DOCSLIB.ORG

Nancy López, Ph.D. [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Nancy López, Ph.D. Nlopez@Unm.Edu GOT IMPACT? Opportunities for Racial Equity Transformations in Curriculum, Race, Gender, Class Data & State Funding Nancy López, Ph.D. [email protected] Director, Institute for the Study of “Race” & Social Justice Co-chair, Diversity Council Associate Professor, Sociology The University of New Mexico Virginia Tech, Linking the Silos of Racial Equity Work, April 21, 2016 Arlington, VA 1 Invitation to a dialogue… • How can we build strategic partnerships & assess the impact of our work? • How can we advance opportunities for racial justice research, policy and practice? • How can we engage in productive dialogues about ethical equity-focused data collection, analysis, reporting and praxis (action and reflection) in policy areas (e.g., health, education, criminal justice, employment, housing)? 3 *INVITATION TO SELF-REFLEXIVITY * • Research/Policy/Praxis for whom and for what? • Who benefits? • What would research/policy anchored in ethical self-reflectivity (action and reflection) on race, racism and social justice for other marginalized groups look like? • What are some promising practices for getting there? • Where can you work the cracks? OPPORTUNITIES FOR EQUITY-BASED TRANSFORMATIONS… • How can we work together to establish a community of practice around ethical equity- based data collection and praxis? • If the purpose of race, ethnicity, gender, sexual orientation and other axes of inequality, how can we work toward ethical data collection that builds on the insight that race is not analytically equivalent with ethnicity and that take intersectionality seriously? • Data and Laws are a first step, but not enough. • How can we sustain this work? RADICAL CONTEXTUALIZATION (Chapman and Berggren, 2005) • Holistic approach • provid[ing] greater detail on the populations studied, including their heterogeneity and origins • identifying the social and economic processes that perpetuate inequalities • Speaking truth to power RADICAL CONTEXTUALIZATION • movement away from a focus on poverty and impoverished people, to analysis of relationships of inequality and systems of power, to the examination of the impact of relative inequality on health and well-being across an entire society BENIGN NEGLECT? DE FACTO SPATIAL SEGREGATION REDLINING OF RESOURCES FOR URBAN COMMUNITIES WHY CONTEXTUALIZATION? (Chapman and Berggren, 2015:154) • racialization, as a social process, is not inseparable from skin color (p. 154) • toward ethical deliberation in ways that facilitate moral action. • engagement with racial [and] ethnic health disparities as moral processes, but not without serious implications. REFRAMING THE IMPORTANT QUESTIONS … • asking why some people are poor, we would ask why other people are so affluent?’ (Nader, 1972: 289). Holistic ethnographic methods – mapping the context • methods that focus ‘up’ lead to investigations of systems of power. This shift, in turn, necessitates shifting from studying the poor, whose ‘embodiment of inequality’ follows the fault line of the uneven distribution of power found • in every society, to studying the production and perpetuation of those inequities. 155 11 GOT INFLUENCE? “WORKING THE CRACKS” BY LINKING SILOS ACROSS DOMAINS OF POWER LOCAL LEVEL: University of New Mexico (Diversity Council, Institute for Study of “Race” & Social Justice, NM Statewide Race, Gender, Class Data Policy Consortium) STATE-LEVEL: New Mexico; Department of Health; Department of Education; Vital Records; ELAC NATIONAL LEVEL: Racial Equity Advocacy Groups; AfroLatino Forum; Imagining America – Community Engaged Census and Office of Management and Budget (OMB); National Academy of Sciences; National Institutes of Health; Scholarly Associations (ASA, AERA, etc.) INSTITUTE FOR THE STUDY OF “RACE” & SOCIAL JUSTICE MISSION, UNM • Co-founded with Dr. Laura Gómez (now at UCLA) in 2009 with seed funding from RWJF Center for Health Policy – promote the establishment of empirical, theoretical and methodological clarity about “race” that draws on cutting-edge thinking from multiple disciplines and diverse empirical traditions – develop ways of empirically measuring “race” and assessing racialization processes in order to develop strategies for ameliorating race-based inequality – Partner with communities and policy makers 13 Is research/policy based on myth of race as biology ethical? CURRICULUM: Examine the textbooks "Ethnicity is that portion of a person's cultural background that relates to a national or religious heritage. A person's race is her or her biological heritage-for example, Caucasian or Asian. To be an effective speaker, adapt to differences in culture, race and ethnicity (Beebe & Beebe (2009:46).” --S.A. Beebe, National Communication Association, Pres. Elect 2013 Morning, The Nature of Race: How Scientist Think and Teach about Human Difference DIVERSITY COUNCIL, CURRICULUM SUBCOMMITTEE, UNM For more information: diverse.unm.edu AERA 2016 NAVIGATING RESISTANCE TO ANTI-RACIST & ANTI-OPPRESSIVE CURRICULUM AT A PUBLIC UNIVERSITY IN THE SOUTHWEST IN U.S. Nancy López, PhD, Sociology, Institute for Study of “Race” & Social Justice, UNM Norma Valenzuela, PhD, Spanish, Kansas State U Kiran Katira, PhD, Peace Studies, Community Engagement Center, UNM Glenabah Martinez, PhD, Lang. Lit. Sociocultural Studies, UNM Jozi DeLeon, PhD, Special Educ., VP for Equity & Inclusion, UNM *MORE INFORMATION VISIT* diverse.unm.edu or race.unm.edu National Institutes of Health (NIH) Workshop, April 29-30, 2011 Institute for the Study of “Race” & Social Justice, RWJF Center for Health Policy, UNM 18 Institutional Transformation@ UNM? “U.S. & Global Diversity & Inclusion” undergrad requirement & diversity subcommittee of faculty senate curriculum committee (passed Spring 2014); Preferred Criteria on all Faculty & Job ads: “demonstrated commitment to equity, inclusion and student success and working with broadly diversity Communities” Dialogues on Equity Liaison on all Job Searches (in-progress, UC-Berkeley) Dialogues on Community Liaison and Equity Liaison on Faculty Senate Disentangling Race from Class in State Funding formula 2014); Graduate Advisors Council Partners (in-progress) Graduate Certificate Resolution: Transparency and Equity-Based Accountability of Student Funding via Lottery and Success Scholarships (in progress); Student Community Social Movement Fall 2014 Resolution: Partnership with Albuquerque Police Department (in progress) “Race & Social Justice Interdisciplinary Graduate Certificate” 15-credit interdisciplinary, transcripted certificate through the Institute for the Study of “Race” & Social Justice More info: race.unm.edu 20 (slides 1-2 for presentation, slides 4-12 additional information) Institutional Transformation@ UNM? “U.S. & Global Diversity & Inclusion” undergrad requirement & diversity subcommittee of faculty senate curriculum committee (passed Spring 2014); Preferred Criteria on all Faculty & Job ads: “demonstrated commitment to equity, inclusion and student success and working with broadly diversity Communities” Equity Liaison on all Job Searches (in-progress, UC-Berkeley) Equity Liaison on Faculty Senate Operations Committee (in-progress) Disentangling Race from Class in State Funding formula 2014); Graduate Advisors Council Partners (in-progress) Graduate Certificate Resolution: Transparency and Equity-Based Accountability of Student Funding via Lottery and Success Scholarships (in progress); Student Community Social Movement Fall 2014 Resolution: Partnership with Albuquerque Police Department (in progress) College for Social Transformation Working Group (2012-2014) Making the Invisible Visible: Examining Race-Gender-Class Gaps in Six-Year Graduation and Remedial Class Placement at Southwest Public University 1980- 2015 AMERICAN EDUCATIONAL RESEARCHERS ASSOCIATION, 4/10/16 Dr. Nancy López, Sociology Dr. Melissa Binder, Economics Christopher Erwin, PhD Candidate Economics Mario JAVIER Chavez, Sociology, UNM Health Policy Doctoral Fellow University of New Mexico For more information visit INSTITUTE FOR THE STUDY OF “RACE” & SOCIAL JUSTICE: RACE.unm.edu Intersectional Radical Contextualization of Educational Opportunity Structure & Mechanisms P-12 SEDIMENTATION OF EDUCATIONAL OPPORTUNITY LOGIC MODEL STRUCTURAL STRUCTURE HIGHER RACE-GENDER-CLASS • Curriculum EDUCATION GAPS Tracking OUTCOMES (Intraschool De IN facto • Remedial Courses Segregation: AP, INTERGENERATIONAL Honors, Gifted) • 6-year Graduation LIFE CHANCES • School Resources • Education (Private/Public/C • Employment harter; Concentrated • Wages Disadvantage/D • Wealth e facto School- Level • Law Enforcement Segregation) • Health HYPOTHESES 1. We expect that while White and Asian students are more likely to receive a degree in 6 years when compared to Black, Native American and Hispanic students, race-class gaps will remain. 2. We expect that while White and Asian students are less likely to be placed in English and Math remedial courses when compared to Black, Native American and Hispanic students, race-class gaps will remain. Key Finding: RACE-CLASS GAPS Class is not a proxy for the familiar racial (and gender) achievement gap in six-year college graduation or remedial class placement Intersectionality in quantitative methods matters: several race-gender- income student groups are associated with higher odds of being placed in remedial courses, attributing to their lower odds of obtaining a degree in 6 years NATIONAL: 2011 Symposium – Racial & Ethnic Measurements for 2020 Census Do all of these subgroups have similar health physical
Load more

Recommended publications
  • Proposal for Approval of a New Graduate Degree
    New Graduate Program Approval Request New Degree: Master of Engineering – Information Engineering Technology Submitted by Department of Engineering Northern New Mexico College (NNMC) 921 Paseo de Onate Espanola, NM 87532 Principal Contact: Andres C. Salazar, PhD Associate Provost, Research & Graduate Studies 1 Proposal for approval of a new graduate degree Master of Engineering Degree in Information Engineering Technology This proposal has been developed based on the New Mexico Department of Higher Education provisions of 5 NMAC 5.2 that apply to new graduate programs proposed for implementation by a constitutional institution of higher education in the State of New Mexico. The organization of this document as outlined in the table of contents below corresponds to 5 NMAC 5.2.9 - Requirements for Approved Graduate Programs (Appendix H). Table of Contents Section Sub- Section Name Page section 5.5.2.9 A Purpose of Program and Mission of the Proposing 4 Institution A (1) Primary Mission 4 A (2) Program Constituency with Role and Scope of NNMC 4 A (3) Institution’s Priority for the Proposed Program 4 A (4) Curriculum and Degree Requirements 4 B Justification for the Program 5 B (1) Need 5 B (2) Duplication 6 B (3) Inter-institutional Collaboration and Cooperation 6 C Clientele & Projected Enrollment 6 C (1) Clientele 6 C (2) Projected Enrollment 7 D Institutional Readiness for the Program 8 D (1) Teaching Faculty 9 D (2) Library and Other Academic Support Services 9 D (3) Physical Facilities 9 D (4) Equipment and Technology Resources 9 D
    [Show full text]
  • University of New Mexico, Mckinnon Center for Management
    University of New Mexico, McKinnon Center for Management How Suntuitive® Dynamic Glass was implemented at the University of New Mexico Anderson School’s new McKinnon Center for Management. Located in Albuquerque, New Mexico, the campus of the University of New Mexico stands out in a town that boasts more than 500,000 residents. The school is the flagship university in the state and covers more than 800 acres with what it calls “a distinctive campus environment with a Pueblo Revival architectural theme.” There are several nationally recognized structures on campus and recently a new one, which features brilliant design and cutting edge innovation, was erected. The recently completed McKinnon Center for Management is the newest home for students to receive high-quality management education programs at the undergraduate and graduate levels. The 18-month project to complete the 63,000 square foot structure now stands proudly on campus and it does so showing off a memorable and impressive design along with revolutionary glass in its windows. To be able to have a building that could impress the masses, the university engaged renowned architectural agency Bora Architects, also known for their designs of the Nike World Headquarters Work Place, the Walton Arts Center Expansion & Renovation, the Cosmopolitan Condominiums, and several prestigious collegiate campus buildings at Stanford, University of Washington, Oregon State University, and many more. Jeanie, Lai, Principal of Bora Architects and her team designed the McKinnon Center to feature a thermochromic glazing product, Suntuitive Dynamic Glass on its on its east, south, and west elevations. The team from Bora had a plan right from the start to be able to make this building efficient and also utilize a glass product to guard against the sun and glare.
    [Show full text]
  • UA Resolution #19 Calling on Cornell to Establish Itself As a Sanctuary
    U.A. Resolution #19 Calling on Cornell to Establish Itself as a Sanctuary Campus [3/30/21] 1 Sponsored by: Bennett Sherr, Undergraduate Representative; Allison Arteaga ’21; Ailen 2 Salazar ’21; Melissa Yanez ’21; Marco Salgado ’22; Stella Linardi ’22; Tomás Reuning 3 ’21; Valeria Valencia ’23; Lucy Contreras ‘21 4 5 ABSTRACT: This resolution is calling on Cornell to establish itself as a sanctuary campus for 6 undocumented students, faculty, and staff. 7 8 Whereas, the term “sanctuary campus,” inspired by the sanctuary city movement, refers to any 9 college or university that implements policies to protect students, faculty, and staff who are 10 undocumented immigrants, and; 11 12 Whereas, the following are some of the policies that have been proposed or implemented by 13 self-described sanctuary campuses or other immigrant-friendly campuses: 14 15 • Barring ICE officers from campus unless they possess a valid judicial warrant. 16 • Instructing campus police not to cooperate with ICE or CBP against members of the 17 campus community when an official judicial warrant is unavailable; 18 • Refusing to share information about faculty or students’ immigration status with ICE 19 absent a court order, given FERPA rights; and 20 • Implementing a policy of confidentiality on student or faculty immigration status 21 • Facilitating “undocu-ally” workshops to educate students, faculty, and staff 22 • Providing confidential legal support to students with immigration law questions and 23 issues, and; 24 25 Whereas, The American Association of University Professors has endorsed the sanctuary 26 campus movement, and; 27 28 Whereas, the actions of sanctuary campuses do not conflict with their legal obligations.
    [Show full text]
  • Resolution Regarding Graduate Scholars, Fellows, Trainees and Assistants
    Resolution Regarding Graduate Scholars, Fellows, Trainees and Assistants Acceptance of an offer of financial support* (such as a graduate scholarship, fellowship, traineeship, or assistantship) for the next academic year by a prospective or enrolled graduate student completes an agreement that both student and graduate school expect to honor. In that context, the conditions affecting such offers and their acceptance must be defined carefully and understood by all parties. Students are under no obligation to respond to offers of financial support prior to April 15; earlier deadlines for acceptance of such offers violate the intent of this Resolution. In those instances in which a student accepts an offer before April 15, and sub­ sequently desires to withdraw that acceptance, the student may submit in writing a resignation of the appointment at any time through April 15. However, an acceptance given or left in force after April 15 commits the student to first inform the program that they are withdrawing or resigning from the offer of financial support that they previously had accepted. Starting in Fall 2020, applicants are no longer required to obtain a formal release from the program whose offer they accepted, either before or after the April 15 deadline. It is further agreed by the institutions and organizations subscribing to the above Resolution that a copy of this Resolution or a link to the URL should accompany every scholarship, fellowship, traineeship, and assistantship offer. The following list includes CGS member institutions
    [Show full text]
  • Portal Al Mercado.Indd
    highlights opportunities new faces Controlling Motion Investing in New Board Members and more New Mexico Technology New Sta pages 2 & 3 page 5 page 6 & 7 WWW.STC.UNM.EDU VOLUME XVI - FALL 2008 In This Issue President’s Corner TC.UNM ended its fi scal year on concentration and June 30th with a number of accom- dynamism,” an in- Splishments: crease in the rankings from 31st in 2004. • an increase of over 30% in the number This metric measures of disclosures received the stock of capable • total STC income was near the $1 mil- entrepreneurs and Lisa Kuuttila President & CEO, STC.UNM President’s Corner .............................................pg 1 lion mark and included equity acquisi- risk capital available Controlling Motion ...........................................pg 2 tions in several new companies to support the conversion of research into Ligand-Based Biosensor for • six new start-up companies were formed commercially viable technology products Detection of Microbes ...................................pg 2 • over $2 million in research funding to and services. UNM from companies related to STC Innovative Reverse Osmosis option and license agreements STC is pleased to be an important part of Membranes ...........................................................pg 3 the growing entrepreneurial infrastruc- STC Hosts 5th Annual Creative Of the new disclosures received in FY2008, ture in New Mexico. It is exciting to see Awards ......................................................................pg 3 we had 23 fi rst-time inventors or creators the tangible results of new products and Is Your Patent Pending? .................................pg 3 represented as lead inventors, indicating services being developed and introduced 3rd Annual Call for the growth in STC’s outreach efforts in the based on UNM technologies as well as the Gap Funding Proposals .................................pg 4 UNM community.
    [Show full text]
  • 2003-2005 Catalog
    The University of New Mexico Message from the President The UNM catalog is much more than an encyclopedia of courses. It is a statement about the University: • its emphasis on teaching and undergraduate education is evident in the breadth and depth of the academic courses. • its stature as a research institution is illustrated in the strength of its graduate programs. • its role in professional education appears in the offerings of several colleges and schools, including the Medical School, the Law School, and the School of Architecture and Planning—the only such schools in the state of New Mexico. • its commitment to quality can be seen in the expectations the University has of its students, in the strengths of its faculty and in the support its staff provides. The catalog is also a roadmap of our future at UNM. UNM is a richly diverse and intellectually stimulating institution. We invite you to use the catalog as a useful guide not only to chart your particular course of study but also to explore the many other academic opportunities available to you here at The University of New Mexico. Over the past decade UNM has become one of the country’s premier public universities. Today it is a university that offers its students an opportunity to work with exceptional faculty in a range of nationally acclaimed academic programs; it provides its students with outstanding classroom and laboratory facilities; and it affords its students the chance to study in an intellectually stimulating environment characterized by a diversity of people and ideas. But what makes UNM a truly outstanding university is its students who continually challenge us to be better than we are today.
    [Show full text]
  • University of New Mexico Curriculum Vitae Michael Hix, D.M
    University of New Mexico Curriculum Vitae Michael Hix, D.M. 1009 Pampas Dr. SE Assistant Professor of Vocal Studies Albuquerque, NM Department of Music (334)-237-1147 College of Fine Arts [email protected] MSC042570 www.michaelhixbaritone.net 1 University of New Mexico Albuquerque, NM 87131-0001 EDUCATION Florida State University Doctor of Music, Performance (Voice), 2006 Doctoral Treatise: “The Lieder of Paul Dessau.” Florida State University Master of Music, Musicology, 2003 Thesis: “The Lee Erwin Collection: The Music of Silent Film Composer and Theater Organist Lee Erwin.” Florida State University Master of Music, Performance (Voice), 2002 Furman University, Bachelor of Music, Music Theory, 1998 UNIVERSITY TEACHING HISTORY University of New Mexico Assistant Professor Albuquerque, NM Department of Music 2012 – Present Troy University Assistant Professor/ Coordinator of Troy, AL Vocal and Choral Activities Department of Music 2007-2012 Troy University Instructor of Music Troy, AL Department of Music 2006-2007 Dr. Michael Hix C.V. 1 The Baptist College of Florida Adjunct Professor of Music Graceville, FL Department of Music 2002-2006 COURSES TAUGHT AT UNM Graduate Diction in Singing – (MUS535) Spring 2015 Private Applied Voice Lessons – (Undergraduate and Graduate) Spring 2015 Music Pedagogy: Voice (MUS388/588) Fall 2014 Private Applied Voice Lessons – (Undergraduate and Graduate) Fall 2014 Graduate Diction in Singing – (MUS535) Spring 2014 Private Applied Voice Lessons – (Undergraduate and Graduate) Spring 2014 Music Repertoire: Voice –
    [Show full text]
  • Welcome to Unm R
    WELCOME TO UNM R 1) GEORGE PEARL HALL Heading west from Welcome Center and Cornell Parking Structure you will see George Pearl Hall on your left. George Pearl Hall is home to our School of Architecture. This building features gallery spaces to showcase our students’ innovative work, as well as our Fine Arts and Design library on the top floor. Students in the Architecture program are given person- al studio space each semester, as well as 24-hour access to the building. 2) UNM BOOKSTORE Across from George Pearl Hall is the UNM Campus Bookstore. The Book- store offers textbooks, essential class supplies, and the UNM Technology store. It is also a popular place for students to get their Lobo Gear for the big game! Just outside the Bookstore students can find the Manzanita Co-op, an all-organic health food store where students can have a healthy lunch. 3) CENTER FOR THE ARTS Heading north on the Cornell Mall you will find the Center for the Arts on your left. If you enter the building you will find Popejoy Hall, the largest con- cert venue in the state. Popejoy hosts music and theatre productions as well as cultural events all year round. This building also houses the music depart- ment, University Art Museum, two smaller theatre and concert venues called Rodey Theatre and Keller Hall, and an experimental black box theatre. 4) TRIBUTE TO MOTHER EARTH FOUNTAIN Continuing west you will see the Tribute to Mother Earth Fountain di- rectly ahead. This fountain is a great place for students to meet friends, and is steps from the Campus Shuttle and city bus stops (both free for UNM students).
    [Show full text]
  • Laura Spitz Education
    August 2021 Laura Spitz Professor of Law University of New Mexico School of Law [email protected] Education Cornell University, Ithaca NY Doctor of Juridical Science, 2006 Dissertation: When Constitutions Collide: North American Free Trade, Economic Globalization and Transnational Integration Visiting semester: European University Institute (Summer 2004) Visiting scholar: Osgoode Hall Law School (Spring 2004) Awards: British Columbia Law Foundation Graduate Fellowship Gender, Sexuality and Family Graduate and Research Fellowship John M. Olin Foundation Fellowship Cornell University Graduate Fellowship Feminism and Legal Theory Fellowship Cornell Law School Summer Research Award Mario Einaudi Center for International Studies Travel Grant University of British Columbia, Vancouver BC Juris Doctor, 1993 Awards: NAWL Research and Education National Essay Competition (First Prize) Blake Cassels Graydon Price in Constitutional Law (First Prize) Guild, Yule & Co. Outstanding Second Year Law Student Scholarship and Award Swinton & Company Tuition and Book Prize Frederick Read Memorial Scholarship for Academic Excellence Dean’s List Activities: Jessup International Law Moot Court Team, 1992-1993 Research assistant, Professor Susan Boyd, 1992-1993 Teaching assistant, Perspectives in the Law, 1992-1993 Law Students Advice Program (Clinic), 1992 Research assistant, Professor Isabel Grant, 1991-1992 Faculty Student Council Representative, 1990-1991 Research assistant, Professor Joel Bakan, 1990-1991 University of Toronto, Toronto ON Bachelor of Arts,
    [Show full text]
  • College and University Art Museums Reciprocal Program Participants State Museum College/University Web Site
    College and University Art Museums Reciprocal Program Participants State Museum College/University Web Site Arizona Arizona State University Art Museum Arizona State University http://asuartmuseum.asu.edu/ California Cantor Arts Center Stanford University http://museum.stanford.edu/ Hammer Museum of Art University of California, Los Angeles http://hammer.ucla.edu/ University Art Museum California State University, Long Beach http://csulb.edu/org/uam/ Connecticut Yale Center for British Art Yale University http://britishart.yale.edu/ Yale University Art Gallery Yale University http://artgallery.yale.edu/ Florida Cornell Fine Arts Museum Rollins College http://www.rollins.edu/cfam/ Samuel P. Harn Museum of Art University of Florida http://harn.ufl.edu/ Georgia Georgia Museum of Art University of Georgia http://uga.edu/gamuseum/ Michael C. Carlos Museum Emory University http://www.carlos.emory.edu/ Illinois DePaul Art Museum DePaul University http://museums.depaul.edu/ Loyola University Museum of Art Loyola University http://www.luc.edu/luma/ Smart Museum of Art University of Chicago http://smartmuseum.uchicago.edu/ Indiana Snite Museum of Art University of Notre Dame http://nd.edu/~sniteart/ Iowa University of Iowa Museum of Art University of Iowa http://uiowa.edu/uima/ Kansas Spencer Museum of Art University of Kansas http://spencerart.ku.edu/ Maine Bowdoin College Museum of Art Bowdoin College http://www.bowdoin.edu/art-museum/ Maryland Evergreen Museum and Library Johns Hopkins University http://www.museums.jhu.edu/evergreen.php Homewood Museum Johns Hopkins University http://www.museums.jhu.edu/homewood.php Massachusetts Addison Gallery of American Art Phillips Academy http://addisongallery.org/ Mount Holyoke College Art Museum Mount Holyoke College http://www.mtholyoke.edu/artmuseum/ Smith College Museum of Art Smith College http://smith.edu/artmuseum/ Williams College Museum of Art Williams College http://wcma.org/ Michigan University of Michigan Museum of Art University of Michigan http://umma.umich.edu/ Minnesota Frederick R.
    [Show full text]
  • Performance Effectiveness Report
    Performance Effectiveness Report New Mexico Universities Council of University Presidents November 2008 New Mexico Universities Research Universities New Mexico Institute of Mining & Technology Socorro New Mexico State University Las Cruces University of New Mexico Albuquerque Comprehensive Universities Eastern New Mexico University Portales New Mexico Highlands University Las Vegas Western New Mexico University Silver City Council of University Presidents Daniel H. López (Chair) New Mexico Institute of Mining & Technology Waded Cruzado, Interim President New Mexico State University David J. Schmidly University of New Mexico Steven G. Gamble Eastern New Mexico University James Fries New Mexico Highlands University John E. Counts Western New Mexico University David A. Lepre, Executive Director Two Woodward Center, Suite 205 / 700 Lomas NE Albuquerque, NM 87131 Phone (505) 220-1709 CUP Accountability Work Group Council of University Presidents Eastern New Mexico University David Lepre, Executive Director Patrice Caldwell (Co-Chair) Thérèse J. Graham Amy Holt New Mexico Institute of Mining & Technology New Mexico Highlands University Scott Zeman Jean A. Hill Ina Crawford-Standefer Ivy Romero New Mexico State University Western New Mexico University Carmen Santana-Melgoza Eric Siegel Candice Guzie University of New Mexico Mark Chisholm (Co-Chair) Kenedi Pollard Liaison Members Reed Dasenbrock, Higher Education Department Arley Williams, Legislative Finance Committee Annjenette Torres, Department of Finance and Administration Letter from the
    [Show full text]
  • How FSU Stacks up to Its Peers: National Views of FSU
    How FSU Stacks Up To Its Peers: National Views of FSU THE FLORIDA STATE UNIVERSITY Four Recent National Reports • National Center for Education Statistics, Integrated Postsecondary Education Data Set (IPEDS) Data Feedback Report, 2009 • National Survey of Student Engagement (NSSE), 2008 • Collegiate Learning Assessment Institutional (CLA) Report, 2006-2008 • Oklahoma State University Graduate Assistant Survey, 2008 2 The Reports Compare FSU to Other Universities • IPEDS • 61 Public Research Universities • NSSE • Southern University Group – 31 Public Research Universities • Public Universities in the Same Carnegie Classification – 23 Public Research Universities • Comparable Public Research Universities – 69 Public Research Universities • CLA • Universities (n=189) participating in the testing program – normed to students entering with similar SAT scores • OSU • Universities participating in the survey – 58 Research Univ. 3 Universities in IPEDS Comparison Group Arizona State University of California - Berkeley University of Florida Colorado State UC - Davis University of Iowa Georgia Institute of Technology UC Irvine University of Kansas Indiana University UCLA University of Kentucky Kansas State University UC - Riverside University of Missouri Louisiana State university UC - San Diego University of New Mexico Michigan State UC - Santa Barbara University of Pittsburgh Montana State UC - Santa Cruz University of South Carolina North Carolina State University of Cincinnati University of South Florida Ohio State University of Colorado - Boulder
    [Show full text]