questions that afternoon, and not ciation for Higher Education, Onein as a consultant, my role in the a little skepticism, but we also heard Dupont Circle, Suite 360, Washington, workshop was to talk about the grow-a good deal of hope. As one faculty DC 20036-1110. ing interest in and use of portfolios member told me later, the nature 14/AARE BULLETIN/MAY 1993 t)i of faculty work at York had changed what the group came to call the considerably over the years: Lectures portant accomplishments in that "framing statement," an entry de- role. In no time at all, they were had given way to new andmore signed to lay out faculty roles and talking about this fifth entry as involving pedagogies that took time responsibilities vis a vis departmental the "enhanced CV," a name that to master, the crucial role of faculty mission and tasks (which were, by stuck in advising had become clearer, and request from President Davis, being more time went to relationship build- refined and revised). Meanwhile, ing with the surrounding community. Expanding the Circle Howard Ruttenburg, true to his train- Just three weeks after this meeting, The portfolio, then, was seenas ing as a philosopher, agreed to prototype entries in hand, Jack, How- the solution to a problem the very develop an entry the group called problem that President Davis had ard, Elayne, Frances, and Stupre- the "reflective statement," a more sented an all-day workshop for implied in her morning remarks: that personal, philosophical account of the existing reward structure had twenty-five colleagues who werepre- not recognized a full enough range of faculty work It had overlooked (many would say) much of the work that was most essential to the education of York students teaching. Maintaining Momentum It's one thing to have a good workshop, quite another to follow itup with real change. To do sowas the job of the acting associate dean for Above: Daisy Cocco Os Fliippis kept academic affairs, Daisy Cocco De the portfolio project moving ahead, Fitippis, and it's hard to imagine Injecting new ides* and working with a the five faculty "pioneers." Above better person for the job. Unassuming center Howard Ruttenberg: "The but mightily determined, Daisy spent reflective statement Is the place whereyou try to put your professional the several months following that history and activities in the context of idessthat maks those activities January 1992 workshop collecting meaningful to you and to the people who reed theportfolio." Above resources, passing information to right Jack Schlein: "I had no great masterplan when I came hone twenty- faculty, nudging the conversation one years ago. la writing my framing statement, I hada chance to examine how I got to where I am, where Iwas going and where I would Ilk, to along, and, importantly, recruiting go, what I think my strengths and weaknesses are." five faculty from different disciplines to pioneer the portfolio concept. "the why behind the activities" one paring their own portfolios for pro- Stuart Dick (psychology), Elayne would lay out in the framing motion and tenure deliberations in Feldstein (English), Frances Peterson statement. the fall of 1992. Two interesting (social work), Howard Ruttenburg Elayne Feldstein had a different things happened during the (philosophy), and Jack Schlein (biol- kind of entry in mind. Noting that workshop. ogy) were, all five of them, highly "our best work is sometimes our stu- First, though the workshop was respected senior faculty with rep- dents' work,* Elayne resolved to billed as a "how-to" session, it quickly utations for good teaching. With the develop an entry featuring the work became clear that the question fore- exception of Stuart Dick, a fullpro- her students had produced in a tele- fessor, all were also long-time most in people's minds was not about asso- communications course: their video- portfolios per se but about institu- ciate professors who would find the taped public service announcements. tional values and mission, about portfolio not only an engaging pro- Frances Peterson, too, was interested promises and trust. These were the fessional experience but a practical in a "work sample" that featured her issues people dealt with virtually all benefit as they put themselves for- students' learning, and she followed ward for promotion. morning. Listening in, I was reminded Elayne's lead with a videotape of her of the campus discussions about In May 1992, I spent a day meeting stu- own, featuring her social work student assessment that I've been part with this group of faculty. Their task dents engaged in small-group prob- of on campuses around the country, was to agree upon a set of entries lem solving according to the prin- where the important questions that might comprise a York portfolio, ciples of cooperative learning. turn out not to be about method and then divvy up the job of producing The fifth prototype entry waspro- technique but to be about what mat- a prototype for each entry to share posed to vigorous nods around ters, how much, and to whom. Port- with a larger group of colleagues in the table by Stuart Dick, who sug- folios have the same important a workshop three weeks later. After gested that the portfolio might effect of raising larger questions a couple false starts, the ideas began include an item that built on thecur- popping. about institutional purpose and riculum vita already required by the values. Jack, it turned out, had been want- CUNY cystem. The idea, Stu ex- The second interesting happening ing a way to talk about how his work plained, would be to take what would was the group's response to the pro- in curriculum development andas be single lines in the CUNY format totype entries presented by the five an advisor to biology students met (e.g., *Department Chair, 1969-7e) faculty during the afternoon. Elayne, important needs of the department; and selectively enhance them with for instance, explained the goals of he volunteered to try his hand at a paragraph describing one's int- her telecommunications course, de-

AARE BULLET1N/MAY 1993/16 1t..6 2 scribed the assignment in which stu- dence of) a wider range of faculty to full professor, after a long haul dents produce public service an- work at associate professor rank. °Before, nouncements (they have one hour a lot of what I do did not show up," to plan, write, rehearse, and produce The Acid lbst he said. 'The portfolio gave me a their one-minute spots), then showed Six months later, in October 1992, chance to let people know more the videotape. What followed was twenty-five portfolios were among about my work' He cited, for in- not a discussion about how to use the materials submitted in the annualstance, "the incredible time that goes video in a portfolio or about issues round of promotion and tenure deci- into advising? Without the portfolio, raised by the idea of representing sions. While the general attitude that work was a brief mention on student learning as evidence of teach- toward this new development seemed a CUNY form; with it, Jack was able ing effectiveness (though Elayne had to be one of pride, portfolios were to demonstrate not only how much something to say about both); not good news in everyone's view. time advising entails but how critical

All of the people I have spoken with at York see portfolios as a good thing.

Above: Bayne Feldstein (right) useW videotape to document her students' work In a telecommunications memo because "mir best work Is somettm= cur students' Oppoerte bp: At a May 1992 workshop, the work." Above oenlec Frances Peterson: "Often you're so busy 'doing,' five faculty debuted their prototype you don't have a chance to ask portfolio entries: the "framing state- why. The portfolio is a chance to ment," the "reflective statement," step beck end think about your two "work samples" (both video- profeselani and personal devel- Several department chairs and other tapes), and the "enhanced CV." opment." Above right Stuart Dick members of the personnel and budget sees portfoilos as a force for larger committee had been skeptical of "pro- change: "They push us to recon- fessional portfolios' almost from the it is to the progress of students in sider aspects of the prornotton and outset. One such skeptic, Michael his department (As his colleague tenure process that have seemed Hind givens." Southwell, a faculty member in the Howard Ruttenburg pointed out, English department and until advising is one of those faculty roles instead, it W2S a discussion about recently the college's labor liaison, that gets short shrift because "when teaching and learning. *How do you was "concerned about a system people hear 'advisement,' they think prepare students for this assign- imposed by the administration" and of what they don't do; the issue here ment?" people asked. "Do you have unpersuaded that it would improve is how little advisement is valued them work in teams? Does that "a system already in place that generally.") work?" 'How do you evaluate team worked moderately well? Jack's story was echoed by others, work?" .... It was a wonderful, ener- Even now, Michael still has plenty often with enthusiasm and candor. getic discussion that could have gone of reservations, but having developed "I don't honestly know whether I on all afternoon, and an illustration a portfolio himself and seett those would have been promoted without of an important benefit of portfolios: prepared by colleagues, he also notes, the portfolio," Elayne reported. Not their power to spark good discussion "Portfolios have given individual fac- that she doubted the value of her about student learning. ulty the ability to present themselves work she quickly noted, but 'pre- By the end of the workshop, there in the best possible light. One's fate portfolio" there had not been a cul- were still many questions about is To longer primarily a function of ture in which teaching was really exactly what should go into the port- advocacy by one's chair." A conse- valued. "At last, teaching counts!" folio, but the five faculty leading the quence of this new dynamic, most she told me. workshop had volunteered their help people at York tell me, is that a The stories at York are not only to anyone who wanted it; a plan was higher percentage of candidates were about extrinsic rewards. `The port- devised to keep in-process entries promoted and tenured than in the folio works," Elayne agreed with Jack, in a file where everyone would exam- past. "but not just because we got pro- ine and learn from them. It was clear Are more promotions a good thing? moted.... It worked for me also that people were ready to proceed No doubt there are those who look because it made me look at what I with their own portfolios. It didn't askance at the results of this year's do." She described a portfolio- hurt, of course, that President Davis decision making, but Jack Schlein inspired process of self-reflection attended a portion of the workshop is not among them. "It worked," he that "took on a life of its own." Fran- and used it to reiterate her commit- tells people, delighted by the power ces describes a process of "putting ment to valuing (and requiring evi- of his portfolio to get him promoted the pieces together," of seeing the

113/AAHE BULLETIN/MAY 1993 pattern of an entire professional way.' Stu continues Bob's point: "Port-needs to get thrashed out* career emerge. In a workshop for folios allow for more substantively There's also some thrashing out his colleagues, Howard put it ihis based judgments. They push us to to be done about how best to rep- way: "Evaluation is not the only rea- reconsider aspects of the promotion resent one's work in the portfolio. son we do these things. Another rea- and tenure process that have seemed What's the right proportion of 'work son we create portfolios is reflection like givens.' sample" to "reflection"? How much and communication about the work Such comments must have a sweet context is needed? How many entries we do and what's important." ring for President Davis. "It's pos- are enough? Too much? And what sible," she told me, "to go through about videotape (a medium that Larger Changes the motions of portfolios without Elayne's and Frances's prototypes Portfolios "work," as Jack and any deeper change." But it's deeper have gotten many interested in)? others make clear, for those faculty change she's after. 1 want faculty Does a rough-and-ready tape of class discussion help or hurt one's case? There are questions of design, too, when it comes to portfolios for "non- instructional teaching staff'librar- ians, counselors, and others who are required to develop portfolios at York but who find few relevant models and examples. Meanwhile, Daisy Cocco De Filippis is urging people to think about port- Left At the opening of York's folios that not only will document Faculty Resource Center this the work of long-established, highly past January, faculty could accomplished teachers but will help examine a dozon "professional portfolios" prepared by their those just beginning their careers. colleagues and on display. We have lots of new faculty, younger AbovPresident Josephine people just coming into the system," Davis set the use of portfolios she says. 'We need a model of the In motion, part of a college-wide effort to "be clear about who we portfolio that's less driven by pro- are and communicate the work motion and tenure concerns and that we do." more by issues of improvement"

to be responsible for monitoring and Charging Ahead members who develop and use them. documenting their own development," This past January, during her 1993 But what about the effect of port- she says. 'With diminished resources, State of tite College address, Pres- folios on the larger environment? we can't have all faculty doing all ident Davis talked about new chal- As a long-time chair and as a member things welL We need a collective eval- lenges facing York College. In a con- of the personnel and budget com- uative approach, based on an under- text of difficult financial conditions mittee, Stu Dick is in a good position standing of how the individual's work in the spring of 1992, CUNY to assess these effects. Asked "what is related to the purposes of the unit. declared financial exigency, and York the portfolio story at York is really We need better teamwork and more College, following three years of about,' Stu recalls the recent Car- effectively shared responsibility." severe budget cuts, had no choice negie report Scholarship Reconsid- but to retrench she noted signif- ered, in which Ernest Boyer calls on Issues for the Future icant accomplishments: -a 15 percent higher education to recognize and All of the people I have spoken increase in enrollment, .1 significant reward a broader range of faculty with at York see the introduction number of new faculty hired, the new work not just research, but other of portfolios as a good thing with Faculty Resource Center, and the scholarly work as well, including a variety of fortunate effects. But introduction of professional teaching. Portfolios, Stu notes, there remain questions in the air and portfolios. "allowed a greater enactment of this still a good number of skeptics. By next fall, all York faculty apply- vision. They allowed the president Michael SouthwelL for instance, ing for promotion or tenure will be to make promotions she couldn't notes that his skepticism "has not required to bring forward a portfolio. have otherwise." been answered.' In particular, he No doubt, by then York will have a Portfolios also have begun to trans- remains concerned about the rela- new set of lessons to report. So far, form the process of personnel deci- tionship between the use of portfolios the theme that comes through most sion making. Library director Bob and collective bargaining expecta- often and, to my ear, most com- Machalow, Stu's colleague on the per- tions within the CUNY system. There pellingly is a theme of connections. sonnel and budget committee, de- might be nothing about the new pro- Portfolios help connect the pieces scribes seeing "work samples" from cess that "violates or directly con- of a career over time; they connect an art department colleague and tradicts" that system, but neverthe- people to one another by prompting videotapes of classes, and says they've less, no official, written approval of discussion and collective reflection. allowed "a different kind of peer portfolio:. nas been received from Most important, they connect indi- review.... Portfolios made it possible CUNY central. "CUNY is a highly polit- vidual faculty work to larger college to review and judge in a different ical system," Michael says l'his all and departmental purposes. g 4 AMIE BULLETIN/MAY 1993/ IT Around AAHE's many programs.

AAHE Assessment Ibrum/CQI RE: "Double Feature" Connect with other AAHE members by submitting items to RE:. In a few Conference Preview words, describe the information/material you need and an address where By now, you should have received it should be sent, including a contact name. This month, AAHE has two your preview for AAHE's 8th requests of its own: Assessment Conference and 1st AAHE's Continuous Quality Improvement (CQI) Project is seeking pilot Continuous Quality Improvement project reports, team updates, "quality newsletters, and campus progress Conference, June 9-12, 1993, in reports for any continuous quality improvement activities on college and Chicago. The preview contains university campuses for its resource library. If you have any such materials, registration materials; if you have please send them to Steve Brigham, Director, CQI Project, at AARE. AAHE's Forum on Faculty Roles and Rewards is compiling a master not received it, please call Eli- list of campus documents concerning faculty roles and priorities and the zabeth Brooks, Project Assistant, faculty reward system, to be made available at cost to AAHE members. If at AAHE. your campus has a task force report, handbook, white paper, or other per- The program sessions listed tinent documents, the Forum would like to add a copy to its list. Contact in the preview represent only a Kris Sorchy, Project Assistant, AMIE Forum on Faculty Roles and Rewards, small number of those that will at AAHE. be presented. The conference will feature a wide range of sessions almost 50 percent more than sponsored by AAHE's Teaching 1994, in New Orleans. Response last year, which was AAHE's larg- Initiative and the Pace University to the first conference, held last est Assessment Conference ever! Center for Case Studies in Edu- January in San Antonio, Texas, cation (see the April Bulletin). was enthusiastic: 550 registrants AAHE Assessment Fbnan/CQI The conference is scheduled for from forty-two states; sixty-five New Plenary Speaker JuLy 14-17, 1993, at Mills College, campus teRMS; 200 potential par- Confirmed in Oakland, California. Enroll- ticipants turned away for lack Bill Strauss, coauthor (with Neil ment is limited to 100. Contact of space. Watch for more details Howe) of the book 13th Gen: Erin Anderson, Project Assistant, as they become available! Abort, Retry, Ignore, Fail?, will AAHE Teaching Initiative, at deliver a plenary address at the AAHE, for more information. Assessment/CQI Conference on AARE ia Action Board of Directors Thursday morning, June 10. The Discount Rotel Rate Deadline. 1993 term '13th Ger." refers to people Ballots Mailed Assessment/CQI Conference. Refer born between 1961-1981, the pop-Ballots for the 1993 Board of to conference preview for details. May ulation that malces up the major- Directors eiection were mailed 6, 1993. ity of todays college-going stu- out to all members at the end Early Registration Deadlise. 1993 dents. The book is written to of April. This year, members will Asitessment/CQI Conference. Reg- istration increases $20. Refer to con- members of the thirteenth gen- select a Vice Chair and fill two ference preview for details. May 14, eration in a style that reflects open Board positions. Nominees 1993. their values and orientation; how- were announced in the February TetuU Discount Deadline. 1993 Awes- ever, it also offers a larger cul- Bulletin; if you missed this, the ment/CQI Conference. Refer to con- tural evaluation that provides ballot includes a brief biography ference preview for details. May 14,, an important backdrop for the for each nominee. assessment of todays college The Board of Directors helps Retand Regent Deadline. 1993 choose future National Confer- Asoeurnent/CQI Conference. Refer students. to conference preview for details. May In addition to his written work ence themes, sets policy, and oth- rs, 1991 as an analyst of contemporary erwise guides AARE. Exercise Board of Directors Electioa Ballot American culture, Bill Strauss your rights as a member and Deadline. Ballots must be postmarked is the founding director of Cap. tc: make your voice heard! Please by May 28, 1993. Steps, a Washington, D.C.-based note: For your vote to count, your 1993 Atiosesameat/CQI Coafereace. group whose comedic perfor- ballot must be postmarked by Chicago, IL June 9-12, 1993. May 28, 1993. . mances provide a thoughtful Cases Comfereace. Sponsored by the commentary on the American AMIE Teaching Initiative. See April political scene. AAHE Thrum on P.7....ulty Rotes & Rewards Bulistin for details. Oakland, CA. July Second Annual Conference 14-17, 1993. AAHE Teaching Initiative Plans are under way for the sec- 1993 School/College Collaboratioa ond annual AAHE Conference Conference. Pittsburgh, PA. Watch Cases Conference future issues of the Bulletin for more. Spaces are still available for the on Faculty Roles and Rewards, December 5-8; 1993. upcoming cases conference co- scheduled for January 28-30,

18/AARE BUILETIN/MAY 1903 BEST COPY AVAILABLE 1100/ .111/ education. The institutions in our Academic Quality Consortium met with Baldrige chief Curt Reimann on April 17th to offer help with the policy and technical questions raised by the extension of Total by Ted Marchese Quality criteria to collegiate review.

Welcome back for news of AAHE members (namesMORE PEOPLE: I carne across a number of in bold) doing interesting things, plus news of noteinteresting innovations last month: . .. At the ... fax, mail, or phone me items, this is yourcolumn.Université du Quebec a Montréal, dean Micheline Pelletier introduced me to a top-flite biology PEOPLE: Very best wishes to new presidentsdepartment that's completely revamping its under- Michael Bassis (Olivet) and Curtis McCraygraduate major to emphasize "problem-based (Millildn)... and to Notre Dame'sFr. Edwardlearning" (PBL), a terrific pedagogy that so far seems Malloy, successor to Towson's Hoke Smith as chairto have penetrated the health sciences only... . At of the ACE board.. . . Temple has a new vice provostUNC at Greensboro, provost Donald DeRosa has for undergraduate studies, my friend Nancydeveloped accelerated programs (seven, so far) that Hoffman (we both hail from Nutley, N.J.). .. . Annallow talented students to fast-track to a master's Ferren steps in as acting provost at American U.degree in five years.. .. Miami U.'sinterdisciplinary .. Nancy Carrinolo completesthree terrific yearsprograms have long been admired; now Prof. Bill as head of the New England Association's school-Newell has F1PSE support for an institute that college collaboration effort, returning to herenables faculty from elsewhere to be in residence professorship of English at New Haven. ... Georgefor a week and otherwise prepare interdisciplinary Mason's Art Chickering is on leave at the Universitécurricula and pedagogy; info from Bill at 513/529- Pierre Mendes France, in Grenoble, where he and2213. ...I visited with four presidents Jane French colleagues are adapting the "Seven PrinciplesJervis of Evergreen, Judith Sturnick of Keene, Bob for Good Practice in Undergraduate Education" forScott of Ramapo, and Sam Schuman of UNC at use in the lycees. ... NortheasternIllinois VP MelAsheville all part of a group of ten that is trying Thrrell has been named an ACE fellow for next year.to define a new institutional type the public liberal . . . Chuck Perry washigher education's boy wonderarts college. ... Webster isfashioning a future for in 1969 when he became president of Floridaitself as a "multi-campus international university"; International at age 32 ... since 1975, he's beenprovost Wdliam Duggan opened the door last the CEO of several corporations, now he returnsmonth on Webster's fifth European campus, this one to academe, as dean of the management school atin St. Petersburg.... All theseinnovations, one Dallas. .. . For those of his friends who missed thesupposes, like the Goals and Baldrige items above, announcement, Charles F. Fisher succumbed topresuppose a future, one driven by external events cancer in February. ... Chuck wasjust 56. and changing public expectations.. .. On the latter score, four foundations have combined in an NATIONAL GOAIS: You'll remember that there'sintensive effort to answer by fall this question: "What a National Education Goals statement (goal 5.5)does society need from higher education?" ... the having to do with the ability of college gxaduatesJohnson Foundation, in Racine, is coordinating the to "think critically, communicate effectively, andeffort, built around a high-profile panel chaired by solve problems." Now it's back on the agenda. TheWilliam Brock that includes Bob McCabe of Miami- Goals panel, dominated by several governors, hasDade, Alverno's Sr. Joel Read, George Washington's been conducting hearings on the matter around thePeter Smith, AAHE Board chair Blend& Wilson of country and seems poised for some sort of actionCSU-Northridge, and Vanderbilt's Joe B. Wyatt. at its June meeting. Meanwhile, quite separately, the U.S. Department of Education has an RFP on theAl' AAHE: The Board paid fond and admiring street for a multi-year project that would figure outfarewell April 28th to two members whose terms how to assess those outcomes. At AAHE, where we'veexpire this summer: Spelman's Beverly Guy-Sheftall been involved in assessment since 1985, we'll watchand Michigan State's Judith Lanier. ... you'll receive these developments and fry to keep you informed.your Board-elections ballot shortly ... there are wonderful candidates, so give it some thought and THE BAIDRIGE: In a not unrelated developmentvote. ... My colleaguesKari Schilling and Monica one that reflects, too, higher education'sManning have outdone themselves with that accountability problems and a sinking regard for"double feature" conference, June 9-12 in Chicago: accreditation it now seems imminent that thethe program now lists more than 80 sessions on highly regarded Malcolm Baldrige National Qualityassessment, plus 40 on TQM/CQI ... hope I have Award process will be extended to health care anda chance to see you there. %NV)! Nf M. 'Dim Useful Guides

779201 Preparing Graduate Students to leach: SC9101 Linking America's Schools and Col- A Guide to Programs That Improve Undergradu- leges: Guide to Partnerships & National Directory. ate Education and Develop lbmorrow's Faculty. What are other campuses doing about collaborating Based on a comprehensive national survey of TA- with schools? What results are they getting? How training programs and practices, can you tap into that network? In this publication profiles 72 effec- addition to some 200 detailed tive TA-training programs in partnership profiles, this source- detail, describing program goals book lists the names, addresses, and benefits, faculty and TA and phone numbers of 1,200 col- responsibilities, funding, staffing, lege partnerships in all fifty evaluation, and philosophy. Each states, targeted at elementary, profde also includes the name, middle, and secondary levels in all address, telephone/fax numbers, content areas. Partnerships are and e-mail address of the pro- divided into four groups: "Pro- gram's contact person. An expanded directory fea- grams/Services for Students"; "Programs/Services tures contact information for some 350 additional for Educators"; "Coordination, Development, and programs. Programs areirouped in two broad cate-Assessment of Curriculum and Instruction"; and gories: "centralized" and "discipline-based," covering "Programs to Mobilize, Direct, and Promote Sharing the disciplines of biology, chemistry, composition/ of Educational Resources.* Edited by Franklin Wil- literature, foreign languages, mathematics, psychol- bur and Leo Lambert, of Syracuse University. ogy, speech communication, and the social sciences. $22.50 AAHE members; $24.95 nonmembers; bulk TA-training programs that address the special discounts available (1991, 320 pp.) needs of foreign graduate students are highlighted. The survey was conducted by Leo Lambert and Sta- cey Lane Tice, of Syracuse University, with support from the Council of Graduate Schools and TIAA- CREF. Publication was supported by TIAA-CREF All orders under 850 must be prepaid by check or money order, and The Pew Charitable Trusts. all orders over $50 must be accompanied by payment or institu- $20.00 AAHE members; $22.00 nonmembers; bulk tional purchase order. Fourth Class postage/handling is included. discounts available (1992, 150 pp.) Allow 4-6 weeks for delivery.

Moving? Clip out the label -American Assomatr"on eforalighei,Education below and send it, marked with your new address, to 'Change of Address," AAHE, AAHE members receive free the AAHE Bulletin (ten issues/year) and Change One Dupont Circle, Suite 360, magazine(sixissues/year): discounts on conference registration and publications; Washington, DC 20038-1110. special rates on selected non-AM1E subscriptions; Hertz car rental discounts; and more. To join, complete this form and send it to AAHE, One Dupont Circle, Suite 360. Washington, DC 20036-1110. MEMBERSHIP (Choose one) Regular: 0 1 yr, $75 0 2 yrs, $145ID 3 yrs, $215 Retired: 0 1 yr, $45 Student: 0 1 yr. $45 (For all categories, add $8/year for membership outside the U.S.) CAUCUSES (For AAHE members; choose same number of years as above) Amer. Indian/Alaska Native: O 1 yr, $10 D2yrs,$20 0 3 yrs, $30 Asian/Pacific American: O 1 yr, $15 0 2 yrs, $30 0 3 yrs, $45 Black: O 1 yr, $15 0 2 yrs. $30 0 3 yrs, $45 Hispanic: O 1 yr, $25 0 2 yrs, $50 0 3 yrs, $75 Lesbian/Gay: O 1 yr, $10 0 2 yrs, 520 0 3 yrs, $30

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THE N PUBLIC MOOD AND AT IT MEANS FOR HIGHEREDUCATION

THE 1993 NATIONAL CONFERENCE

PHANTOM STUDENTS

NOT QUITE GQODENOUGH

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Assevirnent Pub% Pc VlI(1ent Serre r IkAHE New., Bulletin Board (All for RropocAls Rtits idgertne, by Ted 114.3rt hese 1994 FAILiltyPole,, kintPren(e In this issue: The annual National Conference on Higherpage 18. Second, with 72 tapes sold, is (#56) "A Education AAHE's flagship meeting amid aTeacher's Dozen'," by Tom Angelo. We printed a growing navy of special-interest and regionalversion of it in the April Bulletin (and have had convenings is a steady source of Bulletin material,multiple requests for reprints since). Next come and this year was no exception. Virginia Smith's pLper"Community and Conflict: The Prerequisites for a Just on student mobility was prepared for the conference,'Reinvention' of Community," by philosopher Patrick and the Daniel Yankelovich interview beginning onHill (#63), and "Changing Practices in Faculty the next page is based on a conference session. Evaluation." Peter Seldin's initial report on a national The Bulletin is only one way members can accesssurvey (#84). (Copies of audiotape order forms for conference products. Another is via audiotapes ofthis or other AAHE conferences are availle.) conference sessions. What are this year's attendees Seldin is scheduled to report out addit . nal study buying? As of May 28: results in a fall Bulletin. On that forward-looking By far the best seller is Parker Palmer's keynotenote, we bring you the June 1993 Bulletin, the last address (Tape #17), with 145 tapes sold so far; thatissue of the academic/ publishing year. See you in speech is part of the "Best Of' packet described onSeptember. BP

3The New Public Mood and What It Means for Higher Education/a conversation with Daniel Yankelovich/by Russ Edgerton

8 Images From the 1993 National Conference/photographs by Michael Milkovich

10 Phantom Students: Student Mobility and General Education/implications for program planning and reform, by Virginia B. Smith 14 Not Quite Good Enough: Drifting About in Higher Education/ten policy guidelines for second-tier admissions/by Diane W. Strommer

INSERT Call for Proposals: Second AAHE Conference on Faculty Roles & Rewards

Departments 16 Year-End Report From AAHE's President/by Russ Edgerton 18 AMIE News/Around AAI-IE's many programs 19 Bulletin F.aard/ by Ted Marchese 20 Announcing/Assessment publications

AARE BULLETIN June 1993/Volume 45 'Number 10

Editor: Theodore J. Marchese Managing Editor: Bry Pollack Assistant Editor: Gail N. Hubbard

Publistwd by the American Association for Higher Education. One Dupont Circle, Suite :360, Washington. DC20036-111(1: ph. (202) 293 6440: fax (202) 293.007:3. 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 areavailable from the Managing Editor AAHE Bulletin ISSN 0162.7910) is published as a membership semce 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: 4:75. of which $40 is for publications. Subscription price for AAHE Bulletin sithout 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:$3.50 each fOr up to ten copies: $2.50 each for eleven or more copies. Payment must accompany all orders under $50: payment orpurchase order must accompany all orders over 550. AARE Bulletin is available in microform from University Microfilms International. POSTMASTER: Send address changes to AAHE Bulletin. One Dupont Circle, Suite 360. Washington. DC 20036-1110.

Tuo left photographs by Michael Milkorich. Clinton photograph courtesy of Josephine Ong. Typesetting by Ten Point Type. Printing by Hagerstown Bookbinding & Printing, Inc. t7 AMERICAN ASSOCIATION FOR HIGHER EDUCATION From the 1993 National Conference

THE NEW PUBLIC MOOD AND WHAT IT MEANS FOR HIGHER EDUCATION

A Conversation With Daniel Yankelovich

by Russ Edgerton

.171.0re

Daniel Yankelovich is best known for his work in clinical psychology at both Harvard and pioneering work in public attitudes and the Sorbonne. He has been a professor of psychology policy analysis. In 1958, he founded Yan- at New York University and the New School for kelovich, Skelly, and White. In 1975, he cofounded, Social Research. with Cyrus Vance, the Public Agenda Foundation. At AAHE's 1993 National Conference on Higher He is now chairman of DYG, Inc., tracking social Education last March, Daniel Yankelovich's chat trends and public attitudes. with AAHE President Russ Edgerton drew a large After receiving lus undergraduate degree in phi- and attentive audience. That conversation is losophy from Harvard, Yankelovich did graduate adapted here. Eds.

EDGERTON: I can remember dent values studies he even- 1981 book New Rules: Searching three times in the last twenty- tually put into a 1972 book, The for SeV-Fulfillment in a World five years when I have been at Changing Values on Campus, Turned Upside Down. And then sea in my understanding of an and a later book, The New Moral- only last year, while looking for important social issue and Daniel ity: A Profile of American Youth help in thinking about the shifting Yankelovich has come to my in the Seventies. Later in the internal academic cultures of our rescue. 1970s, I can remember trying to own universities and professional I remember struggling to understand the breakup of fam- guilds, I stumbled onto Coming understand student unrest and ilies (including my own) and to Public Judgment: Making the shootings at Kent State, and other wrenching changes going Democracy Work in a Complex then coming across Daniel Yan- on in our society, and then com- World. In this marvelous book, kelovich's studies of changing stu- ing across Daniel Yankelovich's published just two years ago, Dan

AARE: BULLETIN, JUNE (993 .3 170 talks, among other things, about the federal budget, who are we of anxiety, frustration, pessimism, the "culture of technical control" to say otherwise?" So Americans raid above all a feeling that things that reigns in academe, and how of all ages and income groups, were out of control, both in one's this culture contributes to the who were very insistent on their own personal life and also in the growing gap between "expert" own rights and entitlements, economic life of the nation as a views of our social issues and the became wildly unrealistic about whole. views of the American public. So the real costs of the social bene- EDGERTON: And the seeming I look with very great anticipation fits they were demanding. um esponsiveness of the govern- to what Dan has to share with These three elements get ment contributed to the anxiety? us this morning. government off our backs, let YANKELOVICH: When people Dan, to get us started, do you individualism rip and win at any are anxious about their health, see any big swings in the public cost, and the assumption that they go to a doctor. If the doctor mood? ideological beliefs were more is talking to someone else on the YANKELOVICH: Thanks, Russ. important than the grubby reality phone during their exam, looking Yes, I see a fascinating and impor- of life were hallmarks of the at their X ray upside down, and tant change of mood in the coun- 1980s. But I want to emphasize so on, it makes them more anx- try. Over this past couple of years, that it would be wrong to blame ious. That's what happened dur- the country's social-political Ronald Reagan for them. Ronald ing the election. People felt very mood has been very unstable, as Reagan did not create the yuppie anxious in their own lives, and Americans have been shifting phenomenon, and certainly he when they turned to look at the from the mindset of the 1980s was not a yuppie himself. In ret- national scene, they felt that the the Reagan era to the real- rospect, to me, that period of the president and the Congress were ities of the 1990s. In retrospect, 1980s was a prolonged mental totally out of touch. the 1980s were, to a remarkable holiday, a national suspension That just added to people's degree, the Reagan years. Now, of reality. anxiety. And that is why there key features of this era are reced- EDGERTON: But all this has is such a sense of relief today, a ing rapidly. changed? feeling that we fmally seem to EDGERTON: Let's get the base- YANKELOVICH: The recession be addressing our problems. So, line clear. How do you see the and the presidential campaign the pickup in the economy, com- Reagan era? of 1992 brought the holiday to bined with the new administra- YANKELOVICH: Understand that an abrupt halt. The discontinuity tion, is giving people a sense of, these are not necessarily the between the optimism of the "Well, maybe we're now beginning things that Ronald Reagan said, 1980s and the almost distraught to come to grips with our but they are elements that were mood of the country in the years problems." heard and interpreted in the before the 1992 election could EDGERTON: Why do you call country, shaping the mood.. .. hardly have been more extreme. the 1980s a "mental holiday'? First, there was an antigovern- The mood began to shift just YANKELOVICH: Because the eco- ment message. Americans bought about the time of the Gulf War. nomic factors that began to crash the idea that government was It was interrupted by the war, through to the public in the 1990 the problem, and that the solu- but after the war, it returned withrecession didn't begin in the tion to big government was to a vengeance. 1990s. They were problems that get government off our backs. The general mood of the coun- had been festering for a very long Second, what young people, try from the period following the time, from the mid-1970s right especially the yuppie generation, Gulf War through the presidential up to the present time. But the took from the Reagan message election was one of deep pessi- country turned away from the was "go-for-it" individualism. The mism. Eighty (80) percent of the reality of these problems during result was a rather fierce Social public felt the country was on that period. Darwinism that prevailed over the wrong track. Seventy-five (75) the decade a great emphasis percent felt that we were losing EROSION OF THE on winning, whatever the means, the competitive battle with Japan. MIDDLE CLASS and an assumption that somehowTwo-thirds of the public felt that economic success was evidence our kids would grow up to be YANKELOVICH: I want to take of fitness and that lack of eco- worse off than we were. Seventy a minute on this point, because nomic success somehow implied (70) to 80 percent of the public understanding it is the key to that such people were less fit. were worried about their jobs, thinking about the future. Third, there was in the Reagan about the rising costs of health The current political fashion era a climate of wishful thinking care, about education, and their is to focus on the federal budget the theme of "morning in retirement, and about a frus- deficit and to make reducing it America." The public reaction trated and it seemed to them the litmus test of political success was, "Well, he is president of the unresponsive leadership both and fixing the economy. But for United States; if he says it's pos- in the White House and in the average citizens and voters, fixing sible to cut taxes and increase Congress. the economy has a much more the defense budget and balance So we had a period of a mood concrete and down-to-earth

4 AAHE BELLETTIN .11.7.1E 1993 171 meaning than the budget deficit. If one company does it, it's okay; the 1992 election, the public About 80 percent of our work- but if all companies do it, what began to feel the realities and to force work on al hourly basis; happens to those people who are experience them directly through the other 20 percent are profes- left out in the cold? the effects of the recession and sional, managerial, and agricul- EDGERTON: But the 1980s will the perceived unresponsiveness tural workers. This 80 percent be remembered as such an afflu- of government. The public's first are mainly people who have not ent decade? reaction was one of surprise. It's fmished four years of college. YANKELOVICH: The decline in very surprising when the assump- Since just one out of four young the middle class was masked dur-tions on which you have lived people graduates from a four- ing the 1980s by several phenom- your life are pulled out from year college, we are talking for under you. So we had this period the most part about the 75 per- of gloom, anxiety, and a sense cent of the young people who me, that period of losing control of our destiny. don't. of the 1980s was a Now, Americans are recovering From 1948 to 1973 the Post- prolonged mental very rapidly from those unpleas- war Period hourly wages for holiday, a national ant surprises about the extent workers increased steadily, year- suspension of reality. of our economic problems. The by-year, at about 2.6 percent. This . . Therecession public is beginning to adopt a was the period of the great move- and the presidential new, pragmatic, hopeful outlook ment into the middle class. It was campaign of 1992 that might be summarized as, this steady, year-after-year brought the holiday "Well, we can fix it, but we have increase that created the middle to an abrupt halt." to make some changes." class and home ownership and EDGERTON: How would you the prosperity of that period of characterize the public mood the 1960s and 1970s. ena. Households added wage since the election? Then, starting in 1974, the sit- earners. That is, spouses went YANKELOVICH: I see a sharp uation changed. In fact, from to work to make up for the dif- discontinuity with the 1980s. But 1974 to the present time, not only ference. People borrowed money. in retrospect, it is the 1980s that have hourly wages not kept pace The country borrowed money. were the aberration, the blip. with inflation, they have actually So, in effect, we postponed the What you now have is a return gone down. The number of skilled effects of the steady, year-after- to a continuity with the pre-1980s manufacturing jobs that were year drag on the economy. outlook and point of view. well-paying steadily declined, With all this as backdrop, you One feature of the present exchanged for lower-paying ser- have a disparity now between mood is that the public now vice jobs. Today, we have a people what "success" means in fixing rejects the idea that decline is who are living at the 1965 level, the economy. Here in Washington, inevitable, and embraces the idea in terms of real wages. So you "inside the Beltway," success that people can take back control. have a generation of downward means passing the President's EDGERTON: And you'd attribute mobility since 1974. economic program through the that positive shift in outlook to In effect, we have here a break- Congress and somehow reducing what? down of the two-track system. the federal budget deficit. But YANKELOVICH: The reasons are In the Postwar Period, people success for the population as a several, I think: could make a good living on whole means reversing the ero- The pickup of the economy. either track They could make sion of the middle class through The Ross Perot phenomenon, a good living if they went to col- a resumption of a rising standard which I would not underestimate. lege and then got good jobs. But of living. It means increasing the Perot helped thousands of people they also could make a good living number of good jobs available. feel that they can bypass the if they graduated from high And it means fairness, in the political middle men the tra- school and went into well-paying sense that people at all education ditional news media, the skilled, hourly wage jobs. Now levels can make a good living, not handlers, the spin doctors and the second track has broken just those at the top. bring the political system back down. The 20 to 25 percent of EDGERTON: The "mental hol- under their control. the population who are on the iday' is now over? The Clinton victory, which first track are still doing reason- YANKELOVICH: Almost. During has had a tonic effect not simply ably well. But remember, the bulk the 1980s, as I've said, not only among people who voted for Clin- of the population are on the sec- average Americans but most ton but even among those who ond track. elites preferred to close their eyes didn't ... a feelingthat there is In addition, you have this phe- to the economic realities and the now the possibility of change, a nomenon of corporate restruc- causes of the erosion of our com- real vigor, energy. turing, which lets tens of thou- petitive position. The public reac- Most important of all, the sands, hundreds of thousands, tion was, "If things are so bad, passage of time, giving people a of people go. And it works. But how come they're so good?" chance to sort things out and n it's the problem of the commons: Then, in the year er 3 before decide on how they wanted to 172 AMIE MILLETIN/ATNE 1993f5 manage change. nothing; if you get something, you campaign as having an effect in EDGERTON: 'Taking back con- should have to give something moving people from the cowboy trol" is one characteristic of the in return. As an aspect of this individualism of the Reagan era? current mood, but you see others, shift, there also has been a shift YANKELOVICH: That is a very don't you? from a focus on the individual interesting question. I don't think YANKELOVICH: Yes, I do. to a focus on the community. Peo- that leadership forces it or Another feature is the belief in ple still feel that it's rough out defines it. When the consumer a larger and a different role for there, and they are still deter- movement began in the 1960s, government. It's an interesting mined to try and make it against Ralph Nader didn't create it. He twist on Reaganism. The public the odds. But they do not want channelled it. It was there and did not, and still does not, reject he coalesced it, articulated it, Ronald Reagan's formula that gave it shape. That is what government is the problem; the "There is the emergence happens with a lot of social mistrust of government is still of a new social ethic, movements. very, very strong. What the public a shift from a belief In the country, throughout this has done is to rethink Ronald in entitlements to period of the 1980s, there was Reagan's solution of "Get govern- a belief in reciprocity. a feeling of discouragement about ment off our backs." Rather, the the self-centeredness of people, ... If you getsomething, view now is that governmk qt is a feeling that there was some- necessary, so we had better do you should have to thing wrong with the national whatever we have to do to change give something in outlook, that the public interest it, to make it more trustworthy, return." was being scanted. I think there to make it more effective, par- was also a period of experimen- ticularly with respect to changing tation with individualism, after the economy. to make it through policies that which people came to the con- The public is ambivalent are oblivious to the effects of clusion that it didn't work as well toward government. It wants gov- those policies on children and as they thought it would. ernment to fix the economy; but the community at large. If this communitarian move- it remains deeply mistrustful of To summarize, there's deter- ment had come along five years government on social policy. The mination to get things under con- earlier or ten years earlier, it public has an uneasy feeling that trol by acting as responsible would not have had the same res- the government doesn't know adults do when they are up onance. So it's not the charis- how to do social policy, that against a serious problem . .. a matic strength of the leader- errors are committed, unintendedfeeling that the time has come ship.... consequences are stronger than to stop fooling around and get EDGERTON: I'm reminded of the intended ones, and the gov- real .. . no more wishful thinking that great Ghandi quote, "There ernment doesn't know when to ... no more getting something go my people. I must follow them stop. It's like bringing your for nothing .. . no more games for I am their leader." mother-in-law into the house to and tricks with numbers ... no YANKELOVICH: That goes too deal with a crisis, and she stays more playing the blame game andfar. That quote implies that the and stays and stays. dodging responsibility. Rather, leader is simply echoing, The pos- The third change in mood I it's time for straight talk, for dis- itive function of the leader is to would stress is a shift from ide- cipline and sacrifice if need be, articulate what is inchoate. ology and moralism to pragma- for being practical and pragmatic EDGERTON: I get it. And you're tism, a sharp contrast to the rather than ideological. saying, for example, that the Fres- wishful-thinking irreality of the Even the yuppies are conclud- ident is absolutely on target with 1980s. How much can we afford ing that winning isn't everything his initiative to provide student to spend? How much for an 85- . .. that for many reasons,all of aid in return for national service year-old Alzheimer patient on us have to be part of a larger both in terms of the reciprocity life-support systems? How much community. This shift toward a agenda and as a response to the for the self-esteem of children feeling of community is in turn middle class anxiety about the through bilingual education, if part of a larger phenomenon. cost of college? bilingual education costs three don't think we can isolate it from YANKELOVICH: Yes. Specifically, times as much as conventional the fundamental drive behind on the subject of national service, education? These are the ques- all these mood changes a pub- here's a striking finding: 82 per- tions people are asking, questions lic hurting from reality and feel- cent of the public believe that the about affordability and results. ing the pressure to come to grips government should provide col- Finally, there is the emergence with that. lege loans and get paybacks, of a new social ethic, a shift from EDGERTON: What role do lead- either from payroll deductions a belief in entitlements to a belief ers play in a shift like this? Do or by two years of national ser- in reciprocity. It's related to the you see the "communitarian vice. So here is a concrete exam- pragmatism. It's the feeling that agenda" of the Democratic Lead- ple where the reciprocity prin- it's not right to get something for ership Council and the Clinton ciple is being applied, and the

AAHE BULLETIN /JUNE 1993 ; public thinks it's great. It is instructive to examine Smith, cont. what is happening in the arena should become graduation IMPLICATIONS FOR of rising health care costs. It's requirements addressed through- HIGHER EDUCATION a similar bind, and it's quite com- out the curriculum and, for parable. Health care is seen as some goals, addressed through EDGERTON: It sounds to me a desperate need. Its quality and organized activities outside the that the erosion of the middle functionality aren't in question; classroom. In fact, many class is the real issue to keep our it's the cost. Higher education is improved general-education pro- sights on. Do you have any data the other sector, besider health grams spread their courses over on how public feelings about the care, where the costs have been fcar years, and a few have incor- economy translate specifically rising at three times the rate of porated some of the purposes into attitudes toward higher inflation outstripping a pop- into courses within the major. education? ulation whose incomes have Purposes of social agenda, such YANKELOVICH: Yes, I do. There remained stagnant. as gender and multicultural is an increasing awareness in the Most sobering of all, physicians understanding, and global per- country that the system works are paying a very high price for spective are not easily addressed for the college-educated and only having ignored the problem for by one or two lower-level, stand- the college-educated. People so long. All of my friends who are alone courses. know it. An overwhelming 88 per- physicians in private practice are It may indeed be time for us cent agree that a high school disgusted. The older ones are say- to abandon the notion of a corner diploma is no longer enough to ing they never would have gone of the curriculum that is devoted qualify for a well-paying job in into practice if they knew then to general education. By doing the United States. Seventy-three what would happen. They are so, we would be opening the way (73) pei -nt agree that having losing control. The insurance to a full reexamination of the a college degree is very important companies and the governments relationship between two- and to getting ajob or advancing in are nagging them to death. four-year colleges. The conven- one's career. So, people are begin- But the physicians let all this tions of the present relationship ning to get desperate about need- happen. They never really governing the transfer of credit ing a college education. engaged the issue; instead they assume that general education At the same time, they are wor- regarded rising costs as someone is a discrete undertaking that ded sick that the cost of college else's problem. requires about a year and a half is moving out of sight for them. EDGERTON: Sounds like there of lower-division work. Gradually, Eighty-seven (87) percent feel is a moral here for higher educators are beginning to ques- that college costs are rising at education. tion this conventional pattern. a rate that will put college out YANKELOVICH: That's really the Transfer problems are likely to of the reach of most people. point I want to get across: The worsen with time, so we need to Seventy-nine (79) percent feel price you pay for not seizing forge new ways for the various that it is getting harder for aver- responsibility is to be excluded segments of education to work age families to provide a college and to be victimized. together productively. education for their kids. Only 25 You have in our country this I'm certain there are other percent say that most people can feeling now that it is important approaches to the transfer prob- afford to pay for college educa- to seize control. It's very difficult lem than the few I've highlighted. tion. And pessimistically, 89 perfor an institution to accept It's time to explore the possibil- cent believe that ten years from responsibility for a broader social ities. As it is, we are locked into now, it will be even more difficult problem that's not of its own a bureaucratic tangle that places to afford college... . It will making. But if you don't accept too much decision-making power become more of a need, but also responsibility, other people will outside the institutions providing more out of reach. be dictating the changes that the education, seems more con- EDGERTON: You're saying that need to be made, and you will cerned with perpetuating certain colleges and universities are in not have a proper voice. So my educational designs than with a real bind. People feel that col- message is a wake-up call. educational results, and allows lege is increasingly indispensable EDGERTON: Dan, it's been a fab turf protection to override stu- yet, at the same time, increasingly ulous experience having you with dent needs. out of reach. That sounds like us. Thank you! Note an explosive social environment This paper was written for presen- for us folks in higher education Note tation at the 1993 National Confer- to be in. Daniel Yankelovich can be contacted ence on Higher Education, March YANKELOVICH: That's my mes- at DYG. Inc., 15 Valley Drive, Suite 14-17, 1993, in Washington, D.C. An audiotape of that session (Session sage. To a degree that is hard to 300, Greenwich, CI' 06831. The session (Session #28) from #21), which also included Kathryn imagine, colleges and universities which this article is adapted is avail- Mohrman and John 0. Stevenson, are in a bind that is only mar- able from Mobiltape Company, Inc., Jr.. is available for $8.50 from Mobil- ginally of your own making. But for $6.50. To order, call 1/800/369- tape Company, Inc., by calling 1/800/ it is a real bind. 5718. 369-5718.

AAHE MILLETIN, Jt !NE

1 The topic was "Women in Sports(L 1 to A) the moderator. ABC sportcaster Dick 4,4 Schapp: me paneusts. Ithaca s James Whalen, Northeastern Vivian Fuller, and author Mariah Burton Nelson. 2 Brisk business in the Exhibit Hall 3 At the MHE Hispanic Caucus Forum (L to R) ACE's Hector Garza. out-going Caucus Chair Jaime Chahin, of Southwest Texas State; and MHE Board Member Laura Rendon, of Arizona State 4 This year's Tomas Rivera lecturer was Gregory Anrig, president of Educational Testing Service, who spoke on "Access and Retention Caring About Outcomes and Doing Something About Them 5 Both Tom Angelo and K. Patricia Cross (upper L) were on hand for tne MHE Classroom Research Action Community meeting. 6 As usual. Parker Palmer was inspiring The audiotape of his keynote address is the meeting's bestseller 7 Evening social events gave attendees a chance to network 8 On the Sunday after the blizzard. the Josephine Ong family (she s secretary of the MHE Asian Pacific Caucus) attended the Foundry Methodist Church, ending up in the pew behind the First Family. Older son Justin, a student body president scored an autograph 9 Deanna Martin, of Mssoun-Kansas City, delivered a nigh-energy session on 'supplemental instruction. a collaborative learning strategy 10 Quality was the topic of several 3 AL- sessions, Including a workshop and an address by consultant and professor (Cal State-Dominguez Hills) Kosaku Yoshida. 11 Enthusiasm was high, even if the blizzard took its toll on attendance. at Scott Morrow's jazz dance "action seminar 12 (L to R) Bill Harvey, of NC State. moderated for Samuel Cargile (Lilly Endowment). Edgar Beckham (Ford Foundation), and Reatha Clark King (Genera! Mills Foundation) at -What " Foundations Can ana Can't Do to Help es Colleges and Universities Achieve the 5 Promise of Diversity 13 USC and the Rebuilding of Los Angeles' was the plenary session topic of President Steven Sample. 14 Reflection off two-foot snow drifts brightened the ground-floor meeting room of William Welty's workshop on -Case Studies in Faculty Development Presented with Pace colleague and writing partner Rita Silverman (not shown) 15 Wayne Wormley, of Drexel, with a Washington Post headline that said it all Fierce Snowstorm Overpowers Area 16 The Poster Session was a big nit This was P-12 -Bush Regional Collaboration in Faculty Development delivered by director Lesley Cafarelli (far L) 7 17 Ralph Wolff, of the Western Association of Schools ana Colleges, was one of many attendees who addressed MHE Board Chair Blend. Wilson (18). of Cal State-Northridge. at the closing plenary and Town Meeting

AAHE HI 'LLETIN E 1 99:3 II 6 From the 1993 National Conference

PHANTOM STUDENTS Student Mobility And General Education

or the last few years, I their work at that institution. have been immersed in When responses are related to a study of general edu- by institutional size, 70 percent of cation a study that Virginia B. Smith the two-year colleges with enroll- lately has turned up facts that ments under 1,000 reported that have stunning significance for 70 to 90 percent of their students efforts to plan or reform general- the exception of two-year col- complete all of their degree work education programs. leges, which had a 40 percent sta- at the college. For two-year col- The study, sponsored by the bility rate overall. leges with enrollments exceeding Society for Values in Higher Edu- In fact, two-year colleges pre- 5,000, the stability factor was cation and funded by the Exxon sent something of an anomaly, dramatically lower. and Ford foundations, was in that their distribution on the What is the significance of these designed primarily to discover student-stability factor is bi- statistics? We know that only a good practices in general edu- modal. As a group, two-year col- very small portion of total col- cation. Among the study proto- leges ranked second (behind Lib- legiate enrollment is accounted cols was a national survey of chieferal Arts I colleges) in the for by Liberal Arts I and small academic officers, who provided percentage reporting that 70 to two-year colleges. So, we can con- information about the general- 90 percent of their students take clude that most students do not education programs on their own all of their degree work at that take the majority of their work campuses. More than 40 percent institution; however, the two-year at the institution that grants (1,299) of the CAOs responded, college group aLso ranked first their degree. representing all types of degree- in the percentage of institutions As I stated before, that fact granting colleges and universities. reporting that less than 25 per- has stunning significance for the (A full report on the study soon cent of their students take all of planning or reform of general- will be available.) education programs. why? To determine the level of stu- Because to a very substantial dent body stability at the insti- extent, and particularly for those tutions, one question in the sur- institutions enrolling the vast vey asked, "Approximately what majority of the nation's students, percentage of students take all 0+4 such planning becomes an exer- of their work for your degree at cise performed for "phantom" stu- your institution?" The results dents. That is, students awarded were analyzed by institutional a degree at a given institution type using Carnegie categories. will, most likely, have taken their Not surprisingly, Liberal Arts I alw general-education courses else- colleges, a category that consists where; conversely, most students primarily of independent under- who complete an institution's graduate residential colleges with general-education program will relatively high student selectivity, end up receiving their degree have a high rate of student body from a different institution. stability. Chief academic officers at 70 percent of these Liberal Strategies That Don't Work Arts I colleges responded that This situation has existed for 70 to 90 percent of their students Virginia B. Smith Ls president emer- years, and colleges and univer- complete all work for a degree itus of Vassar College and senior sities have found a number of consultant with the CaHfornia Higher at their college. The same figure Education Poliey Center. She can be ways to accommodate it: for all other types of institutions contacted at 80 Crest Estates Drive, Articulation agreements have was less than 30 percent, with Walnut Crerk CA 94595. been drawn up between two- In AAHEIWILKTIN. SINE MI 477 year and four-year colleges. transferability of their courses of required courses even further. Such agreements assure stu- as a measure of success a par- dents that certain courses ticularly narrow measure for It's Only Getting Worse can be transferred to meet institutions that have a relatively In the past and at most col- particular course and/or dis- small percentage of students who leges today transfer accom- tribution requirements. actually transfer to four-year col- modations have been aided by Some states have mandated leges. Should the design of a col- the nature of general-education all or a substantial portion lege's general-education program programs at four-year colleges. of the two-year general- be dominated by the needs of a Such programs are characterized education curriculum, and minority of its students? After by a limited number of specific they require their four-year all, for a student who does not course requirements and a rather public colleges to accept the transfer to a four-year institution, broad set of distribution require- completed A.A. or A.S. degree the general-education program ments. In fact, had more colleges as satisfaction of all of the at his or her two-year college unilaterally attempted to improve four-year college's general- often is the last opportunity for their general-education programs education requirements. general classroom learning; for in accordance with many of the These techniques undoubtedly such a student, the general- current recommendations, the have made the transfer process education program at the two- transfer problem would be much more user-friendly forthe stu- year institution should be worse than it is now. dent, and, as such, they have designed to build a base for effec- Let me offer the following short-run advantages. tive participation in the eco- examples to support that But they also clearly have fairly nomic, social, and civic life of the assertion: serious negative educational community. At least one regional accrediting association has estab- impacts. Both techniques take Even the second technique , a substantial amount of control mentioned above the full lished a relatively high goal over the curriculum away from acceptance of the A.A. or A.S. for the number of general- the colleges providing the pro- degree by the four-year institu- education courses. This has grams. For example, two-year tion is not quite as useful as been resisted by some pro- colleges must look to what the it might appear, since it's uncom- fessors worried about having four-year public colleges require mon for students who transfer enough space for what they and try to match it. Or, in those to a four-year institution to com- consider "proper sequences" states with mandated general- plete a mid-point degree first. of major courses and by oth- education programs, they must Because the studept-mobility ers who feel that it puts the follow guidelines that most likely pattern is quite complex and var- emphasis in the wrong place. have been established by some ied, neither technique covers all If transfer students had a committee at the state level. transfer students at any given voice, they might well argue Such operational patterns institution. Students transfer that such a policy makes it ignore completely the widely held between four-year colleges as well even more difficult to get a notion that planning for quality as from out-of-state two-year and degree within a reasonable education is based, at least in four-year colleges. Students in amount of time. some measure, on a knowledge some metropolitan areas even Many educators now are of the students for whom the edu-show a pattern of sequential or arguing that some of th :. pur- cation is provided, the history simultaneous enrollment in sev- poses of general education and climate of the college, and eral colleges and universities in can best be met through the nature of the college mission the area a phenomenon interdisciplinary courses; and its human and capital Alfredo de los Santos, Jr., of the however, the most widely resources. Furthermore, both Maricopa Community Colleges, used transfer systems put articulation agreements and refers to as "swirling" enrollment. a premium on discipline- state-mandated curricula push Whatever the individual stu- based courses. It is difficult toward externally dictated homo- dent's pattern of mobility among to determine course equiv- geneity in an enterprise noted institutions, that mobility usually alency between interdis- throughout the world for its carries with it some loss of cred- ciplinary courses and diversity. And few of the usual its, some lower-division require- discipline-based courses. "external authorities" dominating ments still to be met at the ter- Thus, experimentation with general-education program minal institution, and thus a general-education require- design have any proven track longer time-to-degree. In recent ments using potentially record of establishing high-qualityyears, longer time-to-degree has more effective, powerful, and general-education programs of become a greater problem. Why? stimulating interdisciplinary their own. At the same time that rising tu- courses carries great risk In our survey, we asked CAOs itions are making students feel in institutions with a high what evidence was used to dem- more acutely the effects of longer student-mobility factor. onstrate the quality of their time-to-degree, public colleges Colleges that want to take general-education programs. are making such delays all the seriously the idea that appro- CAOs from several two-year col- more likely by responding to bud- priate pedagogy to develop leges responded that they used get crunches by limiting offerings student abilities is at least AAHE BULLETIN JUNE I 903, 11 -176) as important as course con- except for very broad dis- priate, but transfer credit tent have no way of certifying tribution requirements. for general oducation usually their pedagogical approaches Some 55 percent of Urban is decided on a course-by- to other institutions, or of College's student body are course basis. Even at colleges knowing whether another transfer students. As the new that allow credit by ass:ass- institution gives equal impor- program was implemented ment of prior learning, the tance to such approaches. for those transfer students, extent and method of accep- Comparability of courses for it soon was discovered that tance vary greatly from insti- transfer purposes most often courses submitted for trans- tution to institution. is based on catalog descrip- fer could not be judged As we study general- tions, which almost always against the criteria estab- education programs in the specify course content and lished for Urban's own context of individual colleges, rarely specify pedagogical general-education program. it is becoming increasingly approaches, types of instruc- To remedy the problem, the clear that general education tional exercises, or types of college decided that transfer has no universally accepted assessment used. courses would be required purpose. Rather, it has a clus- Shifting to a program that to have exactly the same con- ter of purposes, and the emphasizes process rather tent as the Urban courses weight given each one varies than content can lead to that had satisfied the new from institution to institu- unusual concerns for transfer process-based criteria. As tion, depending on their mis- students. I recently visited a result, transfer students sions. This is as it should be. a four-year state college, were required to have a But it is only those colleges which I'll call "Urban College." content-specific program, with relatively stable student Several years ago, Urban Col- while Urban students were bodies or those that have lege fully revised its general- given a program that closely attended to the inte- education program, iden- emphasized process to a far gration of transfer students tifying three levels, each with greater extent. that can venture far from a different implementation The content selection that the usual mold for general strategy. Urban rejected a emerged from the approved education without confront- content-driven core curric- Urban courses was not ing difficulty in their transfer ulum for the second level. intended as a basis for a con- program.. .. Unless, of instead specifying that any tent core. But the distortions course, they have found new course (with few limits on that have occurred as a solutions. content) could be approved result of using typical course- for credit at that level if it by-course equivalency trans- New Strategies met certain criteria that fer processes could result Not very many successful ways related to scope of material in a content core for that have been found to handle the covered, pedagogical large proportion of Urban transfer situation while also maintaining a distinctive general- education program. But there are some strategies that do ame- liorate the problems to varying degrees. Both articulation agreements and state-mandated curricula push toward externally dictated Two such approaches I would homogeneityin an enterprise noted throughout characterize as "targeted," that the world for its diversity. is, as covering a somewhat narrow range of transfer students or only a portion of what we usually identify as the general- education program. Although narrower in scope, these tech- approach, instructional exer- students who are transfers. niques can focus sharply on qual- cises, and assessment tech- With the average age of col- ity and can be very purposeful niques. Several courses were lege students increasing, the about their specific goals. submitted and approved for opportunities also increase Cross-Institutional Collab- inclusion based on these for colleges to assess prior oration. The first of these largey process-based criteria, learning, with techniques requires the two-year college and and more courses now are such as standardized the four-year college(s) to which being reviewed. The content achievement and placement students usually transfer to col- core had been rejected in exams and assessment by laborate in developing courses principle, and clearly the portfolio. For some general- or clusters of courses that newly approved courses did education requirements, will best serve the general- not constitute a specially these new assessment tech- education needs of students at anointed content pattern niques could be quite appro- both institutions. Some collab-

12 AM-Witt:ILI:71N JUNE 199:1 orations of this type already are students and for educational only the last two years. My own taldng place. In some instances. effectiveness. preference would be to differ- the two-year college is doing more Outcomes Assessment. entiate institutions by purpose, explaining and selling than actualAssuming that much of general rather than so sharply by level. collaborating. In such cases education is directed toward the But given our present transfer as between the University of development of broad general problems, it would be worthwhile California-Davis and Los Medanosabilities, the exchange of studentsto evaluate Florida's brief exper- College the real collaboration among institutions would be eas- iment in senior colleges in terms takes the form of intensive faculty-to-faculty discussion and joint understanding of course strategies and purposes, rather than joint course design. In other We are locked into a bureaucratic tangle that places cases, true program and course too much decision-making power outside the development actually occurs, as institutions providing the education, seems more it did in the LaGuardia Commu- concerned with perpetuating certain educational nity College and Vassar College designs than with educational results, and allows "Exploring Transfer" program protecting turf to override student needs. and in other programs using the modeL It also is possible to target particular students or programs for joint attention. For example, a ier if we could shift our focus of their impact on transfer. Or, community college honors pro- from content and process to we might go even further and gram might work with the four- learning outcomes. Lacking this examine, at least theoretically, year institutions to which its stu- emphasis as well as generally a totally different model of seg- dents intend to transfer, or the accepted techniques for assessing mentation, one in which degrees institutions might collaborate on learning outcomes, we spend a (or some new form of credentials) students expecting to complete great deal of time using particularare granted by an external agency particular majors. combinations of content and/or (or agencies), thus allowing col- Transfer Orientation Courses. process as proxies for the out- leges to concentrate on education Another targeted effort is for the comes. If the transfer student's rather than on credentialing. No receiving institution to specially course matches the classroom doubt the first thing we would design a course for its transfer experience that the college, in discover is that such a model students. This intensive "jump its wisdom, believes accomplishes assumes greater clarity on learn- start" or "power" course, probably those learning outcomes, then ing outcomes than now exists, incorporating elements of assess- we say that the course has sat- and that if we had such clarity ment and instruction, would ini- isfied the requirements. But we the transfer problems we are try- tiate the students into the new don't know whether those learning to solve might be somewhat institution. We hear a lot about ing outcomes have, in fact, been alleviated. freshman orientation needs, but accomplished, or whether there little about transfer orientation might be different ways of reach- In Conclusion needs. Yet, orientation would ing the desired learning It does seem to be time to try seem to be even more crucial for outcomes. to unbundle the various general- transfer students, who typically It requires a great leap of faith education purposes and to have less time to understand the to assume that just because we assume that different purposes institution and its educational match course content or pro- can be met by different transfer purposes, and to be affected by cmes (more often the content) strategies. them. Also, the more carefully that the desired learning has Many of the general-education designed the institution's general- taken place. It might be more pro-programs that have been clearly education program, the more nec-ductive if we would use that leap delineated include some aca- essary it is to give quick and ade- of faith to give us the courage to demic skill requirements. Cer- quate attention to its transfer experiment with some new tainly, it should be possible to students. It is not surprising that assessment techniques. Only a credit transfer students who Alverno College, with its carefully few colleges, most notably demonstrate proficiency for these developed program, has given Alverno, have used the outcomes courses without regard to the particular attention to its trans- approach to define their degree manner in which the skills were fer students. requirements; if more did, it mastered or, for that matter, would markedly change the whether they were mastered in The other ameliorating devices nature of the transfer process. or out of the classroom. I'll mention are either not in wid Institutional Segmentation. Other general-education goals use or not in use at all. They are A fourth approach was exper- should not be confmed to some- more total efforts and more imented with by Florida, when what marginalized general- extreme, but in the long run they it established certain public col- education courses; instead, they might have more value both for leges as "senior" colleges offering (Continued on page 7) HO AAHE BULLETINiXNE 1093/13 '

NOT QUITE GOOD ENOUGH Drifting About in Higher Education

eff has always wanted to by of Deans and Directors of Uni- teach little kids and Diane W. Strommer versity Colleges and Undergrad- planned to be an elemen- uate Studies. As heads of admin- tary school teacher. Now istrative units that enroll approaching his third year at the decline many departments andfreshmen and sophomores and university, he finds, to his dismay, colleges have elected to limit pro- that are often responsible for ori- that his 2.9 grade-point average gram enrollment in the sopho- entation, retention, academic is not quite good enough for him more or junior year. Along with support programs, teaching/ to be accepted as an education the long-standing freshman 'killer learning centers, and general edu- major. A year ago, Julie also course," typical controls include cation, these administrators have found herself in the "not quite the imposition of specific stan- viewed the proliferation of good enough" boat when she trieddards that all prospective majors limited-access programs with to declare an accounting major must meet such as requiring alarm. They have seen students with a 2.7 grade-point average. engineering students to earn a drifting along without an aca- She continued to take accounting C+ in all prerequisite math and demic home, semester after courses this year, trying to qual- science courses or the estab- semester, making "satisfactory ify. Her family thinks she'll soon lishment of a numerical limit that progress" but not toward a graduate and become an accoun- is met by floating standards degree. They have seen students tant, but Julie has yet to gain such a ,ecting the 200 studentsdenied access to a major with admission to the College of to be a, 2.-cpted as junior-level a GPA that would have been good Business. accounting majors by beginning enough a year ago. They've heard Requiring second-tier admis- at the top of a GPA roster and the tales from students encour- sions to certain majors has counting down 200 spaces (one aged by well-meaning advisors become an increasingly common year, a 2.6 average might be to try "just one more semester" practice in higher education, par- needed to enter the program, the to make a required 3.0 grade- ticularly at large universities, as next, a 2.3 might be good point average. The cost to stu- a means of coping with both cut- enough). dents in lost dreams and expec- backs and students' fluctuating Among academic administra- tations and to their families academic interests. As the for- tors, probably no group is more in lengthened time-to-degree tunes of computer science and concerned about such issues fromhave created a great need for pol- education programs show, when the students' perspective than icies that assure such students the job market changes and one the members of the Association a floor of fairness as they proceed hot field supplants another, big through the institution. shifts in student interest can occur in relatively brief periods len Guidelines of time. In colleges and univer- At their sixth annual meeting, sities nationwide, junior-level members of the Association shut-outs occur not only in fields adopted a set of guidelines to such as business and engineering ensure fair and equitable treat- (fields in which demand is actu- ment of such students. These ally waning), but even in tradi- guidelines don't "fix" the problem; tional arts and sciences majors they do recognize that institu- such as psychology and speech tions cannot always shift resour- communication. Some of the ces quickly to coincide with newer areas that are hard- changing student interests. But pressed to welcome all corners these deans and directors of include environmental studies lower-division programs believe and anything with "communi- that the following practices can cations" in its name. minimize the worst effects on stu- Confronted with the impos- Alt dents of second-tier admissions. sibility of meeting student Within the following broad Diane W. Strommer is dean, Univer-guidelines, a campus can develop I demand for certain programs sity College and Special Academic a demand that may change Programs, University of Rhode Island, more specific policies appropriate rapidly while department size IZoosevelt Hall, Kingston, RI 02881-to its situation and governance and budgets remain static or 0819. traditions:

14 AAHE BULLETIN JUNE 109:1 1. Authority for declaring a pro- 5. If the criteria for internal not need to be notified until the gram limited access" should rest transfer or retention in the major end of the third semester of full- with the provost or vice president include passing certain courses time enrollment. In all cases, stu- for academic affairs. Any such at a specific grade level, then a dents should know precisely declaration should be based on clear, defensible relationship where they stand by the end of evidence and extend for a spec- should exist between and among their sophomore year but, when- ified period of time. At some insti-those courses, the grade, and the ever possible, the cut-off point tutions, it appears that depart- major. should come earlier than that. ments are allowed to limit access 6. Either the college or the As before, students should be no- for reasons of their own that are admitting unit should review the tified in writing of their status not always defensible. Granting records of prospective majors and the reasons for the decision. special status to a program for at frequent intervals, beginning 9. Students never should be a limited time one to two years at the end of the first semester placed in a holding pattern. Any recognizes the fluidity of a sit- of the freshman year (or the student appeals should result uation; it raises a presumption equivalent for part-time stu- in a yes/no decision. Reasons for that resource reallocations might dents). The college or unit then exception to the stated criteria need to follow. should communicate each stu- should be clear and consistently 2. All literature to prospective dent's status in writing, indicatingapplied. and newly admitted freshmen (a) those students unlikely to 10. Bad news should be coupled and transfer students should qualify for the major, (b) those with support services. If student alert them to any special require- who might qualify if their per- numbers are large, those services ments that must be met to enter formance improves in certain may need to be augmented. a major field of study or to ways; and (c) those who are Because students denied access remain in it after a certain point. meeting the standards of progressto the major of their choice often Such statements should appear toward acceptance into the believe they've been denied access in the undergraduate catalog, major. to their chosen career (and some- in the acceptance letter, and in 7. Any special admission cri- times that's true), they need any other pertinent information teria should be judged in relation knowledgeable help from advisors sent to prospective or enrolled to the academic and other and career counselors who students. demands of the field of study. It understand their gief and anger 3. If access to the major is is also relevant to weigh the and who know how to guide stu- limited, access to the courses that iiipact of the criteria on under- dents in exploring new possibil- constitute that major also should represented groups of students. ities and finding alternative ways be limited. While this appears self- Alternative criteria may be con- to meet their goals. Workshops evident, there are departments sidered, including talents and and courses in selecting alter- that do indeed deny access to skills not as easily measured as native majors can help students the major (citing resources) but a student's GPA. understand what options real- continue to allow students into Most limited-access programs istically exist for them at the their courses (to garner re- use a strict grade-point average home institution or elsewhete. sources). This back-door access and number system to determine makes a mockery of the initial eligibility for internal transfer. Rethinking Policies denial. It results in allowing stu- If room exists for 80 students and In the long run, it will be useful dents to fulfill degree require- 150 want access to the program, for colleges and universities to ments without accepting them 70 or so are selected from the rethink the paths that lead as majors. top down of a rank-ordered list, toward degrees and the relation- Departments with limited leaving room (10 to 12 plates) ship between the jobs students enrollment capacities might need for warranted exceptions or the want and the majors they pursue. to devote resources to developing consideration of other attributes. Higher education institutions may and staffmg courses that meet Although GPA clearly is not the need to move beyond the accu- the general-education or other best criterion for many programs, mulation of credits as the only specified needs of the student most students (and their par- way of credentiafmg a student body, but major courses should ents) do find it a rational method in his or her chosen major and remain restricted to accepted of choice as they do not, for instead think more broadly about majors, for whom there should example, a lottery system. the -what" and "how" of the edu- be sufficient space to take 8. The admitting unit should cation they provide. required courses in sequence. establish a cut-off point after In the meantime, the academy 4. Criteria for internal transfer which students may not continue cannot in good conscience con- from one program to another to attempt to qualify for the tinue to create what one campus should be clearly communicated major and must make a different refers to as "boat people" stu- to enrolled students. Since some choice. That cut-off point may dents who meet an institution's of the ablest students enter a pro-be different for different groups academic standards but not thosc gram as internal transfers, guide- of students. Those earning less of their chosen major, and so drift lines should be sufficiently flexible than a C average, for example, from department to department, so as not to give undue prefer- may be notified in the freshman searching for an academic ence to early deciders. year, while stronger students may home.

AAHE BULLErIN/JUNE 16113/ 15 PRESIDENT'S LETI'ER

The "New" AAHE On the occasion of its approaching Twenty-Fifth Anniversary

by AAHL asident Russ Edgerton

Awns we wrap up the Fifth Anniversary. At the March 1992-93 academic year, National Conference, we invited hat's most on my input from members and other ind about AAHE's attendees at a special discussion relationship with you, its session. Now the time has come members, is what to make of the to move things along further, and opportunities implicit in the con- this summer we very much want junction of two events the to bring more of you, AAHE's expansion of AAHE's activities members, into the conversation. to comprisefive program initiatives aimed at special-focus areas The Ties That Bind (see Box), and AAHE's Twenty- To consider what larger Fifth Anniversary (academic year changes these initiatives bring, 1993-94) as an independent asso- it is useful to consider why folks ciation serving higher education. join AAHE in the first plate. Wis- Over the years, AARE has dom has it that people join organ- always served as home base for izations for three reasons: for special projects and progyams. identity (the psychic reason why But they generally lasted only as interested in your ideas for how an economist would want to be long as their short-term foun- to celebrate that event. But, with a member of the American Eco- dation grant, and at any given the expansion of our activities nomic Association), to get ser- time only one or two such pro- and the important question their vices, and to support a worthy grams were in place. They never existence poses, the context for cause. seemed to raise questions about that celebration changes. The Our members are tied to AAHE whether the Association itself occasion of such an important in all three ways, I suspect. A was changing in any important anniversary is an especially timelysmall but crucial core regard way. moment to reflect on what we AAHE as their primary profes- are, to ask how our special-focus sional association; others identify A Time for Reflection areas can enrich the entire mem- with a subcommunity, such as Now, however, with five special bership, and to reintroduce our- the AAHE Black Caucus or the programs on line, the national selves to the larger education community college action com- office feels like a different place. community. munity. These identity ties often Particular initiatives and the staff We began our self-reflection overlap with the desire to support who direct them come and go, last fall, at a retreat with the the work we do. But this said, as they should. But we are findingAAHE Board of Directors during I believe that the majority of you that one initiative.seems to lead its regular semi-annual meeting. join, and stay connected, pri- to another, and another, which And a wonderfully energizing marily because you appreciate gives way to a third . .. to the meeting it was, for both the staff and fmd useful the services that point that some configuration and the Board... . (Fun too, sinceAAHE offers the AAHE Bul- of special-focus programs now we used the occasion for a sur- letin, Change magazine, and the is a "normal" condition. The sit- prise roast to celebrate ten years annual National Conference on uation provokes a question about of servicehy AAHE's two vice Higher Education. the larger Association: What presidents, Ted Marchese and "Services," however, is too ster- implications are there to an Lou Albert) ile and buveaucratic a term for AAHE with so much of its resour- Since that Board retreat, what we really offer. Something ces and energies invested in "spe- AAHE's staff have been carrying like "resources for empowerment" cial" initiatives? on a low-key conversation about is better. For in joining AAHE, AAHE's Twenty-Fifth Anniver- what to make of our expanded you seek what we all want to sary is approaching, and we're programs and AAHE's Twenty- make a difference, to your cam-

AMIE 111111.7EIN JUNE 1993 I pus and the larger enterprise. AAHE's Five Current Special-Focus Areas The people, projects, and publications you encounter through 1 Assessment Karl Schilling. on leave from Miami University. directs our AAHE empower you to make a longest-running special initiative. tne AAHE Assessment Forum. Most of larger contribution. Karl's time this year has gone into planning tne eighth MHE Assessment How might the advent of our Conference, June 9-12. in Chicago. to which we expect to attract 1.200 to special program initiatives change 1.400 attendees The Forum also issues special publications Just this year. your relationship to AAHE? First for example. the Forum published a snort statement of "Principles of G000 Practice for Assessing Student Learnirg.- sending out more than 20.000 of all, they can add to our capac- copies ity to help you make a difference. This past year, we have tried to 2 Quality When not acting in his capacity as executive editor of Chanae bring you more of the information and the Bulletin, vice president Ted Marchese has been spending most of generated by these programs, nis time this past year poking into the world of 'TOM" ana giving shape to a new initiative we call the Continuous Quality Improvement (COI) Proj- through the AARE Bulletin and ect. You've already seen Ted's articles on quality in the Bulletin, and the May! through occasional publications. June Change was entirely devoted to the topic. Attendees at the June Assess-2 But much more can be done. ment Conference, like moviegoers to a douole feature, also got a full track Over the summer, we will be of sessions on COI To direct the COI Project. we brought on board Steve looking into two additional pos- Brigham. previously from Johns Hopkins University Finally, a group of some twenty "lead campuses have come together to form an Academic Quality sibilities. First, we will be explor- Consortium which is now hard at work on an agenda coordinated by AAHE ing how to take advantage of new technologies to give all AAHE 3 Teaching Pat Hutchings directs me AAHE Teaching Initiative. She members "on demand" access to nas mounted a cluster of prolects around specific agendas. to develop pro- occasional papers and other totypes of case materials to enricn faculty conversations atDout teaching. to develop models of more effective peer collaboration and review of teaching. resources that our special pro- to strengthen TA-training programs .r% order to create a network of exemplary grants generate. In one model teachers All these projects. in turn, aim at the larger goal of creating a new being discussed, we would reg- scnolarly discourse about teaching among faculty ularly announce the availability of these resources in the AAHE 4 Faculty Roles and Rewards in February. Clara Lovett left her provost position at George Mason University to loin AAHE's staff as director of our Bulletin, then furnish them on new AAHE Forum on Faculty Roles & Rewards. The agenda here is the request through a fax service. faculty defining the tasks faculty are expected to perform and improving the Second, we will be exploring ways these tasks are evaluated and rewarded. The Forum s first national con- how we might help members affil- ference last January drew an overflow crowd. so the Forum seems well iate with a special area to begin iauncned (under interim director Jon Wergin) and strongly progressing under receiving still more information Clara's wonderful guidance and networking opportunities. 5 School College Collaboration Our scnoolicollege initiatives have For example, for a small annual expanded so much that this year we orought them all together in a new fee, you would be able to join the umbreila unit the Schor I/College Trust. Kati Haycock directs the overall AAHE Teaching Initiative Net- venture Carol Stoei is taking the lead in snaping the program for our upcom- ng National Conference on School College Collaboration. December 5-8 work, and so gain access to new n Pittsburgn Nevin Brown and two recent additions to our staff. Paul Ruiz people and resources only AAHE's and Santa Brown. ail are working on an ambitious effort, funded by the Pew Teaching Initiative can provide. Charitable Trusts, to develop moaels ofK-I 6' systems working together and Our new programs also have to expand these moaels across the country A third newcomer. Stephanie important implications for the Robinson (introduced in -MHE News in this issue), will spearhead a public education initiative related to the reform of "Chapter 1." the federal program third kind of tie the desire to aimed at accelerating the schooi achievement of poor and minority students support good works. As a highly _ diverse "citizens" organization, AAHE's credibility in taking the lead and speaking out on issues claim that people should join but that unlike many policy- rests not on whom we represent AAHE in order to support and makers, we constantly bring the but rather on the high-minded contribute to all the "improve- agenda back to the key question: perspective and expertise we can ment causes" we are now engaged Will it improve the quality of bring to an issue. When there in. The corollary, of course, is thatteaching and learning? That ques- were just a handful of profes- we must keep you, our members, tion is our ultimate touchstone. sional staff in the national office, well informed about our work. . .. It is suchthings that we spread across dozens of issues, We must clarify and articulate need to say better and more the Association was less capable the values upon which we oper- often. of bringing depth of understand- ate. We must remind you that You'll be hearing more on all ing or involvement to any one we don't instinctively defend insti- this, and much more on AAHE's issue. But now, on half a dozen tutional interests, as many other upcoming Twenty-Fifth Anniver- REST COPY WAILARE important topics, AAHE is where One Dupont Circle associations sary, in future issues of the AAHE the press and policymakers turn do. That we are more open to the Bulletin. Please write or call me for advice. questions state policymakers, for with your thoughts on these mat- As a result, we can more rightly example, are asking of campuses ters. And have a great summer! AMIE BULLETIN 'JUNI: 1911317 .1 484 AAHE NEWS Around AARE 's many programs

AARE School/College Trust ulty Roles & Rewards, held a National Service: President Clin- New Staff Member meeting to discuss unit account- ton's New Covenant for Educating AAHE welcomes Stephanie ability. While there has been America," a panel discussion with Robinson to its school/college much discussion recently about David Warren, William Galston, collaboration shifting the focus of evaluation Alison Bernstein, Daniel Yan- program. She from individual faculty members kelovich, Susan Stroud, and comes to AAHEto groups of faculty, it is still a Maureen McLaughlin (excerpted from the Kan- relatively new concept within aca-in the May Bulletin); "Access and sas City, Mis- demic circles. The purpose of the Retention: Caring About Out- souri, school meeting was to "get the conver- comes and Doing Something district, where sation rolling" and determine the About Them" by Gregory R. she served as level of interest in the issue. Con- Anrig; "USC and the Rebuilding deputy super- tact Jon Wergin at AAHE if you of Los Angeles" by Steven Sam- intendent. wculd like to share your expe- ple; and "Reinventing Community: Robinson's responsibilities riences with collective Where Do We Go From Here?" included developing and solicitingaccountability. by Blends J. Wilson (closing funding for community outreach plenary). programs and other special initia- AAHE Teaching Initiative tives and leading the district's Collaborative Learning Board of Directors school/community collaboration Conference Membership Tines efforts. AAHE will cosponsor a national Increase Robinson's work at AAHE will conference on collaborative learn-At its April meeting in Washing- center around the recently ing to be held June 25-27, 1994, ton, D.C., AAHE's Board of Direc- released report from the Com- on the campus of The Pennsyl- tors approved a $5 per year mission on Chapter 1, "Making vania State University, in State increase in membership dues Schools Work for Children in Pov- College, PA. The conference will effective July 1, 1993. A regular erty' (featured in the March Bul- be hosted and organized by the one-year membership will be $80, letin). She will report the Com- National Center on Postsecondarytwo-year memberships will be mission's findings and public Teaching, Learning, and Assess- $155, and three-year member- reaction to them in national brief- ment (NCTLA). If you would like ships will be $230. One-year mem- ings with legislative and educa- to attend, or if you are interested berships for students and retired tion reform groups. Robinson alsoin presenting a program, contact persons will remain $45. All will participate in AAHE's efforts Kelly Parsley, NCILA, The Penn- members rn renew before July to promote greater collaboration sylvania State University, 403 I, 1993, at the old rates. between K-12 and higher South Allen Street, Suite 104, Uni- education. versity Park, PA, 16801-5202; ph. 814/865-5917, fax 814/865-3638. AAHE Forum on Faculty Roles & Rewards If you plan to present, the "Lines ofiVork" Conveningsdeadline for requesting proposal AA= in Action As part of its FIPSE-sponsored packets is September 1, 1993. 1993 Assesament/CQI Conference. project, AAHE's Forum on Faculty Chicago, ILJune 9-12, 1993. Roles & Rewards is exploring the National Conference School/College Collaboration Con- Blizzard "Best Of' ference Proposal Deadline. See 'Cull impact of the faculty rewards for Proposals' in May Bulletin for issue on particular lines of work The "Best of 1993" set of edited details. Jane18, 1993. within the academy. On April 30, transcripts from the recent School/College Collaboration Council program director Clara M. Lovett National Conference, described foe Student Achievement Meeting. convened a diverse group of pro- in the April Bulletin, is now avail- SeeMay Bulletin 'Jr details.Wash- fessional society members and able while supplies last The price ington, DC. June2ix-30, 1993. academic administrators to dis- is $5 for AAHE members and $10 Cases Conference. Sponsored by the cuss the issue of professional ser- for nonmembers; all orders must AAHE Teaching Initiative. See April be prepaid by check or credit card. Bulletin 'AMIENews" for details. Oak- vice. The group identified numer- land, CA.July 14-17, 1993. ous institutions that encourage The transcribed sessions are: "Remembering the Heart of Collaborative Learning Conference their faculty to contribute ser- Proposal Packet Deadline. Cospon- vices to the community and plans Higher Education" by Parker J. sored by NCTLA and AMIE. See June to conduct an in-depth study of Palmer (the keynote address); Bulletin'AARE New?' for details.Sep- several campuses, the results of "The New Public Mood and What tember I, 1993. which will be reported in a future It Means for Higher Education" Faculty Roles & Rewards Conference AAHE monograph. by Daniel Yankelovich (a version Proposal Deadline. See "Cull for Pro- posals" in JuneBulletinfor details. On May 11, Jon Wergin, senior of which appears in this issue of September 17, 1993. associate, AAHE Forum on Fac- the Bulletin); "Student Aid for

IS AAHE BULLETIN .RINE IPc es,A

by Ted Marchese

Welcome back for news of AAHE members (namesto the League for Innovation, an influential in bold) doing interesting things, plus news of note.consortium of 18 community colleges... Urry ... Fax, mail, or phone me items, this is yourcolumn.Olianion is the League's executive director. ... AAHE's own 25th comes up next year .. . so does PEOPLE: Let's begin by congratulating Allegheny'sthat of Change.. . . Got a nice note from a member Andrew Ford,just named to the Wabash presidencyof all those years, Joe Shoben, now residing in . .. Charles Schroeder, stepping in asVP for studentPatagonia, AZ... . Pat Cross and Ibm Angelo's new Pfairs at Missouri-Columbia ... Charles is alsobook from Jossey-Bass, Classroom Assessment incoming president of the American CollegeTechnigutw, is breaking sales records by the month Personnel Association ... Chuck Bonwell, a faculty-(it's good, even at $32.95).. .. A sad note: Les Duly, development notable, leaving Southeast Missouri for57, the admired president of Bemidji State, collapsed Saint Louis College of Pharmacy. ... Karen LaRoe,and died at home on Saturday afternoon May 8th. incoming chair of AAHE's Women's Caucus, heads for Northern Montana College as VPAA ... XavierSTUDENT AID, ADMISSIONS: President Clinton's Romano, publications chair of AAHE's Hispanicproposals for a federal direct-loan program have Caucus, takes over as dean of student services atsparked a lot of controversy and creative counter- Holy Names College (in Oakland) . .. and Ronaldsuggestions ... everyone agrees the status quo isn't Ibmple, head of the C.C. of Philadelphia, takes theright.... The existing system'slenders and chancellorship of the City Colleges of Chicago .. .guarantors have formed a new "Coalition for going with him, as vice chancellor, will be JackieStudent Loan Reform," chaired by Daniel Cheever, %ode, chair of AAHE's Black Caucus. which has come up with a blended program it claims would realize efficiencies and cut costs by $4.3 billion SEARCHES: All these people, I presume, survivedover frve years. ... Meanwhile,the horrible delays the search committee process . .. member calls thisin getting this year's fmancial aid forms out, and spring tell me that searches this year are morein notifying students about their eligibility, has crowded than ever with candidates, discourtesy,brought turmoil to admissions markets ... two and sudden cancellations.. .. Many campuses seemmembers have told me that top-rung Ivies have had to be hiring locally or shifting people from withinto dip deeply into applicant pools to assure ... Chronicle position announcements aredown bythemselves of entering classes of sufficient size ... ten pages an issue from last year, I'm told. .. . Inthis wreaks havoc on the next tier's classes, and the context, some reading may be in order. ... severalso on down. ... Many campuses,given the uncer- AMIE members contributed to The Art of Hiringtainties about aid and their competitors, committed in America's Colleges and Universities, edited bybig sums of unfunded aid ("presidential scholar- Ronald Stein (SUNY Buffalo) and Steve Trachten-ships") last month to snag an entering class. berg (George Washington), just out from Prome- theus for $32.95 ...it gets into faculty searches,BOARD MAITERS: To the delight of all, two former whereas AAHE's Search Committee HandbookBoard chairs have been elected to the American restricts itself to administrative search (A's $8.95Academy of Arts and Sciences: Norman Francis and prepaid). Sr. Joel Read ... and a presentBoard member found time in her busy schedule to get married: MORE PEOPLE: ACE's Donna Shavlik has 150it's Tessa Martinez Pollack now. university presidents who are women from around the world on tap for a second "summit," here inSUMMERTIME: I don't know . hat it is, but member Washington June 2-4.. .. Here's a sign of escalatingafter member tell me they've never worked so hard interest in a topic: an EDUCOM project calledas they have this year ... readingfor pleasure, good "Educational Uses of Instructional Technology' diet and exercise, entire weekends, family and EUIT, led by Steve Gilbert now has more thancommunity, all become "no time fors" ... let's see 2,000 people in its networks, 500 more who takeif we can all change that a bit this summer, come its weekly newsletter (it comes overnight by fax).back refreshed for fall.... See you inSeptember, ... Happy 25th anniversary(May 27th, to be exact)when the Bulletin returns. ANNOUNCING 4 Speaking of Assessment . . .

If you couldn't attend AAHE's "Double Feature" Assessment/Continuous Quality Improvement Conference in Chicago this month, AAHE's assessment publications are the next best thing to being there:

AS9301 Conference Discussion Papers. A collec-individual and program levels. By Aubrey Forrest tion of six papers commissioned for the 1993 con- and an Exxon-funded study group that included fif- ference: The papers are:"Faculty Resistance to teen experts in the field. Assessment: A Matter of Priorities and Perceptions" $7.50 AAHE members; $9.00 nonmembers (1990, 2Opp) by Ann Ferren'TQM: Revolution or Just Another Fad?" by Ralph Mullin, George Wilson, and Michael AS9004 Assessment Programs and Projects: A Grelle'Looking Under the Hood of the American Directory. Concise descriptions of thirty assessment Academy" by Daniel Seymour"Identifying and projects implemented on campuses across the coun- Improving 'Core Processes' of Undergraduate Teach-try including purposes, key features, strategies ing and Learning" by Peter T. Ewell"Liberal Learn-and instruments, and impact. Edited by Jacqueline ing as the Responsibility of Educators in the Profes- Paskow; updated by Elizabeth A. Francis. sions" by Barbara S. Fuhrmann and Robert A. $10.00 AAHE members; $12.00 nonmembers (1990, Armour. 9OPP) $6.00 AAHE members; $8.00 nonmembers (1993, 46pp) More assessment titles are available. For a complete AS9101 Using Assessment to Strengthen listing of the AAHE Assessment Forum's publica- General Education. How assessment's questions tions, contact Elizabeth Brooks, Project Assistant, and approaches can support the central componentAAHE Assessment Forum. of undergraduate education. By Pat Hutchings, Ted Marchese, and Barbara Wright. $8.50 AAHE members; $10.00 nonmembers (1991, Send orders to Box B693. AAHE, One Dupont Circle, Suite 4Opp) 360, Washington. DC. 20036-1110. Prices include Fourth Class postage and handling. Orders under $50 must be prepaid; orders over $50 must be prepaid or accompa- AS9003 Time Will Tell: Portfolio-Assisted nied by institutional purchase order. Allow four to six Assessment of General Education. A comprehen- weeks for delivery. Faster delivery and bulk discounts are sive guide to the implementation and use of student available by contacting the Publications Coordinator at portfolios to assess general-education outcomes at AAHE.

Moving? Clip out the labe American A.ssocial ion for Higher Education below and send it, marked with your new address, to issues/year) and Change "Change of Addtess," AAHE, AAHE members receive free the AAHE Bulletin (ten One Dupont Circle, Suite 360, magazine (six issues/year); discounts on conferenceregistration and publications; Washington, DC 20036-1110. special rates on selected non-AAHE subscriptions;Hertz car rental discounts; and more. To join, complete this form and send it toAAHE, One Dupont Circle, Suite 360. Washington, DC 20036-1110. MEMBERSHIP (Choate one) Regular: 0 1 yr, $75 0 2 yrs, $145 0 3 yrs, $215 Retired: 0 1 yr, $45 Student: 0 1 yr, $45 (For all categories, add $8/year for membershipoutside the U.S.) CAUCUSES (For AARE members; choose samenumber of years as above) Amer. Indian/ Alaska Native: 01 yr, $10 02 yrs, $2003 yrs, $30 Asian/Pacific American: 01 yr, $15 02 yrs. $3003 yrs, $45 Black 01 yr. $15 02 yrs, $3003 yrs, $45 01 yr, $25 02 yrs, $5003 yrs, $75 Hispanic: 3 yrs, $30 Lesbian. Gay: 01 yr, $10 02 yrs, $200 M/E3 F Name(Dr..Mr./ Ms.) Position Institution/Organization Address( C home.Cwork)

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