AAHE Bulletin, 1997-98. INSTITUTION American Association for Higher Education, Washington, DC

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AUTHOR Marchese, Theodore J., Ed. TITLE AAHE Bulletin, 1997-98. INSTITUTION American Association for Higher Education, Washington, DC. ISSN ISSN-0162-7910 PUB DATE 1998-00-00 NOTE 177p.; Published ten times a year. AVAILABLE FROM American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110; Tel: 202-293-6440; Fax: 202-293-0073 (free to members; institutional subscriptions, $35; $45 outside U.S.; back issues, $5). PUB TYPE Collected Works Serials (022) JOURNAL CIT AAHE Bulletin; v50 n1-10 Sep 1997-Jun 1998 EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS College Administration; *College Faculty; *College Instruction; Educational Finance; Educational Technology; *Educational Trends; *Higher Education; Outcomes of Education; Strategic Planning

ABSTRACT This document consists of the ten consecutive issues of the "AAHE Bulletin" published during volume year 50. Issues of this bulletin present reports, reviews, and essays on issues concerning the advancement of higher education. Selected major articles in these ten issues include: "The Advancement of Teaching," an interview with Lee Shulman (Margaret A. Miller); "Think Twice and Businesslike about Distance Education" (Kenneth C. Green); "The Missing Step in Searches for Academic Administrators" (Steven M. Cahn); "Assessing with the Net" (Tracee Tyree); "Computers for Everyone," an interview with David G. Brown (Ted Marchese); "Feedback: How Learning Occurs" (Grant Wiggins); "Organizing for Learning: A New Imperative" (Peter T. Ewell); "Life After College: Employment, Further Education, Lifestyle for Recent Grads" (Colleen T. O'Brien); "The Principled Pursuit of Academic Integrity" (Donald L. McCabe, Gary Pavela); "Confessions of a Small-College President" (Albert Anderson); "Supporting the Individual and the Institution" (Margaret A. Miller); "Building on Progress" (Pat Hutchings); "How Colleges Evaluate Teaching: 1988 vs. 1998" (Peter Seldin); "Reversing the Telescope: Fitting Individual Tasks to Common Organizational Ends" (Ernest A. Lynton); "What Happened to CQI?" (Susan West Engelkemeyer); "Thinking Seriously about Paying for College: The Large Effects of a Little Thought" (George R. Goethals, Cynthia McPherson Frantz); "Learning Communities, the Wizard, and the Holy Grail" (John T. Masterson); "Reaping the Benefits: Defining the Public and Private Value of Going to College"; "Not-So-Distant Competitors: How New Providers Are Remaking the Postsecondary Marketplace" (Ted Marchese); "Turning Ideas into Expeditions: Expeditionary Strategy and Products for the Knowledge Age" (Donald M. Norris); "Post-Tenure Review: At the Crossroads of Accountability and Opportunity" (Christine M. Licata); "Taking Learning Seriously: AAHE's 53rd National Conference on Higher Education"; and "Models of Good Practice for Service-Learning Programs: What Can We Learn from 1,000 Faculty, 25,000 Students, and 27 Institutions Involved in Service?" (Mary Kay Schneider) . (DB) AAHEBulletin

Volume 50 Numbers 1-10 September 1997-June 1998

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2 AAHEBulletin September/1991 Volume 50/Number 1

Advancing Teaching Margaret A. Miller Interviews Lee S. Shulman

1998 National Conference on Higher Education "Taking Learning Seriously" March 21-24, Atlanta, GA Call for Proposals Deadline: October 15

Aw,A'S NMI AARE NEWS BOARD ELECTION BULLETIN BOARD ..W.M fis RESULTS by Ted Marchese = AMERICAN ASSOCIATION FOR HIGHER EDUCATION In This Issue

3 The Advancement of Teaching Lee Shulman, new president of the Carnegie Foundation for the Advancement of Teaching, talks about teaching as learning and vice versa. interview by Margaret A. Miller

8 "Taking Learning Seriously" 1998 National Conference Call for Proposals The theme statement/by Louis Albert The three theme tracks Proposal guidelines

Pullout 1998 Proposal Submission Form deadline October 15 Departments 13 AAHE News...election results to AAHE's Board... newWeb column... conference info... newpublication...and more 15 Bulletin Board/by Ted Marchese

AMIE BULLETIN September 1997/Volume 50/Number 1

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

AAHE Bulletin is published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036- 1110; ph. 202/293-6440; fax 2021293-0073. President: Margaret A. Miller. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authors are available by calling 510/271-8164, item 11.

AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Periodicals postage paid at Washington, DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membership are available only to institutions: $35 per year, $45 outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues: $5.00 each, including postage, while supplies last. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bul- letin, Attn: Membership Dept., One Dupont Circle, Suite 360, Washington, DC 20036-1110.

4 BEST COPY MA1LAKE Cover photograph 0 Mark Ludak 1 Impact Visuals. Cover by CLN Associates. Printing by HBP. Cover concept by Dever Designs. f3C9' AMERICAN ASSOCIATION FOR HIGHER EDUCATION TheAdvancement ofTeaching An interview with the new head of the Carnegie Foundation for the Advancement of Teaching, Lee Shulman. by Margaret A. Miller

The 1998 AAHE National Conference on MILLER: Lee, if we take as a given that the ulti- Higher Education will have as its theme "Tak- mate end of teaching is learning, what do we know ing Learning Seriously." (For the conference from research and practice about how to turn a fac- call for proposals, see ulty's discipline-based knowl- pages 8-12.) The recent edge into student learning? focus on learning in the nation- SHULMAN: An academic dis- al conversation about higher cipline is a bridge between education is meant as a correc- investigation and explanation, tive to previous definitions of between the search for under- effective teaching, not all of standing and its formulation. which have included its capaci- It structures communication ty to generate deep and signifi- among members of an investi- cant changes in student gatory community ... it helps understanding. them share and shape what Someone who has never lost they know. We all need to sight of learning in the course exchange what we know with of a career spent defining and others. That's part of the joy of promoting effective teaching is knowing. Lee S. Shulman. The Charles E. John Dewey helped us Ducommun Professor of Educa- understand the connection tion and professor of psycholo- between discovering some- gy at Stanford University, as thing for yourself and then for- well as the founding codirector mulating it in ways that make of Michigan State University's sense to others. Formulating it Institute for Research on Teaching, Shulman recently for others is, in a deep sense, an integral part of the succeeded the late Ernest Boyer as the president of process of discovery and investigation; it isn't some- the Carnegie Foundation for the Advancement of thing "other." I've been profoundly influenced by Teaching. that Deweyian insight because it's what convinced Lee Shulman will be a major speaker at the me that the process of teaching something to some- 1998 National Conference (March 21-24, At- one else is one particular social use, if you will, of lanta). Over the summer, AAHE's president Peg the very same processes we use to try to make our Miller explored with him the nexus between teach- work understandable to peers in our disciplinary ing and learning. communities. When we begin working on what we Eds. understand so that others can understand it as well, then participate in the dialogues that ensue, we test and elaborate and deepen what we thought we knew in isolation. So that when you ask about the relationship

AAHE BULLETIN/SEPTEMBER 1997/3 As faculty members, as scholars, we tend to forget how long it took us to achieve an understanding...

between teaching and learning, conclusions." Students need a MILLER: But so often it doesn't in one important sense they are sense of both. work. part of the same process, inher- A related problem is that stu- SHULMAN: And we can't under- ent parts of what it means to dents, not yet members of our stand why, because we believe we learn something. The two pro- intellectual community, carry thought it through so carefully, cesses within the individual with them all kinds of concepts, and feel virtuous because we're and within the community of orientations, attitudes, disposi- applying the results of cognitive scholars can't thrive without tions, and knowledge that can research. It never occurs to us each other. block the kind of learning we how much prior learning has to Indeed, I wouldn't claim that want. The great irony of learning occur for people (both students I'd "learned" something until I is that the major prerequisite to and teachers) to be able to work had successfully explained or dis- learning something is knowing a effectively and fruitfully as mem- cussed it with somebody else, andlot of related things and knowing bers of collaborating groups. We seen what they did with what it them in a fruitful way. Complex don't take somebody with all the is I think I know ... soit became human learning, judgment, and physical skills of a Michael Jor- not my individual knowledge but decision making utterly depend, dan and just put that person socially constructed and reviewedtoo, on one's state of mind, on together with four others and knowledge. Without the response personal understandings accumu-suddenly have a championship of students and colleagues, of lated over time. The reason we basketball team. It takes time to people not "within the family," as fail to learn something new is learn how to play off of one an- it were, my own knowing is often that there's something else other, listen with critical respect incomplete. we already know that is getting to someone else's ideas, build on MILLER: When the connection in the way or leads us in a differ- one another's strengths, etc. Yet between a faculty member's ent direction. Thomas Kuhn had we drop students into these new discipline-based understanding ofthe same insight about scholarly pedagogical configurations and something and the capacity to communities and why have so say, "Okay, now collaborate!" .. . teach it breaks down, as it does much difficulty giving up old but it's not so easily or quickly sometimes in the classroom, ideas. David Ausubel, one of the done as that. what's gone wrong in the process earliest cognitive psychologists, you describe? begins his book on educational CRITICAL DISCOURSE SHULMAN: Several things. The psychology with the observation faculty member has arrived at that if you want to teach some- MILLER: One of the things that these insights by virtue of a long thing to somebody, first ascertain an upcoming article in Change intellectual journey, personal and what they already know, then will make very clear is the degree social, that has had many dead proceed accordingly. to which professorial enthusiasm ends, has involved climbing many And it isn't only matters of makes a difference in students' mountains, falling and scraping cognition that interfere with experience of a course. Is one of many knees, all to achieve a pres-learning. Those of us as teachers the reasons instructor enthusi- ent understanding. As faculty who pride ourselves on being asm seems to matter is that it members, as scholars, we tend to more experimental, who don't opens students to the possibility forget how long it took us to want to be just talking heads, that their mental models aren't achieve an understanding, how know that much of knowledge is all they might be? That somebody many misconceptions we've had socially constructed. Lev Vygot- else feels strongly about another to jettison, how many poor sky, a Russian psychologist who view of the world and makes it hypotheses we had to reject. We died in the 1930s, taught us that appealing enough for students to then turn to a group of students knowing is a matter not of one rethink theirs? and, with the most honorable mind but of a group of minds SHULMAN: That's certainly pos- intentions, try to broadcast what making sense of something as sible. I think it might depend on we know to them as if they don't members of an intellectual com- the kind of learning going on. I need to make any journey at all, munity. So we frequently need to would guess, for example, that which they indeed must if they say to students, "You're not going enthusiasm is particularly impor- are to join the intellectual com- to learn this alone. You need to tant as a factor in large-scale lec- munity. My late teacher, Joseph work together in collaborative ture courses ... there's got tobe Schwab, wrote about this differ- groups to make sense of these something that motivates, ener- ence between teaching a "narra- new ideas and develop the capac- gizes, and holds the attention of tive of inquiry" and a "rhetoric of ity to solve these new problems." students. There's a natural stu-

4JAAHE BULLETIN/SEPTEMBER 1997 dent tendency in lectures, I know,or at a distance, those are the that function, can't complete that to snooze off and zone out. So my teachers with the capacity to play loop. first hypothesis would be that that role with students. SHULMAN: Excellent point. enthusiasm can focus or com- As for technique, it's hard They can't unless instructorsare mand the attention of students. indeed to'simulate critical dis- prepared to do something that Now whether it also opens course monologically. When I lec- many aren't, and that is to teach them up to greater possibility of ture, I work very hard at trying in their own discussion sections. I intellectual change, of rethinking to represent multiple perspec- try to do this in the lecture their view of the world, I don't tives. I try to build my course course I conduct. That at least know. It's an interesting question. materials so that as soon as an gives me the opportunity witha Another possibility is that enthu- idea has been offered persuasive- more intimate sized group to siasm is more of an "effect" than ly, another idea that challenges itengage students in dialogue, and a "cause." That is, my pedagogicalcomes next . .. it's a dialectical develop a better sense of what enthusiasm is sustained and view of what it means to teach may be going on in the minds of enhanced by evidence of student something to somebody else, other students. Strategies of learning at least as much as which is to force them to confront classroom research can play that learning is enhanced by contradictions and counterpoints. role as well. enthusiasm. MILLER: But even this Moreover, teaching is not only What strikes me is that enthu-approach can leave students the time teacher and students siasm could also be dangerous, if behind, since the professor is in spend together. There's also a what we want are students to fact conversing with herself. process of course design and become thoughtful appraisers of SHULMAN: Happily, one of the development that's just as essen- ideas instead of being swept brilliant inventions of higher edu-tial a part of what we mean by along by a wonderful lecturer or cation is that lecture courses "teaching." In my own course I seminar leader. We want critical ought to have discussion sections.tend to alternate the readings I thinkers who are appropriately Unfortunately, when you look at have my students do, so that first skeptical. how discussion sections are used, they'll read more theoretical or MILLER: So if the two extremes it's often a story of great lost research materials about, let's are students who "zone out" on opportunities. More frequently say, mental models, and then lectures and those who can be than not, section meetings read an actual case drawn from swept away by them, and in the become Q&A sessions ("What in practice, a case study written by middle lies the critical thinking the world did Professor Shulman a teacher about an experience we're looking for, how does the mean by ..."), or of psyching out that seems to confound the men- teacher best make that middle the potential exam questions, or tal models literature. thing happen? Are there tech- of providing needed social and In one case I use, the teacher niques that can help? emotional support for terrified is working with a group of stu- SHULMAN: First of all, it students. The discussion section dents to help them understand doesn't necessarily begin with fails to become a place whereyou what the mathematical concept of technique. It begins with the foster dialogue and the develop- pi means... that it's not an arbi- teacher's own membership in a ment of understanding through trary number that some dead critical community, with recogni- discussion. It's rare to see sec- Greek invented 3.14 forever, tion of how much we learn by rec-tions of large courses play the plug it into the formula but a ognizing the flaws in our own "Vygotskian" role that in princi- ratio, so no matter what the size understanding. It's what we do ple they should be playing: devel- of the circle is, the ratio of its when we distribute first drafts of oping a knowledge base that parts will always be the same. As our work to colleagues and ask you're able to turn around and the case unfolds, our protagonist them to help us make them bet- look at skeptically, and also en- teaches the concept beautifully, ter. In other words, part of what abling students to work through has the students apply it to lots you're after is, in a significant material together so they can of examples, and at the end of a sense, rooted in whether we are make it their own. week and a half gives the stu- capable of thinking of our own MILLER: Another problem with dents an exam, and only two out work critically. It's hard for us to the "multiple perspectives" solu- of thirty students have a clue... seek that middle ground from ourtion is that the lecturer is repre- for most, their intuitive under- students when deep in our heartssenting the "dialogue" occurring standing of pi as an arbitrary we believe that, unlike our col- between experts. Instead, it value just hasn't changed. leagues or the students them- seems to me that the dialogue And now our teacher is trying selves, we've discovered the needs to engage the professor as to figure out why as are my truth, and we have it right. Thosea learner, and therefore it has to own students with me, as we dia- scholars who've sought out for be with students and be a gen- logue about the case. This teacher themselves intellectual communi- uine rather than a faux dialogue. knew the literature, he knew as ties within which they can enter Discussion sections, because they much as we do about what it into exciting disagreements with remove the questioning into a means to reshape mental models, colleagues, whether face-to-face separate space, can't perform now he's had this practical expe-

7 AAHE BULLETIN/SEPTEMBER 1997/5 BEST COP If AVAILABLE rience, and his experiment hasn't ishing a novel by Jane Austen can reproduce the easily assess- worked. Well, maybe what Shul- have just had a very direct expe- able. We've seen that kind of cor- man just taught you about men- rience of a text. They are them- ruption in K-12 for many years tal models is just a lot of bull. If selves a "case study" of a now. it's so right, why doesn't it work? reader. MILLER: So that what you get What else is going on? SHULMAN: Of course. Now, turnis short-term learning gains, not Students can't simply "compre- to someone who's teaching in understanding. hend" a case, the way they might another field, be it history or biol-SHULMAN: That's right. And a journal article; a case invites ogy or mathematics, where "text" given that the course is the usual you not to comprehend it but to usually means "textbook," which unit of analysis in higher educa- enter into the dismay of the pro- is itself a distillation and often a tion, this kind of "accountability" tagonist and try to figure out leveling down ... it"makes the matters. Many of us would like to what is going on. It becomes a rough places smooth," to quote see the program be the main sort of rope bridge between theo- the prophet Isaiah. If you read focus, but for now programs are ry and practice, swaying and the rhetoric of textbooks, they concatenated out of courses. In- unsteady. So by incorporating often suck out of the ideas in the structors identify with the course this dialogue between theoretical field all vestiges of the argumentsthey're teaching, not with the materials and cases of practice, and dialogues that made it inter- overall program of which it's a you're essentially saying to the esting to learn and give the field part. The problem is serious be- students, as Whitehead said a dialogical texture. cause very often what we want about the work of science, "Seek In AAHE's Peer Review of students to understand and be- generalizations and distrust Teaching project, we've been come is not something that any them." working on the pedagogy of sub- one course can achieve by itself. stance within our projects and MILLER: One of the genuine DISCIPLINARY assisting teachers to focus on the contributions of assessment at its DIFFERENCES design aspects of teaching. To best has been to focus the com- teachers from the humanities munity on deeper forms of learn- MILLER: I can see why enteringand to some extent the social sci- ing over the course of a program. into genuine dialogue with stu- ences, this is a perfectly reason- SHULMAN: Good point. dents or introducing them to gen-able idea. To teachers from the uine dialogue within a discipline sciences or mathematics or some FOR TILE FUTURE is harder to do than presenting a aspects of history, the notion that predigested codification of knowl- one "designs" a course was at MILLER: Lee, as you assume edge. Are there cultural or struc- first alien. "What do you mean wethe reins at the Carnegie Foun- tural reasons when discipline- design a course? We decide which dation for the Advancement of based knowledge is not effectivelytextbook to use, then we teach Teaching, what kinds of things translated into teaching, which infrom it. Period." With mathemati-will you be doing to help faculty turn is not effectively translated cians, even though they've spent become more effective in their into learning? their disciplinary lives arguing teaching, so that deeper forms of SHULMAN: There are indeed with one another over interestingstudent learning more often different cultures across the dis- problems, as teachers it may not result? ciplines, and there are some disci-occur to them to somehow invite SHULMAN: For the past five plines where it seems easier to students into that world; many years, Peg, as you know, I've been achieve this dialogue than in oth-prize their role as efficient trans- personally involved in the work ers. Let's take your discipline, mitters of knowledge and skill. of AAHE's Peer Review of Teach- English. If I were interviewing So, again, there are real discipli- ing project, led by Pat Hutchings, you this morning and asked, nary differences here. and I'd like to do anything we "What does it really mean to I also worry, in this connection,could to deepen and extend that understand literature?" I'm that the increasing emphasis on work. guessing that within a few sec- assessment and accountability While learning is clearly the onds a word like "interpretation" could actually exacerbate some ofultimate reason why we engage would roll off your tongue. The these problems, in that there's a in teaching, Carnegie can help notion of interpretation is very tendency in some quarters to de- faculty work together on the much at the heart of the disci- mand that instructors make very improvement of teaching, indeed pline ... it's why Stanley Fish clear what students are supposed over long periods of time, without and E.D. Hirsch are ever at odds. to know and then to damn well every act of teaching having to be And so it follows that offering measure it, so that everyone has connected to some explicit multiple grounds for interpreta- evidence that students learned demonstration of learning:- tion, and having dialogue about what they were supposed to. Just as an example, one of the that, comes easily for teachers of When that injunction gets taken impressive things in our Peer literature. literally, it can reduce the ambi- Review project was the energy MILLER: And, of course, in tion of the instructor to getting released when we brought faculty teaching literature, students fin- students to a point where they together to put three things on

6/AAHE BULLETIN/SEPTEMBER 1997 Omniscience only seems to becomean essential feature of our personalities when we think of ourselvesas teachers, not when we think of ourselvesas scholars.

the table: their designs for a SHULMAN: But again, self- Bellagio, the Rockefeller Founda- course, videotapes and other arti- conscious ignorance is the tion center in Italy. In other facts of their actual teaching, and essence of our self-definition as words, we want essentially to examples of the resulting studentscholars. Why read journals in privilege the scholarship of teach- learning. What they get with our field if we think we already ing in the same ways thatmore these three pieces together is a know everything? Why go to traditional forms of scholarship kind of investigation of their own meetings and listen to papers? and artistic creation have already practice, done by self and with Omniscience only seems to be- been recognized, so that col- peers, and quite a fresh basis for come an essential feature of our leagueship and time to think the improvement of practice. And personalities when we think of become part of the life of teaching what struck us was that even ourourselves as teachers, not when scholars. most veteran faculty were havingwe think of ourselves as scholars. We're convinced that we've conversations they'd never had The other factor is that it isn't only scratched the surface on before. They so rarely talk about a matter of not "knowing" as what we even mean by "the schol- student learning. They almost teachers... all teachers know a arship of teaching." What are the never talk about the design of lot and the last thing they may ways one can investigate one's their courses. But when they get need is a further accumulation ofteaching, document it for peers, that occasion, great insight and knowledge, whether disciplinary and establish the connections learning occur. or about teaching. What they between teaching and learning? MILLER: Learning on the part more likely need is new insight, These are not trivial matters. of faculty.. .. even without stu- and the ability to say, "I never And yet you can't get at them dents in the picture. thought about it that way." Deep, unless you begin to develop a SHULMAN: In a proper course usable knowledge seldom comes community of teachers who are portfolio or teaching portfolio, you from one more fact or teaching doing this together. There's too expect evidence of learning as tip... it comes from transforma- little sense of a teaching "profes- well as documentation and justi- tion and reorientation, from sion" in higher education at this fication of the teaching that reassessing what you thought point. We're hoping that by bring- prompted it. You can't offer just you knew and reconfiguring it. ing together people within the the learning alone, because it's allMILLER: Right. But that needs same disciplines, some across dis- well and good to claim your stu- to occur not just with professors ciplines, some groups that might dents learned something, but did talking among themselves. It include everything from a third- you have any responsibility for needs also to occur in the class- grade teacher to a medical school it? Maybe they knew it already. room so that students can see faculty member, that experienced Maybe they learned it in spite of that "not having thought of it teachers working collaboratively you. So there's got to be that that way" is part of the discipline with us at the Foundation can connection. being taught. invent and test competing no- We began to see how the peer SHULMAN: But as I said when tions of the scholarship of teach- review process was indeed for we began, until faculty under- ing. Because we don't understand teachers a peer learning process. stand that about their own work enough ourselves. It was ways in which teachers gotas scholars and teachers, it will MILLER: Lee, Carnegie is very, smarter about their teaching and be very hard for them to model very lucky to have you. I look for- began to create supportive cul- that with students. I think we ward to a very productive part- tures in which they could get need to create venues where uni- nership between Carnegie and excited about and invested in versity teacher-scholars can safe- AAHE as we move ahead in our understanding why a given act ofly explore, and find excitement, injoint focus on teaching and teaching worked well or didn't. coming to these insights for learning. I'm committed to Carnegie's be- themselves. coming a national force in model- One of the things that we're ing and encouraging the centrali- planning to do under Carnegie Note ty of that kind of collaborative With the change in Carnegie leader- auspices is to create a center for ship has come a relocation. As of Sep- work among America's teachers. the advanced study of teaching, tember 1997, readers can contact Lee MILLER: Which also will involvenot unlike the centers that Shulman at the Carnegie Foundation the university faculty's legitimiz- already exist in the behavioral for the Advancement of Teaching's ing ignorance, legitimizing not- sciences in Palo Alto, in the new quarters at 555 Middlefield yet-knowing, which I think is not Road, Menlo Park, CA 94025; ph humanities in North Carolina, in 650/849-8000; or visit its homepage easy for many of us to do. a variety of fields in places like www.carnegiefoundation.org.

BEST AAHE BULLETIN/SEPTEMBER 1997/7 copyAVAILABLE 1998 National Conference on Higher Education March 21-24 Atlanta, GA Call for Proposals

"Taking Learning Seriously" Thinking About This Year's National Conference Theme

by Louis Albert, Vice President, AAHE

n every sector, faculty members and rhetoric outpaces the reality. To help move administrators, trustees and state beyond the rhetoric, AAHE's 1998 Nation- policymakers, elected officials and al Conference will offer three tracks of private funders are asking increas- theme-related sessions designed to help 1ingly penetrating questions about administrators and faculty change the what it might mean to shift the core mis- ways their campuses organize, deliver, sion of our nation's colleges and universities from and support student learning: one focused on teachers and teaching to one that 1. "Learning About Learning" will examine what puts students at its center. At long last, many the disciplines, from cognitive science to philos- would say, we're having a national conversation ophy, know about learning. about learning. 2. "Putting It All Together" will showcase the The trend resonates with AAHE's own mission. powerful teaching strategies that research and Enhancing student learning has always been a practice tell us work best to promote deep fundamental objective of its programs and services. learning in students. So when AAHE's Board of Directors met this April 3. "Organizing for Learning" will focus on how to consider a theme for the 1998 National Confer- structures and policies might change to promote ence on Higher Education, they were unanimous learning more intentionally and effectively. and enthusiastic in their recommendation that "Taking Learning Seriously" be the central focus. Session Development More than a decade ago, in a 1986 National A portion of the conference program will consist Conference address, K. Patricia Cross challenged of sessions contributed by each of AAHE's projects all of us to understand that to evaluate and im- the Teaching Initiative, Forum on Faculty Roles prove our teaching we have to locate the responsi- & Rewards, Service-Learning, Assessment Forum, bility for learning with students ... that we should and Technology Projects. A number of sessions and think of ourselves as facilitators in students' learn-workshops will be organized by AAHE staff in col- ing processes, and of their learning as evidence of laboration with campus colleagues; still others by our effectiveness. She urged us to assess that AAHE's member caucuses and networks. learning regularly and often, advocating now well With this Call for Proposals, AAHE solicits your accepted methods of what she called "classroom help in generating additional sessions by identify- research." Pat Cross may have used the language ing issues, exemplary practices, and presenters of "teaching" in her address "Taking Teaching Seri- (yourself and/or others) who would offer fresh ously," but she was (as usual) ahead of her time in insights into what it might mean to begin "Taking urging us to put our focus on students and their Learning Seriously." The initial set of track-related learning. questions beginning on page 9 is provided to prompt your thinking about the kinds of sessions Moving Beyond Rhetoric you might propose. Despite all of today's talk about "learning" and We look forward to hearing from you, whether "student-centeredness," on many campuses the with a formal session proposal or a suggestion.

8/AAHE BULLETIN/SEPTEMBER 1997 U 1998 National Conference on Higher Education March 21-24 Atlanta, GA Call for Proposals

"Taking Learning Seriously" Here are some provocative questions to get you thinking along the conference's three theme tracks.

The 1998 National Conference program How might a deeper, collective sense of the kind will be organized around three theme- of learning a college wants for its students related tracks. AAHE invites you to sub- inform the curriculum? the cocurriculum? mit suggestions and/or formal session assessment? reward systems? Is there any evi- proposals in any of these three areas. In dence of how a focus on learning can bring addition, you also are invited to submit proposals about a different order of outcome? around other, nontheme "topics of the day." What themes emerge from recent work in the cognitive sciences, especially as that work Track 1. "Learning About Learning" relates to college-level learning? How does the The 1990s have witnessed an explosion of dis- new brain research reinforce or contradict defin- coveries about learning that opens new avenues itions of learning from other disciplines, such as for the education of all students. That knowledge philosophy? is coming from traditional educational research, What does the new research about multiple but increasingly also from "newer" disciplines intelligences imply for how we organize the cur- cognitive science and the neurosciences, anthropol- riculum and instruction? ogy and archeology, evolutionary biology, and work- What changing ideas about the needs of our place studies in the United States and abroad. graduates as workers, citizens, and human This track will be explicitly about learning beings shape our learning goals and strategies? itself: the kinds of learning we want for students; What is the role of libraries, librarians, and how we think those kinds of learning best come technology in developing students' information about; the role of self, peers, teachers, and situa- literacy? tion in knowledge creation; the pedagogic, curricu- What does today's knowledge about learning lar, and experiential dimensions of learning; and imply for the role of the student? Are students our bases for assessing learning. ready and eager for a new role? If they aren't, AAHE invites "academic" sessions that will how should we respond? report out research findings; but the conference's How can we adequately assess deep learning? planners also are interested in proposals from faculties that have based program design on knowl- Track 2. "Putting It All Together: edge about learning and are ready to share Powerful Learning Strategies" results. Since Pat Cross sounded the call to take teach- Questions: ing seriously, many of us have observed a growing What do we know about the kinds of learning wave of interest in new or newly rediscovered that occur today on campuses and at other sites approaches to teaching and learning. While lec- such as the workplace? Is there a "problem" ture is still a widespread practice, and a powerful with learning? Whose problem is it? one for the right purposes, faculty on many cam- What is the role of the disciplines in providing puses are adopting alternative pedagogies better the intellectual framework for learning? What to meet the needs of today's learners: collaborative are their commonalities and differences? and cooperative learning, service-learning and

AAHE BULLETIN/SEPTEMBER 1997/9 experiential learning, project- and problem-based ing at the center can imply fundamental change in learning, undergraduate research, Web-based much that the institution does. On campus, it courses and other new uses of technology, and the might entail moving away from a decades-old case method, to name just a few. structure of formal classes of similar format, orga- What many of these powerful pedagogies share nized around an institution-wide academic calen- is the potential to engage students at deep levels, dar, toward one that provides flexible and chal- to make them authentic participants in the pro- lenging, often asynchronous, self-directed learning cess of inquiry in ways that foster flexible, lasting opportunities conducive to active learning. Exter- learning. What the pedagogies also have in com- nal to the campus, it may entail changing state mon, sometimes, is that they are hard to imple- mechanisms from ones that fund institutions on ment in ways that really make a difference; stories the basis of hours of instruction to formulas that abound of faculty who try some much-touted new give institutions the latitude and incentives they approach only to abandon it in frustration. need to develop new structures for learning. This track of sessions is intended to bring to This track will be about the organizational con- light useful stories and credible evidence about the ditions required for an institution to continuously power of these pedagogies, their best uses and lim- get smarter and better at what it does, in order to itations, and what it takes to bring them into facilitate high levels of learning among all stu- widespread, effective use on campus. dents. It implies holistic, systemic approaches to Questions: developing and rewarding faculty and staff, gath- What learning goals and purposes are best met ering and using information, developing a work- by the various powerful pedagogies, old and able collective framework for accountability, and new, in use today? Given a student population managing and leading institutions. Critical to diverse in age, race, gender, and educational many of these new approaches will be intelligent background, are some students better served by and innovative uses of technology. particular strategies? Sessions in the track should be practical in con- How do the new pedagogies change the tradi- tent, exploring policies, practices, and structures tional dynamics of the classroom? the relation- that have worked or are being implemented to ship between faculty and students? among stu- bring about a different order of learning. dents? What new kinds of learning do these Questions: changes entail? What are the key functions outside of the What are some discipline-specific ways to trans- immediate teaching and learning enterprise late the knowledge of particular fields into terms students can understand? How can students be brought more fully into the process of inquiry through which faculty understand their Special for faculty! fields? What approaches have shown promise in Forum on Exemplary Teaching this regard? The National Conference always includes What kinds of support and incentives can assist numerous open sessions and activities of faculty to adopt new pedagogical approaches? interest to faculty. But in 1998, the conference What are the obstacles to this kind of change? program also will include a special-invitation, How can faculty document their own practice faculty-only AAHE Forum on Exemplary with new approaches? What kinds of evidence Teaching. can foster improvement in teaching and learn- Sponsored by the AAHE Teaching Initiative ing? persuade others of the merits of a particu- since 1989, the Forum offers its participating lar approach? lead to recognition and reward? faculty a series of special presentations and What (and how) can advocates of the various roundtable discussions, plus the chance to pedagogical approaches learn from one another? become part of a network of excellent teachers How can we combine approaches, new and tra- who care about the improvement of teaching ditional, for even more effective student beyond their own classrooms. learning? Invitations to send a faculty delegate to the How can the new technologies be used for infor- Forum will be mailed to all chief academic mation transfer and to foster deep learning? officers early in 1998. If invitation materials What are the optimal ways to combine such should also be sent to a second person on your technologies with other teaching strategies? campus, contact Pamela Bender, program coordinator, AAHE Teaching Initiative, at Track 3. "Organizing for Learning" 202/293-6440 x56 or [email protected]. An institutional focus that places student learn-

10/AAHE BULLETIN/SEPTEMBER 1997 12 that we need to examine anew? How might with a sense of collective accountability for campuses assemble a critical coalition of top fac- learning and the learning process? How do we ulty and administrative leaders to rethink these develop, reward, and recognize faculty and staff critical functions? for efforts on behalf of student learning? What How have campuses increased "learning produc- practices and structural changes can help us tivity" that is, produced more learning at use faculty and staff time most effectively? lower cost for instance, through competency- How can we create visible forums, symposia, and based placement and credentialling, reduction of other settings and occasions through which to unnecessarily redundant course taking, and share ideas, discuss strategies, and celebrate strategic uses of the new technologies? successes with respect to learning? How might we substantially erase the great What can campuses do to identify and remove divide between "academic" affairs and "student" structural impediments to organizing for learn- affairs in promoting student learning across the ing (e.g., rigid departmental or college divisions, institution? budgeting or decision-making structures, per- How do university information systems need to sonnel allocation, distribution of incentives be redesigned to gather, integrate, and use infor- and rewards, schedules and classroom mation most pertinent to monitoring and sup- configurations)? porting student progress? How do institutions manage the pace of curricu- How do we imbue faculty and administrators lar and technological change as the digital treadmill speeds up? How do we address all of the above from a "systems" point of view, rather than each one sepa- Other Ways to Get Involved in AAHE rately, to see how they interrelate and funda- and the National Conference mentally condition one another's operation? What forms of campus- or state-level governance AAHE Caucuses and Action Communities and budgeting best enable colleges and universi- AAHE members can participate in the ties to respond to the needs of their students? work of one or more of AAHE's member net- How can institutions cooperate in offering pro- works. For the National Conference on Higher grams? technical and library services? Do we Education, AAHE's caucuses and action com- have good models of such interinstitutional munities develop workshops, sessions, and cooperation? other professional networking opportunities. What will happen to the small, teaching- AAHE's Caucuses: American Indian/Alaska oriented college in the coming era? the urban Native, Asian and Pacific, Black, Hispanic, institution? the college serving historically dis- Student, and Women's. AAHE's Action Com- enfranchised populations (for example, histori- munities: The Community College Network, cally black institutions, tribal colleges, or col- The Research Forum, Collaborative Learning, leges for the deaf)? and Faculty Governance. How do we capture, describe, and evaluate the changes that are happening on campuses today? Special Invitations for Students Last year's National Conference saw a reemergence of the AAHE Student Caucus. Deadline October 15 After the success of the student-sponsored sessions in 1997, AAHE would like to further increase the number of general sessions pre- Exhibit Program sented by, and for, students in 1998. Join other higher education institutions, non- In addition, the AAHE Student Caucus profit groups, and commercial vendors in the would welcome additional volunteers to help National Conference Exhibit Program. By it plan events and programs for the 1998 exhibiting at the conference, you will have conference. direct access to some 1,800 of higher education's leaders and change makers. To receive For more information about joining any of more information about the National Confer- these member networks or about their conference Exhibit Program, or to reserve a booth, ence activities, contact Monica Manes Gay, call Mary C. J. Schwarz, director of member- director of conferences and meetings, at ship and marketing, at 202/293-6440 x14 or 202/293-6440 x18 or [email protected]. [email protected]

AAHE BULLETIN/SEPTEMBER 1997/11 AAHE NEWS Staff phone extensions in parentheses.

Brown Chait Goldstein Henschel Jenkins Lambert Twigg

Board of Directors uate School of Education, is A. Twigg, vice president, Election Results AAHE's new vice chair. Chait Educom. AAHE is pleased to announce will serve successive one-year In addition, AAHE's Board has the results of the 1997 Board of terms as vice chair, chair-elect, added some members by appoint- Directors election. Each new chair (1999-2000), and past chair.ment: John Seely Brown, vice Board member serves a four-yearThe other newly elected Board president and chief scientist, term, which began on July 1. members are: Leo M. Lambert, Xerox Corporation; Michael B. Richard Chait, professor of provost and vice chancellor for Goldstein, member, Dow, higher education, Harvard Grad- academic affairs, University of Lohnes & Albertson, PLLC; Wisconsin-La Crosse, and Carol Peter Henschel, executive director, Institute for Research on Learning; and Althea H. SITESEEING Jenkins, executive director, Association of College and Five basic resources Research Libraries. AARE http://www.aahe.org Keep up with the latest AAHE news! Assessment, faculty roles and Board of Directors rewards, CQI, teaching, technology. Conference info; monthly Bulletin features; membership; publications list with ordering info. Cross Joins American Universities GE Fund Dolores E. Cross, chair-elect of http://www.elas.ufl.edu/CLAS/american-universities.html AAHE's Board of Directors (to be A single source with links to hundreds of American colleges and uni- chair in 1998-99) and president versities. Also connects to homepages of community colleges, Canadi- an institutions, and international universities. of Chicago State University since The Chronicle of Higher Educationhttp://chroniele.com 1990, has accepted The premiere source of news on higher ed. Daily updates, conference the position of info, "Colloquy." Subscribers can search back issues, read full-text president of the Chronicle articles, and job search. GE Fund, effective October 1. The GE GrantsWeb http://web.fie.com/ews/sra/resource.htm Fund (formerly the The gateway to all federal agencies including the Library of Congress, General Electric Foundation) of NSF, NIH, NEA, and Dept of Ed. Access proposal guidelines and grant Fairfield, CT, is a leading inter- forms, legislation, associations, electronic journals, and Canadian and national foundation that pro- international resources. vides institutional grants in support of education. Internet Resources for Institutional Research "The GE Fund provides grants http://apollo.gmu.edu/-jmilam/air95.htm1 to a number of programs that An outstanding resource! Fifty categories such as higher ed associa- are having positive impacts on tions (189 links), state higher ed executive offices (SHEE0s), affirma- schools, universities, and commu- tive action, legal issues, jobs, electronic journals, and faculty/teaching. nities throughout the United Links to specific reports and databases from the Dept of Ed. States, and it has made a substantial commitment to the de- Send us your favorite higher ed websites: [email protected] [email protected]. Next month: Assessment! velopment of students from ele- mentary school through their college and graduate careers

AAHE BULLETIN/SEPTEMBER 1997/13 AAHE Assessment Forum learningwith technology. You can read some of these ideas, and Conference Flashbacks contribute to the continuing dialogue, on the Web at wpcweb .wilpaterson.edu 1 aahe 1 si971. Between workshops on topics such as curricular planning, technology support, and evaluation, members of institutional teams congregated for intensive information sharing and plan- , ning. Another highlight of the ) Institute was its keynote addresses. A stunning multimedia Grant Wigginsemphasizes the power. . Peg Miller highlights assessment- presentation on the role of "slow- of feedback. based changes in higher education. ness" in living, by Susan Saltrick of Addison Wesley Longrnan, left Sodwaf it Cab; some participants whispering, "I'll remember that for the rest of my life." For more information on the TLTR program, contact Amanda Antico (x38), program associate, [email protected].

Left Conferees discuss AAHE's new book Learning Through Assessment. Publications Above: Poster sessions feature Web Surfing campus-based research on the Beginning this issue, the AAHE impact of assessment. Bulletin tries a new column: "SiteSeeing" (see p. 13) will direct you to Web sites particularly helpful for faculty and ad- In my new position I will be able information. Team discounts (for ministrators in higher education. to assist institutions like CSU inthree or more participants from aEach month will highlight sites achieving greater heights of single campus who register to- with a particular theme, such as excellence," Cross stated. gether) are available. Download- technology, diversity, or assess- able registration materials also ment. This month, "SiteSeeing" will be posted at AAHE's web- offers a few of the basic starting Forum on Faculty Roles & Rewards site: www.aahe.org. To be added points for finding higher educa- Faculty Work to the FFRR mailing list, or for tion data on the Web whether more information about the con- you are doing a job search, re- Conference ference or AAHE's Forum on Fac-search, or looking for updates on AAHE's sixth annual Confer- ulty Roles & Rewards, contact the latest legislative action. ence on Faculty Roles & Re- Pamela Bender (x56), program "SiteSeeing" also is available on wards is scheduled for January coordinator, [email protected]. the AAHE homepage, 29 - February 1, 1998, in Orlan- www.aahe.org, with hotlinks to do, FL. This year's exciting pro- these sites for your convenience. gram focuses on "Faculty Work in AAHE Technology Projects Send the addresses of other Learning Organizations," high- TLTR Summer websites you think would inter- lighting the good work being est AAHE's members (and why done on campuses around the Institute you found them useful) to Caitlin country. Send in your workshop The Teaching, Learning & Tech- Anderson (x28), research associ- proposals by September 8, 1997; nology Roundtable program held ate, [email protected], or Kerrie general session, program brief- its third and most successful Kemperman (x41), editorial as- ing, and consulting breakfast Summer Institute yet, July 12- sistant, [email protected]. proposals are due by September. 16, in Phoenix, AZ. More than 15. The Call for Proposals and fifty institutions sent teams and Participation was an insert in more than twenty institutions Publications the June AAHE Bulletin. sent individuals for four days of Presentations The Conference Preview, in- intense work and, naturally, cluding registration materials, "heated" discussions. in Print will be mailed in early November The Institute focused on devel-Assessing Impact: Evidence and to all past FFRR conference oping "visions worth working Action, the AAHE Assessment attendees, all AAHE members, toward" to help guide and shape Forum's newest publication, fea- and anyone who has requested new patterns of teaching and continued on page 16

14/AAHE BULLET1N/SEPTEMBER 1997 1 5 The American Assembly of Collegiate Schools of Business has reduced its acronym to call-letters status, as the St. Louis-based group redubs itself by Ted Marchese "AACSB: The International Association for Man- agement Education." ... Hats off to CAUSE Welcome back for news about AAHE members president Jane Ryland and Educom president (names in bold) doing interesting things, plus Robert Heterick, Jr., for helping engineer some- items of note.. .. Do send me news . .. email to thing we seldom see, the merger of competing [email protected]. associations, to create over the next year a new, more responsive entity to help us all with infor- MUNITZ: Higher education loses one of its mation technology. most visible and admired leaders as CSU chancellor Barry Munitz announces he'll assume MORE PEOPLE: The Pew Trusts tap a Min- the presidency of the J. Paul Getty Trust on Jan-nesotan, Sue Urahn, to direct its evaluation uary 5. ... The $4.3-billion foundation is office.... Berry College's Gloria Shatto devoted to the visual arts and the tells trustees she'll retire next year after

humanities, so Barry gets a chance to 18 years in the presidency... Berry's return to his academic roots in the clas- 28,000-acre campus in the mountains sics....CSU itself gets a shot at a new outside Rome, Georgia, is something to leadership team, as its senior VPs also behold.... You don't have to get hired or head off, to run statewide systems, quit to be in "Bulletin Board": Bette Molly Corbett Broad to North Caroli- Worley celebrates 25 years as head of na, Peter Hoff to Maine. ... Barry and the National Student Exchange (con- UVA's Dave Breneman, meanwhile, unitz grats to 219/436-2634). have been hard at work on that Change poll (100 most admired leaders in higher LEARNING COMMUNITIES: Last education) for the January/February April, I touted this cohort-based issue... to make sense of the findings, approach, noted that lots of universities Munitz convenes some two dozen top were turning to it as an answer to lower- leaders (headed by Clark Kerr) for a division attrition, but asked, Where's the

California confab September 2-4. evidence?... Here's a piece: the Hutchins School of Liberal Studies at PEOPLE: Cheers for Mildred Garcia Sonoma State builds its learning com- as she takes up a new post as associate arcia munity around interdisciplinary semi- VP at ASU-West and celebrates SUNY nars, and assessment director L. Rose Press's publication of her book Affirmative Bruce reports a 92% retention rate for those Action's Testament of Hope: Strategies for a New 1995 freshmen, vs. 77% for the class overall. Era.... Very best wishes to new presidents William Conroy (New Mexico State), John BABSON COLLEGE: That $200-million pledge Griffith (Presbyterian), William Staples by the F.W. Olin Foundation to start a new, (Houston-Clear Lake), Paul Yu (SUNY College Babson-related engineering college attracted at Brockport), and Gwen Stephenson (Hills- lots of attention earlier this summer.. . but the borough CC)... and to new VPAAs J. Michael real news may be Babson itself, now in year two Clyburn (Spring Arbor), Ilona Anderson of implementing the most interesting set of un-

(Bloomfield), and new AAHE Board member dergraduate innovations in years... the whole Leo Lambert (no longer an interim) at UW-La curriculum is now competency-based and Crosse... Minnesota picks Bob Bruininks, its rethought as a four-year sequence.... Students admired ed dean, as exec VP and provost. start with a freshman management experience that blends liberal studies with real-world prob- ASSOCIATIONS: The ALA loses its accredita- lems; proceed to a completely integrated, team- tion director, Prudence Dalrymple, off to led management core, which is in effect a two- become the library and information technologies year, one-course major; and finish with a dean at Dominican U.... Indiana's George three-semester schedule of self-directed and Kuh heads ASHE this year.... he has a fourth, field-based learning...also in the picture are revised edition of one of higher ed's best assess- cohorts, portfolios, mentoring, external asses- ment instruments, the CSEQ, on the drawing sors, and technology.... I was impressed on a boards.... West Chester's Paul Oliaro heads site visit last spring and even more so in a meet- ACPA this year.... Notre Dame's Fr. Edward ing with VPAA Allan Cohen and Babson facul- Malloy chairs the Campus Compact board.. . ty in July.... worth watching! 1 6 continued from page 14 ized accreditation based on as- Technology Roundtable program sessment as an opportunity to is sponsoring campus and region- tures eight presentations from improve; and Ellen Chaffee al workshops on use of the the 1997 A.AHE Conference on demonstrated that campus envi- Inventory. Assessment & Quality. Four ronments based on feedback and See AAHE's homepage for an plenary speakers stimulated con-assessment are flexible and introduction to the Flashlight ferees' thinking about the pur- ready to serve student and soci- Project, www.aahe.org 1 elephant poses and outcomes of assess- etal needs. .htm For site licenses, workshops, ment: Lee Knefelkamp on All eight presentations are grant evaluations, and other con- "Assessment in the Service of an included in the new publication. sulting, contact Amanda Antico Engaged Community"; Grant Copies are $12 each (AAHE (x38), program associate, Wiggins on "Feedback: How members, $10), plus $4 shipping. [email protected]. Learning Occurs"; Peter Ewell To order your copy, call the on "Assessment and Accountabili-AAHE Publications Orders Desk ty in a Second Decade: New (x11). Looks or Same Old Stories?"; and Important Dates Margaret A. Miller on "Looking Flashlight Project 1998 AAHE Conference on Facul- for Results: The Second Decade." ty Roles & Rewards. Orlando, FL. Four other speakers intro- Inventory January 29 - February 1. The Current Student Inven- Workshop Proposal Deadline. duced the conference's four the- September 8, 1997. matic strands: Ted Marchese tory, the first component of the Other Proposals Deadline. linked the latest findings about Flashlight evaluation tool kit, is September 15, 1997. scheduled for release this fall. how people learn to the design 1998 National Conference on and assessment of experiences The Inventory of almost 500 test- Higher Education. Atlanta, GA. that prompt deep learning; ed survey items, interview ques- March 21-24. George Kuh challenged faculty tions, and research designs can Proposal Deadline. October 15, members and student affairs be used to help create studies of 1997. staff to tighten connections the uses, benefits, and problems 1998 AAHE Conference on between the curriculum and stu- associated with educational uses Assessment. Cincinnati, OH. dents' out-of-class experiences; of information technologies. June 13-17. Sherril Gelmon reconceptual- AAHE's Teaching, Learning &

Moving? Clip out the label YestI want to become a member of AMIE. below and send it, marked .Asan AAHE member, you'll receive the AAHE Bulletin (10 issues ayear) and Change magazine with your new address, to: -(6 itiaties).-Plus; you'll save on conference registrations and publications; you'll save on subacrip- "Change of Address," AAHE, :dons to-rielected non-AAHE periodicals (ASHE-ERIC Higher Eduiation Reports and Journal of One Dupont Circle, Suite Higher. Education); and morel Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, DC 360, Washington, DC 20036- 20036-1110; fax 202/293-0073. 1110; fax 202/293-0073 AAHE Membership (choose one)(add $101yr outside the US.): Regular:.0: lyr,$95 U 2yrs,$185 3yrs,$275 Retired: U lyr,$50 Student: 0 lyr,$50 .AAHE Caticuses (all are open toall members; choose same number of yearsas aboue) Amer Indian/Alaska Native: yrs @ $10/yr Asian-and.Pacific: yrs @ $15/yr CC lyr,$25 U 2yrs,$45 3yrs,$70 W >- Black: CO 1- O lyr,$25 U 2yrs,$45 0 3yrs,$70 Hispanic:" -- E 1-1 Women's: yrs @ $10/yr W ZU3 E o CC Name (DrJMr/Ms.) 0 M/0 F Position WOZ (if faculty, include discipline) LLD="ra34) Institution/Organization VAL.WZZ C. C. 0 Address 0 home/0 work CO CC I- N 0,01110_1IZCJ U Z01-# CC City/St/Zip COMICOU Z N CI 00 Day ph Eve ph 0

Cardholder name Signature 9/97 ItaiesmdreWM8 t.

BEST COPYAMIABLE A AHE

I I

stance Don enneth a Green gets- down to business

thven Cahnsays there's a missing lin

essmen Tracy Tyree logson to the Net

ASSESSMENT AIM BULLETIN 111110 CALIA111 MMUS NEWS by Ted Marchese AMERICAN ASSOCIATION FOR HIGHER EDUCATION In This Issue

3 Think Twice and BusinesslikeAbout Distance Education by Kenneth C. Green

7 The Mis4ing Step in Searches for Academic Administrators by Steven M. Cahn 8 More on Screening Candidates

10 Assessing With the Net by Tracy Tyree

Pullout 1998 AAHE Assessment Conference Call for Proposals submission deadline December 5, 1997 Departments

13 AAHE News...FFRR and TA conferences...TLTR events . ..publications ...and more 15 Bulletin Board/by Ted Marchese

AAHE BULLETIN October 1997/Volume 50/Number 2

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

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AAkE Bulletin ig riubli6e-d hy:tiVe American'AsgOciation,for i:ligher Education, OneDui;iint Circle, Suite 360, WaShingtOri;:DC`2006-... . 1110; ph. 202/293-6440;.fax 202/293-0073. President: Margaret A. Miller.Vice Presidents: Louis S. Albert and Theodoie J. Marchese. The Bulletin accepts unsohcited manuscripts, sUbject to editorial review. Guidelinesfor authors are available by calling 510./271-8164, item 11.

AA.HE Bulletin (ISSN 0162-7910) is published as a membership service of theAmerican Association for Higher Education, a nonprofit organization incorporatechn the District of Columbia..Periodicals postage paid at Washington, DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications.Subscriptions for AAHE Bulletin without membership are available only to institutions: $35 per year, $45 outside the United States. AAHEBulletin is published ten times per year, monthly except July and August. Back issues: $5.00 each, including postage,while supplies last. AAHE Bulletin is available in miaroform from University Microfilms International. Printed in the United States of America.POSTMASTER: Send address changes to AAHE Bul- letin, Attn: Membership Dept., One Dupont Circle, Suite 360, Washington, DC20036-1110. iJ Cover by CLIV Associates. Printing by HBP co. Couerconcept by Deuer Designs. AMERICAN ASSOCIATION FORHIGHER EDUCATION: Think Twice anilusinesslike About Distance Education

Opportunities abound...but the costsare considerable.

by Kenneth C. Green

s there any doubt that dis- ments in technology-dependent tance education is a boom- distance education must focus on ing business? Ten minutes demand (driven by demographics on the World Wide Web and a changing labor market), 1with Yahoo!, Lycos, or Alta- infrastructure (affected by the Vista yields literally hundreds of technology), and content (includ- academic and commercial URLs ing the full costs of initial infor distance education courses, structional development and programs, and services. future enhancement). Perhaps the most interesting public-sector venture into dis- Demographic Drivers tance education is Western Gov- Following a sixteen-year de- ernors University (www.westgou cline, the traditional college-age .org 1 smart I vu 1 vu.htinl), a population is rising: The size of technology-driven "regional vir- the high school graduating class tual university through which will grow by more than 20 per- instruction will be accessible at Kenneth C. Green (cgreen@earthlink. cent between 1996 and 2005, the learner's convenience via net), director of the Campus Comput- ing Project, is a visiting scholar at the returning to peak levels last seen advanced technology." An ambi- Center for Educational Studies, Clare- in 1979. Additionally, ever more tious mission, fueled by great mont Graduate University: contact high school graduates are enroll- aspirations. him at PO Box 261242. Encino, CA ing in college: College matricula- But will aspirations be 91426-1242. This article is adaptedtion is approaching two-thirds of enough? The California forty- from a longer article published in the May 1997 issue of ED Journal, thethe graduating high school class, niners who rushed to Sutter's official publication of the United up from 56 percent in 1980. So, Mill 150 years ago were sure States Distance Learning Association. the increase in the size of the they'd find gold just inches below traditional college cohort is the soil. So too today are many fueled by both a growing numer- campuses rushing into the dis- It is best viewed as a business, ator (i.e., proportionally more tance and online education mar- one that involves real and students going on to college right ket sure that there's gold to be recurring costs: money, time, after high school) and a rising found. Having spent a bit of time personnel, content, and a signifi- denominator (more students of on the Web or having seen com- cant technological infrastructure. college age). mercial telecourses on cable, Many campuses that venture At the same time, the nontra- campus administrators are often into this market will also find it ditional college student cohort is surprisingly confident that risky business. increasing under shifts in the instructional technologies (cable, Only when educational insti- labor market and in society gen- video, and the Internet, among tutions view distance education erally. U.S. Department of Educa- others) represent low-cost, high- as a fully capitalized business tion projections suggest that by revenue distribution vehicles. will they begin to understand the1998, five of every eleven college Alas, developing technology- options and opportunities, the students attending U.S. colleges enabled distance education is real risks and real costs. The and universities will be age 25+; neither simple nor inexpensive. business case advancing invest- by next year. the number of stu-

AAHE BULLETIN/OCTOBER 1997/3 8EST COPY AVAILABLE dents age 35+ will exceed those offerings. But the technologies $100,000-$400,000 for age 18 and 19. that are an increasingly impor- commercial-quality digital (or Taken together, these two cus- tant (and expected) part of the computer) simulations? tomer cadres could push enroll- infrastructure for today's dis- Compare these costs real ments in two- and four-year col- tance education computers, costs against the way many leges from today's 15 million online libraries, video production campuses and academic pro- students toward 20 million by facilities, low- and high-speed grams build financial models for 2010. But the new demand is not data and video networks, among their distance education pro- likely to be met with new capaci- others are expensive. Success- grams: Supplemental pay for fac- ty: Given the stiff competition for ful implementation depends on ulty to bring a course and syl- their social-service dollars, few both instructor and learner hav- labus from the classroom into an states will be inclined to fund ing easy access to common on-campus video studio. Work- construction of new campuses. resources such as cable channels,study wages for undergraduates Consequently, the demographic computers, and the Internet. to write computer code or devel- drivers suggest significant oppor-Moreover, the electronic infra- op multimedia resources. Extend- tunities in the distance educationstructure and digital content ed hours for graduate students to arena. often have a short, frequently help senior faculty identify sup- unpredictable half-life. porting materials required for Plus Ca Change? online or video environments. Administrators responsible forThe Content Factor Unbilled hours provided by cur- agricultural extension programs That same ten minutes spent riculum design specialists and in the early days of the land- surfing cable channels quickly technology support personnel. grant movement ("distance edu- brings into focus many of the "Free" (or significantly subsi- cation" as practiced a century content and delivery issues dized) access to technology such ago) would no doubt see much affecting the role of technology inas desktop computers, networks, that is familiar in many of distance education: Can a servers, software, and more. today's "bold," "new" initiatives. campus-developed telecourse or This is familiar, if often forgot- Certainly the mission is the Web-based learning module com- ten, terrain. Higher education's same: to facilitate access and pete with the content, quality, first wave of desktop computing, serve the education needs of off- and production values routinely during in the mid-1980s, was campus learners. found in programs broadcast on often accompanied by ambitious But gone are the days when the History Channel, Discovery faculty efforts to create course- colleges could launch a distance Channel, or on PBS? In the new ware that would enhance education program simply by realm of campus-independent, instruction. These initial efforts sending part-time faculty into technology-enhanced education, were frequently supported by rented, off-campus facilities, how can a mediocre video of a foundations, technology firms, or when a bag of books and a professor lecturing to a camera small institutional grants. Good coursepack of reprints constitut- or a poorly designed Web site intentions and great aspirations ed a complete reading list and ancompete with the proliferation of abounded; however, a great many adequate "library" for students inhigh-quality instructional con- of these efforts unfortunately distance education programs. tent available on cable, CD-ROM,failed to produce an instruction- Today's students, increasingly and over the Web? ally useful (let alone a commer- comfortable with technology, Unfortunately, many institu- cially viable) product. expect online resources (a digital tional officials ignore a core That may have been fine when library, Web resources, simula- financial question: What are the the ante involved seed-money tions, video) as part of the learn- real costs of content in the new, grants of $5,000 or $10,000. For ing tools and learning technology-laden world of dis- a full, content-rich unit of dis- experience. tance education? $2 to digitize a tance education, however, what Indeed, it is the legacy of book chapter or scholarly article?may be at stake will be more like those earlier extension practices $20-$50 to have a work-study an up-front $50,000 or $100,000 that creates problems for many student or a media specialist or maybe even $500,000. Probe campuses planning new distance videotape a faculty lecture? $20- beneath the surface at some education initiatives. In the past,$200 an hour for faculty time? campuses and it is already easy campuses could mount aggres- $200-$2,000 for sixty minutes of to find the stories of well- sive and extremely profitable dis-an unedited classroom video? conceived distance education tance education programs $20,000 for thirty minutes of a projects that became sponges for because such off-campus costs production-quality lecture? institutional and foundation were generally much lower than $100,000 for sixty minutes of dollars. comparable costs for on-campus commercial-quality video? Seen in this context, content 2 4/AAHE BULLETIN/OCTOBER 1997 development begins to look like a vosts, deans, and faculty im- officials planning to leverage in- venture capital business as in plicitly accept these cost differ- stitutional resources as part of a "risky business." Venture capital, ences as part of the nature of the technology-enhanced (or -depen- like a campus seed grant, seeks academic enterprise. dent) distance education initia- the innovative idea and individ- But what happens to develop- tive should ask pointed questions ual. But even with the best due ment costs as the content of dis- about the institutional technolo- diligence, venture capitalists tance education moves from gy plan. On many campuses, the plan simply does not exist. Data from my annual Campus Computing Survey suggest that Fortoo many campuses, great aspirations about as of summer 1996, just 43 percent of the nation's two- and the use of technology in instruction and scholarship four-year colleges and universi- play against institutional drift in thearea ties had a strategic plan for the of strategy and planning. role of information technology in instruction and scholarship. Moreover, just 28 percent had a financial plan for routinely amor- know that easily half of such short-cycle extension classes into tizing and replacing computers, start-ups will burn through the mainstream (i.e., degree-credit) software, and other key compo- initial money and crash, a few course and curricular offerings? nents of an increasing critical will break even, while maybe What about the technology re- and complex campus technology only one in ten investments will sources and infrastructure that infrastructure. The same survey be successful. are increasingly important to a also reveals that a mere 17 per- growing proportion of distance cent of campuses have a formal The Cost of Instruction education initiatives and offer- plan for the role of information Be it the core syllabus or sup- ings? Can all campuses and pro- technology and Web resources in plemental courseware, higher grams build a revenue stream their distance education strategy. education typically has measuredagainst the real costs of develop- Taken together, these data the cost of instruction via salary ing commercial-quality, suggest an ad hoc strategy un- and individual service, rather technology-enhanced distance derlying much (perhaps most?) than hours on task: Faculty are education resources? Admittedly, institutional planning in the hired to teach a course, not to market pressures, competition, realm of technology: For too produce instructional content. and state mandates will push many campuses, great aspira- The common practice of bundlingand pull many institutions into tions about the use of technology instructional costs is not neces- distance education initiatives. in instruction and scholarship sarily good or bad; rather, bun- Yet at the end of the course (or play against institutional drift in dling instructional activities into instructional cycle), would a CPA the area of strategy and one single cost faculty salariesaccept the allocation of costs planning. has been a given (and still against revenues? acceptable) part of the instruc- Certainly many campuses will A Fourth-Sector Strategy tional process and operational attempt to leverage their dis- Given the various factors infrastructure. tance education initiatives affecting distance education ini- However, not all instructional against existing resources: facul- tiatives demography, market costs are equal. Senior faculty ty, graduate students, media cen- opportunities, state mandates, "cost more" than their junior col- ters, libraries, and campus net- expanding markets, competitive leagues or part-time associates works. But if managed as a "real pressures and postures, content who teach the same course; syl- business" i.e., absent both development, start-up and oper- labus development "costs less" forstate subsidy (for public institu- ating costs, new instructional an "old" class than for a new one; tions) and institutional subsidy and delivery technologies, and "unit costs" are lower for large, (for all institutions) how manymore is there a "macro" strate- lower-division lecture classes distance education programs gy that should guide institution- than for upper-division and grad-(most programs? all programs?) al efforts and planning for dis- uate seminars; humanities cours-would be both educationally tance education? es typically are "less expensive" viable and financially profitable? Perhaps. than those in science and engi- The higher education commu- neering, because salaries and Where's the nity would do well to approach infrastructure costs are lower. (Technology) Plan? distance and online education as Institutions presidents, pro- Indeed, campus and program a "fourth" sector of the nonprofit

22 AAHE BULLETIN/OCTOBER 1997/5 postsecondary enterprise. The for all online and distance educa-instructional activities. This entrepreneurial initiatives of the tion initiatives. This means that applies both to traditional, University of Phoenix, Jones everything instructional per- classroom-based efforts and also Education Company (formerly sonnel, infrastructure, support to online and distance education ME/U), and others notwithstand-services, content development, initiatives. ing, the advent of Western Gover-overhead must be recognized The technology experience of nors University means that dis- as a real cost and addressed as American higher education over tance education officially joins (1)such. the past fifteen years reveals residential colleges and universi- Moreover, amortization vir- very little in the way of formal ties, (2) commuter comprehensivetually unknown in the campus reward or informal recognition institutions, and (3) community community but well understood for faculty who invest in develop- colleges as yet a fourth broad in the corporate environment ing technology-enhanced courses point of access to postsecondary must become a critical financial and classroom modules. Indeed, education. Distance (and online) tool for managing real costs. The too often faculty feel penalized education warrants a distinct "budget dust" strategy widely for their technology efforts when identity because of its special used by many colleges to pay for their portfolios go forward for mix of pedagogy and clientele. technology infrastructure promotion and tenure review. A fourth-sector strategy has using year-end money to fix prob- Institutional aspirations to long been explicit in the offeringslems and buy products is no integrate technology into instruc- and operations of university longer effective; moreover, it is tion really do depend on faculty extension programs: different irresponsible. This is particularlyinvolvement and engagement. clientele and curricula, to be true in distance education pro- Even in the fourth-sector strate- sure, along with a different busi- grams, where the clientele may gy, faculty remain the core ness and revenue model. Exten- have very specific needs for and resource of the educational sion programs typically operate expectations about the technolo- initiative. without an institutional (or gy component of the instruction- state) subsidy and under a man- al experience. The Genie and the Bottle date to generate real dollars (i.e., Content development. Higher education has changed profits). Consequently, the fiscal Technology-assisted (or -enabled)dramatically over the past two operations look more like a smalldistance education involves moredecades; the next ten and twenty (or often a large) business, ratherthan simply adding a few URLs years promise still more change. than a not-for-profit organiza- to the course syllabus or posting Information technology and dis- tion: Programs and personnel a static syllabus on the World tance education have been key live in a real market, immediate- Wide Web. Yet, too often campus- factors in contributing to the cur- ly affected by market shifts. es have ignored (or deferred) the rent and coming changes in the How then should institutions real costs of content develop- postsecondary enterprise. and academic programs explore ment, or have lumped them un- The genie will not go back into opportunities to launch (or der a broad heading of "instruc- the bottle: Adult enrollments will expand) distance education pro- tional personnel." expand, not decline; demand for grams? Three issues should drive Successful content develop- technology will increase, not and direct the institutional and ment individual modules as diminish; the opportunities for programmatic initiatives: the well as complete units is a distance and online education business plan, content develop- team effort. Consequently, the will grow, not recede. ment, and faculty reward and real costs of the "content develop- Aspirations, mission, mandate, recognition. ment team" faculty, code writ- and resources are key factors The business plan. The first ers, curriculum specialists, Web that determine the success of task confronting any institution designers, and others must be efforts to integrate technology or program planning to launch orfactored into the assessment of into both classroom-based and expand a distance (and online) content development costs. Addi- distance and online education education initiative is the busi- tionally, the costs of updating programs. Yet the difference ness plan: a concise definition of content must be part of the between the experience of tech- markets, products, consumers financial plan for online and dis- nology as a guiding light and (who will buy it), and producers tance education initiatives. technology as a quagmire ulti- (who will create/offer it). Recognition and reward. mately depends on an institu- Viable business plans are not Finally, campuses and academic tional and programmatic vision, built on assumptions of fallow programs must begin to recog- a strategy, and a plan. These capacity. So, second, a key compo-nize and reward faculty for their three components are not easy nent of the business plan must efforts to integrate technology and are not quick; but each is be a solid financial foundation into their classrooms, syllabi, andclearly essential.

6/AAHE BULLETIN/OCTOBER 1997 2 3 Th is sin1 in Searches for Academic Administrators

by Steven M. Cahn

Every year hundreds of members may be offered an ad- colleges and universi- ministrative position elsewhere ties conduct elaborate and become widely admired for searches for academic trustworthiness, conscientious- administrators, includ- ness, and acumen. ing all manner of deans, vice Some mistakes are, of course, presidents, and provosts. In each inevitable. But at least judg- - case, the steps are remarkably ments should be made on the similar. A search committee is basis of the best available evi- ri formed, an advertisement is dence. At present, however, com- placed, at least a hundred appli- mittees frequently deliberate in cations are received, the list is the dark. They proceed as if the shortened, letters of reference most important information were are obtained, another cut is to be found in a curriculum vitae, made, campus interviews are letters from a candidate's sup- conducted, recommendations are porters, and observations of a presented, and the final decision candidate's demeanor in a series Steven M. Cahn is professor of philos- is announced. of brief meetings. ophy and former acting president of The process is invariably But the most reliable indicator the Graduate School of the City Uni- exhausting, but the results are of future performance is past versity of New York, 33 W 42nd Street, often disappointing. The candi- performance. And the quality of New York, NY 10036-8099. He also is date who appeared confident and author of Saints and Scamps: Ethics past performance is not found in in Academia (Rowman & Littlefield, genial during interviews may a vita, a supporter's letter, or a rev. ed. 1993). turn out in office to be ineffec- brief question-and-answer ses- tive, evasive, or irresponsible. sion. The vita lists the positions The rejected candidate whose held, not the quality of perfor- crusty manner or candid opin- mance in each position. An inter- ions put off some committee view tells more about the candidate's surface personality and verbal facility than sagacity or dependability. As for letters of recommendation, they are notori- ously unhelpful. Even Stalin The-most reliable indicator could have obtained glowing let- of future performance is ters from three of his colleagues, testifying to his consultative past performance. management style and creative leadership. The best evidence is to be found not in what a candidate's friends say but in the judgments attested to by a variety of indi-

AMIE BULLETIN/OCTOBER 1997/7 From AAHE's best-selling book The Search Committee Handbook: A Guide to Recruiting Administrators

More on Screening Candidates

Telephone Inquiries viduals who hold responsible The authoritative guide! Assuming full permission, positions at the candidate's cam- search professionals like at this pus. What does the chair of the stage to complete six to ten senate say about the candidate's phone calls about each candi- commitment to upholding the date (or enough for a full pic- appropriate authority of the fac- ture to emerge). They do want ulty? What does the chair of the names of references supplied curriculum committee report by the candidate ("three per- about the candidate's attitude sons who know you best"), and toward rethinking require- they call those people, as a ments? What does the chair of courtesy and in the interests of the appointments committee tell balanced reporting, but that's about the candidate's standards by Theodore J. Marchese, only a start: They'll call people for appointments, promotions, assisted by Jane Fiori Lawrence. they think should know the and tenure? What do depart- 1988, 64pp softcover. candidate, then the candidate's ment chairs relate about the $8.95 each ($7.50 AAHE supervisor, staff, and col- candidate's approach to making members), plus $4 shipping; leagues, then do a blitz of for- budgetary decisions? Do the bulk prices available. chairs find the candidate acces- To order, send check, institu- mer institutions, then pursue tional purchase order, or VISA/ extra leads or a hunch. ... sible, resourceful, fair-minded, Mastercard information (name, As people in personnel know, and committed to enhancing card number, expiration date, there's an art to telephone in- academic quality? Do other signature) to AAHE Publica- terviewing. The people you're administrators or administrative tions Orders Desk, Box BU01, calling may be busy, suspicious, assistants view the candidate as One Dupont Circle, Suite 360, or protective. Your need is to thoughtful or impulsive? patient Washington, DC 20036-1110; fax convince them that you're a or irritable? collegial or over- 202/293-0073. bona fide caller with an orga- bearing? forgiving or vindictive? For help with your order, call nized, professional purpose, 202/293-6440 x11. AAHE mem- that you have a sincere interest Making Contact bers may ask to be billed; to get During an interview of a few the discounted price, please pro- in the candidate, and that their vide your 7-digit member num- report matters. Explain your hours, the candidate may main- ber off the Bulletin mailing purpose, take time to chat and tain a false front to members of label. establish rapport, ask credible a search committee. But those questions, and be a good listen- who have long observed the can- er. Don't interrupt or rush on; didate's character, including at leave pause for volunteered times of personal confrontation remarks. Probe as necessary to or moments of institutional cri- get beyond strings of adjectives sis, are beyond being fooled. to specific incidents and how Thus, when the list of finalists they were handled reports of is determined, each should be critical events add depth and informed that at least one or, concreteness to the larger pic- better yet, several members of ture you're trying to build. the committee will be speaking What is it that you want to to or, preferably, visiting with ask people in these telephone key members of the academic interviews? Two things: most community at the candidate's importantly, about the knowl- school. And while a candidate edge, abilities, and traits you've may request that a particular person not be contacted if that individual is thought to be nega-

8/AAHE BULLET1N/OCTOBER 1997 tively biased, a candidate who identified as est on their objects to the whole procedure important to the The Search Committee home campus. should be passed over. For how- post, and then Table of Contents Here again, a ever strong the candidate's also about signifi- cardinal rule: Do desire to retain confidentiality, it cant gaps or miss- The Vacancy: An Organiza- tional Opportunity so only with the is outweighed by the committee's ing elements in candidate's per- obligation to make the soundest the candidate's The Committee: Composition, Charge, and Ground Rules mission. Any possible decision. materials. You visit must be learn about the The Job: Identifying Preferred Qualifications done with dis- Weighing Evidence former directly by cretion, with due If the information thus ob- The Search: Recruiting a asking about Candidate Pool sensitivity to the tained suggests that the admin- them, and person's busy istrator's performance was less The Screening: Identifying through inference Talent Among Applicants schedule and than first-rate, the committee raised by prompt- need for confi- may reasonably assume the per- The Interviews: Knowing and ed accounts of Courting Candidates dentiality. The son will do no better at the next past performance purposes in such position. The administrator who The Appointment: Bringing a (relevant past New Person Aboard a visit may be micromanaged one campus is a performance is multiple: to see good bet to try to do so at the your best predic- the candidate in next. The administrator who tor of future per- his or her own wasted money at one institution formance). As for "gaps," again, setting, to speak face-to-face is unlikely to spend it wisely at you learn by asking. with campus informants, to get another. During interviews, a What you don't want to do is a fuller picture of the candi- candidate may give the impres- waste time asking respondents date's ways of operating and sion of welcoming constructive about what you already know accomplishments.... criticism, but if numerous col- that the person is a good David Riesman adds in a leagues who have worked with writer, for example, or has expe- letter to us: the person report to the con- rience with collective bargain- "In the combination of court- trary, their testimony should be ing. Ask instead for examples: ing and discovering. .. it considered decisive. How does the candidate behave would seem advantageous, Indeed, were I required to at the bargaining table? What where feasible, to visit the select an administrator by rely- should I read that this candi- candidates in their own ing either on a vita, letters of date has written? homes or apartments. This recommendation, and inter- Note that telephone inter- protects confidentiality.. views, or solely on the judgments viewers cannot ask informants have visited homes of of numerous previous colleagues, questions about a candidate noted academic deans and I would be tempted to choose the that it would be illegal to ask a been astonished to discover latter. But search committees do candidate directly (about age, hardly any books (and this is not face this forced option. They marital status, etc.). Keep the a person who has been can continue to consider the questions job related.... praised for brilliance), or usual information while supple- except for a basketball hoop menting it with the best avail- Visiting With out back, hardly any sign of able evidence. Such a procedure Candidates extra-academic interests. would lead to greater satisfac- In high-stakes searches And then of course one can tion with the performance of that for a provost, for example discover the contrary, the cul- those we entrust with adminis- it is not unusual for commit- tivated scientist with a harp- trative responsibilities. tee members in pairs or threes sichord and personal choice And achieving that goal is the to visit candidates of high inter- in paintings." measure of success for every search committee.

AAHE BULLETIN/OCTOBER 1997/9 Assessing With thelet Using technology to know more aboutstudents.

by Tracy Tyree

As campuses gain motivate students to respond, to greater electronic save time and money through capability, technologies faster data collection, and to cre- such as the Internet ate an automated data entry and World Wide Web process. have opened new avenues for col- Schechter reports that data lecting and disseminating infor- lk collection via the Web has proven mation about students and effective, but there are issues for assessing their learning. This an institution to consider before article highlights several innova- relying on it to survey students, tive efforts along these lines. [For such as student access to the more assessment sites, see "Site- Web, potential sampling and Seeing" in AAHE News.] response bias, technical difficulties, and respondent anonymity. THREE CASES Schechter also reported that he has linked the SARS Web The Web has greatly assisted page with another UC page offer- campus efforts to collect informa- Tracy Tyree is a doctoral candidate in ing a wealth of information on tion about and from students, college student personnel at the Uni- Boulder's undergraduate out- information that is then electron-versity of Maryland, 2118 Mitchellcomes assessment program. At ically at the fingertips of the Building, College Park, MD 20742- that address (www.colorado.edu [email protected]. During institution. Student Affairs 5221, outcomes I index.html) visitors spring 1997, she was a graduate in- find a history of the program, Research Services (SARS) at the tern with AAHE's Assessment Forum. University of Colorado at Boul- methods it has used, lessons der, for example, uses the Web as learned, findings and results, a tool to "provide information to and a link to other assessment administrative and academic units and to others resources on the Web. for use in making decisions and taking actions." Another institution using the Web in innovative Among its data-collection efforts, SARS uses its ways is Eastern New Mexico University, this time Web page at www.colorado.edu/SARS to adminis- with the goal of helping faculty learn more about ter two of its regular student surveys: One asks students and their learning. Alex Testa, coordinator seniors about their satisfaction with their educa- of the Assessment Resources Office there, has cre- tional experience and after-graduation plans ated a site (www.enmu.edu testaa ) that offers (... srsurvey srs.html), the other has students rate information on the university's outcomes assess- their courses and the faculty ment plans for academic and noninstructional (... I fcqform index.html). areas, reports from the university's assessment In a presentation at the 1997 AAHE Conference efforts, assessment and other educational on Assessment & Quality, SARS senior researcher resources, and more. Ephraim Schechter explained that his campus In particular, Testa's "Cyber Cats" section edu- instituted Web administration of the surveys to cates faculty about Classroom Assessment Tech-

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_ .... [ HotYili5M STUDENT AFFAIRS RESEARCH SERVICESI ' STUDENT AFFAIRS Stu d ent Outcomes att.82_mitailll contactinn us Assessment R islaliarhan of 19960 Armnal Reportlir. Pats and Pinyon; i Raleddest from SAPS sO41,1 OARS reports on the Web A brief descriptor of the history of cur Madan, outcomes assessment program mcml,, mourn from the Pnivost Senior and alumni surveys deenS end department Omils stunk Mein to unpleasant to program. &major survey questionnaire on the Web Dinctples_o_LQ PrwticyloLAssesslra plgmonerr= tudent ratings pf courses and instructors (SCQ Or Prrfrssor Petf,,,P,...") ?Abated by de Amenssen kanciabon for litgbm Enocenon, these principle, were derived by obserring mood t4.:ez Slue on campuses thmoghout the Country. . Km Asseddrem ern °Worms COrmdree atillitafkll_slaILICESIgkILIM.Cri The mmsmnee responadde for Ma:Mil:WM, the devekrpment of our university-vale amassment program 4..m9issr B uildlna Community Through Div era try Federal:anon 11.1ndert The fa text of Sendard Two Educational Program end I0 beferdreoessfrOltite AccroMakm emliroot of Or t.loctengtgatnatAsautcomes asscagmemit Ilonhoem Ansociaton of Schnob and Collate, Facsimy [-Alines a acessiemic ndurtin istrato_Ls (AA P. A drab:as troM r App raised N:sumenf Dm at Me L'alorlarall erg Prog ram) The Policy on Edocatonal Mussment Is SurAard Two tomato many references er am Mat the thsethrbon should SA R.chuff coach Some of at plena for nesting these rns dilemma, are available here. Academic depart-nano d ruse.= or ;has for all uaff ergradome magas Minn spring and names of 1996. All ThAth ohm irm leen approped.by Or Samenneor ard Outromes Committee. Min tor.ZUO, nolgif Asslament Splogin ..giall kooment: Nee, lict Vi 41411 ta

niques (CATs) and how they can use CATs to bet- may be uncomfortable or unfamiliar with the Web, ter understand their own teaching and their stu- or they maylack access to it. And finally, to create dents' learning. He created Cyber Cats as a way to and maintain a Web page, someone must knowor introduce faculty to the use of CATs through the be willing to learn the programming language Web. From the Cyber Cats page, faculty can access HTML and other aspects of Web technology. information about CATs, take an interactive survey to evaluate their teaching goals, explore ways to MORE WEB SITES administer CATs online, and complete a form to report on the outcomes of their assessment, the The efforts at these three institutions provide an effectiveness of their teaching, the relationship introduction to how the Internet can be used to between instruction and course goals, and the obtain and report information about college stu- opportunities for change in their teaching. dents. Several other Web pages also deserve book- As these two Web sites show, the Internet can marking for easy reference, as they provide further also be an effective tool for disseminating assess- information and tools for research and assessment. ment results to the campus community. As comfortable as most people are with information on paper, Internet Resources for Institutional Research it can feel overwhelming to begin an online project.apollo.gmu.edu I -jmilam I air95.html Cel Johnson, director of institutional research at John Milani, Jr., of George Mason University, Montana State University, began to tackle such a created this extensive "homepage of annotated project.in 1995 in preparation for an upcoming links" to assist institutional researchers and facul- accreditation visit. Her approach comes as good ty and students in higher education in navigating advice: Start small and expand over time. Visit the Internet. In addition to links. Milam alsopro- MSU's Student Outcomes Assessment site, which vides articles, case studies, and other information includes a program description, an online survey, about using Internet resources for research and and links to other Web resources, at www.montana planning. For those new to the Web, he explores .edu I -airej I assess I. different types of electronic resources, including Johnson found that the Web offers several listservs, newsgroups, and publications online. advantages in addition to saving paper and time; it allows for access to a broader audience and makes Clearinghouse on Environmental and Stu- it easier to standardize incoming information, dent Development Assessment Instruments archive information on a regular basis, and expand web.indstate.edu I dragon I ix-indx.html as new information becomes available. This Web site is sponsored by Commission IX But she also found that with these benefitscomeAssessment for Student Development, of the Amer- some disadvantages. Because of the dynamic na- ican College Personnel Association (www.acpamehe ture of the Web, information seems outdated much .edu). The site is a database of more than 100 as- more quickly than would published material; thus, sessment instruments; all are described, with infor- a Web page must be revised on a regular basis. Be- mation on how to obtain many of the instruments, cause a Web page is a public display, it can attract and extensive reviews and descriptions on some. unwanted or undesirable attention or feedback. The instruments are indexed by subject, title, and Some faculty, administrators, or other stakeholders author and encompass career-related issues, envi-

2e AAHE BULLETIN/OCTOBER 1997/11 BEST COPY AVAILABLE Net temStudent Iilletrs Hesearth a

C., 1 ve 1 j 2;1 aj ix]0 ,I UC-Boulder Student Affairs Research Services ad Inman OpenjPrint Rod ft. o LoPdtpd:itild,!...,.. 1.1M1i AI eft IOW nth...rev www.colorado.edu/SARS olutVdirei Intadll. --iddealtstit lidlyit_alLI MeDirest.nil&Awn. j ENMU Assessment Resources Office www.enmu.edu/testaa/ MSU Student Outcomes Assessment www.montana.edu/aircj/assess/ e N tittadent Affairs Internet Resources for Institutional Research Eltesearch apollo.gmu.edu/jmilam/air95.html Clearinghouse on Environmental and Student Development Assessment Instruments web.indstate.edu/dragon/ix-indx.html Student Affairs Research Tools Archives IWelcome to Student Affairs Research! web.indstate.edu/dragon/home.htm III, As members of the Student Affairs Research teanr we provide information to Student Affairs Research, UT-Austin educators mil administrators about today scollegestudents. www.utexas.edu/student/research/ Cite way we collect information is through the administr Mon of sulvevs. We aLso design information systems which help us assess suident progress at The University of Principles of Good Practice for Assessing Student li. Texas at Austin Learning Much of our resosch is publisbed in remrs seld presented to administrators wittrn the Division of Student Affirs to assist them in the mmagernent of student services. We www.aahe.org/principl.htm

. hope to make mai}, of these reports available to the public as we odd than to our web Me.

714.4 P ronmental assessment, learning styles, outcome on "Programs: Assessment"). The Principles docu- assessments, personality inventories, retention ment is particularly helpful as a framework for measures, student development, measures of val- thinking comprehensively about assessing college ues, and more. (The database is part of theStudentstudents and their learning in and out of the Affairs Research Tools Archives below.) classroom. Student Affairs Research Tools Archives LISTSERVS web.indstate.edu I dragon I home.htm Maintained by Will Barratt in the Department Web sites are not the only mechanisms for sharing of Counseling at Indiana State University, this Webinformation using technology. Discussion lists, or site "contains material related to student affairs listservs, use email to communicate across campus research and assessment" and has many contribu- and beyond. Many campuses use internal listservs tors, including ACPA's Commission IX. It provides to share data as it is collected and to communicate information on student affairsrelated outcomes changes made as a result of the information. Public instruments; links to surveys, research, and assess-listservs provide opportunities to share resources ment and evaluation tools; and access to other across institutions to enhance the understanding of research and assessment resources. college students worldwide. Two listservs in particular focus on assessment and student learning: Student Affairs Research www.utexas.edu I student I research I ASSESS-L Members of the Student Affairs Research team Discussion on assessment issues (both student at the University of Texas at Austin use this Web learning outcomes and student affairs) is active on site to share information internally and externally the ASSESS-L listserv. The list address is listserv@ about today's college students. They provide insightlsv.uky.edu. To subscribe, send the following one- to their use of surveys to collect information on line message to the above address: subscribe assess students, the design of information systems to help assess student progress, and the publication of reports to assist in the management of services to Student Learning students. This page also links to many other Web The Student Learning listserv provides a great sites that can be useful in conducting research on opportunity to discuss ideas, resources, and infor- and assessment of college students. Examples mation about student learning and development. include national reports, institutional and organi- The list address is [email protected]. To zational assessment Web sites, sources of assess- subscribe, send the following one-line message to ment instruments, and techniques for presenting the above address: sub sli-1 assessment data. Principles of Good Practice for Assessing The use of information technologies in assess- Student Learning ment can provide a variety of benefits, as the www.aahe.org examples demonstrate. But the greater service is While it is always beneficial to have the AAHE that in providing information about students and Web site handy to know what's new in the organi- their learning, the new electronic tools can bring zation, the "Principles of Good Practice for Assess- together various constituencies for campus decision ing Student Learning" can also be found here (clickmaking, improvement, and change.

12/AAHE BULLETIN/OCTOBER 1997 9 IBESTCOPYAVAPY?;(r. AAF E NEWS Staff phone ertensions in parentheses.

AAHE Assessment Forum February 1. 1998. in Orlando, FL. organizational learning and Call for Enormous pressures exist for change. Peter Senge, author of change in higher education, both the widely acclaimed best-seller Proposals f'rom the various constituencies The Fifth Discipline: The Art and This Bulletin contains the call and from the new, Practice of the Learning Organi- for proposals for the 1998 AAHE intriguing chal- zation. Senge also is professor Assessment Conference, to be lenges that beckon.and director of the Society for held in Cincinnati, OH, June 13- Particularly fasci- Organizational Learning at 17. The proposal deadline is nating is the work M.I.T. December 5. For more, contact being done in other Discuss this important per- Kendra La Duca (x21), project sectors of society spective and debate the conflicts assistant, [email protected]. on the "learning between the collegial culture with Senge organization." which faculty are so familiar and AAHE Forum on Facukv Roles & Rewards What would it mean for faculty ifthe managerial culture that 1998 Conferencecolleges and universities took increasingly shapes their work. Plan now to attend AAHE's sixth seriously this intriguing vision of The key emphases of the con- annual Conference on Faculty organizational life and purpose? ference combine new challenges Roles & Rewards, "Faculty .AAHE is pleased to announce and the critical agendas the Work in Learning Organiza- that the keynote speaker will be Forum has persistently advanced tions," to be held January 29 the nation's leader in exploring since its launching seven years ago: >0 Honoring Multidimensional Forms of Scholarly Excellence SITESEEING Academic Careers for a New These most talked about assessment resources answer your questions Century: From Inquiry to about assessing general education, research instruments, and more Practice The Changing Faculty "Home" Internet Resources for Institutional Research: 0- Colleges and Universities as Assessment apollo.gmu.edu/-jmilamlair95/assess.html Learning Organizations: Growing daily, this site links to 200+ institutions' assessment offices, Implications for Faculty useful sites for assessment research, and more. 0- Toward a More Engaged Faculty ERIC Clearinghouse on Assessment & Evaluation This conference will intellectu- ericae2.educ.cua.edu/ ally challenge you as well as pro- Need instruments to assess general education on your campus? Or vide practical ideas in the form critical-thinking skills? A subject-matter directory on assessment, of case studies of successful new databases of more than 10,000 tests and research instruments, full approaches to faculty-related text resources, and journal article abstracts. issues, multicampus presentations comparing various solu- Learning Through Assessment: A Resource Guide for tions to the same problem, and Higher Education www.aahe.orgarnthru.htm interactive workshops focusing An annotated, indexed directory of books and articles, journals, audio- on new, hands-on ways to handle cassettes, conferences, and electronic resources. Click here for the con- the various challenges you will tents, introduction, and Associations and Organizations chapter! face back on campus. In November, AAHE members National and Regional Accrediting Associations will receive the Conference Pre- Council for Higher Education Accreditation www.chea.org view detailing workshops, major Middle States Association www.msache.org New England Association www.neasc.org sessions, speakers, and registra- North Central Association www.ncacihe.org tion information (the Preview Western Association www.wascweb.org will also be posted on the AAHE website). Last year's workshops Principles of Good Practice for Assessing Student and ticketed events filled up Learning www.aahe.org/principl.htm quickly, so register early. Consid- er participating in the conference Send us your favorite higher ed websites: [email protected] as part of a campus-based [email protected]. Next month: Diversity faculty/administrator team. Save $40 by registering before the Early Bird deadline of

3 0 AAHE BULLETIN/OCTOBER 1997/13 December 15, 1997! creation of an annual team-basedneeded is a policy statement mat For more information, contact Summer Academy, "Organizing integrates the viewpoints and Pamela Bender (x56), program for Learning." objectives of both student affairs coordinator, [email protected], "AAHE owes Steve its thanks and academic affairs to empha- or visit AAHE's website at for his intellectual leadership, size the necessary collaboration www.aahe.org. organizational acumen, and spe- of these campus constituencies in cial service to members," said aligning all elements of the AAHE Teaching Initiative vice president Ted Marchese. learning environment. AAHE will continue the quality AAHE, the American College TA Conference project and has made a commit- Personnel Association (ACPA), AAHE is cosponsoring the Sixth National Conference on the ment to a third Summer Acade- and the National Association of Education and Employment my next July. Student Personnel Administra- of Graduate Teaching Assis- Kendra LaDuca, who was tors (NASPA) are collaborating tants, November 6-9, 1997, at project assistant for the Quality on just such a policy. During Initiatives, has accepted the posi-1997-98, a Joint Task Force on the Hyatt Regency in Minneapo- Student Learning will create a lis. Hosted by the University of tion of project assistant for the Minnesota, under the direction ofAAHE Assessment Forum creat- policy statement on how colleges Jan Smith, the conference in- ed by the departure in August of and universities can better align their activities on behalf of stu- cludes sessions, workshops, and Millie Domenech. special events on the theme of dents. From case studies of col- Membership leges and universities that are "Changing Graduate Education." succeeding, task force members To request registration infor- Members-Only will derive a set of principles and mation and to confirm availabili- Website exemplary practices. ty, contact Shirley Mueffelman, AAHE's website (www.aahe.org) Members of all three associa- University College, 221 Nolte now has a Members-Only sections can contribute to the evolu- Center, 315 Pillsbury Drive SE, tion! New this month: tion of the policy statement by University of Minnesota, Min- 0- Download of Microsoft's Inter- identifying exemplary practices neapolis, MN 55455-0139; ph net Explorer FREE! to the task force; responding to a 612/625-3850; fax 612/626-1632; 0- Access to the October 1997 draft statement at the March [email protected]. AAHE Bulletin (text and Adobe 1998 national meetings of the AAHE Quality Initiatives .pdf. versions) associations; and discussing the Quicklinks to AAHE resourcesfinal document at the June 1998 Brigham 0- Sample chapters from selectedAAHE Assessment Confer- Departs AAHE AAHE publications: Learning ence. If you have ideas for the Steve Brigham, director of Through Assessment; Experienc- task force to consider, please con- AAHE's Quality Initiatives since ing Citizenship, from the AAHE tact Barbara Cambridge (x29), 1993, left AAHE October 3 to Series on Service-Learning in thedirector, [email protected]. accept a position with Group Disciplines; and "Where Tenure Decision Support Systems, Inc. Does Not Reign: Colleges With AAHE Technology Projects (GDSS), a Washington, DC-basedContract Systems," from the NewTLTR Events management consulting firm. Pathways Working Paper Series. 0- "Levers for Change" work- GDSS specializes in using To visit the section, click on shops are open to teams from Internet-based interactive tools, the Members-Only button and institutions interested in starting decision-making groupware, and enter "member" for username their own Teaching, Learning & systems models to help organi- and "yates" for password. Technology Roundtables. Please zations with performance and The Members-Only section is see the calendar on page 16 for productivity issues. a work-in-progress. If you have the hosts, locations, and dates of Brigham, along with Monica suggestions for features to add, these workshops. Manning, helped found the please send them to 0- Catalyst Institutes are being Quality Initiatives to explore [email protected]. scheduled now for 1997-98. Each "the intelligent application of Catalyst Institute consists of continuous quality improvement AAHE Assessment Forum three or more in-depth work- (CQI) principles to higher educa- shops, each focused on a key tion." Among the activities they Task Force challenge of policy and practice, organized were the Academic on Learning plus institutional team sessions. Quality Consortium (a collabora- Students' total level of engage- Catalyst workshops are available tion among twenty-one campusesment in educationally purposeful on a wide range of topics: dis- committed to CQI); four joint activities, inside and outside the tance education strategy assessment and quality confer- classroom, matters most to their ("Degrees of Distance"); evalua- ences; a 120-member Campus learning. Faculty and student tion of technology and education Quality Coordinators Network; affairs staff share the responsi- ("Flashlight") technology; the publication of numerous articles bility to tighten connections be- writing program ("Epiphany"); and AAHE's CQI 101 and 25 tween curriculum and students' Snapshots of a Movement; and out-of-class experiences. What is continued on page 16

14/AAHE BULLETIN/OCTOBER 1997

BEST COPYAVAILABLE oara Brown is named head of the White House Initi- ative on Educational Excellence for Hispanic Americans.... Next spring, one of AAHE's most admired couples. Emily Moore and J. Herman by Ted Marchese Blake, leave IUPUI for senior faculty posts at Iowa State... It's the International Partnership Welcome back for news about AAHE members for Service-Learning now, so it seemed fitting (names in bold) doing interesting things, plus last July when the UK's University of Surrey news of note .. . do send me items . .. email via conferred on Partnership president Howard [email protected]. Berry an honorary "master of the university."... With sadness I note the death September 13 of ACCREDITING: It took them a year and a MIT's Donald Scholl. a valued contributor at false start or two, but the North Central Associ- AAHE meetings, whose writing about effective ation's board finally came to a right choice, sel- practitioners influenced all of our work. ecting Patsy Thrash's able deputy, Steve Crow, to succeed her... Steve MORE PEOPLE: Best wishes this will keep NCA apace with the many month to new presidents Gail Mellow changes sure to hit accreditation in the (Gloucester County), Irvin Reid (Wayne years just ahead.... One of the force- State), Stephen Sweeny (College of points for such change will be new New Rochelle). David Clinefelter launches like the virtual Western Gov- (Graceland). Mike Tacha (Mohave CC), ernors University, which seems to be Homero Lopez (Maricopa's Estrella having little trouble lining up money Mountain CC). Barbara Pickard Sirvis and campus partners... another is the Brown (Southern Vermonu, and Edna Baehre

global University of Phoenix, coming (Harrisburg Area CC).. .. Akron's Linda soon to your neighborhood, the object Moore is the new exec of the Interna- this fall of profiles in the New Yorker tional Council of Fine Arts Deans. and Change. SHAVLIK: I can't think of another per- ED RECORD:I note with sadness the son who has done more these last years demise this fall of Educational Record, to bring forward talented women into published continuously since 1920 by academic leadership than ACE's Donna the American Council on Education... Shavlik.... Donna retired from her 15- the Record, in its way, was Change's Schön year directorship of ACE's Office of Wom- closest competitor... ACE replaces the en on September 30 ... and Donna general-readership magazine with a knows how to do -retirement": she and shorter, policy-oriented publication her husband, Frank, have incorporated aimed at presidents. the Deep Bay Center, an educational and spiritual retreat on Flathead Lake, Mon- PROJECTIONS: I know it's tricky tana. business to start with, and comparisons make things trickier still, but I couldn't 1972: Seems hard to believe, but at the help noticing that the U.S. Department end of this month, FIPSE will hold its of Education's enrollment projections, Shavlik 25th project directors meeting... that released in August, are way below those annual gathering of grantee-innovators brought forward in Change last May/June.. has been a milestone in the careers of so many ED anticipates a 16% gain over the next ten AAHE members.... FIPSE was a creation of years, the Change article 30%. ... We'll see, but the Education Amendments of 1972, that land- I'd bet on the latter, especially given positive mark federal enactment that gave us, among news on the paying-for-college front. other things, Pell grants. which have since helped 30 million students attend college... the PEOPLE: Lead appointment of the month is College Board sponsors a commemorativesym- that of James Hall SUNY-Empire State's posium on the Pell grant program November 13- founder-president since 1971 to the presiden- 14 here in Washington. cy of Antioch U... . Jim succeeds Alan Guskin, busy as ever at Antioch-Seattle and with pro- IN THE OFFICE: As I write, we've just fin- grams at Teachers College. .. . "TC" also inked ished a staff retreat wonderfully moderated Gordon Davies, late of Virginia's SCHEV, to a by Maryland's Geno Schnell and are prepar- visiting professorship this year.... Lots of ing for a follow-on Board retreat.. . hope to tell cheers here, too, as our former officemate Saritayou about both next month. 32 continued from page 14 impact: Evidence and Action, a collection of major presentations Important Dates from the 1997 AAHE Conference American studies and technology TLTR "Levers for Change" ("Crossroads"); and finance, plan-on Assessment & Quality. Other Workshops. ning, and information technology.chapters by Peter Ewell, Lee University of Michigan- Dearborn. October 24-25. For more information about Knefelkamp, Ted Marchese, Consortium for Computing in these events, please contact Sherril Gelmon, Ellen Chaf- Undergraduate Education. Bethany Amanda Antico (x38), program fee, Margaret A. Miller, and College, WV. November 6-7. New Jersey Commission for associate, antico@clarknet. George Kuh challenge our Higher Education and New Jersey thinking about central issues in Intercampus Network. Raritan, NJ. assessment of student learning November 14-15. AAHE Assessment Forum inside and outside the classroom, Appalachian College Associa- tion. Berea College, KY. December 5- Publications the depth and scope of learning, 6. Do you agree with the follow- and the place of assessment in National Conference on the Edu- ing points? (1) It's not teaching accountability. ($12 each, AAHE cation and Employment of Grad- that causes learning; it's the members $10, plus $4 shipping) uate Teaching Assistants. Cospon- attempts by the learner to per- Learning Through Assessment: sored by AAHE. Minneapolis, MN. form and the use of the feedback A Resource Guide for Higher November 6-9. that the learner gets. (2) A single Education goes into its second 1998 AMIE Conference on Facul- test of anything is, therefore, an printing! Published in June ty Roles & Rewards. Orlando, FL January 29 - February 1. incomplete assessment. We need 1997, the annotated and indexed Early Bird Registration Dead- to know whether the student can directory of more than 300 useful line. December 15, 1997. use the feedback from the re- assessment books and articles, 1998 National Conference on sults. (3) We're wasting our time journals, newsletters, audiocas- Higher Education. Atlantn, GA. inventing increasingly arcane settes, organizations, confer- March 21-24. psychometric solutions to the ences, and electronic resources Proposal Deadline. October 15, problem of accountability. Ac- meets the needs of new and 1997. countability is a function of feed- experienced faculty and staff. 1998 AAHE Assessment Confer- back that's useful to the learner, ($27 each, AAHE members $25, ence. Cincinnati, OIL June 13-17. plus $6 shipping) For help with Proposal Deadline. December 5, not to a handful of people who 1997. design the measures. So declares your order, call the AAHE Publi- Grant Wiggins in Assessing cations Orders Desk (x11).

Moving? Clip out the label 0 Yes! I want to become a member of AMIE. below and send it, marked As an AAHE member, you'll receive the AAHE Bulletin (10 issues a year) and Change magazine with your new address, to: (6 issues). Plus, you'll save on conference registrations and publications; you'll save on subscrip- "Change of Address," AAHE, tions to selected non-AAHE periodicals (ASHE-ERIC Higher Education Reports and Journal of One Dupont Circle, Suite Higher Education); and more! Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, DC 360, Washington, DC 20036- 20036-1110; fax 202/293-0073. 1110; fax 202/293-0073 AAHE Membership (choose one) (add $101yr outside the US.): Regular: 0 1yr,$950 2yrs,$1850 3yrs,$275 Retired: 0 lyr,$50 Student: 0 lyr,$50 AAHE Caucuses (all are open to all members; choose same number of years as above) Amer Indian/Alaska Native: yrs @ $10/yr Asian and Pacific: yrs $15/yr Black: 0 lyr,$25 0 2yrs,$45 3yrs,$70 Hispanic: 0 lyr,$25 0 2yrs,$45 0 3yrs,$70 Women's: yrs © $10/yr

Name (Dr./Mr./Ms.) 0 M/0 F Position (if faculty, include discipline) Institution/Organization Address CI home/0 work

City/St/Zip Day ph Eve ph Fax Email (if not Internet, specify) Bill me. 0 Check is enclosed (payment in U.S. funds only). U VISA U MasterCard

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Cardholder name Signature 10/97 Rates expire 6/30/98 33 BEST COPYAVAILABLE AAHE 1

November/1991 Volume 50/Number 3

Computers for Everyone An Interview With Wake Forest's David G. Brown

Grant Wigginson Feedback

Being Hospitable an essay by John Bennett

MIMM VMMM UM IMMV aI A I MN ML UMW aAM UMa MNMN MVO/ MMMRUV . M UM NM ME AAHE NEWS NM SOUTH AFRICA BULLETIN BOARD AMMMKM UM - MI V MI TOUR by Ted Marchese VIMMIMM, .VMM . AMERICAN ASSOCIATION FOR HIGHER EDUCATION 3q In This Issue

3 Computers for Everyone Provost David G. Brown on Wake Forest's aggressive new technology infrastructure supporting faculty adoption and imaginative use of technology for learning. interview by Ted Marchese

7 Feedback: How Learning Occurs by Grant Wiggins

9 Being Hospitable Much more than just being "nice," the act of being hospitable is an essential condition of collegiality and vital to the mission of the academy. by John B. Bennett

Departments

13 AAHE News...conferences...Members-Only website...South Africa tour... autumn events ...and more

15 Bulletin Board...by Ted Marchese

AAHE BULLETIN November 1997/Volume 50/Number 3

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

AARE Bulletin is 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: Margaret A. Miller. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authors are available by calling 510/271-8164, item 11.

35 Cover photo 0 Wake Forest University. Printing by HBP. Cover concept by Dever Designs. AMERICAN ASSOCIATION FOR HIGHER EDUCATION Computers for Everyone How Wake Forest is getting its students and facultyon the same platform as a way to enhance learning.

Ted Marchese interviews provost David G. Brown

Beginning last fall, all exciting, the difficult and most Wake Forest freshmen costly part is not hardware acqui- and Arts and Sciences sition but building an infra- faculty "own" a structure that gives birth to the University-provided machine's potential. new IBM laptop computer loaded MARCHESE: But lots of places with Windows 95, Microsoft have wired themselves up, creat- Office, Netscape, Lotus Notes, ed support centers, and so on; and a University template. Since what's the infrastructure these students and faculty all difficulty? now enjoy use of one of two stan- BROWN: By "infrastructure" I dard computer models, instruc- mean especially faculty adoption tion can proceed on the basis that and imaginative use of the tech- everyone can "talk" to everyone nology in classrooms. Without else. To enable this communica- that, it's just neat hardware and tion, all classrooms and residence student emails home to mom and halls, and a majority of the seats dad. in the campus's classrooms, are Readers can contact David G. BrownMARCHESE: So what have you hot-wired to an Ethernet net- at [email protected]., via his webpagelearned about this? work. To keep things up-to-date, www.wfu.edu I -brown, or at WakeBROWN: Before faculty mem- students will get a new computer Forest University, Box 7328, Reynolda bers can "afford" broad-scale at the start of their junior year; Station, Winston Salem, NC 27109- 7328. experimentation with compqter- they take permanent ownership based learning, four elements, of that second computer upon we've found out, have to be pres- graduation. Faculty computers when we began, and the assess- ent: (1) universal student access will be replaced on the same two- ment continues through their to computers, (2) reliable net- year cycle, and faculty enjoy free four years. Only entering classes works, (3) multiple opportunities access to an Internet provider. assessed the surcharge are pro- for training and consultation, and Earlier this year, AAHE's Ted vided with laptops. So this fall, (4) an ethos that values experi- Marchese talked with Wake For- all freshmen and sophomores, mentation and tolerates falters. est's provost, David G. Brown, an plus all Arts and Sciences faculty,MARCHESE: Let's take these economist and a past chair of the are on the plan. one at a time ... "universal stu- AAHE Board. Eds. MARCHESE: And students are dent access." willing to pay this fee, or have it BROWN: That's at the heart of in their financial aid plan? the plan: Fairness and equity MARCHESE: Dave, I hate to BROWN: Indeed, yes. Let me require that all your students start with money, but I'm sure quickly add, Ted, that two hun- have equal access to essential readers are thinking, How is all dred universities have visited learning tools, be they books, a this paid for? campus since we started, and library, or computers. And you BROWN: Funding comes primar-invariably their first question is, have to have redundancies built ily from a continuing surcharge "How can we get laptops to all into systems of access, to ensure upon tuition, $3,000 a year, whichour students?" I can't emphasize computer availability when also supports more faculty and enough that funding and supply- equipment breaks or batteries financial aid. This surcharge was ing computers is the easy part of die. If students start to miss first assessed to 1996's freshmen, the task. The important, the homework assignments because

3 6 AAHE BULLETIN/NOVEMBER 1997/3 of equipment failure, pretty soon computer-based learning tools, faculty stop giving such and to view "nonadoption" as fail- assignments. ure. Our aim is exposure, toward MARCHESE:"Reliable net- consideration of technology, and works" would be important for intelligent use. Progress should- the same reason. n't be measured in any one year BROWN:Professors and stu- by an "adoption rate." dents will stop communicating by Ourfaculty are MARCHESE:Fair enough. email if the delivery system lacks What's led so many faculty here predictability. Professors are hesi- eager to consider to take the plunge, to commit tant to use technology if the net- that time? work will go down during class ... the use of BROWN:In the end, I think it's even a two-minute gap can feel professional conscience. When the like an eternity ...if you can't technology and electron microscope appeared and count on the network and faculty opened new avenues for research, have to have an alternative plan are pushing scientists took the time to learn for each session, that's a real dis- to use it. It's the same with incentive for adoption. our capacity for computers. MARCHESE:"Opportunities for MARCHESE:Dave, if conscience training and consultation. ..." support were so powerful, we'd all be find- BROWN:We've tried everything, ing time for new things! it's all necessary, and you can't at every point. BROWN:Ah, Ted, but then came offer enough of it: training class- email. It was the key. ... easy to es, swap and share sessions, use, totally reliable ... an benchmarking trips to other uni- industrial-strength email system versities, visiting firemen, best will lure even the most reluctant practices conferences, summer person to turn on the computer. workshops, online training mod- The lure becomes greater still, of ules, a student corps of trainers, MARCHESE:Dave, to your course, when everyone else uses twenty-four-hour help desk ... no fourth point, an "ethos of email, when important messages one thing is enough. experimentation." come only that way, and when MARCHESE:Who runs all theseBROWN:The larger aim is that your students expect it. Soon efforts? the new tools will leverage signif- they're hooked, and looking for BROWN: Noone party can do it. icant gains in student learning. the next application. A committee of elected faculty But testing new learning tools MARCHESE: SoWake Forest sets policy. Deans and depart- raises risks to students in these never actually mandated faculty, ment chairs allocate budget for it.experimental classes, risks that staff, or student use? The information systems people can be unacceptably high to most BROWN:No. Before we began establish and maintain networks.professors. New methods, there- this effort, though, the faculty, by Professional librarians manage a fore, are first tested among small-vote, mutually agreed that the lot of the training. er sets of consenting learners. dollar and time investment in MARCHESE:Who actually does technology was a worthy risk. the daily work of helping stu- WHAT'S BEING LEARNED MARCHESE:I'm interested in dents and faculty? other learnings so far. . . BROWN:In each academic MARCHESE:You always hear BROWN:Standardization was building we've hired a trained fears expressed that computers important. The fact that all facul- academic computing specialist, will come between faculty and ty and students are using the reporting to department chairs, totheir students. same hardware and software help faculty and students use the BROWN: Idon't really hear that greatly facilitates communication technology. Second, we rely heavi- at Wake Forest. The vast majorityand the assignment of tasks. It ly on students: We have fifty of our faculty are eager to consid- also means they can help one STARS ("student technology er the use of technology and are another through equipment fail- advisors"), who are well paid pushing our capacity for support ures and learning challenges. twenty hours a week to work at every point. For them, finding At Wake Forest, we're now with faculty to incorporate com- time to learn new methods is the encouraging all faculty to place puter enhancements in specific problem; motivation isn't. course materials in electronic courses ... and we have more MARCHESE: Itake the "vast "file cabinets" with a standard trained, paid students distributed majority" phrase to mean that structure. Each cabinet has a through the residence halls. not every member of your faculty "drawer" for the syllabus, a sec- Third, individual faculty are pro- has embraced this. ond drawer for reserve reading vided released time to direct a BROWN:It's tempting for deans materials, another for threaded faculty program on adoption and provosts to measure the per- discussions, and so on, so faculty issues in various disciplines. centage of faculty "adopting" can assume students will know

VAAHE BULLETIN/NOVEMBER 1997 3 7 the system and can concentrate on the subject matter of the r course. MA.RCHESE:What drove the choice to use portable computers? BROWN:Portability turns out to be an important factor to adoption and use. Most professors prepare for their class in their office but teach elsewhere, in a classroom, studio, or lab. And they work at home, or from the road. Students, too, study one place, have class in another, maybe live in a third. Significant time is saved when the same machine can be used in all locations. Reli- ability also increases. One more point on this, Ted. As a means of learning, we encourage students and faculty to use their computers at home, for hobbies, in student organizations, for organizing their research, for distributing committee minutes, for learning football defenses. Each new use extends proficiency, especially (again) if the hardware, software, and filing systems are standard. MARCHESE:Let's return to money, Dave. Could you break out some costs for us? BROWN:It's not cheap. A new computer-based communication system costs about as much as a new library system. For an aggressive program such as Wake Forest's, think $1,750 per year likely again. One thing is that BROWN:In all these cases, I per student. That's $1,000 per your cost centers shift just as believe, students are simply leas- year for the laptops plus $375 for rapidly. Users want full-motion ing the laptop. mainframe servers plus $375 for video and a soaring portion of MARCHESE:Which takes me to computer coaches and specialists. evermore complex communica- institutional strategy. Dave. In The one-time cost of wiring the tion, so falling server prices are the late 1980s, several universi- campus is in addition to these more than offset by demand for ties made news when they figures. more powerful servers. The required all students to purchase MARCHESE:Not every campus $1,000/$375/$375 split could soon a given computer. ... but that has access to resources like that. be $375/$1,000/$375. seemed to pass as a strategy. BROWN:These costs could be MARCHESE:Dave, one more Now suddenly there's a new band shaved. Minimal laptops, ma- note on costs, to confirm what of schools, public and private, chines that can network through you said ... you'll recall Phil with initiatives like yours. More- the Web, can be purchased for Cartwright's column in the July/ house College, which I just visit- less than $250 per year if costs August 1997 Change, in which heed, is doing this, too. No doubt are spread over four years, not explained a laptop initiative in there are reasons for the phe- two. Renewal cycles can be four two Georgia state colleges... nomenon, like cost vs. power years, not two. Wiring each class- they partially fund their projects, ratios and student readiness. But room seat so every student is net-albeit more limited than yours, I'm guessing also that it has to do worked during class might be the with a $200-per-quarter fee. In with competitive advantage. high-expense "luxury" you'd skip. the current issue (November/ What difference has this initia- MARCHESE:The way prices areDecember), Phil details similar tive made for Wake Forest? falling.... initiatives at two North Dakota BROWN:We know that, in spite BROWN:Laptop prices are halv-state colleges, at which students of the $3,000 tuition increase, ing and halving once again, and are charged $950 a year. everything is up: freshman appli-

AAHE BULLETIN/NOVEMBER 1997/5 cations, SAT scores, acceptance sparked more self-examination learning experiences? And so on. rates, retention percentages, gifts,about teaching than we've seen MARCHESE:Even if you're not grants, placement office recruit- in decades. The faculty I see are fitting every faculty member into ing, faculty recruiting successes. eager about technology because some preordained idea about But, you might ask, does our they see it as a way to enhance "best use," is there some larger approach work internally as a their instructional effectiveness. sense or game plan about where "diffusion" strategy? We are now MARCHESE:An eagerness this university education here may be quite certain that students preferinitiative both feeds on and headed? computer-enhanced courses. The promotes. ... BROWN: Ithink we sense that original skepticism among facultyBROWN:Right. At the same most of our educational tools has faded. We know of no time, we're not trying to pre- journals, textbooks, and so on instance where a faculty memberordain any particular "new" are almost certain to be in their has added computerized commu- approach to teaching. The con- cheapest and most timely form nication to her or his course, eval-texts for teaching are situational, electronically. In many fields, uated it, and gone back to the old depending on the students before two- and three-year-old textbooks way. you, the discipline, and the will soon be regarded as unac- MARCHESE:That's impressive. teacher himself or herself. What ceptable. Electronically, distribu- BROWN:We're trying to keep we do emphasize is that a sense tion and revision costs are plum- track of changes we can tie to theof educational theory should meting. As this happens, the initiative. For example, we know drive technology adoption, not computer that makes it possible that in my freshman economics vice versa. becomes as essential as the light course, I average nine email mes- MARCHESE: Howdoes thatbulb. Even before then, I expect a sages per student per week, and play out? revolution in the sheer amount that more students come by dur- BROWN:When redesigning a and character of coaching and ing office hours. We know that 40 course, the instructor-innovator consultation. percent of campus email traffic should identify beliefs about how MARCHESE:The crucial ques- last year was freshman to fresh- students learn the material best, tion in all this becomes, How will man, and that a good part of that about the appropriate experi- learning be improved? traffic was not about classes but ences that follow from that, and BROWN:In two ways, primarily. about community building. about her or his own role in Students will teach one another MARCHESE:All this brings to prompting learning. Only when more. They will learn how to col- mind the old learning about tele- that's done do you get to ques- laborate. Second, students will phones, that we couldn't see whattions about technology use. become more independent, better they'd mean to the culture until MARCHESE:Questions such able to search out their own re- almost everybody had one. as? sources and conversations. Text- BROWN:Right. ..when phones BROWN: Howcan the computer books liberated students from were a luxury, they were used dif-be used to increase the level of solitary professorial perspectives; ferently. It'll be the same with thetrust between mentor and learn- the computer-enabled Internet, computer. I already expect an im-er? In what ways can the comput-with its powerful indexing tools, pact on the half-life of the intel- er facilitate collaboration among is a giant step toward further lectual link between students andlearners?Howimportant is learner independence. Also, feed- their professors. My students nowaccess to original source materi- back will be quicker, more useful. keep in touch with me over the als and, if important, how can So there you have it, Ted: summer via email. They keep in such access be facilitated? What Focus. Feedback. Collaboration. touch when studying abroad. Thisis the importance of immediate Self-responsibility and ownership exchange isn't going to end at feedback, and how can the com- of task. The building blocks of graduation. puter help provide it? To what learning, all strengthened. extent should students be respon-MARCHESE:Dave, may it in- TOWARD WHAT END? sible for structuring their own deed be so... andthank you!

MARCHESE: Iknow that for you, Dave, this whole journey has To Follow Up... a subtext: teaching improvement. Participate in a threaded conversation of this topic on the Internet BROWN:You know yourself, Ted, with David G. Brown and other readers! Go to: from your own teaching, that Academic.wfu.edu/FacStaff/5142428.nsf/wMateriols changing the way you teach can When prompted for name, enter "Wake/WFU"; for password, use be time-intensive, risky, and diffi- "forest." cult. Even so, lots of faculty here Under Discussions, click on "General" to see the conversation and elsewhere are experimenting threads. To respond to a thread and join a conversation, click quickly and courageously "Respond." To create a new conversation, click "Create Document" with computer-based instruction. and enter your message or attach a text file. In fact, I think the availability of these new technologies has

6/AAHE BULLET1N/NOVEMBER 1997 3 9 Feedback How Learning Occurs

by Grant Wiggins

One obvious thing in validity and reliability. Or to say watching good ath- it the other way around, the more letes, and even in lis- self-evident the feedback to the tening to them in performer, the more likely the interviews, is that V. gains. they often make clear just how vital ongoing feedback is to their Feedback and mastery. I was particularly struck Description by Tiger Woods's recent remarks Let's think about these points when he won the Masters'. When a little bit further by clarifying asked how he turned around his what I mean by feedback. If I did early poor performance, he a poll about your definitions of described how, on the back nine, feedback, you would probably say when he was not playing well, he Grant Wiggins is president of thesomething like, "Feedback in- said to himself that he had to Center on Learning. Assessment, and School Structure (CLASS). 648 The volves telling someone what you adjust his performance. But to Great Road, Princeton, NJ 08540-did and did not like or whatyou know you need to adjust, you 2516. did or did not judge to be right in need ongoing feedback. Tiger what they did some praise and knew he needed to adjust on the some blame." If you ask people basis of the feedback that he was of the feedback and opportunitiesabout their bad feedback experi- receiving not from any person, to use it. ences, they usually say things psychometrician, or indirect (3) A single test of anything is, like, "Oh, I really got hammered proxy test but from the real therefore, an incomplete assess- by the person." The implication is thing, the unintended effects of ment. We need to know whether that feedback is what you get his putts and his drives. the student can use the feedback from people who do or do not like Why is it, then, that we don't from the results. something you did. That, of gather feedback regularly in (4) We're wasting our time course, is a mistaken view. Feed- schools and colleges and use it to inventing increasingly arcane back is not about praise or blame, improve learning? I'd like to psychometric solutions to the approval or disapproval. That's make four simple points about problem of accountability. what evaluation is placing this puzzle: Accountability is a function of value. Feedback is value-neutral. (1) People can't learn without feedback that's useful to the It describes what you did and did feedback. learner, not to a handful of people not do. (2) It's not teaching that caus- who design the measures. The When I was traveling through es learning. Attempts by the more arcane the measure, the Boston the other day, I read in learner to perform cause learn- less likely it is that it will cause the Boston Globe about my ing, dependent upon the quality any useful progress, despite its beloved but depressing Red Sox.

4 0 AAHE BULLETIN/NOVEMBER 1997/7 The article contained an explanation from the pitching coach Assessing Impact: Evidence and Action about why the Red Sox's chief re- lief pitcher, Mr. Slocum, had been This article is excerpted from "Feedback: How Assessing recently banished to the bullpen. Impact Learning Occurs," Grant Wiggins's plenary It seems the pitching coach saw, address at AAHE's 1997 Conference on Assess- in looking at videotape, "that ment & Quality. The address, plus six additional Heathcliff did not find his loca- presentations from that conference, is available tion spot 22 out of 29 times. And in the AAHE publication Assessing Impact. when that happens, you know (96pp.) $12 each ($10 for AAHE members), that he's not striding properly. plus $4 shipping. For help with your order, call the AAHE Publi- And when that happens, you look cations Orders Desk at 202/293-6440 x11. (See p. 14 for more.) at his delivery and, sure enough, we saw that he was striding in such a way that he planted his Middle Ages, one predicated on a one of the most exciting things foot four, five, six inches to the defunct theory of learning. That about problem-based learning in left of where he normally plants theory of learning says: "Take it the professional schools that's it, throwing the ball consistently all in, contemplate it, play with it now finding its way into the colle- outside." Notice that there is not a little bit, give it back, and we'll giate and precollegiate world is one negative or positive value then certify that you understand. that problem-based learning, by judgment in that account by the And if you don't understand, well,its very nature, builds feedback coach, merely a description of you can't enter the guild, the and the need to use it into the what the videotape revealed. medieval tradition of the work. Even if we only simulate it, That's what feedback is. No university." we can alert students that they praise. No blame. It just describes The modern view, however, have to show that they can deal what you did and did not do in says: "No, that's not how it works.with feedback. They have to show terms of your goal. It's more like software. It's like that they can deal with the unex- The best scoring rubrics for basketball. It's like learning to pected to be said to truly under- student performance do the same print your name. You don't really stand and be skilled. thing. In fact, when we work withunderstand it unless you can Indeed, if we take this lesson people on the design of rubrics, adjust. Unless you can cope with to heart, we will come to a very we always say, "The rubrics will feedback. Unless you can inno- disturbing truth that follows be powerful and useful to the vate with what you learn." from the commonsensical premise extent that you rid them of value The next great leap in assess- that we began with. None of us and comparative language, such ment is to understand that a soli-who has been a teacher is any- as 'excellent,"good,"fair,"poor,' tary test, with no interaction where near as good as we can be, 'better than,' 'worse than,"clearerbetween the test taker and the if we are not routinely getting than,' and 'less clear than.' Sub- assessor, will turn out to be as feedback from students. stitute for all that phraseology foolish, dimwitted, and premod- Feedback is not praise or discrete descriptors of what is ern as some of the practices in- blame. It's what you did and did actually true of a certain level." volving rods and canes were a not do, whether you realized it or So, indeed, we do understand the hundred years ago. If we want to intended it. Assessnient should importance of description in know if students understand make its chief business the con- terms of rubric design. something, we have to see if they fronting of performers with the can deal with feedback and with effect of their work, including Self-Adjustment as Goal counter-arguments to their argu- performers called teachers. And We've heard a lot during the ments and their own ideas, just then performers must do some- past ten or fifteen years in both as we do in the dissertation's thing about the effect, either to higher education and K-12 about defense. explain it, to justify it, or to the importance of student self- But it's not necessarily a func- correct it. assessment. Despite the impor- tion of human one-on-one. Feed- tance of the idea, the phrase is back built into assessment is misleading. Self-assessment is about compelling the student to Note not the goal. Self-adjustment is have her or his ideas intersect Readers interested in following up the goal. But suppose students with reality, to see if the balsa this line of inquiry are referred to the have never been taught the bridge will hold the weight pre- chapters on feedback in Grant Wig- importance of self-adjustment. dicted by the physics the student gins's Educative Assessment: Design- Indeed, how are they ever going proposes using to see if the ing Assessments to Inform and to be taught it in a scope-and- student can convince the client Improve Student Performance, forth- sequence-coverage curriculum that this solution to the problem coming from Jossey-Bass, and Assess- with a one-shot test? Regrettably, of environmental pollution is, in ing Student Performance: Exploring we still live in an assessment fact, feasible scientifically, eco- the Purpose and Limits of Testing, framework inherited from the nomically, and politically. Indeed, also published by Jossey-Bass (1993).

8/AAHE BULLETIN/NOVEMBER 1997 Being Hospitable Much more than just being "nice," the act of being hospitable is an essential condition of collegiality and vital to the mission of the academy.

by John B. Bennett

Rarely does one hear vidualist in all of us. Most of us, the word hospitable however, also sense that insistent associated with high- individualism isn't the full story er education. "Oh, no," indeed, it may even misrepre- we might think upon sent the interests of the academy. first hearing it applied to the It certainly misrepresents the academy, "it sounds quaint, even nature of hospitality and its pro- naive too innocent of the rigor- found linkage to the academy. In ous demands of first-rate aca- fact, if we are really honest with demic work." Like faint praise, ourselves, we know that the mis- the term as it is used colloquially sion of the academy to advance seems to suggest weakness or learning doesn't just allow hospi- lack of depth. "After all," we John B. Bennett is provost and vicetableness, our mission requires it. declare, "solid academic work is president for academic affairs at hard-nosed and requires scrupu- Quinnipiac College, Hamden, CT PROFOUND LINKAGES lous, unrelenting attention to 06518; [email protected]. His standards." From such an angle, forthcoming book Collegiate Profes-Usually, the learning advanced is sionalism: The Academy, Individual- any softness, accommodation, ism, and the Common Good (ACE1 that of students and involves compromise evoked by hospitable Oryx) further develops some of the teaching. At other times, the is suspect. "Some feelings are notions raised in this Bulletin essay. learning is that of the laboratory bound to be hurt, and probably investigator or the scholar in the should be. After all, it's learning library learning to be given to and knowledge we're promoting, teaching and research as contact others in validation of their work not self-esteem," we announce. sports and showing little mercy. .. tobe contributed to the com- This side of academe's person- For them, cooperation is usually mon body of knowledge for bene- ality celebrates its aggressively called for only to secure allies for fit of all... to be made available independent stars and rigorously battle against others. The rest of for use in teaching students. self-directed purists, energeticallythe time, though, cooperation is Whether in teaching or in re- tending their plots of truth and not conspicuous; solitary, hard search, then, we advance learning commanding by force of intellect, labor is. If hospitable means only through having interest in not by good manners or receptivi-being "nice," then hospitality is the work of others. Insistent indi- ty to others. They are our insis- secondary, perhaps even dispens- vidualism conceals this truth: tent individualists extraordi- able, in their view. that the academy presupposes narily self-reliant and seemingly True, academe is serious busi- hospitableness for all its work of self-sufficient. Some are also ness and something in this scholarship. pretty combative, conducting description appeals to the indi- Hospitality includes being

4 2 AAHE BULLETIN/NOVEMBER 1997/9 courteous, civil, and honest, but itlearning in general. Good teach- mensurate with claims advanced. goes beyond this. Being hospita- ers recognize that the individuali-Such openness improves the ble means being genuinely open ty of each student is inherently quality of scholarship, laying the to "the other" interested in relevant to learning, a source of groundwork for more carefully sharing learning, and receptive topotential richness. Far from beingargued positions and more fruit- the learning the other might pos- transmission of data to passive, ful connections with other in- sess. Feigning openness doesn't undifferentiated receivers, good quiries. Far from being secondary work, for only authentic hospita- scholarship of teaching almost and dispensable, hospitableness bleness creates the fruits of com- always involves personal engage- seems essential for research panionship in the quest for learn-ment in collective inquiry a scholarship. It acknowledges both ing and reciprocity in explaining process of sharing and receiving our needs and our responsibilities intellectual interests inviting for which hospitableness is but as scholars. the collegium to critique, vali- another name. In short, we do not really ad- date, and extend learning. This Successful teachers do not aim vance learning when we teach dialectic between sharing and for artificial intimacy, but neither and do research in an insistently receiving is essential to being do they control or intimidate. individualistic fashion. Solid aca- human, for we are relational and Students easily discriminate be- demic work depends on openness dependent upon one another. tween the hospitable instructor and attention to the other. The Rather than last-ditch contriv- interested in facilitating their very authority of the scholar ances in a Hobbesian world, com- learning and the rote and distant rests upon that personal open- munities are instead natural instructor more interested in ness to others that I am calling entities, foreign neither to teach- being well regarded and simply hospitableness. Behind the initial ing nor to learning. Indeed, hospi-going through "educationally cor- authority bestowed through the tality and the communities it rect" paces. Rather than clinging classroom, the cachet of learned makes possible are essential to to his or her own knowledge, the journals, or funded research is enduring personal satisfaction best instructor is the best learnerthe ultimate authority of the in- and well-being. disposed to see students as dividual person established by The attraction of insistent potentially intriguing and his or her respectful openness to individualism is its capacity to insightful agents of knowledge, others. It is true that the search shelter us from the risks inherentteachers to one another as well for truth can be a solitary affair, in genuine openness the fear as to the instructor. requiring tenacity, grit, even in- of others as potential threats to Likewise, research scholars tellectual combat. But individual our intellectual safety, the anxi- depend on a prior framework of work presupposes a community ety of being responsible for knowledge that has been re- of others both for initial materi- others' learning, the danger of ceived, charitably evaluated, and als and for subsequent validation. having our research findings rid- perhaps corrected and expanded. In other words, hospitableness is iculed. But the inhospitableness However narrowly centered or essential for our work together of insistent individualism is focused, every scholarly project and for the authority we need. It hardly a firm foundation. It gives exists in a larger context and is an epistemological necessity as us the reputation of being a placerelates to other projects, near andmuch as a moral one. where the battles are vicious distant, without which it cannot even though, or perhaps even be fully understood. Strangers Diversity and Civility because, the stakes are so small. are potentially valuable Hospitableness seems especial- Although we rarely reflect on resources, and the hospitable ly important in a time of increas- these matters, several considera- scholar is receptive to possibili- ing societal diversity. The acade- tions make quite clear the con- ties such strangers may provide. my diminishes itself when it nection between the work of the The hospitable scholar also excludes from study significant academy and hospitality. knows that his or her private human accomplishments, or work must be made public and when it suggests these aceom- Teaching and Research assessed by others. We do this plishments are inaccessible to a Good teaching requires taking best when we present our work broader public. If only African into account the situations of with clarity, acknowledge adverseAmericans can teach or study individual students facilitatingevidence, indicate levels of confi- African-American literature, for their particular learning, not dence, and provide support corn- instance, or if only women can

10/AAHE BULLET1N/NOVEMBER 1997 4 3 Thevery authority of the scholar rests upon that personal openness to others that I am calling hospitableness.

research women's issues, then boring knowledge lest others The personal and the professional genuine education has become poach. It also demands that we are neither separated and held politics. Without common intellec-minimize customary broadcastingapart, nor are they collapsed into tual grounds for respecting diver-of our knowledge in boastful and each other. Separation suggests a sity, we adjudicate differences self-promotional ways. To be open personal indifference to knowl- only through contests of power. in receiving means to be genuine- edge. Inquiry is not allowed to Rather than liberating, educationly willing, at least initially, to ac- impinge on personal values and then constrains and alienates. knowledge the other as an equal behaviors, or vice versa. Yet, what Educators must seek and culti- in our quest for jointly possessed initially appears as a condition vate commonalities while and well-founded knowledge. for objectivity seems to turn acknowledging and incorporating Solid academic work recognizes against itself. With separation, the values of individual that overall we have few certain- for instance, neither the beauty of experience. ties, that additions and refine- the artistic performance nor the For this reason, being hos- ments can come from unexpected systematic evil of the Holocaust pitable includes, but is consider- and unlikely corners, and that to becomes a matter of significance ably more than, being civil. We affirm the other might in fact to the personal lives of those who can be civil yet distant and augment rather than diminish study them. uninviting. Indeed, academics our own intellectual capital. Alternatively, collapse of the sometimes cultivate civility as a personal into the professional mechanism to prevent collegial Enriched and creates an arid one-dimensionali- interaction on controversial sub- Integrated Selves ty, devoid of the richness prom- jects. In these cases, civility Being hospitable requires ised by the pursuit of knowledge; deters education. Instead, we reviewing the familiar as well as and collapse of the professional need a commitment to work being open to the strange. We are into the personal can generate a through differences and disagree-victims of our own narrowness dilettantism, even a self- ments, not an agreement to avoidwhen we dwell in unexamined preoccupation, at odds with the them. routines or preconceptions, just discipline that knowledge Expressing respectful interest as much as when we dismiss the requires. Instead, genuine hospi- in others is, of course, the best novel or different without a gen- tableness pushes toward an inte- way to learn of their experience; uine hearing. Either way we risk gration and balance of the per- among educators, sharing our loss of knowledge and a dimin- sonal and professional. What we research and teaching insights ished self. Admitting the new or know affects who we are. Knowl- and uncertainties usually facili- the strange provides an opportu- edge is not without impact upon tates reciprocal sharing. To do nity to celebrate the accomplish- our character, and our character this, we must show up, be avail- ments of others as also enriching is reflected in our personal able to others, and forgo tradi- ourselves. But this requires the behavior. tional polarizing rhetoric and ad transformation of self that comes hominem attacks. It means com- only with relinquishing control Community mitting to thorough, constructive, and dropping ingrained resis- That knowledge is constructed unlimited, and uncensored distance to self-examination. and advanced through others cussion. Even complaining to col- Such transformation comes illustrates the concept of the self leagues about deplorable student with difficulty for many in aca- as social, as inherently constitut- abilities can promote good teach- deme, for it points toward humili-ed by relationships. Forms of ing by validating its difficulty, butty appreciation that our community are natural to aca- only if our complaining does not knowledge is not absolute, that demic work and life. The more create the very situation being others may function as peers and vital academic communities are deplored. call into question treasured posi- not simple aggregations of indi- For at least these reasons, hos- tions, that such questioning can viduals but forms of togetherness pitableness is scarcely superflu- enrich everyone, and that delight bound by common commitments ous or superficial. It requires gen-in the advancement of learning is to inquiry and reciprocity in erosity in sharing and openness appropriate regardless of who which each member both shares in receiving. To be generous in gets credit. and receives. As the etymology sharing means to relinquish Genuine hospitableness also suggests, colleagues are those habits of sequestering and har- contributes to self-integration. with whom we are linked in com-

4 4 AABE BULLETIN/NOVEMBER 1997/11 Butin a deeper sense, being hospitable is foundational to the work of the academy, not an add-on or a luxury.

mon pursuits, a linkage celebrat- rather than relationality and a inappropriate to the privileged ed as the collegium. Without hos- common good. Departments environment of the academy. pitality without willingness to whose faculty excel at their indi- Considerable segments of the show up, to attend to the other, vidual work can still be known aspublic are already doubtful that and to share common standards, marginal departments that lack academic professionalism is up to purposes, and chores the col- commitment to their collective its task. Critics note the neglect legium deteriorates and eventual-work. Here, too, recognition of of teaching, inadequate faculty ly collapses. Regular and respect-individual achievement need not development and evaluation poli- ful discussions of mission and be neglected in order to advance cies, inattention to rising costs, students and teaching and schol- the common good, though it and a general failure of the acad- arship are essential to a vital requires imaginative leadership emy to apply its critique of others collegium. and good will to accommodate to itself. Prudence alone should Most academic institutions both. nudge us toward hospitality. work against hospitableness by But in a deeper sense, being accentuating territorial rights CURRENT REALITIES hospitable is foundational to the and possessiveness. Departmen- work of the academy, not an add- talized inquiry can foster balka- Is it an exaggeration to say that on or a luxury. It does not dis- nization and isolation rather most of us in the academy are place rigor; rather, being hospi- than the integrity and freedom insufficiently hospitable? table redefines it. Hospitality is publicly associated with the pur- Whether conservative or liberal, not a celebration of gullibility or suit of knowledge. The result is we often cling to exclusionary rit-uncritical acceptance; it does not fragmentation of curricula and uals, banishing unwashed col- urge that standards be relaxed or neglect of a common good. Hospi- leagues, students, and the larger claim that everything is equally tality toward those in other disci- public from the guilds that pro- warranted. Instead, to practice plines is much more difficult vide us with meaning and auth- hospitableness is to assert that when boundaries and barriers ority. We pursue individual statusneither the individual nor our are in place. Interdisciplinary and privilege, and indulge in community is the measure of all. activities are commendable games of posturing and one- Hospitality both expresses and attempts to compensate, but mostupmanship that give the acad- requires the repudiation of a crip- still struggle against inherited emy its reputation as a small- pling relativism. Only on the structures that separate. Yet, minded place. Since most of us basis of hospitality can we apply departments need not be aban- want to be left alone, we hold oth-standards rigorously, separating doned in the search for greater ers at a distance, sometimes even the wheat from the chaff, always connectivity between and among begrudging their accomplish- recognizing that even accepted disciplines. Inquiry that is comments despite being enriched by standards of evidence and ade- pletely open and unstructured them. We insist upon specialized quacy need periodic review and can be terrifying. We need the vocabularies to facilitate commu- revision. boundaries of disciplines in order nication within the guild, thereby This may appear to be a coun- to learn, just as we then need to keeping nonmembers at a dis- sel of perfection. People are frail, transcend disciplines by knowing tance. Some members of the and situations can be maddening- their boundaries. academy even repudiate the ly complex. Most of us are able to Institutions promote discon- power of reason, embracing insu- be more hospitable at some times nectedness in other ways. larity and tribalism by defining and less so at others. Ebbs and Through sheer size or inatten- the character and limits of flows in the lives of institutions tion, institutions can seem unre- knowledge and reality in terms ofmake welcoming the new possible lated to the individuals who con- the group alone. in some ways but not in others. stitute them. Some individuals These trivial and demeaning Being hospitable is a matter of may feel second class and sec- rivalries, the occasional hostile degree. And it cannot be com- ondary to the mission of the insti-expressions of contempt, even themanded only elicited arid mod- tution. When this happens, every-simple but sustained indifference eled. Nonetheless, astonishing body loses, for the common good to others, mark the exercise of though it may appear at first is neglected. And the reward power rather than the service of glance, hospitality is an essential structure of the academy often professionals. They reflect condition of collegiality and vital reinforces insistent individualism elements of social Darwinism to the mission of the academy.

12/AAHE BULLETIN/NOVEMBER 1997 4 5 AAHE NEWS Staff phone extensions in parentheses.

AAHE Forum on Faculty Roles & Rewards Conference Preview AAHE's sixth annual Confer- ence on Faculty Roles & Re- wards, "Faculty Work in Learn- ing Organizations," will be held Senge Scott Ward Tompkins January 29 - February 1, 1998, in Orlando, FL. Keynote speaker Peter theme head-on. Responding to Oakland University, in "The Senge, author of The Fifth Disci-Senge's remarks will be David Learning Organization: Implica- pline: The Art and Practice of the Scott, chancellor, University of tions for Academic Life." Learning Organization and pio- Massachusetts-Amherst, and AAHE president Margaret A. neer in organizational learning, Susan Awbrey, assistant vice Miller, Gordon Davies, Teach- will address the conference's president for academic affairs, ers College, and David Ward, senior vice president for academic affairs, University of Wisconsin-System, will explore SITESEEING "Shifts in the Funding of the Scholarly Work of Faculty." And Sites that inform one of the hot topics in higher ed today, diversity in the closing plenary, David Casteen, president, University American Council on Education of Virginia, and Mary Burgan, Office of Minorities in Higher Education AAUP, will address the often- www.acenet.edu/programs/omhe/home.html controversial issue of shared Source of the "Status Report on Minorities in Higher Education" and governance. sponsor of the "Educating One-Third of a Nation" conference series. Other major speakers include Robert Kegan, author of In The Affirmative Action and Diversity Project Over Our Heads: The Mental humanitas.ucsb.edu/aa.html Demands of Modern Life, on "The Forums for discussion and current information on Proposition 209; Faculty Role in the Post-Modern news; the economics of affirmative action; quotas and proportional World," and Jane Tompkins, representation; culture, race, and gender; and pending legislation. professor of English, Duke Uni- Diversity Web www.inform.umd.edu/diversityweb versity, and author of A Life in 48 links to research and resources; campus profiles; leaders guides for School: What the Teacher discussion; and the University of Maryland's searchable Diversity Learned, on her experiences in Database. Lots of layers of information; be ready to explore! experimental teaching, "The Call to Wholeness." Minority On-Line Information Service (MOLIS) Several of AAHE's projects will web.fie.com/web/mol report on their work. Pat Detailed information on 164 minority institutions nationwide: faculty Hutchings, director, AAHE profiles, research centers, facilities; research and educational capabili- Teaching Initiative, Lee Shul- ties of HBCUs and HSIs; scholarships and fellowships; and more! man, president, Carnegie Foun- dation for the Advancement of Racial and Ethnic Distribution of College Students Teaching, and Jim Wilkinson, nces01.ed.gov/nces/pubs/ce/c9645a01.html director, Harvard's Bok Center, Interesting stats from the U.S. Department of Education, National and AAHE Peer Review Project Center for Education Statistics. evaluator, will discuss the progress they've made. Gene Rice, Send in your favorite higher ed websites: [email protected]. director, AAHE Forum on Faculty Upcoming: technology, faculty, service-learning, teaching, and more! Roles & Rewards, Richard Chait, professor, Harvard Grad- uate School of Education, and

4 6 AAHE BULLETIN/NOVEMBER 1997/13 Chris Licata, associate dean, included in the October Bulletin "member" for username and RIT, will discuss the next phase and is also available online at "yates" for a password. of AAHE's New Pathways www.aahe.org. For more informa- A new "Members-Only" project. tion. contact Kendra LaDuca resource is being planned: a A conference preview, contain- (x21), project assistant, searchable database of AAHE ing a sampling of the more than [email protected]. members, that would allow you 100 sessions, all of the 31 work- to search for fellow members by shops, and this year's special Publications name, city, state, or institution. If events, was mailed to all AAHE you do not want to be listed in members in November. Register Important the database, please contact early last year's workshops Speeches on Mary C. J. Schwarz (x14), direc- and special events filled up fast! Assessment tor of membership and market- The Early Bird Deadline is "My intention ... is to talk about ing, [email protected], fax December 15, 1997 (save $40!); what usually gets left out 202/293-0073. the regular deadline to register learning itself as a way of by mail or fax is January 9, helping you think about the AAHE Black Caucus 1998. choices you make in enacting Tour South For more information, contact and assessing undergraduate Pamela Bender (x56), program education." So declared Ted Africa! coordinator, [email protected]. Marchese at AAHE's 1997 Con- AAHE and the AAHE Black Cau- ference on Assessment & Quality.cus are sponsoring an education- AAHE Assessment Forum His address, "The New Conversa-al study tour of South Africa, July 16-August 2, 1998. Visit col- 1998 Assessmenttions About Learning," plus six other major speeches are reprint-leagues at nine South African universities. Meet with the U.S. Conference ed in Assessing Impact. ambassador to South Africa and Plan now to attend the 1998 The other speeches are: "Lis- other South African dignitaries. AAHE Assessment Confer- tening to the People You Serve," ence, "Architecture for Change: Ellen Earle Chaffee; "Account- For more information about the Information as Foundation," to ability and Assessment in a Sec- tour, contact Monica Gay (x18), be held June 13-17, 1998, in ond Decade," Peter T. Ewell; director of conferences, Cincinnati, OH. This year, eight "Intentional Improvement: The [email protected]. national experts will help devel- Deliberate Linkage of Assess- Membership op the four thematic strands: ment and Accreditation," Sherril Assessment of Powerful Ped- Gelmon; "Working Together to AAHE Materials agogies: Classroom, Campus, andEnhance Student Learning Are you interested in receiving Beyond Jean MacGregor, Inside and Outside the Class- additional information on AAHE Washington Center for Improv- room," George Kuh; "Looking and its various projects? Would ing the Quality of Undergradu- for Results: The Second Decade," you like to provide brochures, ate Education, and George Kuh,Margaret A. Miller; and "Feed- fact sheets, or other materials to Indiana University at back: How Learning Occurs," interested colleagues? Bloomington Grant Wiggins (excerpted in Contact Mary C. J. Schwarz Assessment of Programs and this issue on pp. 7-8). (x14), director of membership Units: Program Review and Spe- Copies of Assessing Impact are and marketing, mschwarz@ cialized Accreditation Trudy $12 each, AAHE members $10, aahe.org. Please include your Banta, IUPUI, and Larry plus $4 shipping. For help with mailing address and phone Braskamp, University of Illi- your order, call the AAHE Publi- number. nois, Chicago Circle cations Orders Desk (x11). Assessment Within and AAHE Technology Projects Across Institutions: Institutional Membership Effectiveness and Regional TLTR Events Accreditation John Harris, Members-Only "Levers for Change" work- Samford University, and Steve Website shops are open to teams from Spangehl, North Central institutions interested in starting The Members-Only section of their own Teaching, Learning & Association AA.HE's website continues to Information to Action: Ask- Technology Roundtable. See the grow with excerpts from AAHE's calendar on page 16 for the ing Good Questions, Generating latest book releases, the Bulletin Useful Answers, and Communi- hosts, locations, and dates of in text and Adobe PDF formats, these workshops. cating Well T. Dary Erwin, and a comprehensive resource of 0- Catalyst Institutes are being James Madison University, and all links from the AAHE site to Alec Testa, Eastern New Mexico scheduled now for 1997-98. A outside resources. Catalyst Institute consists of University. To visit the section, scroll Consider submitting a propos- three or more in-depth work- down to the Members-Only se- shops, each focused on a key al for a workshop or concurrent tion and click on "New this session. The call for proposals month." Or, click on the (deadline December 5, 1997) was "Member's-Only" link. Enter continued on page 16 14/AAHE BULLETIN/NOVEMBER 1997 4 7 Hore, is retiring... Terry's recent work has been on "workplace stress in academia," a topic that should bring him plenty of consultancies. ... In a nice touch, Wayne State's trustees name by Ted Marchese its gleaming new (and student-oriented) library for David Adamany, who steps down later this

Welcome back for news about AAHE members year from the presidency ...I was intrigued by (names in bold) doing interesting things, plus NSF director Neal Lane's announcement that news of note ... do send me items . .. email via the agency would commit $22.5 million to sup- [email protected]. port research in "learning and intelligent systems" (LIS) 28 interdisciplinary studies of

PEOPLE: High cheers for the selection of for- how humans learn and create.. .. Hope you mer AAHE Board chair Diana Natalicio as one enjoyed your November/December Change, and of four winners of this year's Harold W. McGraw, especially the new essay his best ever? by Jr. Prize in Education.. . Diana would Parker Palmer Catch that late- be first to share the glory with her col- October PBS special "The G.I. Bill: The leagues at UT-El Paso, which has been a Law That Changed America"?... its standout this decade in diversity and chief consultant was American U's Milt community-outreach programs....If Greenberg... if you missed it, pick up CSU trustees were looking for the Milt's companion picture-book with the departing Barry Munitz's equal in same title, published by Lickle. savvy and forthrightness, they found their man in Florida's state chancellor, APPOINTMENTS: Best wishes to new Charles Reed. .. Charlie arrives in Natalicio presidents Richard Byyny (UC- Long Beach March 1st.... Also Califor- Boulder), Ned Sifferlen (Sinclair CC), nia bound: HE's president of the past 17 Frederick Woodward (Westfield years, Richard Krasno, for the presi- State), and Ron Wright (Cincinnati St dency of the Monterey Institute of Inter- Tech & CC)... and to Susan Mason, national Studies... New York-based VPAA at Niagara U.... Sue Huseman IIE, best known for running the Ful- departs Monmouth College, new vice bright program, now has scores of chancellor of the Maine system.... research, exchange, and diplomatic Gary Cox, ex-head of Kentucky's activities around the globe and an annu- statewide board, now heads that state's al budget of $135 million. Smith (c. 1969) independent colleges association.... Shippensburg president Anthony PLA: In 1995, the Pew Charitable Trusts put Ceddia is the elected head of the Pennsylvania aside two years of funding to identify and Association of Colleges and Universities, a reward campuses that had reorganized for stu- public-private enterprise to "establish a unity of dent learning. .. last year, with lots of publicity, spirit and understanding among the sectors" three schools got $250,000 "Pew Leadership (good idea!).... David Brakke is the new dean Awards": Alverno, Portland State, and RPI. ... of natural and mathematical sciences at Last month, with comparatively less publicity, here's a name change for you Towson Univer- three more campuses joined the PLA elite: Bab- sity.... Eric Kristensen, faculty-development son, Eastern New Mexico, and Mount St. Mary's leader at Boston's Berklee College of Music, is (CA) to whom we can all say, Well done! Pew the elected head of POD this year. itself, meanwhile, pauses to evaluate the PLA program, has it on hold this year. FOUNDERS: Whenever AAHE has an anniversary, old-timers retell the tale of how the fledg- MORE PEOPLE: All best wishes to our ling association, all but penniless, got its start in thoughtful colleague Pat Callan, $8 million in 1969 through the determination of a handful of foundation funding now in hand for the start-up leaders plus 300 founding, "life" members who of a new, nationally focused Higher Education carried the organization through its darkest Policy Institute in San Jose (408/271-2699).... days.... Two true heroes of AAHE's creation Congratulations to Dean Hubbard, Joseph passed away recently...back in July, Robert J. "Tim" Gilmour, and our other friends at North-Keller, in Cheyenne, WY, died at 84... Bob, west Missouri State, winner of the Baldrige- from the University of Minnesota, was AAHE's based Missouri Quality Award.... An email Board chair in 1969-70... and last month from Melbourne, Australia, brought,news that)!0G. Kerry Smith died at 94, in Briarcliff Manor, one of the bright lights of the faculty- 0NY.. . Kerry was AAHE's founding chief execu- development world, Monash University's Terry tive. .. both were gentlemen and scholars. continued from page 14 sities can better align their activities on behalf of students. Mem- challenge of policy and practice, bers of the Task Force are Important Dates plus institutional team sessions. Judith Berson, Broward Com- TLTR "Levers for Change" Catalyst workshops are availablemunity College; Susan Engel- Workshops. kemeyer, Babson College; Paul New Jersey Commission for on a wide range of topics: dis- Higher Education and New Jersey tance education strategy M. Oliaro, West Chester Univer- Intercampus Network. Raritan, NJ. ("Degrees of Distance"); evalua- sity of Pennsylvania; David L. November 14-15. tion of technology and education Potter, George Mason Universi- Appalachian College Associa- tion. Berea College, KY. December 5- ("Flashlight") technology; the ty; Patrick T. Terenzini, Penn- 6. writing program ("Epiphany"); sylvania State University; and American studies and technology Geneva M. Walker-Johnson, National Conference on the Edu- cation and Employment of Grad- ("Crossroads"); and finance, plan- Hartwick College. uate Teaching Assistants. Cospon- ning, and information technology. The advisory board for this sored by AAHE. Minneapolis, MN. For more information about collaborative project comprises: November 6-9. K. Patricia Cross, Berkeley, these events, please contact 1998 AAHE Conference on Facul- Arnanda Antico (x38), program California; Jon C. Dalton, Flori- ty Roles & Rewards. Orlando, associate, [email protected]. da State University; Dean L. FL. January 29-February 1. Hubbard, Northwest Missouri Early Bird Registration Dead- line. December 15, 1997. AAHE Assessment Forum State University; George Kuh, Regular Registration Deadline. Indiana University at Blooming- January 9, 1998. Task Force ton; Ted Marchese, AAHE; 1998 National Conference on on Learning Sheila Murphy, Simmons Col- Higher Education. Atlanta, GA. The Joint Task Force on Student lege; Dennis Roberts, Miami March 21-24. Learning, sponsored by AAHE, University; and William 1998 Assessment Conference. the American College Personnel Thomas, University of Mary- Cincinnati, OH. June 13-17. Association (ACPA), and the Na- land, College Park. If you have Proposal Deadline. December 5, tional Association of Student Per-ideas for the task force to consid- 1997. er, please contact Barbara Cam- sonnel Administrators (NASPA), 1998 AAHE Black Caucus Study is writing a policy statement to bridge (x29), director, Tour to South Africa. July 16- address how colleges and univer- [email protected]. August 2, 1998.

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4 9 BEST COPY AVAILABLE AAHE

Deeember11091: Volume 50/Number4

Peter Ewellon ^ Organizing For Learning

What's Up (and Down] With Recent Grads a data roundup by Colleen O'Brien

Academic Integrity: 10 Principles BY DONALD McCABE AND GARY PAVELA

3 111 MI

AARE HUTCHINGS DEPARTS BUIJETIN BOARD NEWS ENGELMEMEYER ARRIVES by Ted Marchese AMERICAN ASSOCIATION 50 FOR HIGHER EDUCATION In This Issue

3 Organizing for Learning: A New Imperative That efforts to improve undergraduate education have had only limited success hasn't been for want of trying. And the answers are right there in the literatures... by Peter T Ewell

7 Life After College: Employment, Further Education, Lifestyle for Recent Grads The Institute for Higher Education Policy and The Education Resources Institute used data drawn from unusually disparate sources to paint a richer, more detailed picture of these students' lives. by Colleen T O'Brien

11 The Principled Pursuit of Academic Integrity "10 Principles" for faculty who want to enhance the environment for academic integrity in their classrooms. by Donald L. McCabe and Gary Pavela Departments

13 AAHE News...Pat Hutchings makes an announcement...plenary conference speaker named... Task Force begins writing...publications staff turnover... and more. 15 Bulletin Board/by Ted Marchese

AAHE BULLETIN December 1997/Volume 50/Number 4

Editor: Theodore J. Marchese Managing Editor: Bry Pollack

AAHE Bulletin is 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: Margaret A. I\ filler. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authors are available by calling 510/271-8164. item 11.

AAHE Bulletin (ISSN 0162-791W is published as a membership service of the American Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Periodicals postage paid at Washington. DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membership are available only to institutions: $35 per year, $45 outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues: $5.00 each, including postage. while supplies last. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, Attn: Membership Dept., One Dupont Circle, Suite 360. Washington. DC 20036-1110. 5 Production assistance provided by Capital Prepress. Cover byClAssociates. Printing by HBP low Cover concept by Dever Designs gs) AMERICAN ASSOCIATION FOR HIGHER EDUCATION Organizing for Learning A New Imperative To get systemic improvement, we must make use of what isalready known about learning itself, about promoting learning,and about institutional change. by Peter T Ewell

Change initiatives de- incentives, these movements signed to improve V. have scant chance of long-term undergraduate educa- success. tion have been Our limited success in actual- launched under many ly improving collegiate learning banners. General-education has thus not been for want of reform, assessment, active learn- trying. Instead, the handicap is ing, service-learning, and collabo- the result of two important rative learning are among the attributes of most of the most prominent, with technolo- approaches that we've up to now gy-enhanced instruction perhaps tried: the latest. In part, this flurry of They have been imple- activity arises because external mented without a deep pressure for "improvement" has understanding of what "colle- become unavoidable: Employers, giate learning" really means politicians, and citizens at large Peter T Ewell is senior associate at and the specific circum- have growing doubts about what theNationalCenter for Higherstances and strategies that is really learned in college. In EducationManagementSystems are likely to promote it. At part, the activity is attributable (NCHEMS), PO Drawer P, Boulder, one level, this means that we CO 80302; [email protected]. to a sincere desire on the part of [The WK. Kellogg Foundation sup-sometimes do things that are at many faculty to do a better job. ported this work.] least partially wrong initia- They are unhappy with the qual- tives that emerging research on ity of learning that seems to result despite their human learning tells us won't work at all or that efforts, and they are unhappy with a largely will yield only limited returns. Lack of collective immutable instructional delivery system that understanding about the nature of learning itself, seems to frustrate all attempts at a different order moreover, makes the actual goal we are shooting of outcome. for on any given campus fuzzy at best. Despite sound conceptual foundations and sin- They have for the most part been cere intentions, though, most efforts to change the attempted piecemeal both within and across existing system arise in the form of particularist institutions. This means that often-significant "movements," each with its own rhetoric, vocabu- investments of time and resources, however well- lary, tools and techniques, and sources of support. motivated, don't fit together very well. At a deeper Rather than cutting across all aspects of campus level, new initiatives aren't usually launched with functioning, each effort thus tends to become a much awareness of what we know about how com- train on its own track, isolated from its fellows andplex organizations actually change and how they from the real ways the institution does business. can be best induced to do so. Few are supported by existing incentive structures To overcome these conditions, colleges and uni- such as pay, promotion, and tenure for individual versities must engage themselves far more deeply faculty members, or budget making, political posi- in well-informed discussions about the characteris- tion, or reputation for academic units and institu- tics and sources for higher learning. AAHE is com- tions. Against the grain of existing structures and mitted to fostering such conversations, as high-

52 AAHE BULLETIN/DECEMBER 1997/3 lighted by a major program track at its National each individual learner by establishing and Conference on Higher Education in March 1998 reworking patterns, relationships, and con- (see the track description on "Organizing for nections. Cognitive science tells us that individual Learning" in the September 1997 Bulletin). brains "learn to make themselves work" actively Supporting this track is a publication and individually by establishing new patterns of planned for 1998 that assembles and annotatessynaptic connection. The result is a unique set of seminal writings drawn from the literatures of "mental models" that each of us uses to make cognitive science, human learning and develop- meaning out of specific situations. One conse- ment, teaching improvement, curricular and quence is different learning styles among learners instructional design, organizational restructuring, a diversity that must be accommodated by effec- and quality improvement. Each of these litera- tive instruction. Another is that established ideas tures is rich and vast; any one provides an effec- don't always go away even when "new" ones are tive way into the larger topic. Taken together, taught and apparently "learned." they are remarkably consistent in the picture Every student learns all the time, both they paint. with us and despite us. Synaptic connection Condensed from that planned publication's first making occursconstantly and not just in formal chapter, the article that follows is "learning" situations. Most of the thus both an introduction and a resulting learning, moreover, is teaser. Its three principal sections implicit arising out of direct aim to sketch succinctly what we interaction with complex environ- know from these various literatures ments and a range of "cues" given about higher learning itself, about by peers and mentors. This insight the kinds of settings and tech- Each of these helps explain the common research niques that foster such learning finding that college students learn most effectively, and about the literatures is rich anda lot outside of class. It also organizational strategies best suit- vast; any one admonishes us to take conscious ed to change on its behalf. provides an effectiveadvantage of every available setting as an opportunity for learning. What We Know About way into the larger Direct experience decisively Learning topic. Taken shapes individual understand- A decade of pathbreaking ing. Cognitive science also tells us research in the field of cognitive together, they are that the brain's activity is in direct science suggests that indeed big remarkably proportion to its engagement with differences exist between knowl- actively stimulating environments. edge based on recall and deeper consistent in the Although disagreement remains forms of understanding. That picture they paint. about the extent to which individual research forces us to recognize that learners can generalize what they all learning is rich, complex, and learn from discrete and different occasionally unpredictable. environments (the so-called "situat- Building effective environments to ed learning" controversy), this foster it must rest on collective insight certainly lends credence to knowledge and active discussion of our efforts to create active student this complexity. engagement in any teaching situation. Drawn from this considerable body of work, the Learning occurs best in the context of a following seven insights about learning itself seem compelling "presenting problem." Maximum particularly compelling as starting points for cam- learning tends to occur when people are confronted pus attention: with specific, identifiable problems that they want The learner is not a "receptacle" of to solve and that are within their capacity to do so. knowledge, but rather creates his or her The first condition emphasizes the strong role of learning actively and uniquely. Learning is "thinking dispositions" that determine when stu- an essentially creative act. Its proof lies in the dents will actually invest energy in learning. The learner's ability to go beyond the simple "repro- second compels attention to creating learning situ- duction" of knowledge to engage in fundamen- ations that carefully manage the levels of challenge tally new forms of understanding. Psychologist provided: too much, and the brain simply "turns Jerome Bruner strikingly portrays learners as itself off" "epistemologists" actively engaged in con- Beyond stimulation, learning requires structing unique ways of knowing and finding reflection. Brain research tells us that high chal- things out, even as they add to a particular stock lenge produces major surges in short-term neural of knowledge. This characterization of learning, ofactivity (termed "beta-level" activity). But building course, is quite at odds with our dominant lasting cognitive connections requires considerable instructional models, which stress additive con- periods of reflective ("alpha-level") activity as well. tent transmission. Absent reflection, solving "presenting problems" Learning is about making meaning for usually ends learning encounters at a point well

4/AAHE BULLETIN/DECEMBER 1997 53 short of the cognitive reorganization that deep quential roles in what is being done roles that learning requires. Effective learning situations emphasize. too, why it must be done right. The thus need to encompass time for thinking. demonstrable effectiveness of undergraduate partic- Learning occurs best in a cultural con- ipation in faculty research is a case in point, as are text that provides both enjoyable interaction the internship or practicum components of many and substantial personal support. Finally, new existing practice disciplines. insights into the ways traditional cultures gain and Approaches that emphasize linking transmit knowledge (drawn from sociobiology and established concepts to new situations. anthropology) remind us that effective learning is Research on "analogical mapping" confirms the social and interactive. Key features of the neces- utility of approaches that involve recording and sary social milieu that we should be mindful of in analyzing commonalities among quite different creating new learning situations are direct person- situations, then using the resulting constructs to al support for manageable risk taking (and its gain insight into new problems. The best gains occasional negative consequences) and frequent occur when students are given both the conceptu- opportunities for peer interaction and feedback. al "raw materials" with which to create new applications and active cues about how to put them What We Know About together. For such approaches to Promoting Learning work as advertised, though, stu- Taken individually, each of these dents must do the work them- insights about the nature of learn- selves and faculty must assiduous- ing isn't much of a surprise. But Taken individually, ly avoid "telling" them how to colleges and universities remain make these linkages. "novice cultures" in developing each of these Approaches that emphasize approaches consistent with these insights about the interpersonal collaboration. "obvious" insights. Rather than nature of learning Because it seeks to produce "knowl- being guided by an overall vision of edgeable individuals," most instruc- learning itself, established through isn't much of a tion emphasizes individual work. systematic research and the wis- surprise. But At best, under this current para- dom of practice (both hallmarks of digm, working together is seen as an "expert culture"), reform efforts colleges and inefficient; at worst, it is viewed as tend to be particularistic and universities remain cheating. In contrast, research find- mechanical. "novice cultures" in ings on collaboration are over- Yet decades of experimental whelmingly positive, with instances work in educational psychology and developing of effective practice ranging from instructional design have taught us approaches within-class study groups to cross- a lot about the relative values of curricular learning communities. specific pedagogical settings and consistent with these Approaches that emphasize approaches. In parallel with what "obvious" insights. rich and frequent feedback on cognitive science tells us about the performance. We know that the nature of learning, this body of ways students are assessed power- work suggests that the following fully affect how they study and six "big ticket items" are good learn. Managing the frequency and places to start in remaking instruction: consequences of such assessments by using Approaches that emphasize application weekly quizzes or nongraded practice assignments, and experience. Because students often see little for instance can thus pay immediate dividends direct utility in what they are learning, and have because students can use their mistakes to identify few opportunities to try things out for themselves, ways to improve. More importantly, such practices much of the subject matter they actually acquire shift the focus of instruction from "teaching" to takes the form of "ritual knowledge" designed to "coaching" creating iterative opportunities for keep the instructor happy. One kind of remedy, students to try out skills, to examine small failures, symbolized by approaches such as internship and and to receive advice about how to correct them. service-learning, tries to break down artificial bar- Curricula that consistently develop a riers between "academic" and "real-world" practice limited set of clearly identified, cross-disci- (as well as between the curriculum and the cocur- plinary skills that are publicly held to be riculum). Another emphasizes curricular designs important. We know that curricula designed as that foster appropriate knowledge and skills "just intentional and integrated "learning plans" can in time" for concrete application in current class- affect learning powerfully. Needed integration work or experience. must be both "horizontal" (emphasizing the appli- Approaches in which faculty constructive-cation of key skills in different contexts) and ly model the learning process. "Apprenticeship" "vertical" (fostering sequential vectors of develop- models of teaching are effective because they allow ment) to be effective. And both depend critically students to directly watch and internalize expert on making collective campus commitments about practice. Such settings also assign students conse- what should be learned in the first place.

5 4 AAHE BULLETIN/DECEMBER 1997/5 What We Know About Institutional Change requires conscious and consis- Change tent leadership. Experience in organizational Research-based insights about what constitutes transformation emphasizes the role that top good teaching come, again, as no surprise. Each oneadministrators must play as "leading learners." It of these insights has inspired admirable initiatives also suggests that administrators must "round up" on a variety of campuses already. But most have scattered innovations by creating new lines of lat- also been around long enough to wonder why we eral communication and alternative reward struc- can't pursue them systematically as organiza- tures. A final related lesson for leaders is that tions rather than as individuals. organizational change is always about people, so Here a third set of insights this time drawn attention to feelings, perceptions, and symbols is from the literatures on organizational change and overwhelmingly important. continuous improvement come into play. The fol- Change requires systematic ways to mea- lowing six appear especially relevant for develop- sure progress and guide improvement. ing the kinds of change processes really needed to Building a "learning organization" involves creat- "organize for learning": ing institutional capacities for gathering and inter- Change requires a fundamentalshift of preting data at all levels. At the highest level, perspective. Current academic "institutional research" needs to be blueprints place "knowledge" itself, recaptured for learning, rather and the mechanisms for "delivering" than being mainly confined to it, at the center of each institution's Every system is administrative and reporting func- design. As a result, they decisively tions. At successively lower organi- construct what institutional mem- perfectly zational levels, concrete mecha- bers think they are "supposed to constructed to nisms for gathering data, and the do." But instead of starting with incentives to use them, are equally academic "programs" and their produce the results important. Finally, the ways in familiar, requisite structures, alter- that it achieves, which information about perfor- native design visions start with stu- long-term observers mance is actually used is decisive. dents and what they need to be suc- If feedback is used in high-stakes cessful as learners. Shifts of of organizational situations to evaluate individuals, perspective such as these, experi- dynamics often say. for example, instead of being har- ence in corporate transformation nessed to understand and improve has shown, demand more than just That higher collective activities, nothing useful proclaiming a "new" organizational education is will occur. vision. Instead they require all Change requires a visible members of the institution to fun- currently "triggering" opportunity. A final damentally rethink what they do. underperforming . . . organizational insight is that new Change must be systemic. should come as no initiatives rarely start from scratch. Instructional reforms, moreover, Like learning itself, the most suc- are typically advanced in the form surprise then. cessful organizational transforma- of separate and distinct sets of tions begin with a particular felt activities. Little thought is given to need fiscal constraint and the the manner in which each reform, consequent need to restructure, or a if really taken seriously, might affect all compo- particular instance of deficient performance that is nents of the institution and the relationships visible and hard to avoid. Part of the art of transfor- among those components. "Systems thinking," the mational leadership is to recognize and capitalize literature on organizations tells us, first demands aon such opportunities when they arise. comprehensive audit of current and contemplated policies, practices, and behaviors. It also requires a In the Last Analysis detailed analysis of current values and rewards Every system is perfectly constructed to produce and how these will inhibit or support desired the results that it achieves, long-term observers of changes. organizational dynamics often say. That higher edu- Change requires people to relearn their cation is currently underperforming both in its own roles. At most colleges and universities, staff-own eyes and in the eyes of others should come development activities are auxiliary engaged in as no surprise then, given its extant organizational at the discretion of individuals and largely uncon- structures, values, and patterns of communication. nected to one another. "Organizing for learning," in Explicit recognition that the current system is a contrast, demands approaches that emphasize the system intact and self-perpetuating because of a character of learning itself and that model the complex network of existing values and supports same learning practices they seek to develop. They is thus fundamental for change. Only by beginning must also attempt to imbue faculty with a sense of from a new point of departure can we hope to collective accountability for learning of the same break the constraints on both thinking and action character and depth as is currently accorded schol- that this system imposes. In the last analysis, this arly research. is what "organizing for learning" is all about.

6/AAHE BULLETIN/DECEMBER 1997 55 Life After College Employment, Further Education, Lifestyle for Recent Grads

What do the data say about what happens to our students in the first few years after graduation?

Each year, as college this broad view by examining seniors finish their three key aspects of life after col- by final exams and pre- lege: employment, further educa- pare to graduate, tion, and lifestyle. Its unique Colleen there's one question approach is that it pulls together they're sure to hear: "Now what in one place a range of data to are you going to do?" This annualhelp recent graduates and O'Brien ritual is fortified each spring by their colleges get a fuller pic- media stories about the "Class ofture of what's come next for bac- XX," which tend to focus on whatcalaureate recipients in the the job market looks like for this 1990s. (For more about the year's graduates: who's hiring, in sources of the report's data, see what fields and majors, and at the box on the next page.) what salary levels. The specific In general, the report focuses answers vary year to year the on students who graduated from Class of 1997 faced a much bet- a four-year college since 1992. ter job market than did previous Employment outcomes include classes in the 1990s, for example current and future job-market but the stories have an endur-prospects and the range of coming theme: Life will be good for pensation that recent graduates graduates in certain fields, more receive. Education data describe challenging for those in other participation in education fields. beyond the baccalaureate degree, While these stories present aneither at the graduate and pro- interesting snapshot of the post- fessional level or in other forms collegiate employment experi- of education and training. ence, they focus narrowly on a Lifestyle data cover an array of single outcome of college: getting experiences and circumstances, Colleen T O'Brien is managing direc- a job. But a college education in including family status and resi- torof The Institutefor HigherAmerica is about much more dence, financial assets, voting Education Policy, 1320 19th Streetthan that. Life after college and community service participa- NW, Suite 400,Washington, DC 20036; [email protected]. brings a variety of experiences tion, and students' alumni rela- for recent graduates, ranging tionships with their undergradu- from further study at the graduate institutions. ate and professional level to a new lifestyle that may include OVERVIEW family, finances, and other choices and obligations. Now What? Since 1992, nearly seven million Life After College for Recent students have completed at least Graduates, a recent report from a bachelor's degree in a U.S. The Institute for Higher Edu- institution. Over this span, col- cation Policy and The Education lege graduating classes have Resources Institute (TERI), takesbeen about 45 percent male and

5 6 AAHE BULLETIN/DECEMBER 1997/7 ABOUT THE REPORT Now What? Life After College for Recent Graduates About the Data Information and analyses contained in the Now What? report were drawn from data collected by federal agencies includ- 55 percent female. Most gradu- ing the U.S. Department of Education, the Census Bureau, ates in that period were white and the Bureau of Labor Statistics. Additional data were non-Hispanic (83 percent); the used from higher education associations, colleges and uni- balance were black non-Hispanic versities, and organizations including American College (6 percent), Hispanic (5 percent), Asian/Pacific ,Islander (5 per- Testing (ACT), the Collegiate Employment Research Institute cent), or American Indian/ (CERI) at Michigan State University, and the National Alaskan Native (1 percent). Association of Colleges and Employers (NACE). (Salary Sixty-seven (67) percent of the data presented in the report and in this article are used with graduates attended public col- the permission of NACE.) leges and universities; 33 percent Much of the analysis conducted for the report used data attended private institutions. Seventy-five (75) percent of the from "Baccalaureate and Beyond," a longitudinal study recent college graduates were designed by the U.S. Department of Education to track stu- between the ages of 21 and 25 dents as they prepare for graduation and beyond. A nation- when they received their bache- ally representative sample of students was surveyed on lor's degree; 15 Percent were ages issues such as job search methods, initial job placements, 26 to 35: 7 percent were ages 36 and financial status first in 1992-93 and then again in to 45: 3 percent were more than 45 years old; and fewer than 1 1994. Special analyses of that data determined some of the percent were younger than 21. most common postgraduate "facts of life," and what impact Data on degrees earned in the college experience had on the economic, social, and 1994 the most recent year family status of recent graduates. available indicate that the degree most often conferred was About the Sponsors business management. 21 percent. Other fields of study pro- The Institute for Higher Education Policy is a nonprofit, non- ducing the most degrees were the partisan organization whose mission is to foster access to social/behaVioral sciences, 17 per- and quality in postsecondary education. The Institute's activ- cent: the humanities, 17 percent; ities promote innovative solutions to the important and com- other technical/professional plex issues facing higher education. These activities include fields. 13 percent: education. 9 research and policy analysis, policy formation, program percent: engineering, 7 percent: and health sciences. 6 percent. evaluation, strategic planning and implementation, and sem- Graduates who had been out inars and colloquia. four or fewer years reported their The Education Resources Institute, Inc. (TERI) aids stu- current status as follows: dents in attaining an education and assists educational insti- 79 percent said they are tutions in providing an education in an economical fashion. employed (full-time, part-time, in To achieve these purposes, TERI functions as a private the military, or self-employed): 4 percent are unemployed; guarantor of student loans and engages in a variety of edu- 13 percent said they are con- cation policy and research activities. tinuing their education ( full- time. or part-time while For a Copy of the Now What? Report Nvorking); Copies of Now What?are available from TERI, 330 Stuart :3 percent said they are at Street, Suite 500, Boston. MA 02116-5237: fax 617/451- home with family; and 1 percent listed "other- as 9425; www.teri.org. Or call tollfree 800/255-TER1 x4762. their current status. Previous collaborations of TERI and The Institute include the With this overview as a back- following reports: The Next Step: Student Aid for Student drop. herb are selected findings Success: Life After 40: A New Portrait of Today's and from the report. in three cate- Tomorrow's Postsecondary Students: and College Debt gories: promising trends, areas of and the American Family concern, and other important findings. 57 PROMISING TRENDS influencing their choice of jobs. of the general population. In 55 percent did not. For most addition, many recent graduates Recent college graduates graduates. other factors are also give back to their alma maters, face a good job market, with significant: The intellectual by contributing money, serving employers reporting sharp nature of the work was impor- as admissions and recruiting vol- increases in expected hiring. tant for 45 percent; 42 percent unteers, and even working as A survey in fall 1996 reported said their job choice would employees. that employers expected to hire depend on whether the work was 17 percent more graduates from interesting. For 65 percent, a AREAS OF CONCERN the class of 1997 than from the good starting income was not previous year's. The service sec- significant. Their combined indebted- tor expected to provide the Projections for the overall ness is increasingly burden- largest number of jobs for new job market indicate that a ing some recent graduates. graduates, but the greatest bachelor's degree offers the The typical recent college gradu- growth 22 percent was to greatest employment opportu- ate who took out student loans occur in the manufacturing sec- nities. The number of jobs (through the 1992-93 academic tor. Only the government/non- requiring a bachelor's degree willyear) has total monthly debt pay- profit sector expected to hire grow by 27 percent between 1994ments from student loans, fewer college graduates than lastand 2005. Those graduates with rent/mortgage. car loans, and year. Overall, 60 percent of a bachelor's degree also will see other debt totaling $852 per employers surveyed said they the fastest job growth and month. Of that. student loans planned to hire more graduates largest number of job openings. average $174 per month. Most than they did the previous year. The fastest-growing occupations graduates (76 percent) have Average starting salaries for bachelor's recipients will be monthly student loan payments are increasing faster than systems analyst, computer engi- under $200; 23 percent pay inflation, and are particular- neer, computer scientist, physical between $200 and $500 a month. ly strong for recent graduates therapist, residential counselor, Among those graduates with in the service and manufac- occupational therapist, and spe- undergraduate loans, 52 percent turing sectors. The highest esti-cial education teacher. have monthly noneducational mated starting salaries are for Planning for their finan- debt payments greater than engineering majors (averaging cial future appears to be an $500; of those. 16 percent have $33,000-$43,000, depending on important goal. Seventy-one such payments in excess of the specialty), computer science (71) percent of recent graduates $1,000 a month. majors (nearly $37,000), and are saving money for educa- Further, two debt components management information sys- tion, retirement, home buying, orare accelerating. Graduates who tems majors ($35,000). Starting other purposes. This savings ratetook out student loans after salaries for other majors are alsois significantly higher than the 1992-93 incurred even greater impressive: economics/finance, national average of 55 percent. debt, due to changes in federal $31,000; accounting, $30,000; What are the recent grads savingprograms that have raised edu- business administration, for? The reasons vary widely, butcational borrowing limits and $29,000; and marketing, $28,000. the most frequent answer was permitted more students to bor- Among liberal arts and that they are putting money row. A second factor is increased humanities/social science gradu- aside for "a rainy day." use of credit cards. In fact, the ates, average starting salary Recent graduates have dis- number of college students who offers are lower: $25,000 for his- tinguished themselves as goodhave credit cards has grown from tory majors, $24,000 for English citizens. An impressive 69 per- 54 percent in 1990 to 67 percent majors, and $23,000 for political cent have performed some kind in 1996. Average balances for science, visual/performing arts, of community service. Most (84 these students have grown too, or psychology majors. percent) volunteer twenty or from $900 in 1990 to $2,100 in Not all recent college grad- fewer hours a month, but 9 per- 1995, an increase of 134 percent. uates see their education sim- cent perform more than thirty- Some employers are dissat- ply as a means to earn money. five hours of service. Similarly, isfied with the training and While 45 percent of recent gradu-90 percent of recent graduates skills levels of recent graduates stated that good income report that they are registered toates. In a 1997 survey, employ- potential was an important factorvote, compared with 68 percent ers said that both technical and

58 AAHE BULLET1N/DECEMBER 1997/9 nontechnical entry-level employ- Technology is playing an cation beyond the baccalaureate ees were deficient in basic skills increasing role in the job level. Another 23 percent hope to such as thinking abstractly, search process. In 1996, some increase their earning power; 19 establishing priorities and set- 36 percent of companies had Web percent want to achieve general ting goals, and using interper- pages that they used to post job self-improvement; and 13 percent sonal skills to handle conflict or openings, up from 18 percent in need to obtain or maintain a criticism. Employers were partic- 1995. More companies are also license or certification. The num- ularly concerned about writing constructing databases to receive ber of credit hours recent gradu- and presentation skills of techni- resumes: In 1996, 11 percent of ates have logged ranges widely: cal graduates (scientists, accoun- companies did so, up from 7 per- 39 percent have earned ten or tants, engineers). cent in 1995. fewer credit hours, 21 percent Many recent college gradu- have earned between eleven and ates live with their parents, Education thirty credits, 13 percent potentially adding to the between thirty-one and sixty financial burden of that gen- Some recent graduates are credits, and 7 percent more than eration. Within one to two years continuing their education at sixty credits. Twenty-two (22) of graduating, one quarter of all the graduate and profession- percent have taken classes not- recent graduates overall are still al level. Within two years of for-credit. living with their parents or graduation, 29 percent of recent guardians. Among the younger ofgraduates apply for entrance to Lifestyle these graduates, 21 to 25 years graduate and professional educa- old, 30 percent are living with tion. Some 10 to 12 percent of Most recent graduates are their parents. graduates go immediately from unmarried and do not have undergraduate to graduate edu- children. Just two years after OTHER cation. Seventy (70) percent of graduation, only 37 percent have IMPORTANT FINDINGSthose who participate in ever been married, and just 18 advanced education attend pub- percent have children. Employment lic institutions, 30 percent attend Most recent college gradu- private institutions. They most ates tend to settle relatively Most recent graduates find frequently pursue degree pro- close to their alma maters. Of their first job fairly quickly. grams in education (21 percent); those graduates who have been About 40 percent of students whobusiness and management (15 out of college four or fewer years, have completed college within percent); engineering, mathemat-78 percent currently reside in the last four years found their ics, and computer science (11 the state in which their college is first full-time job prior to leaving percent); arts and humanities (10located. campus. Within six months, percent); and health (10 percent). On average, annual house- another 46 percent were em- Among college graduates inhold income for recent gradu- ployed; within twelve months, the last five years who contin- ates is (predictably) low. another 7 percent had found ued on to graduate and profes-Nearly three-quarters of all their first job. Only 7 percent sional education, 53 percent recent graduates have an annual took more than a year. receive financial assistance. household income under $30,000. Internships and co-op expe- Most of their aid comes from fed- About one-quarter have a house- riences are important recruit- eral programs and institutional hold income between $30,000 ing resources. Seventy (70) per-sources. The total annual aid and $80,000; the rest have a cent of companies surveyed in amount from all sources averages household income of $90,000 or 1996 use such programs as a $10,552. One-third of them above. However, that income is source of prospective full-time receive aid in the form of loans, stretched to cover many expens- employees. Of those companies with the total annual loan es. Even as they practice good that offer summer internships, amount averaging $9,289. savings habits, three of four 98 percent use their program to Graduates further their recent graduates report paying convert interns into permanent education primarily to satisfy monthly rent or mortgage, more employees. Some 40 percent of job or career requirements or than half of them have monthly students who participate in co- to learn a new occupation. auto loan payments, and all ops go on to become full-time Forty-one (41) percent cite these recent graduates report some employees of the host firm. reasons for continuing their edu- amount of "other" debt.

10/AARE BULLETIN/DECEMBER 1997 5 9 The Principled Pursuit of Academic Integrity by Donald L. McCabe and Gary Pave la

The Center for Academic academic integrity. As described Integrity is a consortium to college presidents in a recent of two hundred colleges membership drive, the Center and universities in the intends to promote a national United States, Canada, and discourse about academic integri- Mexico that has as its mission to ,i;a011,;. ty and to establish benchmarks provide for accreditation, assessment, a forum to identify, affirm. intellectual discourse, and profes- and promote the values of sional ethics. academic integrity among Supported by a major grant students. This mission is from the William and Flora achieved primarily Hewlett Foundation, the project through the involvement of will promote such discourse students, faculty, and through a series of regional and administrators from the national conferences involving member institutions, who students, faculty, and adminis- Donald L. McCabe, founding trators from member institu- share with peers and col- president and chair of the leagues the Center's collec- membership committee for the tions, as well as other concerned tive experience, expertise, Center for Academic Integrity, individuals and groups. In addi- is associate provost for campus tion to identifying these funda- and creative energy. There development at Rutgers Uni- is no single path to aca- mental principles, the project versity-Newark, Newark, NJ will specify ways in which they demic integrity, and the 07102;dmccabe@andromeda. Center respects and values rutgers.edu. can be brought to life on differ- campus differences in tra- ent campuses. ditions, values, and stu- The board of directors of the dent and faculty Center for Academic Integrity characteristics. has been working on this "Fundamental Principles Project" Founded in 1992 and first for more than a year now. An introduced to readers of the early product of that effort is the AAHE Bulletin in the November guidelines on the following page, 1995 article "Student Collab- prepared for faculty who want to oration: Not Always What the enhance the environment for Instructor Wants" the Center academic integrity in their has in the last two years more classrooms. than doubled in size, and moved Anyone interested in joining its headquarters to Duke the Center and becoming part of University, where it now enjoys this discourse can obtain mem- an affiliation with the Kenan bership information from Sally Ethics Program. Gary Pave la, a past president Cole, the Center's executive At its seventh annual confer- of the Center,is director of director, at 919/660-3045 or judicial programs at the Uni- ence, held at Babson College in versity of Maryland-College [email protected]. Further infor- November 1997, the Center Park,2118Mitchell Building, mation about the Center is avail- launched a three-year project to College Park, MD20742-5221; able from its website at define fundamental principles of [email protected]. www.nwu.eduluacc/cai.

6 0 AAHE BULLETIN/DECEMBER 1997/11 Center for Academic Integrity Ten Principles of Academic Integrity for Faculty

1 Affirm the importance of academic integrity. Institutions of higher education are dedicated to the pursuit of truth. Faculty members need to affirm that the pursuit of truth is grounded in certain core values, including diligence, civility, and honesty.

2 Foster a love of learning. A commitment to academic integrity is reinforced by high academic standards. Most students will thrive in an atmosphere where academic work is seen as challenging, relevant, useful, and fair.

3 Treat students as ends in themselves. Faculty members should treat their students as ends in themselves deserving individual attention and consideration. Students will generally reciprocate by respecting the best values of their teachers, including a commitment to academic integrity.

4 Foster an environment of trust in the classroom. Most students are mature adults, and value an environment free of arbitrary rules and trivial assignments, where trust is earned, and given.

5 Encourage student responsibility for academic integrity. With proper guidance, students can be given significant responsibility to help promote and protect the highest standards of academic integrity. Students want to work in communities where competition is fair, integrity is respected, and cheating is punished. They understand that one of the greatest inducements to engaging in academic dishonesty is the perception that academic dishonesty is rampant.

6 Clarify expectations for students. Faculty members have primary responsibility for designing and cultivating the educational environment and experience. They must clarify their expectations in advance regarding honesty in academic work, including the nature and scope of student collaboration. Most students want such guidance, and welcome it in course syllabi, carefully reviewed by their teachers in class.

7 Develop fair and relevant forms of assessment. Students expect their academic work to be fairly and fully assessed. Faculty members should use and continuously evaluate and revise forms of assessment that require active and creative thought, and promote learning opportunities for students.

8 Reduce opportunities to engage in academic dishonesty. Prevention is a critical line of defense against academic dishonesty. Students should not be tempted or induced to engage in acts of academic dishonesty by ambiguous policies, undefined or unrealistic standards for collaboration, inadequate classroom management, or poor examination security.

9 Challenge academic dishonesty when it occurs. Students observe how faculty members behave, and what values they embrace. Faculty members who ignore or trivialize academic dishonesty send the message that the core values of academic life, and community life in general, are not worth any significant effort to enforce.

10 Help define and support campus-wide academic integrity standards. Acts of academic dishonesty by individual students can occur across artificial divisions of departments and schools. Although faculty members should be the primary role models for academic integrity, responsibility for defining, promoting, and protecting academic integrity must be a community-wide concern not only to identify repeat offenders and apply consistent due process procedures but also to affirm the shared values that make colleges and universities true communities.

0 Center for Academic Integrity. These "Ten Principles" first appeared as "Faculty and Academic Integrity" in the Summer 1997 issue of Synthesis: Law and Policy in Higher Education, Gary Pavela, editor.

12/AAHE BULLETIN/DECEMBER 1997 61 AA I E NEWS Staff phone extensions in parentheses.

AAHE Teaching Initiative Pat Hutchings to Leave AAHE After eleven years, Pat Hutchings, director of AAHE's Teaching Initiative, is leaving AAHE, to join the Carnegie Hutchings Foundation for the Advancement Senge Engelkemeyer Alberts of Teaching as a senior scholar. In her new role, she will continue to as a prompt for more reflective a search to replace departing proj- work on issues of teaching and discussion about teaching and ect director Pat Hutchings. To learning, and will do so, says learning, supported by funding in view and download a copy of the Carnegie president Lee 1989-1992 from Lilly Endowment. full, seven-paragraph position Shulman, in collaboration with Work on teaching portfolios description, visit AAHE's home- AAHE and other national that generated several popular page at www.aahe.org; or contact associations. AAHE publications. AAHE to have the announcement "We're sorry to be losing a Forum on Exemplary faxed or mailed to you. wonderful colleague," says AAHE Teaching, a special program for In brief, the post will attract president Peg Miller, "and her faculty members at AAHE's an outstanding teacher with loss would be quite a blow, except National Conference. experience in organizing events that her move to Carnegie will A biennial TA conference, for faculty on issues of teaching ensure an alliance that will which the Teaching Initiative and learning, and with the intel- strengthen both organizations. cosponsors with other organiza- lectual and writing abilities to Pat's splendid talents will contin- tions, to promote the preparation contribute to thought on a ue to benefit AAFIE, even as they of graduate students for their national level. The appointment are put to the service of the roles as teachers. will bring the new project direc- Carnegie Foundation." Most recently, "From Idea to tor to AAHE's offices in Hutchings came to AAHE in Prototype: The Peer Review of Washington, DC, at a salary level January of 1987 from Alverno Teaching," a collaboration among equivalent to an associate or full College, where she was a faculty sixteen campuses to develop professorship. member and chair of the English strategies through which faculty Applications and nominations Department. Drawing on her can work together to investigate, should be received at AAHE by campus experiences with assess- document, review, and improve January 9, for review in ment as a tool for learning, she their teaching and learning. As February, appointment by March, directed the AAHE Assessment one project participant put it, the and a start this summer. Forum for its first three years, project is "an attempt to treat running a national conference, teaching as scholarship and pro- AAHE Forum on Faculty Roles & Rewards producing publications, and con- vide it the attention, the credibili-It's Time! sulting with campuses attempt- ty, the respect, and the reward January 9 is the deadline to pre- ing to respond to assessment that we now provide other forms register for the sixth annual mandates from various quarters. of scholarly work." AAHE Conference on Faculty As AAHE members know, the Says Pat Hutchings, "Working Roles & Rewards, "Faculty Assessment Forum continues with AAHE staff and members Work in Learning Organizations," today, with Barbara Cambridgehas been a wonderful aspect of to be held January 29-February as its fifth director. my professional and personal life. 1, 1998, in Orlando, FL. (You can In 1989, Hutchings became theI'm delighted that I'll be able to still register after January 9 inaugural director of another newcontinue these alliances in my onsite, but you'll pay a $30 late AAHE program, the Teaching new role with Carnegie." fee.) Initiative. Aimed at helping cam- AAHE Teaching Initiative Miss this meeting and you'll puses create a "culture of teach- miss keynoter Peter Senge, ing and learning," the project Search author of the bestsellerThe Fifth sponsors a variety of projects andAnnouncement Discipline: The Art and Practice activities: AAHE remains committed to the of the Learning Organization. Development and use of casesTeaching Initiative and has begun The program also includes 30+

62 AAHE BULLETIN/DECEMBER 1997/13 hands-on preconference work- AAHE's Quality Initiatives. She Membership shops, 60+ concurrent sessions, succeeds Steve Brigham, who 25 program briefings (reporting departed in October to join a Communicate out exemplary programs on indi- Washington-based consulting firm.AAHE's Value vidual campuses), and 30+ break- Engelkemeyer is an assistant AAHE's members are its major fast roundtable sessions. professor of management at asset, providing leadership not Register early last year's Babson and team-teaches in the only for the organization but also workshops and special events college's celebrated new curricu- for higher education. Do you know filled up quickly. The conference lum (see September's "Bulletin colleagues who should be AAHE preview, including registration Board"). She is the former director members? If you do, consider and hotel information, mailed in of quality on that campus, a for- sponsoring their first year of mid-November; if you need a mer participant in AAHE's membership in AAHE. Give a copy, contact Pamela Bender Academic Quality Consortium, andmembership to a favorite professor (x56), program coordinator, a Baldrige examiner. She earned as a mark of your esteem ... a col- [email protected]; or visit degrees from Stephens, East league moving into a challenging AAHE's website at www.aahe.org.Carolina, and Clemson and has new job ... a promising student ... a consulted and published on topics new hire who would benefit from AAHE's Quality Initiatives including CQI, key measures, and AAHE's networking and profes- operations management. sional-development opportunities. Engelkemeyer Engelkemeyer begins work in Complete the membership Joins Staff January. One of her first tasks application on the back cover, and Susan Engelkemeyer will take will be to settle arrangements for mail/ fax it with payment to an eight-month leave from her fac-the Quality Initiatives' five-day AAHE. If you are considering ulty post at Babson College to Summer Academy on Under- sponsoring three or more new serve as the next director of graduate Quality. members, or if you have any questions, please contact Mary Schwarz (x14), director for membership and marketing, [email protected]. Unsure SiteSeeing whether your colleague is already This month, gateway sites in ... technology an AAHE member? Call, email ([email protected]), or fax the AMIE Technology Projects www.aahe.org name(s) of potential member(s), Want to host a campus Teaching, Learning & Technology Roundtable? Do you know your rights and responsibilities as an electronic learner? Need to join AAHESGIT, and AAHE will confirm their AAHE's listserv of more than 6,700 subscribers interested in the role of technology in membership status for you. educational change? Click on "Technology" on AAHE's homepage. AAHE Assessment Forum Educom and CAUSE www.educom.edu and cause-www.colorado.edu These two organizations devoted to the use and improvement of education technology in higher education recently announced plans to merge. Check out their Get Ready websites for professional-development opportunities, resources, publications, and To Travel calendars of events. The 1998 AAHE Assessment "Technology Planning and Educational Technology" Conference (June 13-17, www. nku. e du /-garns/techplan.html Cincinnati, OH) will explore the This site (by Northern Kentucky University professor Rudy Garns) links to a dozen university sites that have their technology plans online, plus links to agen- theme "Architecture for Change: cies, journals, and clearinghouses. Information as Foundation." The Forum is pleased to The NODE: Ontario's Network for Learning node.on.ca A network linking postsecondary course and program developers, administrators, announce that one of its plenary and distance learning faculty and learners. Read its latest online newsletter, speakers will be Bruce M. peruse a list of professional contacts, and tap into a clearinghouse on "the best of Alberts, president of the the 'Net for learners." National Academy of Sciences A reader suggestion: and chair of the National "Rethinking Teaching and Learning: A Reformation of Liberal Arts Research Council. Alberts has Education With Information Technology" www.marietta.edul-johnsong/reform served on the Academy's National This "hypertextbook," the product of professor Grace Johnson-Page's sabbatical Committee on Science Education from Marietta College, is an "introduction to people, ideas, and resources for Standards and Assessment. enhancing instructional technology at liberal arts colleges." Includes administrator perspectives, faculty interviews, the impact of technology on campus libraries, Registration materials will be and an extensive reading list. available later this winter. Fees will be: Early bird (until May 8) T.L.C.: Technology & Learning Community www.leaguetic.org An online "community" designed to improve the use of educational technology in $285 AAHE members, $340 non- the community college. Take a virtual tour of its "campus," join a forum, or visit members. Regular rate (until May the bookstore. Sponsored by the League for Innovation in the Community College. 22) $315 AAHE members, $370 nonmembers. Bring a team of fac- Send your favorite higher ed websites to: [email protected]. ulty or assessment committee Upcoming columns: service-learning, faculty, teaching, and more! 3 continued on p. 16 14/AAHE BULLETIN/DECEMBER 1997 instead of hobbling this extraordinary "library" being built under our noses, Post says. why not

simply retire the idea of term papers? ... He'd by Ted Marchese have teachers create new assignments that better test student abilities to tap and synthesize Welcome back for news of AAHE members resources. . I have objections to Post's sugges- (names in bold), plus items of note... items to tion (and can guess his rejoinders), but the [email protected]. whole issue shows how technology can shift how

we think about academic integrity... try read- PEOPLE: With the words, "Lucky Vermont! ing the "Principles" on page 12 of this Bulletin Lucky UVM!" AAHE Board member Tom with the term-paper case in mind. Ehrlich keynoted the October 17th inauguration of Judith Ramaley as Vermont's THE MARKET: Hope you found 24th president. .. in her own address, moments to read and ponder the Judith called for creation of a "virtuous "Landscape" column in your Nov/Dec university" dedicated to lifelong learning Change, charting the shakeout in post-

on behalf of democratic values ... a sen- secondary markets.. .. Even as Bob timent, Tom noted, expressed earlier by Zemsky, Susan Shaman, and Maria her university's most noted graduate, lannozzi honed that research, a flood of John Dewey....It'll be inauguration new entrants was coming into the mar- time soon for new presidents Gregory ket to scramble the situation.. Peas . includ- Jordan at King (TN), Pamela Pease at ing, of course. the University of Phoenix International (CO), and J. Terence (profiled in that same Change) and its Kelly at Delgado CC.... Belated best growing host of imitators, and the wishes to Michigan's scholar-citizen Bob Western Governors University and its Weisbuch, who hit the ground running offshoots, the latest of which is SREB's this summer as the new president of the Southern Regional Electronic Campus, Princeton-based Woodrow Wilson opening (like WGU) January 1st.... National Fellowship Foundation. Britain's Open University linked with Florida State to get its brand of distance

CAMPUS DRINKING: This fall's Carothers offerings going here, too.... My hunch as nationwide press attention to a couple of an amateur historian is that the mid- drinking-related deaths on campus both under- 1990s will go down as the date a big, technology- states and underscores the scary extent of the driven change emerged in U.S. higher education, problem... within a recent 10-day period, four and that the steps we've seen so far will be sim- college students in Virginia died in alcohol-relat- ply transitional before some really big players, ed incidents....Change carried the best data on probably partnerships, enter the market. all this in July/August 1996. I recall from that issue, beyond the deaths, the high impacts TUSCULUM: The sign out front says "Founded of binge drinking on student academic work... 1794" but could well add "Refounded 1989."... this November 18th, Rhode Island's Bob By the latter date, tiny Tusculum College in Carothers and five colleagues in a Presidents remote Greeneville, TN, was down to 660 stu- Leadership Group called on their peers on every dents, three buildings were shuttered, and campus to "Be Vocal, Be Visible, Be Visionary" cumulative deficits stood at $3.5 million.... to take a more active role in prevention efforts That summer a new president and courageous ... if this issue still isn't on your radar, get the faculty re-created the college, setting in place a facts at www.edc.org/hec/. "true core" curriculum aimed at 14 competencies, taught within a one-course-at-a-time block TERM PAPERS: As a supporter of efforts to schedule that includes a "civic arts" service- thwart student cheating and bolster academic learning requirement... a faculty-student form integrity, I cheered when I read that Boston of community governance came into being, which University would bring suit against term paper abolished tenure, put in an honor code, and saw mills operating on the Internet. .. but Temple's faculty committees pick up the work of a depart- David Post, writing in the Washington Post ed dean. .. all of which worked: Tusculum today November 24th, gave me pause with this argu- enrolls 1,600 students, the facilities are refur- ment: Very shortly, aided by the power of better bished, the old debt retired, alumni giving is up search engines, almost any of us will be able to from 13% to 30%, faculty salaries are up 53%, craft a paper of any length on almost any topic and a capital campaign is closing in on $20 mil- from the rich materials coming on the Web... lion. Good story! 6 4 continued from p. 14 assessed the impact of collaborative efforts on student learning. Important-Dates--. members! Teams (five or more To contribute, please send a 1998 .Conference on Faculty registrants from the same cam- brief description of your good Roles & Rewards, Orlando, FL pus/organization) get discounts of practices and means of assess- January 29-February 1. $50 per team member. Conference ment of those practices. The Task Early bird discount deadline. December 15, 1997. presenters get a $50 discount. For Force will contact you for more Hotel special rate deadline. more information, contact Kendra information. Mail or email your December 31, 1997. La Duca (x21), project assistant, description to Barbara Cam- Mail registration deadline. January 9. [email protected]. bridge (x29), director, Registration refund deadline.- [email protected]. January 9. AMIE Assessment Forum Publications 1998 National Conference on Task Force Staff Change Higher Education. Atlanta, GA. Editorial assistant Kerrie March 21-24. on Learning Roommate deadline. February 2. The AAHE, ACPA, NASPA Joint Kemperman has departed the Mail registration deadline. Task Force on Student Learning Bulletin to join the staff of the February 20.. . National Association of Registration refund.deadline. is busy writing a position paper February 20. on the aspects of learning sup- Broadcasters. During her three Hotel special rate deadline. ported by the combined efforts of years at AAHE, she wrote "AAHE February 25. academic affairs and student News," did page layout, and pro- affairs. The group seeks examplesvided administrative support to 1998 Assessment Conference. of good practice at campuses thatthe Bulletin, and began develop- Cincinnati, OH. June 1347.r have coordinated the efforts of ing her production and design their academic affairs and stu- skills on AAHE's brochures and 1998 AAHE Black Caucus Siudy dent affairs faculty and staff. It isbooks. In her new position as NAB Tour to South Africa. July 16- particularly interested in ways in production assistant, she will con- August 2. which those institutions have centrate on graphics and design.

Moving? Clip out the label 0 Yes! I want to become a member of AAHE. below and send it, marked As an AAHE member, you'll receive the AAHE Bulletin (10 issues a year) and Change magazine with your new address, to: (6 issues). Plus, you'll save on conference registrations and publications; you'll save on subscrip- "Change of Address," AAHE, tions to selected non-AAHE periodicals (ASHE-ERIC Higher Education Reports and Journal of One Dupont Circle, Suite Higher Education); and more! Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, DC 360, Washington, DC 20036- 20036-1110; fax 202/293-0073. 1110; fax 202/293-0073 AAHE Membership (choose one)(add $101yr outside the U.S.): Regular:0 lyr,$95U 2yrs,$185 3yrs,$275 Retired: 0 lyr,$50 Student: 0 lyr,$50 AARE Caucuses (all are open toall members; choose same number of yearsas above) Amer Indian/Alaska Native: yrs @ $10/yr Asian and Pacific: yrs @ $15/yr Black: lyr,$25 U 2yrs,$45 3yrs,$70 Hispanic: lyr,$25 U 2yrs,$45 3yrs,$70 Women's: yrs @ $10/yr Community College Network: yrs @ $10/yr Name (Dr./Mr./Ms.) 0 M/0 F Position (if faculty, include discipline) Institution/Organization Address 0 home/0 work

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Cardholder name Signature 12/97 Rates expire 6/30/98 6 5 AAHE

Volume 50/Nomber 5

National Conference on Higher Education A t l a n t a, G e o r g i a M a r c h2 1- 2 4,1 9 9 8

150+ SESSIONS 28 WORKSHOPS REGISTRATION AND MEETINGS FORM AMERICAN ASSOCIATION FOR HIGHER,EDUCATION BEST COPY AVAILABLE 1998 National Conference on Higher Education "Taking Learning Seriously" 3 Why You Should Attend The chair of AAHE's Board of Directors on this year's conference. by Joan R. Leitzel 4 Preliminary Program A day-by-day listing of sessions, workshops, and special/ticketed events. 15 Workshops Twenty-eight intensive and practical professional-development opportunities. 20 Special/Ticketed Events Occasions requiring tickets and additional fees. 22 Hotel/Airfare and Registration Information 23 Conference Registration Form

Also Take Note of the Following ... 6 Schedule Highlights 13 Special Convenings...this year's National Conference will also convene faculty for the Forum on Exemplary Teaching, a conclave for school-college partnership directors, and a service-learning colloquium 14 So Many Ways for You to Get Involved! ... attend as part of a team ... help students' voices be heard...mentor a student or be a student mentee 14 About AAHE 19 Exhibits

AARE BULLETIN January 1998/Volume 50/Number 5

Editor: Theodore J. Marchese Managing Editor: Bry Pollack

AAHE Bulletin is 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: Margaret A. Miller. Wce Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authors are available by calling 510/271-8164, item 11

AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Periodicals postage paid at Washington, DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membership are available only to institutions: $35 per year, $45 outside the United States. AAHE Bulletin is published ten times per year, monthly except July and August. Back issues: $5.00 each, including postage, while supplies last. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, Attn: Membership Dept., One Dupont Circle, Suite 360, Washington, DC 20036-1110.

Conference design by J. Michael Myers Design. Production assistance provided by Imtek Office SolutionsElectronic Imaging and Design. 4. Printing by HBP Cover concept by Dever Designs 0:9 AMERICAN ASSOCIATI-0:N FOR HIGHER EDUCATION 67 American Association tor Higher Education 1998 National Conference on Higher Education

n every sector of higher education, faculty members and administrators, "Taking trustees and policymakers, private funders and elected officials are asking hard questions about what it means to put student learning at the center of our institutional missions. Indeed, the policies and practices Learning needed to achieve deep and lasting student learning have long formed a core focus for AAHE's activities as an association. When the Board of Directors met last spring to consider a theme for Seriously" AAHE's 1998 National Conference on Higher Education, we were unanimous and enthusiastic in our endorsement of "Taking Learning Seriously" The Board also expressed concern that on many campuses the rhetoric about "learning" and "student-centeredness" outpaces the reality. Campus professionals and others are talking about learning, but the shift from an emphasis on faculty and instruction to students and learning is a long and complex process. To help move that process forward, we designed the 1998 National Conference program around three theme-related tracks tracks we think will be useful to administrators and faculty committed to changing the way their campuses organize, deliver, and support student learning.

We call track oneLearning About Learning.The 1990s have witnessed an explosion of discoveries about learning that opens new avenues for the education of all students. Sessions in this track report out some of those discoveries in such diverse fields as the cognitive and neurosciences, anthropology evolutionary biology and workplace studies. Sessions examine the kinds of learning we want for our students; how we think those kinds of learning best come about; the role of self, peers, teachers, and situation in knowledge creation; the pedagogic, curricular, and experiential dimensions of learning; and our bases for assessing learning. Track two,Putting It All Together: Powerful Learning Strategies, takes a look at the emerging pedagogies and how these new approaches to learning can better meet the needs of today's learners. This track brings forward useful stories and credible evidence about the power of these new learning strategies, their best uses and limitations, and what it takes to bring them into widespread, effective use on campus. Sessions cover such subjects as collaborative and cooperative learning, experiential learning in general and service-learning in particular, project- and problem-based learning, and undergraduate research. Track three is aboutOrganizing for Learning.This track is about the organizational conditions required for an institution to continuously get smarter and better at what it does in order to facilitate high levels of learning among all students. Sessions examine the need for more systemic approaches to creating diverse learning environments, supporting and rewarding faculty and staff, gathering and using information, developing a working collective framework for accountability, and managing and leading institutions. Central to all of these considerations is an examination of intelligent and innovative uses of information technologies.

More than 150 workshops. sessions, and poster sessions are being organized to help you learn about learning. But, there's more: the opportunity to become involved in the work of AAHE's special programs, member communities, and caucuses; an expanded exhibit program: updates on other "hot issues" in higher education. The National Conference is also a wonderful opportunity to network with colleagues from around the country who share your interests and concerns. I hope you will join usMarch 21-24 in Atlanta,so that we can work together on "Taking Learning Seriously."

President, University of New Hampshire, and Chair, AAHE Board of Directors reliminary Program For more information (fees, descriptions) about Workshops, see pages 15-18; Special/Ticketed Events, pages 20-21; Mentor/Mentee Program, page 14; and Special Convenings, page 13.

SATURDAY 5:ool6lbotpm SUNDAY MARCH 21, 1998 MARCH 22, 1998 Meeting for Student Mentors PRECONFERENCE and Mentees I II ACTIVITIES 7.40041:0:paiprn Ticketed Event Ebenezer Baptist Church 'Ail 0:00.am -11.5:00iipm Ticketed Event Service South African Kick Off With Workshops the Soweto Street Beat W-01, W-02, W-03 Special Session Spirituality and Higher Special Session Education: Sustaining Ticketed Event Service in the Academy: Authenticity, Wholeness, and Campus Senate Leadership Make It Work for You Self-Renewal Retreat: "Learning Sponsored by the AAHE Womenls Alexander Astin, Alan M. Leadership for Shared Caucus (for all conference Carter professor of higher Governance" attendees). education, and Helen Astin, (Facilitator) Kay Herr professor of higher education, A10:00 am =.:11:00gPM Gillespie, Office of InstructionalUCLA; Tony Chambers, Support, University of Georgia. Workshops program officer, The Fetzer Institute; and Laura Rendon, W-04, W-05, W-06, W-07, W-08 professor of higher education, Arizona State University.

Ticket& Event I Black History Tour of Atlanta ncketed Event AAHE Hispanic Caucus I Forum and Luncheon: Workshops "Access and Opportunity" W-09, W-10, W-11

42:00 - Workshop W-17 Workshops W-12, W-13, W-14, W-15, W-16 10004änn 411 :00 .pm SPECIAL CONVENINGS Workshops Forum on Exemplary W-18, W-19, W-20, W-21, W-22, Teaching W-23, W-24, W-25, W-26, W-27, By invitation only. Astin Astin W-28 Service-Learning Colloquium By invitation only. Poster Session in the AMIE 42:00 Exhibit Hall Special Session AAHE Research Forum Sisterhood and Collaboration Preconference Planning Sponsored by the AAHE Women's Session Caucus (for all conference By invitation only. attendees). Chambers Rendon 69 4/AAHE BULLETIN/JANUARY 1998 "1:30 - 2:45..pm An Administrator Portfolio: Understanding Campus An Adaptation of a Teaching Cultures of Expectations for Special Session for Provosts/ CAOs Portfolio Student Academic Effort: Effective Management TeamsDeborah DeZure, director, Using Assessment Data as By invitation only. Faculty Center for Instructional Instruments of Change Excellence, Eastern Michigan Karen Maitland Schilling, CONCURRENT SESSIONS University; and Peter Seldin, professor of psychology, and Karl "Carrying Forward": The distinguished professor of L. Schilling, scholar in Strange Mix of Old management, Pace University. residence, Office of Residence Assessment Models and New The Borderlands Life, Miami University; Scott Pedagogies in College Encyclopedia: A 21st-Century Evenbeck, dean, University Science Digital Curriculum on UnitedCollege, IUPUI; Deborah Clifford Adelman, senior States-Mexico Border Olsen, assistant vice chancellor research analyst, U.S. Population Issues and for academic affairs, Indiana Department of Education; Concerns University at Bloomington; and Elaine Seymour, director of Sponsored by the AAHE Jacqueline Johnson, chair, ethnography and evaluation Hispanic Caucus (for all Anthropology and Sociology, Grand Valley State University. research, University of Colorado conference attendees). at Boulder; and Leonard Henry Ingle, associate vice Learning Communities: Springer, fellow, National president for technology and Creating Connections Among Institute for Science Education, distance learning, Phillip Students, Faculty, and University of Wisconsin- McCarty, staff associate, Office Disciplines Madison. of Distance Learning, and Barbara Leigh Smith, provost, Service-Learning in Other Roberto Villarreal, associate The Evergreen State College; Nations: Challenges and vice president for academic and Vincent Tinto, professor of Opportunities affairs, University of Texas at El higher education, Syracuse Howard Berry, president, The Paso. University. Partnership for Service- A Roadmap to Experiential Learning; Linda Chisolm, Learning 3:00 -' 4:00 pm president, Association of Sally Migliore, executive Episcopal Colleges; and Louis S.director, National Society for PLENARY SESSION Albert, vice president, AAHE. Experiential Education; and Organizing for Learning: African-American Students' others. The View From the Governor's Office Persistence and Educational New Pathways II: From Attainment: A Matter of James Hunt Inquiry to Practice began his Person-Environment R. Eugene Rice, director, Interaction "IP historic Forum on Faculty Roles & fourth term Sponsored by the AAHE Black Rewards, AAHE; Richard Caucus (for all conference as governor Chait, professor, Harvard of North attendees). Graduate School of Education; Joyce T. Brown, educational Carolina with and Christine Licata, associate a dedication to improving the program coordinator, Office of dean, Rochester Institute of Education Opportunity, and lives of North Carolina's Technology, and senior associate, children, and a strong Doris Wright, associate AAHE. professor, Department of commitment to ensuring that Counseling and Psychology every child receives a quality Services, Georgia State public education. Governor University. Hunt, who has spent his life working to improve Organizing for Learning: education, believes it is the Views From Over the Fence foundation of North Gordon Davies, visiting Carolina's success, and that professor, Teachers College, Davies Migliore all North Carolinians Columbia University, and former educators, business and director, State Council of Higher community leaders, Education for Virginia (SCHEV); policymakers, and parents Jeffrey Kittay, founder and must rededicate themselves editor in chief, Lingua Franca; to meeting that challenge and others. and responsibility.

Rice Smith

AAHE BULLETIN/JANUARY 1998/5 .5:15-pm Using Interactive Focus SCHEDULE HIGHLIGHT Groups to Assess Programs CONCURRENT SESSIONF and Courses Using Campus Teams to Barbara J. Millis, associate director for faculty development, 10:00 am - 5:30 pmWorkshops Effect Change and David E. Fitzkee, assistant 2:00 pm Forum on Richard Davenport, professor, Department of Law, Exemplary provost/vice president for U.S. Air Force Academy. Teaching academic affairs, Central (opening session) Michigan University. Innovation by Infiltration: Realistic Strategies for Organizing for Learning: Extending the Teaching and Lessons From AAHE's Learning Environment 9:00 am - 1:00 pm Workshops Quality Initiatives Elaine K. Didier, director, 1:00 pm Exhibit Hall opens Susan Engelkemeyer, director, Quality Projects, AAHE. Residential and Research 1:00 - 3:00 pm Poster Session University Programs, and 1:30 - 5:15 pm Concurrent Sessions Getting Published: Daniel M. Carchidi, graduate 3:00 - 4:00 pm Plenary: Governor Demystifying the Publicationstudent research assistant, James B. Hunt Process University of Michigan. (North Carolina) Sponsored by theAAHEStudent 6:45 pm Opening Keynote: Changing Demographics: Caucus (for all conference attendees). Taking Learning Seriously Lee Shulman Presenters TBA. 8:00 pm Gala Keynote for All Students Engaging Students as Sponsored by theAAHE Reception & Dance Learners: Reconstructing Hispanic Caucus (for all Advising as Collaborative conference attendees). Teaching and Research Velma Minchaca, associate 7:00 - 8:00 am Roundtable Ned Scott Laff, associate dean, professor of curriculum and Breakfast Mundelein College, Loyola instruction, and Jaime Chahin, 8:15 - 9:30 am Plenary: Peter University of Chicago; and associate vice president for Henschel Walter Levy, professor of human resources, Southwest 9:15 am Exhibit Hall opens English, Pace University. Texas State University; and Ana 10:00 am - 4:45 pmConcurrent Sessions Pedrosa, director of special 12:30 - 2:30 pm Poster Session What Is K-16 and What Are populations, San MarcosCISD. 12:30 - 2:00 pm Lunch Meetings Its Implications for Higher Outcome Assessments of 5:00 - 6:00 pm Tomás Rivera Education Teaching and Learning? Academic Experiences That Lecture: Samuel Enhance Appreciation, Betances Nancy Shapiro, director, K-16 Partnership for Teaching and Sensitivity, and Tolerance for 6:00 pm Receptions Diversity in Individual Learning, University System of Undergraduate Academic Maryland; Willis Hawley, dean, Courses College of Education, University Sponsored by theAAHEBlack I 7:008:15 am "Celebration of of Maryland, College Park; and Caucus (for all conference Diversity" Breakfast Robert Rice, assistant state attendees). 8:30 - 9:30 am Plenary: K. Patricia superintendent for research and Margaret Scisney-Matlock, Cross development, Maryland State assistant professor and associate 9:15 am Exhibit Hall opens Departiiient of Education. coordinator for academic issues on 10:00 am - 5:45 pmConcurrent Sessions diversity for Division1,School of 12:30 - 2:00 prn Lunch Meetings Nursing, and John Matlock, 3:30 - 4:30 pm Closing Plenary: assistant provost and director, Margaret A. Miller Office of Academic Multicultural 6:00 pm Receptions Initiatives, University of Michigan. The 1998 National Conference offers a special three-session series for provosts and chief academic officers. 9:0010:00 am Breakfast and Sessions focus on maximizing the Conference effectiveness of shared governance, effecting campus change through Feedback Session effective use of conference teams, 10:00 am - 2:00 pmMeetings and Tour and operating a campus within a of Atlanta system. Planned by provosts, these sessions are designed for active Program subject to change discussion of issues by conferees. Plan to offer your ideas and to learn from colleagues in similar roles. Carter Hurtado

6/-AA11101ULLETTWIAMW3998 BEST COPY AVAILABLE Seven Directions Point to theMONDA0 Council on Education; Sylvia Future: Redefining DiversityMARCH 23, 1998 Hurtado, assistant professor of for the 21st Century higher and postsecondary Kaylynn Two Trees, scholar in education, University of residence, Matthew Hollern, Z.000 8:00 Michigan-Ann Arbor; and chair of crafts discipline, and Alexander Astin, Alan M. Joyce Kessler, professor of Ticketed Event Carter professor of higher literature and assistant to the Roundtable Breakfast education, UCLA. vice president for academic Special Session for Students Only The Role of Leadership in affairs, Cleveland Institute of Breakfast With AAHE Service-Learning Art. Speakers Patricia Ewers, president, Pace University; Walter Massey, 45:20 -10:40kni: president, Morehouse College; Special Session and Frank Newman, president, Education Commission of the Graduate Student Seminar PLENARY SESSION States. and Newcomer Reception What We Know About Sponsored by the AAHE Black Learning ... and the 2130eam1:00jpm . Caucus (for all conference Implications for Our Work attendees). Peter Special Session Henschel is An Examination of Post- *6:458:001pom the executive Tenure Review director of the OPENING KEYNOTE Margaret A. Miller, president, Lee Shulman recently California- AAHE; Mary Dean Sorcinelli, based director, Center for Teaching, succeeded the late Ernest Institute for Boyer as the president of the University of Massachusetts- Research on Learning (IRL). Carnegie Amherst; and Christine Licata, The IRL was founded in 1987 associate dean, Rochester Foundation to pursue new kinds of for the Institute of Technology, and research aimed at senior associate, AAHE. Advancement understanding the nature of of Teaching. Prior to learning in all settings and 1g1:30 am t23130j assuming the circumstances. Henschel came to the IRL in 1991 after Carnegie presidency, CONCURRENT SESSIONS Shulman served as Charles nearly three years in Britain as managing director of Presentation by the 1998 Tom E. Ducommun professor of "Business in the Cities," a Ehrlich Award Winner education and professor of public/private-sector Sponsored by Campus Compact. psychology at Stanford partnership to bring private- University. He was also the How Academic Disciplines sector talent and resources founding codirector of Shape Student Learning together with local Michigan State University's Lucy Cromwell, professor of Institute for Research on governments to improve English, Kathleen O'Brien, conditions in some of Teaching. academic dean, and Judeen Britain's most at-risk Schulte, professor of nursing, communities. Alverno College. ''1,8:001:om. The Harold E. Delaney Educational Leadership Gala Keynote Reception & 3moo Award Ceremony and Dance Presentation CONCURRENT SESSIONS Sponsored by the AAHE Black 9:00 -1103,011#01.11Can the Virtual University Caucus (for all conference Really Teach? attendees). Special Session Anthony Bates, director, This ceremony, which includes a Consulting With Women: A Distance Education and presentation by award winner Case Study Technology, University of British Asa Hilliard, Fuller E. Sponsored by the AAHE Women's Columbia (Canada). Callaway professor of urban Caucus (for all conference education, Georgia State attendees). The Educational Benefits of University, pays tribute to the (Facilitator) Lee Warren, Diversity: What Research late former executive vice associate director, Bok Center, Can Tell Us president of the American Harvard University. Deborah J. Carter, deputy Association of State Colleges and director, Office of Minorities in Universities. Higher Education, American

72 AAHE BULLETIN/JANUARY 1998/7 Organizing for Learning WithCollege; and Sharon Rubin, University of Virginia; and Working Adult Students vice president for academic Raymond M. Hyser and J. Laura Palmer Noone, vice affairs. Ramapo College of New Chris Arndt, associate president for academic affairs, Jersey. professors of history, James Karen Spahn, executive Madison University. director of institutional research, and Nina Omelcehnko, vice Learning Issues of Asian- and Special Session for Provosts I CAOs Pacific-American Students in president of university services, Higher Education University of Phoenix. Working Productively With Presidents Sponsored by the AAHE Asian By invitation only. and Pacific Caucus (for all 12:30 - 2:30 pm conference attendees). Poster Session in the AAHE CONCURRENT SESSIONS Ronald Kong, chancellor, Exhibit Hall Out-of-Class Learning AmongChabot-Las Positas Community African-American Students College District; and others. Special Session at Predominately White Forging Partnerships Leadership for Sisterhood Institutions Between Student Affairs and Sponsored by the AAHE Women'sSponsored by the AAHE Black Academic Affairs to Advance Caucus (for all conference Caucus (for all conference Student Learning attendees). attendees). George Kuh, professor of higher M. Christopher Brown II, education and associate dean of II II s assistant professor of higher faculties, Indiana University at education, Ernest E. Making Teaching Community Bloomington; and Charles Middleton, director of minority Schroeder, vice chancellor for Property: Lessons From a student affairs, and Edward student affairs. University of National Project on Peer Underwood, department chair, Missouri-Columbia. Collaboration and Review of Urban Leadership Policy Teaching Studies, University of Missouri- Faculty Reflections About Pam Bender, program Kansas City. Student Learning coordinator, Teaching Initiative Shelley Reese, professor of and Forum on Faculty Roles & Colleagues, Coaches, and English, Judy Patton, professor Rewards, AAHE; Constance Communities of university studies, and Michael Ewing Cook, director, Center Sandra Flake, dean, College of Toth, professor of sociology, for Research on Learning and Arts and Sciences, John GapterPortland State University. Teaching, University of and Maria Lopez, associate Michigan; Michele deans, College of Arts and Marincovich, director, Center Sciences, and Idahlynn Karre, for Teaching and Learning, professor and chair, Department Stanford University; William of Speech Communication, Plater, executive vice chancellorUniversity of Northern Colorado. and dean of the faculties, IUPUI; and Daniel Tompkins, chair, The Expectations, Department of Greek, Hebrew, Responsibilities, and Massey Newman and Roman Classics, and faculty Challenges of Taking fellow for learning communities, Learning Seriously: How We Temple University. Learn at Indiana University Purdue University 2:003:30.pm Indianapolis Sponsored by the AAHE Student AARE Research Forum Caucus (for all conference Creating a Research Agenda attendees). for Learning Amelia Gilbert, Kellee Hardiman, Kimmie (Organizers) Arthur de los Santos Noone Chickering, visiting Gregoline, and Jennifer distinguished professor, Vermont Rumple, students, IUPUI. College of Norwich University; Web-Based Technologies: Catherine Marienau, associateTools for Deeper Learning in professor, School for New the Disciplines Learning, DePaul University; Alan Howard, associate Marcia Mentkowski, professor professor of English, and of psychology and director of William G. Thomas III, project research and evaluation, and manager, Valley of the Shadow Judith Reisetter Hart, senior Project, Institute for Advanced research analyst, Alverno Technology in the Humanities Kong Kuh 73 8/AAHE BULLETIN/JANUARY 1998 A National Hispanic Unleashing the Positive Bilingual Engineering Model:Force: Teaching and CONCURRENT SESSIONS A Constructivist Approach toLearning With the Whole Community College/ Brain Model Active Learning and Professional Education Elizabeth A. Trembley, head of Learning Styles: Making the Articulation academics, and Mary Margaret Connection Cosponsored by the AAHE Cavera, director of student Charles C. Bonwell, director, Hispanic Caucus and the AAHE services, Davenport College- Center for Teaching and Community College Network (for Holland. Learning, and Peter Hurd, all conference attendees). director, Division of Yvonne E.G. Rodriguez, Administrative Sciences, Saint professor, and Barbara R. Louis College of Pharmacy. Sjostrom, associate professor, TOMAS RIVERA LECTURE Participatory Action Rowan University; Margarita Samuel Research: Expanding the Benitez, national program Betances is Limits of Student Learning coordinator, Hispanic Bilingual professor Debra Dyason, project director, Engineering, Equity Research emeritus of Integrating Service Into Corporation; Hilda Colon- sociology at Academic Studies, Campus Plumey, vice chancellor for Northeastern Compact; and Peter Park, academic affairs, Turabo Illinois professor, The Fielding Institute. University (Puerto Rico); and University. Betances has Jorge Thomas, vice First I Live It, Then I Learn lectured and published president/provost, Luna extensively in the areas of It: Voices of Adult Learners Vocational Technical Institute. Fred Jacobs, professor of group relationships, education and director of Successful Transitions: educational reform, doctoral programs, School of Becoming a Faculty Member multicultural education, and Education, American University. Sponsored by the AAHE Student equity and excellence in Caucus (for all conference education. Betances is best Serious Learners: attendees). known as a positive force Undergraduates as Teachers Presenters TBA. challenging educators, Michaelann Jundt, director of students, business leaders, new student programs, Assessing the Blends of and policymakers to work at University of Washington; and Teaching/Learning Strategies adding cultures together in Jean Henscheid, associate John Rueter, assistant dean, order to make our world and director of student advising and and Nancy Perrin, associate society safe for differences. learning center, Washington dean, Portland State University. His presentations are State University. Who Teaches? Who Learns? challenging, entertaining, Medical Students Reaching Redefining Relationships and motivational. National Standards Among Faculty, Staff, and Students in the Sponsored by the AAHE Black 6mo470:9poppif Caucus (for all conference Teaching/Learning attendees). Enterprise Janet E. Schulte, vice Tomas Rivera Reception Annie W. Neal, associate vice Sponsored by the AAHE president for educational president and academic dean, Bradford College; Karen Hispanic Caucus (for all development and support, Vicki conference attendees). C. Campbell, director, Teaching Romer, associate dean of and Learning Resource Center, academic affairs, Brown and John J. Estrada, associate University; and Jane Chew, professor, Department of professor of German, Furman Ticketed Event University. Pediatrics, and chair of the AAHE Women's Caucus faculty senate, Meharry Medical Operating a Campus Within aDinner College. System Joseph Silver, provost, .1-1401364pm Savannah State University. Special Session Women in Transition Sponsored by the AAHE Women's Caucus (for all conference attendees). (Facilitator) Marilyn Leach, director, Center for Faculty Natalicio Development, University of Nebraska at Omaha.

AAHE BULLETIN/JANUARY 1998/9 TUESDAY Critical Supportive Services MARCH 24, 1998 and Retention Strategies for "At-Risk" College Students CONCURRENT SESSIONS Sponsored by the AAHE Black Caucus (for all conference Developing and Assessing attendees). Universities as Citizens Ticketed Event Larnell Flannagan, associate Robert G. Bringle, director, Seventh "Celebration of for research, SUNY System Center for Public Service and Diversity" Breakfast Administration; Suzanne Price,Leadership, and professor of Sponsored by all of the AAHE executive director, College Level psychology, and Richard Caucuses (for all conference Services, The College Board; Games, executive director, attendees). Lois Smith-Owens, director, Indiana Campus Compact, Educational Opportunity IUPUI; Barbara Holland, Programs, and assistant associate vice provost, Portland professor, SUNY-College of State University; and PLENARY SESSION Agriculture and Technology at Catherine Burack, project From Taking Teaching Cobleskill; and Ivan Banks, director, University of Seriously to Taking assistant professor, Jackson Massachusetts Boston. Learning Seriously State University. The Process of Institutional K. Patricia Integrating Information Transformation: A Dialogue Cross is the on Change Strategies for David Literacy Into the Curriculum Althea Jenkins, executive Taking Learning Seriously Pierpont Peter Eckel, project associate, Gardner director, Association of College and Research Libraries; Cerise American Council on Education; professor of Barbara Holland, associate higher Oberman, dean of library and information services, SUNY vice provost, Portland State education at the University University; Susan Kelley, vice of California-Berkeley. Her College at Plattsburgh; and others. president for resource 1986 National Conference development, Valencia address "Taking Thaching UT-El Paso's "High Tech" Community College; and Peter Seriously" is one of the Undergraduate Learning Ahr, interim provost, Seton Hall cornerstone's of AAHE's now Center: A Focal Point for University. 12-year set of initiatives to Instructional Change improve college teaching. Diana Natalicio, president, The Senior Year Experience: Cross will reflect on the Henry Ingle, associate vice Facilitation, Reflection, recent "shift" in emphasis president for technology Closure, and Transition from teaching to learning, planning and distance learning, John Gardner, executive and suggest what that might Michael Kolitsky, associate director, National Resource mean for "our work" during vice president for instructional Center for the Freshman Year the coming decade. technology, and Robert Experience and Students in Webking, professor of political Transition, University of South science, University of Texas at ElCarolina; and others. 10:00 - 11:15vam Paso. [email protected] Alfredo G. de los Santos, Jr., CONCURRENT SESSIONS Helping Students Transition Successfully to Advanced vice chancellor for student and Transformational LeadershipWork in Their Majors: A educational development, and Sponsored by the AAHE Women'sReport of Faculty Practice Naomi Okumura Story, Caucus (for all conference and Student Experience director, Center for Learning and attendees). Judeen Schulte, professor of Instruction, Maricopa Jacquelyn Belcher, president, nursing, Alverno College; and Community Colleges. DeKalb College (tentative); and other FIPSE consortium Beverly Guy-Sheftall, representatives from Clayton professor of women's studies, College & State University. Spelman College (tentative). Practicing Community: The First Step in Becoming a Learning Organization Emily Decker, associate director, Washington Center, Jeanine Elliott, director, Washington Center, Rob Knapp, dean, and Artee Young, faculty member, The Evergreen State College. Gardner Holton 75 113/AAHE BULLETIN/JANUARY 1998 Developing Effective StudentAn Explosive Formula for Latino Mentoring: Reaching Support Services for Successful Service-Learning Across Higher Education and Distance Learners Projects: E=T1-4+(SIFE)2 Partnering With High Barbara Krauth, project Curtis L. DeBerg, professor of Schools coordinator, Student Services accounting. and Dan Sponsored by the AAHE Project, Western Interstate Gruhewald (accounting), Hispanic Caucus (for all Commission for Higher Danielle Emis (psychology). conference attendees). Education; John Witherspoon, and Pharveen Phagura Devorah Lieberman, director consultant, Western Governors (business ). students, California of teaching and learning, University; Hae Okimoto, State University-Chico. Portland State University; and manager of distance learning Preparing Community Maria Elena Campiteguy and instructional technology, College Students for the Hawkins, executive director, University of Hawaii; and BruceBaccalaureate: Organizing Oregon Council for Hispanic Montgomery, chief operating Four-Year Institutions for Advancement. officer, Michigan Virtual Transfer Students Serious Learning: Addressing Automotive College. Stephen J. Handel, assistant the Health of Youth and HIV A Seminar in Honor of director, Outreach & Student and AIDS K. Patricia Cross Affairs, and Ben Tucker, William R. O'Connell, Jr., Sponsored by the AAHE manager. Academic director, Health Education and Community College Network (for Development, University of Leadership, National Association all conference attendees). California Office of the of Student Personnel Presenter TBA. President; and Alfred Herrera, Administrators; William David Challenges of Shared coordinator, Transfer Programs, Burns, director, Project for Governance UCLA. Health & Higher Education, R. Eugene Rice, director, Using Interinstitutional Peer Association of American Colleges & Universities; Monica Forum on Faculty Roles & Review to Strengthen Devanas, associate director, Rewards, AAHE. Intrainstitutional Change Nancy Hoffman, director, OfficeTeaching Excellence Center, Rutgers University; and Louise 12:30 - 2:00,pm of the President, Brown University; Charles White, R. White, director, Leadership in Health Policy, National Special Luncheon for Provosts I CAOs associate dean, University Learning on the Job Studies, Portland State Association for Equal By invitation only. University; Scott Evenbeck, Opportunity in Higher dean, University College, IUPUI;Education. II and Jodi H. Levine, director, Removing Barriers to First-Year Programs, Temple Learning: Lessons Learned CONCURRENT SESSIONS University. From a University Change The Alliance for Implementing an Effort Sustainability Through Institutional Strategy for William E. Shelton, president, Higher Education Helping Faculty Learn to Mary Vielhaber Hermon, Richard Clugston, executive Integrate Information professor, Management director, Center for Respect of Technology With Teaching Department, and Lee E. Reed, Life and Environment; Anthonyand Learning executive assistant to the Cortese, CEO, Second Nature; Fred Janzow, director, Center president, Eastern Michigan and Julian Keniry, national for Scholarship in Teaching and University. director, Campus Ecology Learning, Larry Summary, Interdisciplinary Approaches Program, National Wildlife instructional computing web to Teaching and Critical Federation. manager, and Dennis Holt, Thinking: A Model Dialoguing About associate provost. Southeast Paul Teed, assistant professor Competitive, Cooperative, Missouri State University. of history, Janice M. Wolff, and Collaborative Learning associate professor of English, Styles in Higher Education Gary M. Lange, assistant Sponsored by the AAHE Black professor of biology, and Janet Caucus (for all conference Nagayda, assistant professor of attendees). occupational therapy, Saginaw Ben Davis and Edward Valley State University. Wingard, core faculty members, The Union Institute Graduate School.

7 6 AAHE BULLETIN/JANUARY 1998/11 Service-Learning: Training Tailor-Made Liberal Arts Future Engineers, Education: Weaving Mathematicians, and CONCURRENT SESSIONS Relevance to the Workplace Scientists for Community Neil Garofano, coordinator, Involvement The First-Semester Achievement Program, Eileen Edmund Tsang, associate Experience at Vermont Burchell, associate professor of professor of mechanical Technical College: Innovationmodern languages, and Amanda engineering, University of South Through Advising, Willoughby, student, Alabama; Joan Kleinman, Connections, Commu- Marymount College (NY). professor of mathematics, nications, Collaboration, Middlesex Community College; and Technology The Accelerated and Rand Decker, associate John Anderson, associate Baccalaureate: Design and professor of civil engineering, academic dean, and Cathy Implementation University of Utah. Collins, director of student life, Sara Hopkins-Powell, provost Vermont Technical College. and dean of faculty, Jon Lange, Information Power: professor and project director, Librarians, Students, Re-Centering the Classroom and Todd Zakraisek, associate Administrators, and TeachersExperience: Creating Deep professor, Southern Oregon Taking Learning Seriously Learning From Multiple University. Dane Ward, coordinator of Perspectives and Personal information literacy, and Dick Stories Technology in the Classroom: Raspa, professor of Sponsored by the AA.HE Strategies to Foster Student interdisciplinary studies, Wayne Hispanic Caucus (for all Collaboration and Faculty State University. conference attendees). Development Nancy Barcelo, associate vice Patricia A. Pascoe, assistant president for multicultural professor of biology, College of St. 3:30 - 4:30'pm affairs, and Jaime Nolan, Francis; and John C. Mickus, assistant to the associate vice professor of biology, Benedictine CLOSING PLENARY president for multicultural University. Architecture for Change: affairs, University of Minnesota. Teaching, Learning, and Web-Based Portfolios: A New the Mission of AMIE Supporting Distance Approach to Student Margaret A. Learning With Web-Based Advising Miller is the Technologies Lonnie Supnick, associate fourth Gerald L. Boerner, associate provost, Kiran Cunningham, president of professor, Grace L. Boerner, assistant professor of )'- adjunct professor/webmaster, anthropology, and Emily 11:qr AAHE. She came to and John Coverdale, graduate Springfield, portfolio AAHE after intern, Azusa Pacific University. coordinator, Kalamazoo College. having served for more than Impact of Service-Learning A New Look, a New Sound, a a decade as the chief on Students: Learning New Classroom Culture: One academic officer of the State Outcomes and Changing College's Story of a Council of Higher Education Roles Cooperative Learning for Virginia (SCHEV). Prior Amy Driscoll, director, Initiative That Works! to coming to SCHEV, Miller Community/University Susan S. Hill, director, was an English professor and Partnerships, Amy Spring, Southeastern Center for administrator at the student leadership coordinator, Cooperative Learning, Florida University of Massachusetts and Kari Grosvold, research Community College at Dartmouth. In this session, assistant, Portland State Jacksonville. she will examine what University. "Taking Learning Seriously" ..50016130zpm means for AAHE's work. How Are We Doing? An Assessment and Evaluation Special Session Framework for Women's Leadership Role School/College Partnerships Begins as Chair Gerald S. Edmonds, associate Sponsored by the AAHE Wornen's director for research and Caucus (for all conference evaluation, Margaret D. attendees). Bonesteel, associate director for(Facilitator) Ann Lucas, profes- training and field supervision, sor, Department of Management and William Newell, senior and Marketing, Fairleigh research associate for research Dickinson University. on school-college partnerships, Syracuse University. 77 12/AAHE BULLETIN/JANUARY 1998 Special Event The Freddie HendricksYouth pedal Convenings Ensemble of Atlanta

AAHE is using the occasion of the 1998 National Conference toconvene three special events, each open by invitation only. All participants in these events must also register for the National Conference on the enclosed WEDNESDAY registration form. MARCH 25, 1998

Sponsored by the AAHE Teaching Initiative, the Forum on Exemplary Teaching convenes faculty who not only are accomplished teachers but are committed to fostering a culture of teaching and learning on campusand are interested in being Breakfast & Conference part of a national network of such teachers. The 1998 Forum explores the implications Feedback Session of "Taking Learning Seriously"for classroom practice, institutional policy, and academic culture.

I , II I The Forum begins on Saturday, March 21, with follow-up sessions and discussions scheduled on Sunday and Monday. FEE: $95, includes special programming,one Tcketed Event dinner, lunch on Monday, and extensive materials. If you have been selected to attend Tour of Atlanta the Forum, mark Box E on the registration form and add the fee in Box H. FOR MORE: Invitations to send a delegate to the Forum will be mailed to chief academic officers in early 1998. To have AAHE send an invitation to a secondperson on your campus, contact Pam Bender, program coordinator, AAHE Teaching Initiative, 202/293-6440 x56 or [email protected].

This small-group work session brings together partnership program directors to seek common areas of interest, share group experiences, identify issues where common action could be helpful, and begin building a peer support network. Participants at the 1997 convening are invited again. To be eligible, you must administer a college program that offers your college's courses to high school students, taught in the high school by qualified high school instructors. The session will be held on Saturday, March 21. FOR MORE: Contact Bill Newell, Syracuse University, 111 Waverly Ave., Suite 200, Syracuse, NY 13244-2320, ph 315/443-2404, [email protected].

Editors and authors in AAHE's 18-volume Series on Service-Learning in the Disciplines meet with leaders of national service and national disciplinary organizations at this colloquium. The group will develop plans to further service-learning activities in some of the disciplines represented in the series (Accounting, Communication, Composition, Environmental Studies, Nursing, Political Science, Psychology, Sociology, and Teacher Education) and will continue to collaborate as a broader coalition for service-learning. Colloquium participants also serve as resources to the National Conference by participating in workshops and other activities. The colloquium will be held on Saturday, March 21. FOR MORE: Contact Teresa Antonucci, project assistant, ;\ AAHE Service-Learning Project, 202/293-6440 x34 or tantonucci @aahe.org.

BEST COPYAVAILABLE Join AAHE The American Association for Higher Education is the individual membership organization that promotes the changes higher education must make Many Ways to ensure its effectiveness in a complex, interconnected world. MHE equips its members 8,700+ faculty, for You to Get Involved! administrators, and students from all sectors, as well as policymakers and leaders from foundations, government, and business and their institutions with the knowledge they need to Attending as part of a team means you can more effectively cover the National bring such changes about. Conference's many activities, to achieve objectives you defined in advance and Member benefits include: ensure complete institutional coverage of the event. Very positive feedback Discounts on registration at this from teams leads AAHE to believe that attending as a team is the best way to flagship National Conference on facilitate conference conversations back home. (A "team" is 5 or more people Higher Education and at AAHE's from the same institution/group whose registration forms all are faxed/mailed special-topic conferences on assess- together, at the same time, complete with payment by February 20.) ment, faculty roles/rewards, and Each team member gets 25% off his/her registration fee. (Fees for work- more shops, ticketed events, and AAHE memberships, etc. are not discounted.) Change magazine and MHE Bulletin Teams can reserve meeting rooms (pending available space) during the o Discounts on AAHE's publications evening and/or early moming hours of the conference. Use this meeting Access to AAHE's special programs time to plan, debrief, and discuss next steps once you have returned to your through Internet listservs and special campus or office. To schedule a meeting room, contact Monica Manes Gay, mailings. director of conferences and meetings, 202/293-6440 x18 or [email protected], Annual membership dues are just by February 20. $95 ($50 for students). Join now in Box B on the registration form and - _ save up to $100 on your conference At a conference discussing learning, students should have a loud voice! registration fee. For the first time, AAHE is reducing the registration fee for student conferees. The 1998 National Conference fee for full-time students (graduate and join AAHE's Special- undergraduate) is only $95! (Students who are members of a team also get the team discount of 25%that's $23.75 off!) Interest Member Groups At the National Conference on Higher This year's conference offers workshops, sessions, and meetings specifically Education, AAHE's caucuses provide forand bystudents! many professional networking opportu- Students have an opportunity to meet with one or more major speakers nities and occasions to discuss com- over breakfast on Monday, March 23, at 7:00-8:00 am. mon concerns. AAHE members may join one or more of the following caucuses: American Indian/Alaska Native, Asian and Pacific, Black, Hispanic, New this year is a student mentofing program, in which AAHE conference Women's, Student, and Community veterans are matched with a student (graduate or undergraduate) to guide College Network. (Join in Box B on the her/him in getting the most out of this meeting. All mentors/mentees should registration form.) be available to meet in Atlanta on Saturday evening, March 21. At that The conference also offers sessions meeting, mentors and mentees will meet each other, ask questions, network, sponsored by AAHE's action com- and devise their strategy for the conference. munities: The Research Forum, Conference veterans, don't miss out on this opportunity to personally Classroom Research, Collaborative connect with a student who can benefit from your experience! Students, don't Learning, and National Network of pass up this opportunity to get on the conference fast track! Faculty Senates. AAHE's other areas of Mentors/mentees will be matched in early March. Email addresses or phone special interest include assessment, numbers will be provided so you can make contact with each other prior to the community service and service-learn- conference. Sign up for the mentoring program in Box G on the registration ing, CQI, and information resources & form. For more, contact Monica Manes Gay, director of conferences and technology. meetings, 202/293-6440 x18 or [email protected]. For more information about joining any of the caucuses or about group- sponsored conference activities, contact Monica Manes Gay, director of conferences and meetings, 202/293- BEST COPY MAKABLE 79 6440 x18 or [email protected]. practice in simple, powerful ways to apply them in and beyond our (virtual and actual) classrooms. Presenters: Thomas A. Angelo, orkshops associate professor and higher education program coordinator, University of Miami; and Alec Testa, coordinator, Assessment Resource Office, Eastern New Mexico University. Sat. March 21 2:00-5:00 pm $50 The professional-development considerable experience with learning workshops are a small but valuable communities promises a broad perspec- From Content-Centered to portion of the conference offerings, tive and an encompassing vision of the Learning-Centered: Overcoming possible, the practical, and the desirable. providing intensive and practical Obstacles to Change Full-day workshop. Fee includes lunch. To become more student-centered, cam- learning experiences. To register, Presenters: Roberta Matthews, vice mark your choice(s) in Box C and puses need faculty to shift their focus president for academic affairs, from course content to student learning. add the appropriate amount in Marymount College; Barbara Leigh That shift requires changes in faculty Box H on the registration form. Smith, vice president and provost, practice, in recognition and reward poli- Evergreen State College, and past cies, and in the roles of administrators chair, AAHE Board of Directors; and and chairs, as student learning becomes Phyllis Van Slyck, professor of Workshop categories parallel the focus for assessment of all types. English, and William J. Koolsbergen, Success depends on anticipating key this year's National professor of humanities, LaGuardia concerns, and attending to the deep per- Conference theme tracks: Community College. sonal and emotional dimensions of the Sat. March 21 10:00 am-5:00 pm $95 POWERFUL PEDAGOGIES new paradigm. In this workshop, identify obstacles to change and, working in w11:21 Learning Strategies Cooperative Learning in groups, develop strategies for overcom- Service-Learning Science, Math, Engineering, and ing them. You receive a packet of practi- Supporting Students Technology (SMET): The State cal resources, including an annotated Technology and of the Art bibliography. Information Resources Learn the status of research and prac- Presenters: Robert M. Diamond, tice on cooperative learning in College assistant vice chancellor, and ORGANIZING FOR Level One SMET disciplines. Presenters Bronwyn E. Adam, assistant project LEARNING provide a model and demonstrate infor- director, Center for Instructional mal cooperative learning with conceptu- Faculty Development/ Development, Syracuse University. al questions (common in physics and Sun. March 22 10:00 am-1:00 pm $50 Evaluation chemistry) and problem-based coopera- Pianning/Leadership/ tive learning (a widely used formal kw-211College-Level Learning in High Management SMET strategy). You also receive a School: Implications for Technology and summary of conceptual cooperative Undergraduate Curriculum, Learning information Resources learning principles and their applicationProductivity, and School Reform in SMET disciplines. Come prepared to A fast-growing phenomenon, college- share your own experiences and level learning in high school is the sub- resources. ject of research by SUNY Buffalo's .:;POWERFUL'PEDAGOilkiPresenters: Karl A. Smith, professor Learning Productivity Network, as part of civil engineering, University of of a larger program of research into Learning Strategies Minnesota; and Leonard Springer, learning productivity. What have they professor, National Institute for discovered about college-level learning Science Education, University of W-02Taking Structure Seriously: and its likely growth trajectory? by type Wisconsin-Madison. of high school? by form of program? Using Learning Communities to Sat. March 21 2:00-5:00 pm $50 Transform Institutions What policies exist? What is actually done with the very considerable amount Sponsored by the Collaboration in A Teacher's (and Learner's) of college-level learning now going on? Undergraduate Education (CUE) Dozen:14 Research-Based Guidelines What is its impact on the high school Network. Does your campus call itself a for Improving Teaching, Assessment, curriculum? on the college curriculum? "learning community"? But do its struc- and Learning Presenters: D. Bruce Johnstone, tures and practices support that claim? Would you trust a physician who didn't university professor of higher and Purposefully created learning communi- keep up with and apply lessons from comparative education and director, ties are restructured curriculum and relevant research in his/her field? An Learning Productivity Network, pedagogy consciously designed to pro- engineer who couldn't apply basic prin- William Barba, adjunct assistant mote academic coherence and involve- ciples of good practice in new situations, professor and head, Higher Education ment in learning. Explore how they help with new client populations, or in using Program, Patricia Maloney, research transform institutions and build cli- new technologies? Yet many faculty and associate, Learning Productivity mates that support change and innova- academic administrators remain Network, and Ph.D. student, tion. The workshop offers two overlap- unaware of fundamental researchin Kimberly Crooks, assistant dean for ping tracksone for people with no pre- psychology, cognitive science, and edu- professional programs and Ph.D. vious experience with learning commu- cationon teaching, learning, and student, and Barry Smith, Ph.D. nities, and a second for veterans who assessment and its relevance to our student, State University of New York want to probe issues of implementation, practice. This interactive workshop pre- at Buffalo. design, and assessment. The presenters' sents guidelines, plus examples and Sun. March 22 10:00 am-1:00 pm $50

8 0 AAHE BULLETIN/JANUARY 1998/15 IONAction Learning: Path to Self- programs to maximize educational Technology and benefits for students. Efficacy Presenter: Hazel Symonette, policy Information Resources Sponsored by the Collaboration in and planning analyst. University of Undergraduate Education (CUE) Wisconsin System Administration. 4w-o51Moving From "Talk-and-Chalk" Network. Most strategies used in col- Sun. March 22 10:00 am-1:00 pm $50 to Technology-Networked Learning leges to encourage group study and collaborative learning are driven by efforts EnvironmentsWhat's Working and to produce specified curricular or social Service-Learning What's Not outcomes. Action learning overturns Sponsored by the AAHE Hispanic this, developing individual and often w.20Service-Learning as Caucus. This workshop showcases best unanticipated insights as a paramount Institutional Strategy instructional strategies to help administrators and faculty change how their effect of a loosely constructed group Learn how a pedagogy of social engage- activity. This workshop teaches faculty, mentmost often referred to as -ser- campus organizes, delivers, and sup- deans, and faculty development special- vice-learning...can help an institution ports student learning. These include: ists how to implement the action learn- clarify its identity and enhance both its experimental approaches that link ing strategy in their college classrooms. appeal and its ability to facilitate deep interactive, digital media and telecom- Presenter: Verna J. Willis, associate learning. Issues to consider include: munications technologies, email, the Internet, and the Web .. professor of human resource service-learning's potential to provide . interdiscipli- development, School of Policy Studies, new options for students and faculty to nary, problem-based and active learning Georgia State University. demonstrate excellence; its relationshipstrategies in which instructors and stu- Sun. March 22 10:00 am-1:00 pm $50 to undergraduate research; service- dents form teaching-learning teams to design, develop, and carry out synchro- learning as a vehicle of career explo- CMAdult Learners in Higher ration and of curricular coherence: and nous and asynchronous instruction .. . Education: Choices, Challenges, and the off-campus community as responsi- new distance learning initiatives. Hear Changes bility, resource, and partner. The work- about the challenges of developing telecommunications infrastructure and By 2003, some 43% of total enrollments shop draws on the work of different "high-tech focal point- and faculty train- will be students age 25+. In this work- types of institutions. You are challenged ing and development models. shop, discuss what characterizes such to understand service-learning's suit- Presenter: Henry T Ingle, associate students, how institutions are respond- ability for your specific institutional vice president for technology planning ing to them, and strategies to align type and you receive materials appro- institutional culture to support their priate for that type. and distance learning, University of Texas at El Paso. needs. Share what your institution is Presenters: Edward Zlotkowski, Sat. March 21 10:00 am-1:00 pm $50 doing, including your successes and senior associate, AAHE; and challenges. Also, learn about best prac- representatives from a variety of W-09 tices in the marketing, delivery, admin- leading service-learning programs. Teaching With Technology: The istration, and evaluation of adult learn- Sun. March 22 10:00 am-1:00 pm $50 Newest Innovations and the Need for ing programs and services, plus future Administrative Support trends. Supporting Students Sponsored by the AAHE Women's Presenters: Frederic Jacobs, Caucus. This workshop provides inter- professor of education and director action and discussion on interactive of the doctoral program, School of ESStrengthening Academic courses via computer. distance learning, Education, American University; Advising: Key Issues, the National Web courses, computer-assisted lec- and Stephen Hundley, assistant Research, and Strategies That Work! tures, and wireless communication. professor of organizational Hear a summary of extensive national Presenter: Cheryl Stratton, assistant leadership and supervision, Purdue research on what is known about the professor, Georgia State University. School of Engineering and practice, performance, and promise of SaL March 21 1:30-5:30 pm $60 Technology, IUPUI. faculty advising. Examine important Workshop will take place at Georgia Sun. March 22 10:00 am-1:00 pm $50 models and delivery systems as well as State University. Transportation is pro- a case study of the experiences of vided. Buses will leave the hotel REMBecoming Assessment-Savvy Syracuse University, a NACADA promptly at 1:30 pm. College Administrators and Staff: national award recipient for its systemic Critical Concepts, Perspectives, and efforts to improve advising there. Focusing Technology on Practices You get ample time for questions. Learning: Leadership and Transformation to Create Meaningful Sponsored by the AAHE Black Caucus. comments, and sharing, plus a variety of Seize the initiative in using assess- contacts and resources to help you as you Organizational Culture and ment tools as a student-centered self- develop strategies and plans appropriate Infrastructures diagnostic resource for critical reflec- for your own campus, including a copy of Cosponsored by the AAHE Asian and tion, empowered program improve- Reaffirming the Role of Faculty in Pacific Caucus and AAHE Hispanic ment, and strategic image manage- Academic Advising (NACADA, 1995). Caucus. Ocotillo is a learning-based, ment! Learn six critical skills and a Presenters: Frank Wilbur, associate systemic technology roundtable model series of probing, assessment-savvy vice president for undergraduate that promotes and enhances connectivi- questions that challenge you: (1) to studies and director, Project Advance, ty, communication, leadership, change, concretely envision what you expect Syracuse University; Gary Kramer, strategic decision making, and innova- program success to "look like" and (2) associate dean for admissions and tion. In this workshop, presenters to specify appropriate progress bench- records and professor of educational describe their efforts to define outcomes marks and the evidence needed to con- psychology, Brigham Young and how Ocotillo helps focus technology vince stakeholders that success claims University; and Wes Habley, founding initiatives on learning; share a faculty- are accurate. Attend this interactive, board member, National Academic driven infrastructure that fosters mutu- skills-building workshop if you want to Advising Association (NACADA), and ally defined learning values for technol- systematically monitor and continuous- director of assessment, American ogy planning and decision making; ly improve the effectiveness of your College Testing. identify strategies that incorporate Sun. March 22 9:00 am-1:00 pm $60 diverse interests; and demonstrate how 16/AARE BULLETIN/JANUARY 1998 81 Ocotillo addresses communication and Career Development for New questions; Flashlight also is developing learning through the organizational cul- Professionals in Higher Education evaluation case studies. You are urged ture and infrastructure. You participate to think in advance about issues you in small-group, participatory, and Sponsored by the AAHE Black need help with. collaborative activities and receive Caucus. This workshop is designed to Presenter: Stephen C. Ehrmann, materials to design your own Ocotillo. assist persons in the early stages of vice-president, The Flashlight Project, Presenters: Alfredo G. de los Santos, their higher education careers to map orTLT Group, the Teaching, Learning & Jr., vice chancellor for educational critique their professional development Technology Affiliate of AAHE. and student development, and Naomi plans and strategies. During the work- Sat. March 21 2:00-5:00 pm $50 Okumura Story, director, Maricopa shop, you have an opportunity for Center for Learning and Instruction, reflective thought about your career W-22Increasing Expectations for path. Maricopa Community Colleges. Student Academic Effort Sat. March 21 1:30-5:30 pm $50 Presenters: Lillian B. Poats. associate professor, Department of We seem to agree that setting high Educational Leadership and expectations for students is important if Counseling, Texas Southern they are to achieve their full potential. ORGANIZING FOR University; Trevor Chandler. profes- But, for a campus to publicly articulate LEARNING sor, University of California-Davis; clear, high expectations of what knowl- and Sherry Sayles-Folks, special edge, skills, and capacities students are assistant to the provost, Eastern to attain is indeed rare. In this work- Faculty Development/ Michigan University. shop, explore how to assess campus lev- Evaluation Sat. March 21 10:00 am-1:00 pm $50 els of expectations for student perfor- W-08 is free for AAHE Black Caucus mance through a variety of techniques members. (questionnaires, focus groups, time-use W-04Gender and Race Bias in studies, interviews, portfolios, faculty Standardized Tests: What Can Be EMIToo Much Change and Too conversations, etc.). Discuss strategies Done? for raising expectations for students on Much Conflict: Cultivating a a campus and the implications of such Sponsored by the AAHE Women's Collaborative Culture Caucus. The SAT and other standard- efforts. ized tests are under fire for their nega- This practical workshop helps faculty Presenters: Karen Maitland tive impact on women and minority stu- and academic administrators initiate Schilling, associate professor of psy- dents. The College Board and strategies to help unlock those enduringchology, and Karl L. Schilling, scholar Educational Thsting Service have been conflictual communication patterns in in residence, Office of Residence Life, forced to change the PSAT to narrow departments and across campuses. Miami University. the test's documented "gender gap." Learn some useful and fundamental Sun. March 22 1000 am-1:00 pm $50 Meanwhile, policymakers in Thxas and skills of conflict analysis, mediation, California are rethinking their reliance and conflict resolution, especially as W-23Using the Grading Process for on the SAT in the post-affirmative they relate to working through difficult Departmental and General-Education action era. Find out more about what struggles and dealing with difficult peo- Assessment has been happening, why, and what can ple. Practice concrete ways to build working, collaborative teams. Reflect on Grades as isolated artifacts are not use- be done to support excellence and ful for assessment. But skillfully done, equity in higher education admissions. actual cases and design intervention strategies. Learn the common and pri- the classroom grading process yields Presenter: Laura Barrett, executive rich information about student learning director, National Center for Fair & mary causes of difficulties and processes to resolve them. You are welcome to and meets many of the criteria for Open Testing (Fair Test). "good" assessment recommended by Sat. March 21 10:00 am-1:00 pm $50 bring cases from your own campus. Presenter: Sandra I. Cheldelin, AAHE and required by accrediting professor, Institute for Conflict agencies. This workshop demonstrates W-06Successful Teaching how to help faculty improve their class- Evaluation Programs Analysis and Resolution, George Mason University. room grading, and how to use the grad- Some institutions assess faculty teach- Sat. March 21 2:00-5:00 pm $50 ing process for assessment in the i performance effectively, others do department and in general-education not. This interactive workshop focuses OMTechnology and Higher programs. Representatives from Raymond Walters College, a two-year on: (1) student evaluation of instruction; Learning: A Flashlight for Assessing (2) peer review of teaching; and (3) the branch campus of the University of teaching portfolio. Examine important Successes and Problems Cincinnati, explain how they use the new lessons about what works and Have you been charged with gathering approach for general-education assess- what doesn't, key strategies, tough deci- information about educational uses of ment as part of their North Central sions, latest research results, and links information technology in order to guide accreditation plan. between assessment and development. a change efforte.g., rethinking a Presenters: Barbara E. Walvoord, The workshop is valuable to faculty and major course of study to take advantage director, Kaneb Center for Teaching administrators interested in assessing of new technology? improving the quali- and Learning, University of Notre and improving the quality of teaching at ty of library and information services? Dame: Virginia Johnson Anderson, their institution. reconsidering student evaluation of fac- professor of biology, Towson Presenter: Peter Seldin, ulty using technology? addressing the University; and Barbara Bardes, distinguished professor of role of technology in accreditation self- dean, Janice Denton, associate profes- management, Pace University. studies? The most important objective sor of chemistry and chair of the acad- Sat. March 21 10:00 am-1:00 pm $60 of this workshop is to think and work emic assessment committee, and Ken together on framing productive research Koehler, associate professor of physics, questions ... aided by "tool kits" devel- Raymond Walters College. oped by the Flashlight Project. Its Sun. March 22 10:00 am-1:00 pm $50 "Current Student Inventory" provides an evaluation handbook for developing studies plus a database of 500 indexed

AAHE BULLETIN/JANUARY 1998/17 College System; and Dennis Holt, [W-19)Mending the Cracks in the Planning/Leadership/ associate provost, Southeast Missouri Ivory Tower Beyond the Basics Management State University. Conflict exists on every campus. But Sat. March 21 10:00 am-1:00 pm $50 Avoiding the Doomsday what can we do to manage it? This work- Scenario: Effective Enrollment shop goes "beyond the basics" to focus on Ewl161Using Students to Support Management for New Threats and specific intervention skills. Learn specific Technology and Transformation Opportunities ideas about how to intervene when conflict surfaces. Register early so the pre- The proliferation of technology on cam- In this workshop, learn how an enroll- senter will be able to solicit information puses has not been matched by increases in support staff. In this workshop, a stu- ment effortboth recruitment and from you before the conference about retentionbased on student success can "typical" conflicts you deal with, so the dent, faculty member, and administrator meet your enrollment needs, in spite of workshop can focus on the conflicts most describe various approaches to using students as support personnel in the service the doomsday predictions of Peter pressing in your campus life. Drucker and others. Learn how best to Presenter: Susan A. Holton, professorof teaching and learning. Learn about student roles in supporting general-pur- deal with the basics of enrollment man- of communication studies, agement, change that must occur at Bridgewater State College. pose and specialized computer labs, your school, and transformation that Sun. March 22 1000 am-1:00 pm $50 library information centers, and curricu- will be needed for long-term success. lum-development initiatives. Discuss Marketing, management, use of data, Team Building in the training programs, administrative chal- and specific retention concepts are lenges, and funding. You get guidance in Academic Department included. Full-day workshop. Fee establishing programs that might work includes lunch. Bringing about change is most success- on your campus, and suggestions on Presenters: Ronald J. Ingersoll and ful when it is led by an effective team where to turn for assistance. Doris Ingersoll, directors, Enrollment that understands the stages that any Presenters: Phillip D. Long, director, Management Center, Inc. change process must follow if it is to Teaching, Learning, Technology Sat. March 21 10:00 am-5:00 pm $95 become permanently embedded in the Center and User Support Services, culture. However, because individuals Seton Hall University; Robert A. in higher education value independence cw1031Legal Issues in Employment Harris, coordinator, Student for Academic Administrators and have learned to fimction Technology Consulting Program, autonomously more than as team play- William Paterson University; and This workshop uses case studies to help ers, they have not developed the knowl- administrators understand the rights Fran Versace, acting director, edge and skills needed to create highly University Computing Center, and responsibilities of faculty, staff, and effective teams that can produce con- students, as those rights and responsi- University of Rochester. structive change. Learn how to build a Sat. March 21 2:00-5:00 pm $50 bilities relate to employment contracts, team and lead change in this workshop. reference checking, evaluating col- You receive Lucas's book Strengthening iw-26Visions Worth Working leagues, confidentiality and peer review, Departmental Leadership: A Team student allegations of educational mal- TowardDefining the Role of Building Guide for Chairs and Deans. Technology in Education practice, and academic freedom versus Presenter: Ann F Lucas, professor of managerial discretion. Full-day work- organization development, Fairleigh Education takes many forms, and each shop. Fee includes lunch. Dickinson University. form can be matched with a different Presenter: Lois Vander Waerdt, attor- Sun. March 22 1000 am-1:00 pm $60 application of information technology to ney at law and president, The improve quality. This workshop helps Employment Partnership. you form your own educational "Vision Sat. March 21 10:00 am-5:00 pm $95 Technology and Worth Working Toward" by matching Information Resources selected educational approaches, peda- Mal Learning by Applying: Using gogies, and objectives with ways of "External Environmental Scanning using computing, video, and telecommu- Leading Campus Teaching, nications. (Such a "Vision" is an image and Forecasting" to Improve Learning & Technology (TLT) Strategic Planning of a feasible futureone that can be Roundtables achieved if enough people commit to This approach to strategic planning rec- This workshop is designed for current ognizes and rewards an "outside-in" doing so.) The workshop considers cost- and future chairs of campus TLT effectiveness, implementation steps, (external environment) perspective Roundtables. But it is useful to anyone rather than the traditional "inside-out" assessment of progress, recent findings responsible for leading an institution about learning, and how to achieve an (intrainstitutional) perspective so bound in improving teaching and learning by insulation, politics, and inertia. appropriate balance among the variety through greater integration of informa- of real-time and asynchronous modes Discuss types of external changes and tion technology. The workshop features hear numerous examples of how colleges and written, oral, and visual means of experienced leaders of TLT delivering education. have used external environmental scan- Roundtables at individual institutions ning and forecasting in: (1) mission and Presenters: Steven W. Gilbert, presi- and at a state system, who tell stories dent. TLT Group, the Teaching, goals refinement, (2) curriculum change from their own experiences. plus offer and development, and (3) strategic plan- Learning & Technology Affiliate of specific advice and resources for imple- AAHE; Vijay Kumar, director of aca- ning that anchors function-unit planning, menting and managing local and related budgeting and spending. In a demic computing, Massachusetts Roundtables. In small groups, you Institute of Technology; and Susan hands-on exercise, practice 'how to scan" meet other participants and discuss in a simulated scanning team. Remaining Saltrick, vice-president and director, shared challenges. New Media Longman Publishing, time is spent on what to scan, and start- Presenters: Nancy Cooley, interim ing and sustaining an institutional effort. Addison Wesley Longnian. assistant vice provost, Central Sun, March 22 10:00 am-1:00 pm $50 Presenter: Joel D. Lapin, professor ofMichigan University; David sociology, Catonsville Community Boudreaux, dean, Arts and Sciences, College, and system director of plan- Nicholls State University; Scott A. ning, Community Colleges of Langhorst, instructional technology Baltimore County. Sat. March 21 1:30-5:30 pm $60 systems planner, Virginia Community 83 0000000 0906000000000000000000 This year's exhibitors include: This year's exhibit program plays Academic Systems an integral role in the conference Infonautics as a "community of ideas." In line ACT, Inc. Integrex Systems Corporation with the 1998 theme, "Taking Allyn & Bacon The International Partnership Learning Seriously," the conference for Service-Learning schedule includes special Exhibit AmeXpo CD-ROM Software Hall-only hours, to ensure you have Anker Publishing Company Jossey-Bass Publishers the time to benefit from its many The College Board Kaplan Learning Services useful resources. Logicus Incorporated The Exhibit Hall also plays host College Consortium for to special events and refreshment International Studies National Association of College breaks. And it is the site of a sub- DDC Publishing Stores stantive Poster Session on Sunday Newsletter Book Exhibit and Monday afternoon. During the Educational Testing Service Poster Session, faculty and other ERIC Clearinghouse on Higher The Ohio State University campus practitioners will discuss Education The Oryx Press with you posters they have created Houghton Mifflin Company, Premier School Agendas displaying dozens of examples of Faculty Development good practice in the advancement Simon & Schuster's News link Programs / College Survival of teaching and learning. Soft Arc Incorporated Follett College Stores Stylus Publishing Higher Education Center for Alcohol and Other Drug Wisconsin Technical College Don't miss this opportunity to be Prevention System Foundation part of AAHE's "community of IDEA Center, Kansas State ideas" and showcase your products University and services to such a receptive audience! To reserve your exhibit boothor to suggest a new exhibitor you would like to see attend the conferencecall Mary Schwarz, director of marketing, 202/293-6440 x14 or [email protected]. Additional information on exhibiting is available at AAHE's website at www.aahe.org.

AAHE BULLETIN/JANUARY 1998/19 8 4 BEST COPY AVAILABLE -_Sattiidai,ilitrch 21 (Preconference)

EL Campus Senate Leadership Retreat: "Learning Leadership for Shared Governance"

ntl_nrtnrrs-c-v-w-u-rns-, 10:00 am-3:00 pm Sponsored by the AAHE National Network of Faculty Senates. Designed to Atlanta is fast becoming one of the most exciting cities in North America. help colleges improve campus gover- Home of the Centennial Olympic Games, the Martin Luther King Jr. Historic nance, this tenth annual retreat pays District, the Jimmy Carter Presidential Library and Museum, CNN, the attention to how institutions and leaders learn to govern. Presenters include Margaret Mitchell House, and much, much moreAtlanta really does have ACE Fellows, whose leadership step- something for everyone. Explore this wonderful city when you are not in ping stones included service as senate conference sessions, workshops, and events. Relax at a cafe in Buckhead, presidents. Because governance in higher educa- browse through the beautiful art museums, or catch the sights and sounds tion is distinctively a cross-constituency of Midtown. process of shared decision making, this retreat focuses on how governance AAHE has tried to offer a variety of events to capture the spirit of Atlanta. issues are variously perceived by If the activities described below don't appeal to you, there are plenty of trustees, faculty, provosts, and presi- other things to do and see. Check out the Atlanta Convention and Visitors dents. The emphasis is on how colleges as learning communities can foster CNNAnurr, CONVENIION AND VISITORS BUREAU Bureau's website at those leadership skills, and creative www atlanta com for further strategies that are the hallmarks of information on everything exemplary principles and practices of shared governance. The retreat also Atlanta has to offer. concentrates on how academic leaders, Register now to attend working collaboratively, can create poli- one or more of the confer- cies that enlist all campus constituencies in taking learning seriously and ence activities below by promoting ideals of leadership. marking your choice(s) in Box The retreat's highly interactive work- D and adding the appropn- shop format encourages the participation of campus teams composed of facul- ate fee in Box H on the regis- ty leaders and administrators who are tration form. Ticketed activi- responsible for governance. Participants at this retreat usually continue to con- ties require advance registra- sult with one another after it concludes. tion, tickets are not available For details, contact Joseph G. at the door All activities are Flynn, SUNY Distinguished Service Professor, SUNY College of open to all conferees while Technology at Alfred, NY 14802, ph space remains 6071587-4185; or Karen E. Markoe, SUNY Distinguished Service Professor, SUNY Maritime College, aso %won two, 0 Atom *Noma Bronx, NY 10465, ph 2121409-7252. NOTE: Ticket/advance registration is required. FEE: $75, includes a working lunch. (Capacity:50)

WEE Black History Tour of Atlanta 1:00-5:00 pm Sponsored by the AAHE Black Caucus. Enjoy the past and present historic sites of black Atlanta. This guided coach tour features key places of interest from the local to the international. It includes the Martin Luther King Center, Ebenezer Baptist Church, Atlanta University Center, Olympic Park, and the Herndon Home, a classical mansion designed and built by a slave-born Georgian. Exciting commentary will be filled with southern hospitality. NOTE: Limited seating. Ticket/advance registration is required. FEE: $20, includes tour transportation, refresh- ments, and entry into museums.

BEST COPY AVAILABLE " t

MARTIN LUTHER KING, I GRAvEsETEAttANIA CONVENTION AND VISITORS BUREAU, 0 1995 KEVIN C. ROSE CARTER PRE SIDENTIAI CENT ERATLANTA CONVE NT ION AND VISITORS BURIAL/

EUSouth African Kick Off With tions must involve themselves; indeed, plex problems plaguing today's youth. the Soweto Street Beat this question of access may be the most Not only does the ensemble educate by pressing of the decade. The forum will addressing social and political concerns, 7:00-1000 pm explore how best to offer comprehensive it also thoroughly entertains its audi- Sponsored by the AAHE Black Caucus. educational opportunities throughout ences with magnificent voices, heartfelt This entertaining and energetic America's colleges and universities. dialogue, and snappy choreography. evening kicks off AAHE's 1998 South NOTE: Ticket/advance registration is NOTE: Advance registration is request- Africa Study Tour, sponsored by the required. You do not have to be an ed. This event is free and open to all con- AAHE Black Caucus. Join in welcom- AAHE Hispanic Caucus member to ferees and their guests. ing the Soweto Street Beat Dance attend. FEE: $25, includes lunch. Company, a group of South African dancers based in Atlanta. Captivating :Wednesday,:.March 25 I audiences everywhere, the troupe gave an outstanding performance at the 11303 Tour of Atlanta 1996 Olympics, and on this evening AAHE Women's Caucus Dinner 10:00 am-2:00 pm they will perform contemporary and 6:30 pm Enjoy a tour of the great city of Atlanta traditional African dances, featuring a Enjoy a delicious dinner with your con- before flying home! This tour begins boot dance from Soweto. NOTE: ference colleagues. Dinner will feature with an exciting and informative visit to Ticket/advance registration is required. the presentation of the Myra Sadker the Martin Luther King Jr. Historic FEE: $15. Equity Award for Women Leaders in District on "Sweet Auburn Avenue," Education and remarks by the awardee where you will see the Martin Luther (to be announced). A wonderful time to King Center, Dr. King's birth home, and renew old friendships and make new his tomb. It continues with the Carter ones. NOTE: Ticket/advance registra- Presidential Library, where you can Ern Ebenezer Baptist Church tion is required. FEE: $30 for AAHE Service browse the historic documents of Jimmy Women's Caucus members, $40 for non- Carter's presidency and celebrate his 7:15-10:00 am members. (You may purchase a dis- efforts around the world in the name of Join fellow conferees in a very spiritual counted ticket if you join the caucus in peace. Your tour ends with a look at the experience at the Ebenezer Baptist Box B on the registration form.) home of the Cable News Network, Church. An icon of Atlanta, Ebenezer which includes CNN and Headline Baptist Church was the home parish of News, in the heart of downtown Dr. Martin Luther King, Jr. People of Atlanta. NOTE: Ticket/advance regis- all faiths are welcome to participate in tration is required. FEE: $35, includes this experience. NOTE: Limited seat- 1510 Seventh "Celebration of Diversity" Breakfast tour transportation, guide services, and ing. Ticket/ advance registration is all entrance fees. required. :7X: $10, includes trans- 7:00-8:15 am portation and church donation. Sponsored by all of the AAHE caucuses. A continental breakfast will be served 11113AMIE Hispanic Caucus Forum during this presentation and discussion. NEW THIS YEAR! and Luncheon: "Access and More information concerning speakers Opportunity" will be available on the AAHE website (www.aahe.org). NOTE: Open to all ROUNDTABLE BREAKFAST 9:00 am-1:30 pm conferees. Ticket/advance registration is Monday, March 23 Sponsored by the AAHE Hispanic required. FEE: $10, includes breakfast. 7:00-8:00 am Caucus. This year's forum focuses on This informal session convenes individuals from different institutions who hold equal opportunity and access to higher 1311The Freddie Hendricks Youth the same position for discussions of com- education for all socioeconomic classes. Ensemble of Atlanta mon concerns. There will be no presen- With the passage of Proposition 209 in 6:30 pm California and the Fifth Circuit Court tations, it's simply a forum for meeting decision banning affirmative action pro- The Freddie Hendricks Youth Ensemble and discussing over breakfast. Make your grams in lbxas, Louisiana, and of Atlanta is an African-American youth selection from among Provosts, Student Mississippi, principles of diversity and theatrical company, established to pro- Affairs, Deans, Chairs, and Faculty achievement in higher education are vide a cultural and creative outlet for Leaders; you may register for onlyone being rigorously challenged. Across young Atlantans. The company now com- group. Discussions will take place at America, higher education is undergo- prises more than twenty-five young peo- round tables of ten people each. ing an important metamorphosis as col- ple, ranging in age from 9 to 19. Through Please register in Box F on the regis- leges and universities strive to enroll music, dance, and drama, this talented tration form and add the fee in Box H. students from diverse communities. ensemble identifies, attacks, and sug- FEE: S10. covers the cost of breakfast. Leaders at public and private institu- gests viable alternatives to many corn-

AAHE BULLETIN/JANUARY 1998/21 F.IDATIEL, AIR,F4tRE f31, REGISITILW01,0N INFORMWOly

Hotel Reservations and Roommates You should receive confirmation of your registration within four weeks after it Discounts Save money, make new friends. If you need was mailed/faxed by your institution. a roommate or are willing to share a room, The site of the 1998 National Conference Any registrations received after February you can ask to be sent a list and/or be on Higher Education is the Atlanta Hilton & 20, 1998, will not be confirmed; they placed on a list of conferees searching for Towers (Court land and Harris Streets, NE). will be processed on site and are subject roommates. You are responsible for contact- AAHE has negotiated special room rates for to a $35 late fee. conferees at the Hilton. The deadline for ing potential roommates and making your Registration fees may be transferred to these special rates is February 25. RoornS hotel reservation. (If you are unable to another person (with written consent are assigned first-come, first-serve, so make locate a roommate, you remain responsible from the original registrant). your reservations early. for reserving and paying for a single room.) To participate, you must contact Monica Membership dues/status are not trans- Manes Gay, director of conferences and ferable. Fees may be refunded (less a Daily Room Rates:Hotel Towers meetings, 202/293-6440 x18 or processing charge of $50 for registration (concierge service) [email protected], by February 2, 1998. fees and $5 per workshop), provided Single (per person) $129 $169 the refund request is made in writing Double (per room) $149 $189 Special Airfare Discounts and postmarked/faxed by February 20, 1998. Refunds will be mailed after the MHE has a contract with Delta Air Lines for conference. special rates for conferees traveling to/from You are responsible for making your the meeting. Delta has the best overall AAHE is an individual member associa- own room reservation. Call the Atlanta record for passenger satisfaction of any tion; your institution cannot be a mem- Hilton & Towers; do not contact AAHE. major U.S. airline, based on consumer com- ber. You must be an AAHE member or To get the special rates shown, you plaint statistics for major carriers of record join in Box B on the registration form to must call the Atlanta Hilton & Towers by since 1971 as compiled by the U.S. get the discounted member rate. February 25, 1998, at 404/221-6300. Department of Transportation. The "Full-Time Faculty" registration rates You must identify yourself as an AAHE To take advantage of Delta's quality ser- in Box A are only for faculty teaching full conferee. vice, convenient schedules, and special course loads; faculty on administrative When you call the hotel, specify your fares, call Delta toll free at 800/241-6760 assignment are not eligible. "Student" definite arrival and departure between 7:30 am and 11:00 pm Eastern rates are for full-time students (graduate dates/times. The hotel requires all reser- Time, Monday through Friday (between or undergraduate). vations be guaranteed by a credit card 8:30 am and 11:00 pm Eastern Time, If your registration form is received after or check. Saturday and Sunday). When you talk to February 20, 1998, your name will not the reservations agent, be sure to If you must cancel your reservation, you appear in the Preregistrants List reference AAHE's file number: 105955A. must cancel at least 72 hours prior to distributed at the conference. your arrival time for your guarantee to The information marked on the registra- be refunded. Registration Instructions tion form with an asterisk (*) will appear Complete the registration form (photo- The Atlanta Hilton & Towers will charge on your conference badge. Please print copies are acceptable). Mail your complet- a $50 early departure fee if you check legibly. ed form with payment or signed purchase out of the hotel early; the hotel should order to: If you need more information, call remind you of this policy when you NCHE Registration 202/293-6440 x31 or email check in. AAHE [email protected]. If you are sharing accommodations with One Dupont Circle, Suite 360 others, all of you should make only one Washington, DC 20036-1110 room reservation; whoever makes the Purchase order or credit card registrations on' reservation should provide the name of only may be faxed: any roommate(s). Fax 202/293-0073 The meeting rooms of the Atlanta Hilton Discounts are available to teams or & Towers are accessible by wheelchair. Registrations will not be processed other groups of five or more regis- Please tell the hotel if you have any spe- unless accompanied by a check, signed trants who mail/fax their complet- cial housing needs when you make your purchase order (a purchase requisition ed registration forms and payment reservation. or voucher is not sufficient), or credit card information. (A photocopy or fax of all together, at the same time by Rates are subject to a 14% sales tax per a check does not constitute payment.) February 20. The discount is 25% room, per night Registrations will not be processed off each team member's registra- Deadline for the special rates is until sufficient payment is received. tion fee; take the discount in Box February 25, 1998. H on the registration form. The discount does not apply to member- BEST COPYAVAILABLE ship dues, fees for workshops, events, other activities, or late fees.

22/AAHE BULLETIN/JANUARY 1998 G4i:sirleATittNi` rdiiMilkto, AAHE National Conference on Higher Education0 March 21-24, 1998 0 Atlanta Hilton fit Towers

LiDr. E Mr. 0 Mrs. C3 Ms. D. Special/Ticketed Events Indicate number of tickets desired: 1-1 Campus Senate Leadership Retreat $75 'LAST NAME FIRST NAME _ 1-2 Black History Tour of Atlanta _$20 T-3 South African Kick Off $15 POSITION _ T-4 Ebenezer Baptist Church Service _$10 T-5 MI-1E Hispanic Caucus Forum/Luncheon INSTITUTION _$25 1-6 MHE Women's Caucus Dinner Caucus Member ADDRESS HOME E:1 WORK _$30 Nonmember ____.$40 'CITY T-7 7th Celebration of Diversity Breakfast 'STATE ZIP _$10 1-8 Freddie Hendricks Youth Ensemble ____Free

PHONE (DAYTIME) FAX T-9 Tour of Atlanta ____$35 Add subtotal in Box H $ EMAIL E. Forum on Exemplary Teaching INDICATE SPECIAL ACCESS OR PARTICIPATION NEEDS (BY FEBRUARY 20) Space is limited. Add $95 fee in Box H. 0 I have been selected to attend the Forum.

MHE MEMBER NUMBER ETHNICITY (FOR CAUCUS RECRUITMENT) F. Roundtable Breakfast Add $10 fee in Box H. Check onlyone: r.:2Provosts E Student Affairs A. Registration Fee Check one and add fee in Section H: 0 Deans E Chairs E Faculty Leaders AAHE Member: 0 Regular $285 0 F/T Faculty $235 0 Retired $145- El Student $95 G. Conference Mentoring Program Nonmember: 0 Regular $385 0 F/T Faculty $335 Mentors and mentees must provide email or phone number above. 0 Retired $205 0 Student $95 Check one: 0 Yes, I am a student and would like a mentor. 0 Yes, I would like to be a conference mentor. Attending family members (outside academe): $35 each. Provide name(s) below: H. Payment Due

Add subtotal in Box H $ $ Registration Fee (Box A) + AAHE Membership (Box B) 3 B. AAHE Membership/Caucuses + AAHE Caucuses (Box B) 4 Join/renew now and register at the lower member rate. + Workshops (Box C) 5 Check one: 0 lyr, $95 CI 2yrs, $185 0 3yrs, $275 + Events (Box D) 6 0 Student: 1 yr, $50 0 Retired: lyr, $50 + Forum on Exemplary Teaching (Box E) Optional Caucuses. You must be an MHE member. Join/renew for + Roundtable Breakfast (Box F) 7 same number of years as membership above. All groups open to all + Late Fee (add $35 after 2/20/98) 8 AAHE members. Check box(es): Team Discount (25% off Box A) 9 American Indian/Alaska Native Caucus yrs @ $10/yr $ Total Payment Due 10 Asian and Pacific Caucus yrs @ $15/yr Black Caucus 0 lyr, $25 0 2yrs, $45 0 3yrs, $70 I. Payment Method (FID #52-0891675) Hispanic Caucus E lyr, $25 0 2yrs, $45 0 3yrs, $70 .7... Check (made payable to "AAHE-NCHE") Women's Caucus yrs @ $10/yr 0 Signed Purchase Order (no requisitions or vouchers accepted) Community College Network yrs @ $10/yr 0 Visa 0 MasterCard (MHE accepts only Visa and MasterCard) Add subtotal in Box H $

CREDIT CARD NUMBER EXP DATE C. Workshops Fees $50 each, unless noted. Check box(es):

Sat., Full-Day ID WO1 (895) Eli W02 (895) j W03 ($95) CARDHOLDER SIGNATURE Sat., AM 0 W04 0 W05 0 W06 (860) El W07 0 W08 (850/free) CARDHOLDER NAME (PLEASE PRINT) Sat., PM 0 W09(86o) E1W10 E W11(860) r._7! W12 Registration fees may be transferred to another individual (with written consent from the 0 W13 0 W14 O W15 0 W16 person who cannot attend). Membership dues/status are not transferable. Fees may be refunded (less a processing charge of $50 for registration and $5 per workshop) provided Sun. 0 W17 (560) D W18 0 W19 the refund request is made in writing and postmarked/faxed by February 20, 1998. 0 W20 (1,60) E: W21 0 W22 0 W23 Refunds will be made after the conference. 0 W24 E W25 0 W26 0 W27 0 W28 FOR OFFICE USE ONLY: Add subtotal in Box H $ Ref. V/M/POIT1fT2 Amt.

BEST COPY AVAILABLE 8 Taking Learnin Seriou National Conference on Higher Education Atlanta, Georgia March 21-24, 1998

How Can You Get More InformationZ:t1 This issue of AAHE Bulletin contains the basic information you need for registering: Major speakers A daily schedule of sessions Special convenings, workshops, ticketed events

Registration form and hotel/airfare information . Conference updates also are available on the AAHE website :at www.aahe.org. ff you still have questions, call AAHE. at 202/293-6440 x31 or send email to [email protected].

Please pass any extra copies to interested colleagues.

Register by February 20 and save! Register in a Team and save 25%

Moving? Clip out the label 0 Yes!I want to become a member of AAILE. below and send it, marked As an AAHE member, you'll receive the AAHE Bulletin (10 issues a year) and Change magazine with your new address, to: (6 issues). Plus, you'll save on conference registrations and publications; you'll save on subscrip- "Change of Address," AAHE, tions to selected non-AAHE periodicals (ASHE-ERIC Higher Education Reports and Journal of One Dupont Circle, Suite Higher Education); and more! Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, 360, Washington, DC 20036- DC 20036-1110; fax 2021293-0073. 1110; fax 202/293-0073 AAHE Membership (choose one) (add $101yr outside the U.S.): Regular:0 lyr,$95 .0 2yrs,$185 0 3yrs,$275 Retired: 0 lyr,$50 Student: 0 lyr,$50 ;Xi AARE Caucuses (all are open to all members; choose same number of years as above) Amer Indian/Alaska Native: yrs @ $10/yr Asian and Pacific: yrs @ $15/yr Black: 0 lyr,$25 0 2yrs,$45 0 3yrs,$70 Hispanic: 0 lyr,$25 0 2yrs,$45 0 3yrs,$70 Women's: yrs @ $10/yr Community College Network: yrs @ $10/yr Name (DrJMrJMs.) 0 M/0 F Position (if faculty, include discipline) Institution/Organization Address 0 home/ID work

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it, TIE 1NEIT[1 Search committees and candidates should understand the real job BY ALBERT ANDERSON

CIIR°E1 M olm Margaret A. Milleron AAHE's vision and mission

r Pat Hutchings describesa new Carnegie/AAHE alliance

- , M l MII : 1L I.1 BOARD ELECTION AAHE MM . . IM I1 BULLETIN BOARD M,- MM. -I. SLATE NEWS by Ted Marchese AMERICAN ASSOCIATION FOR HIGHER EDUCATION 9 o In This Issue 3 Confessions of a Small-College President Beyond "acting presidential," most boards, search committees, and candidates have little idea what the president actually does. by Albert Anderson 7 Supporting the Individual and the Institution AAHE's vision/mission statement for a new millennium in education. by Margaret A. Miller

10 Building on Progress Carnegie and AAHE join forces to promote the scholarship of teaching and learning. by Pat Hutchings

Departments

13 AARE News...election slate set...Technology Projects becomes TLT Group ...Task Force presents paper....third annual Summer Academy in the works ...and more.

15 Bulletin Board/by Ted Marchese

"Member-Get-A-Member" Campaign Insert

AAIIE BULLETIN February 1998/Volume 50/Number 6 Editor: Theodore J. Marchese Managing Editor: Carrie Witt

AAHE Bulletin is published by the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036- 1110; ph. 2021293-6440; fax 202/293-0073. President: Margaret A. Miller. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authors are available by calling 510/271-8164, item 11.

AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education,a nonprofit organization incorporated in the District of Columbia. Periodicals postage paid at Washington, DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membershipare available only to institutions: $35 per year, $45 outside the United States. AAHE Bulletin is published ten timesper year, monthly except July and August. Back issues: $5.00 each, including postage, while supplies last. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, Attn: Membership Dept., One Dupont Circle, Suite 360, Washington, DC 20036-1110. 91

Production assistance provided by Imtek Office SolutionsElectronic Imaging and Design. Printing by HBP Cover concept by Dever Designs. gg) AMERICAN ASSOCIATION FOR HIGHER EDUCATION Confessions ofa Small-College President A Reality Check for Search Committees (and Candidates)

by Albert Anderson

o.aurangnovtertnningn bnotarad chief executive of a nonprofit organization with, say, 275 search for a new employees, $50 million in assets, president to lead and a host of very particular your institution into clients and observers, the presi- the new millennium. A search dent's first responsibility is to committee was selected and met make decisions, day in and day to review its charge. After inter- out, that are in the best interests viewing key campus and commu- of the institution, its mission, nity constituents, the committee and its governing board. Every will develop a profile of the insti- presidential judgment carries tution and a set of criteria for that burden. matching candidates to it. Albert Anderson, a member of The Higher education comes in all Barring unusual member differ- Registry for College and University shapes and sizes, and demands on ences over the kind of leadership Presidents, is the interim president ofthe position will vary in emphasis College Misericordia, 301 Lake Street, the institution seeks, will the Dallas, PA 18612. He is the formerfrom place to place. Still, most dif- committee be ready to proceed president of Lenoir-Rhyne College. ferences are a matter of degree, w11 the search? and the fundamental elements of Frankly, no. Chances are the the presidential experience are committee has little or no sense and therefore nothing that real- likely to be comparable. of the real job of the president asistically informs the criteria we The job of the small-college opposed to the idealized version seek to match. Indeed, presiden- president is no less complex typically presented in position tial aspirants may believe they managerially than the job in advertisements and subsequent can handle anything, but the larger institutions, public or pri- interviews. Despite the plethora truth is they don't really under- vate. In fact, it is much more of literature on the subject of stand the job, either. vulnerable to the mischief and presidential leadership, there is enervating effects of gossip, fluc- virtually nothing that conveys to The "Real" Job tuating morale, political dynam- boards, and particularly to The "real" job should be recog-ics, and personal confrontation. search committee members, the nized for what it is, particularly Everything that happens is actual character of the position by committee members. As the everybody's business, and the

9 2 AAFIE BULLETIN/FEBRUARY 1998/3 110 short of a previous presidency, As the chief executive embraces its scope and weight of responsibility. The rookie president only realizes this as the of a nonprofit organization with, say, incessant, wide-ranging demands begin to take their toll on his or 275 employees, $50 million in assets, her psychic stamina. "Fun" is not the best descriptor. In the excitement of the and a host of very particular clients and search process committee interviews, on-campus exposure observers, the president's first to constituent groups, contract agreements, and household move the president-to-be experi- responsibility is to make decisions, day ences an uncommon, almost unreal, emotional high. Then the in and day out, that are in the best realization sets in: It is no dream, I have the job, I am ultimately accountable for this edu- interests of the institution, its mission, cational community. What does it all mean? and its governing board. I recall my own first day as a college president. After the initial greetings and introductions from the office staff, my adminis- president is often regarded by tion and direction of the institu- trative assistant brought in the multiple constituents, each with tion he or she learns to under- mail, a thick file of backlogged a different interest, as the only stand. Realistically, the committeememos, and the ubiquitous satisfactory source for both hear- should seek a person familiar appointment book with several ing and resolving complaints. with and competent enough in meetings already scheduled for The real job, particularly in higher education (akin to the the day. Within minutes, the smaller institutions, represents ainstitution) who can regularly chief financial officer, a veteran continuous series of problems size things up in consultation member of the staff, entered to and crises to be addressed, espe- with the best minds available alert me that because of the cially as they affect persons closeand systematically do what shortfall in the enrollment pro- at hand. The pressures and seems best for the foreseeable jections a fact apparently not demands for fairness or excep- future. known during the interviews (?) tions to policy can be wearisome. Operationally, this capacity is the current budget would In this intimate setting, the pres-embedded in the institution's have to be trimmed substantially. ident is unshielded by adminis- strategic planning, where the Trying bravely to act presiden- trative buffers, is always under president is chief planner. That tial, I suggested we huddle later the microscope, and has no place planning, together with an occa- in the day so he could brief me to hide. Private life is at a pre- sional opportunity to thoughtfullyon the complete picture. mium. Conversely, the presi- address faculty and other con- As he was about to leave, and dent's words carry more weight stituencies on pertinent educa- doubtless sensing my daze, this than they are intended to carry tional issues, is what "vision" wise and fatherly gentleman and are often misinterpreted actually means. Applying one's asked if there was anything else ominously. There is no let up to informed imagination to a designhe could do for me. Risking this pattern for most presi- that helps build an educationally everything, and nodding to the dents, not even on vacation. As attractive and financially stack of mail and memos, I someone not altogether face- healthy institution is the presi- replied (with a nervous chuckle), tiously said, leadership in this dent's greatest satisfaction. "Yes. Where do I start?" He environment is the art of distrib- smiled and without hesitation uting dissatisfaction equitably. The Presidential said, "With the one on top." In "Vision" is a common but Aspirant effect, he was telling me this: As unrealistic and misleading crite- Whatever the aspirant to the you take each issue in turn and rion. Given the actual job, being presidency has experienced, ask questions, you will learn visionary is mostly a luxury for observed, read, or imagined aboutwhat the real institution and which the president has little the position cannot fully prepare the real job is like. time except as his or her per- him or her for it. No on-the-job A rookie who does not recog- spective is informed by the posi- training in higher education, nize the need to learn the job is

4/AAHE BULLETIN/FEBRUARY 1998 9,6t. 9 3 probably headed for trouble. leading. It wrongly suggests thatjustification for what is done, Given the inordinate attention toone size mantle fits all and that and he or she will rely on it and prestige of the office, new having put it on a president again and again. As the history presidents are vulnerable to self- assumes a certain persona. No of higher education demon- deception. Not strangely, the wonder the attempt to play the strates, if presidents fail to build position tempts some to have an role, unnatural for most, can be and sustain the confidence of inflated sense of self-confidence, comic or even disdainful. Leadersothers, their effectiveness and which makes it difficult for them are fitted for an institution's tenure evaporates. to get an honest reading of their mantle as they grow into the true capacity for effectiveness. position. Becoming a good presi- The Primacy of This is exacerbated by common dent is as much a matter of Character misperceptions of the position's being fitted as it is being fit for Presidential leadership is a character. the job. balance of three major elements: A veteran president will tell Clearly, presidents must have (1) overall management compe- you that the initial elevation and an honest measure of self-worth,tence, based on reliable counsel, sense of power are illusory: the or they will fold under the pres- for consistently good judgment position can disappear as sud- sures of the job. However, the about what is best for the insti- denly as it was conferred. It is real challenge is to build and tution; (2) strength in strategic only as substantive as the confi- sustain the confidence that oth- planning and implementation, dence that others principally ers have in the president, not with objectives that are realistic board, faculty, and staff membersthe confidence he or she imag- and measurable; and (3) personal have in the president. ines a role or style to require. character, rooted in substantive Confidence of that order is a The confidence of others is won, moral and spiritual resources. fragile thing. All too often the earned over time in relation- Other qualifications desired by new appointee doesn't under- ships with multiple constituen- the search committee can be stand this idea, even with the cies faculty, staff, alumni, learned on the job. benefit of an intensive institute community, trustees each of Assuming the candidate evi- experience designed to orient whom has a different, often con- dences management and strate- new presidents to the job. flicting expectation and self- gic planning capabilities, which Many aspiring and newly interest, constituencies that one initially suggests a promising fit, appointed presidents are attractedhopes will come to regard the the committee should examine but deceived by a common president as having the compe- character. The real job draws stereotype (to which, unfortu- tence and character that exem- most heavily on attributes of nately, a lot of misguided litera- plify the institution's values. sound personal character ture on leadership contributes) That combination is the presi-attuned to the values and tradi- that suggests "acting presiden- dent's only line of defense and tions of the institution. The more tial," assuming a certain role or adopting a certain style that out- wardly exudes authority, deci- AAHE Resources siveness, and self-assurance. As a result, they are likely to be For Further Reading unduly self-absorbed and focused on what they assume to be the There's the stereotype, and then there's the reality. In On Assuming proper role, guided mainly by the a College or University Presidency: Lessons and Advice From the myth of executive charisma. The Field (1989, 80 pp.), by Este la concept of leadership itself is an Bensimon, Marian Gade, and enduring mystery, given how Joseph Kauffman, two researchers much is written about it, and and a president offer lessons from "the presidential role" is equally experience and research, plus an elusive, except that it presumes I annotated resource guide by some special aura, demeanor, or Sharon McDade. Topics range from style. Style can be important; for leadership and integrity to inheriting example, the educational community demands someone who is a staff, befriending the board, and both collaborative and decisive. living on campus. But such a capacity is subsumed The publication is $10 ($8 for AAHE under personal character as members) plus shipping. Order from much as it is a guiding leader- the AAHE Publications Order Desk ship trait. at 202/293-6440 x11 or The very idea of the presiden- [email protected]. tial role is fundamentally mis-

9 4 AAHE BULLETIN/FEBRUARY 1998/5 BEST COPY AVAILABLE port your sense of the future? I Leadership principles: What The real job draws most heavily models or mentors of leadership have you learned from on attributes of sound personal that you might wish to embody in this institutional setting? I Self-assessment: With your character attuned to the values credentials and experience, how might you be able to help and traditions of the institution. this institution; specifically, what key strengths would you bring to this position, and in what areas might you need assistance or time to develop? the committee can learn about a that reflect one who is humane I Expectations: To be effective, candidate's character under fire, and progressive but not ruthless, what in your judgment should the better the final decision will unduly competitive, or inclined to the governing board reasonably be. Credentials, experience, and arbitrary actions; calmness in the expect of you, and what would good track record are important face of the inevitable crises you expect by way of support qualifications, but character (steady, resourceful); courage from the board (the faculty, the under the relentless demand for with conviction enough to make staff, the students)? good judgment in a myriad of unpopular decisions but also able I Quality of concerns: On the daily concerns is the primary to accept criticism; and fairness, basis of what you have read assurance a community can have actions consistent with just prin- and heard about the institu- about the new leader. ciple and good precedent. I would tion, what questions or con- Among the literature that only add: a sense of humor, the cerns do you wish to pose to examines the transition to new capacity to acknowledge one's this group? presidential leadership, a splen- own foibles and to laugh at the A final suggestion: In making did analysis by Robert Hahn silliness that too often passes for its recommendations, the search ("Getting Serious About gravity in academic circles. committee should have little Presidential Leadership: Our interest in contributing to the Collective Responsibility," The Interview upward mobility of a higher edu- Change, September/October In short, Hahn suggests, ask cation professional. Rather, it 1995) stands out. Given the gov- of prospective leaders what we will look to one who is dedicated erning board's primary responsi- would expect of ourselves in this to doing this job, the aim of bility for the appointment (and position, and demand of our- which is to educate and serve termination) of the president, it selves the same qualities we students of this institution, and is a must-read for every trustee, expect in our leaders. to develop its total learning envi- whether the board contemplates Unfortunately, Hahn does not ronment. The new president will a search or not. Hahn's thought- offer insight into how a search have ample help but must ulti- ful observations of the common committee might prepare ques- mately assume responsibility on myths surrounding "successful" tions that are likely to discern behalf of the board for the effec- leadership, which can be decep- such qualities in candidates. tive management and generation tive as guides in the search for This is an interesting challenge, of resources in perpetuity. Dr. Right, are equally salutary but not beyond the capacity and Presidents come and go, but for assessing the presidency imagination of thoughtful com- institutions that serve their pur- already occupied. mittee members. Assuming the pose are meant to endure. Moreover, having exposed the candidate has studied the profile It will help if the president, weaknesses of criteria such as of the institution, questions such confronted more often with bad longevity in a place or mobilityas the following might be helpful news than with good, is an incor- from place to place and other in revealing his or her character. rigible idealist with a ready myths of success in higher educa- I Motivation: What influenced sense of humor. Still, educating tion, Hahn offers his own simple you to go into higher educa- and serving students is the insti- but profound list of characteris- tion, what has most influencedtution's only business and, one tics that we would be better you since, and why do you nowwould hope, the reason the presi- served to seek. They include the aspire to be president? dent got into the business in the kind of understanding and far- I Intellectual scope: What first place. Nonetheless, he or ranging intellect that capture the thought have you given to the she will need the understanding, respect of the educational com- changing character of educa- solid support, and prudent coun- muriity (scope, curiosity, subtlety tion, and what experiences sel of the board, at whose final and accuracy of thought); values have you had that tend to sup-pleasure a president serves. II

6/AAHE BULLETIN/FEBRUARY 1998 9 5 Supporting the Indivi uall and the Institution

AAHE's vision of education for all Americans and mission for change.

by Vision The American Association for Higher Education envisions a Margaret A. Miller higher education enterprise that helps all Americans achieve AAHE President the deep, lifelong learning they need to grow as individuals, participate in the democratic process, and succeed in a global economy. This fall, the AAHE staff, Board, and voluntary Mission leadership worked to AAHE is the individual membership organization that pro- clarify the association's motes the changes higher education must make to ensure its purpose and focus. effectiveness in a complex, interconnected world. The associ- Despite a certain skepticism about ation equips individuals and institutions committed to such the value of a vision and mission changes with the knowledge they need to bring them about. statement (Mel West once quipped that a mission statement describes To pursue these aims, AAHE the establishment you want others to believe you work in, representing val- I Envisions and articulates agendas for change. ues you may never get around to), I Contributes to the knowledge of a diverse group of leaders have found the one that resulted for committed to the systemic, long-term, cost-effective AAHE to be remarkably helpful in improvement of American higher education. steering the association during these Provides forums in which individuals from a variety of posi- first few months. The statement is tions and institutions, within and outside higher education, meant to be a dynamic, living docu- can engage in constructive conversations about difficult ment that is enriched by ongoing dis- issues. cussion and takes its meaning from 1Identifies and advocates practices that help individuals the way it is embodied in AAHE's pro- benefit from their differences and succeed in learning. grams and services. Documents and promotes new concepts of scholarship, The vision/mission statement con- with particular emphasis on the nature of learning and the denses a discussion that was much results of teaching. fuller than its summary can suggest. Helps institutions develop their capacities to make the To share the conversational context organizational, pedagogical, and other changes needed to and to give you my interpretation, I achieve their evolving missions. offer the following exegesis. Collaborates with individuals and organizations engaged in similar work.

AAHE BULLETIN/FEBRUARY 1998/7 9 6 VISION "Agendas for change..." My predecessor, Russ Edgerton, The vision statement is the result of an described AAHE in a wonderful attempt by the association's leadership metaphor as "the Paul Revere of higher to clarify why we care so deeply about education," a lone horseman warning AAHE's work. Why do we want to help of imminent danger. I see AAHE as faculty, staff, and colleges and universi- analogous to the Lewis and Clark ties do their work better? Because we party, exploring the new terrain into care about students. Who are those stu- which higher education will expand. dents? In our vision, all Americans The guide, Sacajawea, seems to me the should have access to learning through- quintessential member of the expedi- out their lives not just those who are tion: a polyglot of indomitable cheer, privileged. stamina, and curiosity, whose kinship We asked ourselves further, Why is network and capacity to find nourish- that learning, and widespread access AAHE promotes ment in unlikely places enabled the to it, important? First, because we civic responsibility explorers to travel in strange territory. ascribe to the classic liberal notion through its service- I see AAHE as an expeditionary force that individual human happiness and learning project, whose task is traversing and charting collective human good reside in the service-learning new regions. full development of the powers of each coalition, eighteen- person. Those powers help people real- volume series on "A diverse group of ize the fullest satisfaction from per- service-learning, leaders..." sonal and family life (to my mind the and Making the AAHE is not a lobbying or advocacy primary goal of higher education), but Case for Profes- organization. Instead, it brings to- they are also critical to the exercise of sional Service gether a varied group of leaders from the duties of citizenship, on which our 111 all levels within colleges and universi- collective well-being depends. More- ties to discuss issues of common con- over, in the new global economy, in cern. It could take as its motto John which knowledge and intellectual abil- Stuart Mill's statement that "the only ities are our most important capital, way in which a human being can make individual and collective success some approach to knowing the whole depends on the continuing cultivation of a subject, is by hearing what can be of mental powers and the accumula- said about it by persons of every vari- tion of knowledge. ety of opinion, and studying all modes in which it can be looked at by every character of mind." The association prizes its caucuses and interest groups MISSION AAHEs caucuses and sponsors their active participation and interest groups in its intellectual and cultural dia- "The individual membership include logues. Their angles of vision lend organization..." American depth to our collective perceptions. Americans, as Tocqueville pointed Indian/Alaska AAHE is a collection of individuals, out, are remarkable for their propen- Native Caucus but their goal is systemic change. sity to form voluntary associations. Asian/Pacific AAHE operates on the assumption AAHE is classically American in its Caucus that substantive changes in policies emphasis on individual rather than Black Caucus and modes of operation proceed person institutional members. Our ultimate Hispanic Caucus by person, group by group, campus by goal is the improvement of American Student Caucus campus and hence occur only through higher education, especially in its core Women's Caucus patient, long-term effort. So it chooses functions of teaching and learning; we its projects carefully, focusing on issues move toward that goal by helping indi- Community College Network that are robust enough to work on for viduals and groups at all levels of the a decade or longer. The projects are academy see what the future environ- National Network of Faculty Senates linked by a common goal: to help insti- ment for higher education is likely to tutions meet the needs of their con- be and what they can do today to adapt Provosts Forum stituents as well and cost-effectively as to and shape it. Research Forum possible. Although AAHE emphasizes Collaboration in the improvement of American higher Undergraduate education, we will take lessons in how Education (CUE) Network to do so from anywhere on the globe.

8/AAHE BULLETIN/FEBRUARY 1998 9 7 "Constructive conversations "Helps institutions develop about difficult issues ..." their capacities.." AAHE is unusual in that it does For change to be systemic, AAHE not represent a particular sector or must contribute to the professional position within higher education development of its members, but it it is one of the few associations that must also help key individuals on cam- brings together individuals from a pus leverage continuous institution- variety of roles. It provides escape wide improvement. The association from positional narcissism. Faculty works with groups of these key individ- from various disciplines talk with uals, who can use their collective influ- administrators at all levels, and both ence to clarify and focus institutional talk with those outside the traditional mission and to chart the way for its academy, to forge a sense of their com- successful realization. mon interest in promoting learning. Through its conferences, institutes, Some organizations with which AAHE is working on joint projects: work on campuses, and publications, TLT Group: the Teaching, Learning. and Technology Affiliate of AAHE the association provides the neutral Carnegie Foundation for the Advancement of Teaching space in which differences can be Associated New American Colleges (ANAC) aired and negotiated. National Association of Student Personnel Administrators (NASPA) and American College Personnel Association (ACPA) "Individuals benefit from New England Resource Center for Higher Education (NERCHE) their differences..." Campus Compact AAHE's own structures and National Society for Experiential Education (NSEE) practices are predicated on a belief in the advantages of dialogue among A few institutions with which AAHE is collaborating intensively: people from different backgrounds California State University System and with different roles and per- University of Wisconsin System spectives. Students, too, learn by Maricopa Community Colleges having their perceptions challenged, Harvard University confirmed, made more complex, and Indiana University Purdue University Indianapolis changed by those who see things Portland State University differently. But heterogeneity among students makes the faculty's job more "Collaborates with individuals challenging. AAHE helps educators and organizations..." by identifying pedagogical strategies AAHE, too, must have a clear and that support learning for a wide range focused mission. But important work of students. lies outside that focus. So AAHE has formed partnerships with other organi- "Documents and zations campuses, associations, and promotes new concepts international groups to extend its of scholarship..." Powerful pedagogical strategies will be efforts without lessening the impetus At AAHE, we explore how to treat or coherence of its own activities. teaching and learning as central examined at AAHEs 1998 National activities that, like other forms of Conference on scholarly work, can be shared, docu- Higher Education. mented, studied, reviewed, rewarded, including service- FEEDBACK and continuously improved. The learning, cooperative association also explores how to assess learning, experiential This is the vision and mission of the the learning that is the ultimate mea- learning, learning American Association for Higher sure of effective teaching. It encour- communities, and Education as we see it today. We wel- ages the evolution of faculty roles and technology-based come comments, which may be sent to learning. rewards and the use of new technolo- me at [email protected] or through gies and other pedagogical strategies 414 our website at www.aahe.org (click the such as service-learning to deepen and "Members Only" link, enter "member" extend student understanding. for the username and "yates" for the password). I hope to hear from you!

Margaret A. Miller, a member of AAHE since 1987, became its president in June1997. Previously, she was chief academic officer of the State Council of HigherEducation for Virginia (SCHEV).

AAHE BULLETIN/FEBRUARY 1998/9 uildin on Progress

by Pat Hutchings

takes the scholarship of teaching and learning seriously. The academy will consist of national fellowships, a campus program, and AAHE small grants through the scholarly societies. In my new role as Carnegie senior scholar, I will will become direct the project. For Carnegie president Lee Shulman, the new Teaching a partner Academy "represents a significant extension of the founda- with tion's commitment to fostering a scholarship of teaching." That concept of teaching as scholarly Carnegie work was sounded in Carnegie's landmark report Scholarship Reconsidered (1990) by late pres- in a new Pat Hutchings, departing director ofident Ernest Boyer. Its follow-up, AAHE's Teaching Initiative, is seniorScholarship Assessed (1997; by scholar at The Carnegie Foundation Glassick, Huber, and Maeroff) teaching for the Advancement of Teaching, 555 Middlefield Road, Menlo Park, CAelaborated on it. Shulman, while 94025. She can be contacted atstill at Stanford University, was project. 3071766-4825 or [email protected]. AAHE's partner in its project "From Idea to Prototype: The Peer Review of Teaching" (see he American box on p. 12). Association for "The reason teaching is not Higher Education andmore valued in academe," says the Carnegie Shulman, "is not because cam- Foundation for the puses don't care about it but Advancement of Teaching will because it has not been treated collaborate on a new project, as an aspect of faculty's work "The Carnegie Teaching and role within the scholarly Academy," which carries on and community. If we can find ways expands AAHE's own efforts to to enact a view of teaching as promote a campus culture that scholarly work, I believe we can

10/AAHE BULLETIN/FEBRUARY 1998 99 The bottom line is to help campuses and faculty investigateand document their teaching in ways that will lead to new models for the scholarly conductof teaching teaching that fosters deeper forms of understanding bystudents, which is our ultimate goal.

foster widespread faculty engage-will be the foundational, genera- will include the development of ment around issues of student tive program aimed at "putting discipline-based national net- understanding." meat on the bones" of the schol- works for the external peer arly teaching idea. review of teaching; fostering dis- Three Lines of Work The second component of the course communities and vehicles Toward that end, the Carnegie new project is the Teaching for sharing the scholarship of Teaching Academy will integrate Academy Campus Program, teaching; and working to reshape work on three fronts. in which AAFIE will play a majorgraduate education in ways that A national fellowship pro- role. The campus program will enact a broader conception of gram will bring together out- help institutions in all sectors scholarly work. The primary standing faculty members (122 make a public commitment to vehicle for this work will be a over five years) from all sectors ofnew models of teaching as schol- small-grants program. higher education and from a vari-arly work by forming local ety of disciplines who are com- "teaching academies." Beginning The Ultimate Goal mitted to inventing and sharing in the second year of the project, Work in each of these three new conceptual models for under-such groups will be established arenas is designed to be self- taking and documenting teachingon eighty campuses. The groups' standing but mutually reinforc- as a form of scholarly work. work will be facilitated through ing and informative, so as to Initially serving one-year training, networking, materials, multiply impact and learning terms, these "Pew Scholars" will and a sense of common cause across them. Work in all three spend two 10-day summer ses- with others in the larger, na- areas will be documented, evalu- sions together, as well as additional Carnegie Teaching ated, and extensively dissemi- tional time during the academic Academy. The work of the Pew nated as the project unfolds. year. studying, reflecting, and Scholars will provide models for The bottom line is to help documenting projects undertakencampuses to build on. campuses and faculty investigate in their own classrooms. "The mission of AAHE's and document their teaching in "The location of like-minded Teaching Initiative has always ways that will lead to new mod- people in an attractive and sup- been to promote a campus cultureels for the scholarly conduct of portive setting has worked won- that takes teaching and learning teaching teaching that fosters ders in the research world," says seriously," says Peg Miller, presi- deeper forms of understanding Dan Bernstein, an AAHE peer dent of AAHE. "Because the by students, which is our ulti- review project veteran who will Teaching Academy Campus mate goal. be one of the pilot group of Pew Program should carry on and The Carnegie Teaching Scholars. 'Let's see what it does expand that work, and because it Academy is made possible by a for improving the quality of and will involve a partnership with $4.7-million grant from The Pew regard for teaching.- Bernstein isCarnegie that we hope will con- Charitable Trusts and will be a professor of psychology at the tinue and grow. AAHE is very part of a larger effort called the University of Nebraska-Lincoln. enthusiastic about the opportu- Carnegie Academy for the The rest of that pilot group nity to develop this program." Scholarship of Teaching and (twelve to sixteen persons) will Guidelines for participation willLearning (CASTL). "Our plan is be identified through existing be available in the fall of 1998. to involve both K-12 and higher AAHE and Carnegie Foundation The third line of work is education through partnerships networks. including AAHE's peer through the scholarly societieswith additional funders." says review project. and announced and is intended to promulgate Lee Shulman. later this spring. Guidelines and agendas of the Carnegie Please contact me for more an application process for partici-Teaching Academy in the com- information about the Carnegie pation in subsequent years will munities that so powerfully Teaching Academy or to have be available in the fall of 1998. shape faculty and academic life. your name or campus added to The Pew Scholars program Strategies will vary by field but its mailing list. 100 Background About AAHE's Peer Review of Teaching Project For the last four years, AAHE's Teaching Initiative has been home to an ambitious national project on peer collaboration and the review of teaching called "From Idea to Prototype: The Peer Review of Teaching." Involving faculty teams from sixteen campuses, the project worked to advance the idea of teaching as intellectually significant, scholarly work by promoting the scholarly review of teaching by peers. Funding was provided by The Pew Charitable Trusts and the William and Flora Hewlett Foundation; Lee Shulman, while still a professor at Stanford University, was a partner in the project.

Phase one, 1994-96. Initially, AAHE's peer review project focused primarily on work in pilot departments typically three departments on each of twelve complex-mission universities. This work took different forms in different settings and entailed a variety of strategies for documenting and "going public" with teaching in ways that met local needs and circumstances, including teaching circles, reciprocal classroom visits, course and teaching portfolios, and assessment of teaching in the faculty hiring process. But on every campus, departmental peer review projects were subsequently the subject of "public occasions" sponsored by provosts, where prototypes were made available to larger groups of colleagues for discussion and debate, especially as related to campus policy for documenting and reviewing teaching as an aspect of faculty's scholarly work.

Phase two, 1996-98. The second phase of the project, due to conclude in March 1998, brought additional (and deliberately quite different) campuses on board and added many more disciplines (some twenty-five in all) to the action. The focus in this second phase was primarily on refining the prototypes and processes piloted during the first phase, making them "ready for export." Additionally, there was considerable emphasis on outreach through the scholarly societies, which have been seen almost by definition as an essential avenue for disseminating practices related to a more scholarly view of teaching.

Outcomes What are the outcomes of AAHE's peer review project? A spring 1997 evaluation by Jim Wilkinson, director of the Bok Center for Teaching and Learning at Harvard University; an earlier survey of project participants; and an analysis of project documents and campus reports reveal the following outcomes: IPossibilities for collaboration and review of teaching by scholarly peers have been expanded through a menu of strategies. IFaculty working in the project invented new genres and prototypes for capturing "the scholarship in teaching." IThe project led faculty to make changes in their teaching, especially as related to more active engagement with students. The project helped to bring about what seem likely to be lasting changes in campus policy, practice, and culture. IThe idea of peer collaboration and review of teaching is now "out there" and part of the national conversation about teaching and learning on campuses and in the scholarly communities.

For More For a copy of a brochure on AAHE's Peer Review of Teaching project (or to inquire about multiple copies) contact Pamela Bender, program coordinator, AAHE Teaching Initiative, 202/293-6440 x56 or [email protected]. More information is also available in the AAHE publications Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review (1996, 128 pp.) and From Idea to Prototype: The Peer Review of Teaching (A Project Workbook) (1995, 150 pp.) and on AAHE's website (www.aahe.org). For book orders, contact the AAHE Publications Order Desk at 202/293-6440 x11 or [email protected].

12/AAHE BULLETIN/FEBRUARY 1998 Aluit NEWS Staff phone extensions in parentheses.

National Office Board position #3 (four-year The TLT Group also distrib- Election term): utes the Flashlight Current 0 Gail Mellow, president, Student Inventory, the first Slate Set Gloucester County College evaluative tool for gathering stu- This spring, AAHE members will 0 Jeffrey A. Seybert, director dent data about the effectiveness elect by mail ballot four new of research, evaluation, and of the educational uses of tech- members of AAHE's Board of instructional development, nology. The Flashlight Directors program is a vice chair and Johnson County Community directed by TLT Group vice presi- three others. College dent Stephen C. Ehrmann; The nominating committee 0 Richard Richardson, profes-associate director is Robin Etter AAHE's past chair Barbara sor of educational leadership Ztifiiga of the Western Leigh Smith and Board mem- and policy studies, Arizona Cooperative for Educational bers Sylvia Hurtado and State University, and visiting Michael Goldstein Telecommunication. The and scholar, New York University Flashlight program also offers AAHE president Peg Miller on-line workshops, evaluation worked diligently during AAHE bylaws stipulate that services by Ehrmann and Zfiffiga, January and have selected the additional candidates may be and a video about evaluation. following slate: nominated by petition. Petitions Among the new TLT Group must be submitted at theupcom- programs is the Student Vice Chair (four-year term on ing National Conference (March Technology Assistants (STA) the executive committee; chair in 21-24) at conference headquar- program developed by Phillip 2000-2001): ters (in the Atlanta Hilton and 0 Clara Lovett, president, Long of Seton Hall University. Towers) by midnight March 22. STA helps to develop localpro- Northern Arizona University For more information on petitiongrams in which students from all 0 Tom Ehrlich, distinguished requirements, contact Kathay disciplines work with faculty and university scholar, California Parker (x24), executive assistant professional staff to meet the State University to the president, kparker@ institution's technological needs. 0 Roland Smith, associate aahe.org. Students in these programs provost, Rice University develop advanced technological TLT Group skills and gain valuable work Board position #1 (four-year experience in a professional envi- term): A New ronment while working with fac- I Mildred Garcia, associate Relationship ulty to develop course-related vice-provost, Arizona State As of January 1, 1998, AAHE's applications of technology. University West Technology Projects becamea Dan Bernstein, professor of new nonprofit organization called AAHE Assessment Forum psychology, University of the TLT Group: the Teaching, Nebraska-Lincoln Learning, and Technology Student I Patrick Terenzini, professor Affiliate of AAHE. The TLT Learning and interim director, Center Group will continue to work The Joint Task Force for the Study of Higher on closely with AAHE to assist fac- Student Learning is draftinga Education, Pennsylvania Stateulty, technology professionals, position paper on collaboration of University and campus administrators to academic affairs and student improve teaching and learning affairs in support of student Board position #2 (four-year through the cost-effectiveuse of learning. The paper contains term): technology. I Sally Johnstone, director, learning principles, important The TLT Group will remain atpractices that support the princi- Western Cooperative for One Dupont Circle, and itspro- ples, and examples of colleges Educational Telecommuni- grams and activities will con- and universities employing those cation, Boulder, CO tinue, making the changes practices. Watch AAHE's, 0 Peter Smith, president, invisible for most AAHE members. California State University- NASPA's, and ACPA's national According to TLT Group presi- conferences for discussion Monterey Bay ses- dent Steven W. Gilbert, "Our sions inviting you to respond to 0 Juan C. Gonzalez, vice presi-new charter will allow us to movethe draft. After the national dent for student affairs, con- into new areas, launch newpro- ferences, the task force will revise California Polytechnic State grams, and develop new working the paper for distribution tomem- University-San Luis Obispo relationships with institutions." bers of the three associations.

AAHE BULLETIN/FEBRUARY 1998/13 AAHE National Conference, city tour. and a riverboat cruise. from the 1997 AAHE Assessment "Taking Learning Seriously," Baseball fans will be glad to & Quality Conference will appear March 21-24, Atlanta learn that the Reds will be in on-line. The abstracts will ACPA National Convention, town. Excellent restaurants and include contact information for "Gateway to Learning: shopping are adjacent to the con- the presenter(s). The first post- Promoting Student Success," ference center. Check AAHE's ings will describe campus pro- March 14-18, St. Louis website (click on "Assessment") jects on faculty involvement in NASPA National Conference, for more information. assessment, student affairs, "Our Declaration of Watch for your conference pre-HBCUs and the use of the ACT Leadership in the Learning view, mailing to members in College Outcomes Survey, and Community," March 8-11, March. For more information, curriculum. Philadelphia contact Kendra La Duca (x21), project assistant, [email protected]. AAHE Quality Initiatives AAHE Assessment Forum Third Annual 1998 Conference AAHE Assessment Forum Summer Academy Cincinnati will be an exciting site Session AbstractsAAHE's Quality Initiatives will for the 1998 AMIE Assessment On-line be holding its third annual Conference, June 13-17. The The Assessment Forum page on Summer Academy at Marriott's local arrangements committee is AAHE's website will soon contain Mountain Resort in Vail, CO, planning ticketed events such as a new section! In the next few June 27-July 1. Nestled at the an Underground Railroad tour, a months, abstracts of sessions base of Vail mountain, the resort is a wonderful location for work and reflection, with easy access to outdoor recreation and village SiteS8i ng amenities. Last year's academy in This month, service-learning sites compiled by Thresa Antonucci (x34), project assistant, and Mary Kay Schneider (x20), doctoral intern, AAHE Snowbird, UT, featured twenty- Service-Learning Project. nine teams who came with goals and a project and left having American Association for Higher Education www.aahe.org made significant progress. The Click on "Service-Learning" for information about the AAHE Series theme fo: 1998, "Organizing for on Service-Learning in the Disciplines as well as other projects and Learning," will explore the criti- conferences. cal elements necessary for attaining and sustaining learn- Campus Compact www.compact.org ing-centeredness in institutions Membership organization of college and university presidents committed of higher education. This year's to public and community service. Site (under construction) contains Summer Academy will again resource materials and workshop, conference, and state Campus Compacts information. involve teams from institutions focused on a strategic project. Corporation for National Service (CNS) www.cns.gov Other features include plenary Information on CNS's three main programs: AmeriCorps, Learn and sessions, information sharing Serve America, and National Senior Service Corps. Also grants and across teams, and meetings with higher education programs. key AAHE senior staff members. General information about the National Service-Learning Cooperative Clearinghouse 1998 Summer Academy and a www.nicsl.coled.umn.edu list of participating institutions Home of the Adjunct ERIC Clearinghouse on Service-Learning. Contains from past academies can be searchable databases on service-learning literature, events, listservs, found on the Quality page of and Learn and Serve America efforts, as well as a variety of information resources. AAHE's website. Institutions with a record of National Society for Experiential Education www.nsee.org leadership in organizational Promotes experience-based approaches to teaching and learning, includ- improvement that enhances ing service-learning. Contains publications, resources center, conference undergraduate education will information, and membership materials. receive invitations to apply. This year, for the first time, AAHE Service-Learning Home Page csf.colorado.edu/sl also will consider applications A comprehensive resource for anyone interested or active in service- from institutions committed to a learning. Articles, syllabi, calendar of service-learning conferences and student-centered culture that events, and much more. can demonstrate results in some Send in your favorite websites: [email protected]. aspect of organizational improve- Upcoming: faculty, teaching, and more! ment. All applications must include a cover letter from the J03 continued on p.16 14/AAHE BULLETIN/FEBRUARY 1998 Henderson State in Arkansas... . Two people I'm sure we'd all like to visit with (privately!) are Bill by Ted Marchese Troutt and Barry Munitz, who surely could tell a tale or two from their leadership of that Welcome back for news of AAHE members congressional panel on the cost of higher (names in bold) doing interesting things, plus education... . Pine Manor president Gloria news of note ... send items by mail or fax or to Nemerowicz cited that panel and concerns [email protected]. about college costs in a December announcement that her college would cut out-of-state tuition by PEOPLE: Lots of cheers from her friends at 34',. from $16,700 to $11,000. effective this fall. AAHE as AAC&U veep Carol Schneider is . .. From a Christmas card. I learn that

tapped for that association's presidency .. Carol Missourian (and former AAHE Board member) succeeds Paula Brownlee, who stepped Charles McClain, never one to shirk a task, graciously into retirement at the conclusion of even in retirement, is serving as a desegregation

her last (and very successful) AAC&U annual monitor in the Kansas City schools....The meeting... Carol enjoys two weeks of nicest recognitions come from peers who know intellectual refreshment at the new Getty Center the job: Saint Norbert VPAA Thomas Trebon is

in L.A., takes over this month.. .. There is this year's recipient of the CIC Deans Award.... sadness in College Park, joy in Columbus as Brit Jack Grayson, founder and head of the Kirwan announces he'll leave the Maryland American Productivity & Quality Center in presidency for that of Ohio State. ... Best wishes Houston, and the man who is now teaching to Adam Herbert, leaving the North Florida campuses how to do cooperative benchmarking, presidency to succeed Charlie Reed as celebrated his 74th birthday with a parachute CA chancellor of the state's university system (just jump! as a controversial master plan comes up for vote). . Hope things are smoother for APPOINTMENTS: Russ Warren, after another new SHEEO, Keith Sanders, senior posts at two progressive leaving the Wisconsin system to head the institutions. James Madison and Truman Illinois Board of Higher Education. State, is in place as the new provost at Mercer... .Charlie Nelms has BOOKS: The most important new book announced he'll retire this summer as

I found over the holidays is by Michigan chancellor at UM-Flint. .. after time off, State's David Labaree. .. it has a he'll return to Indiana and work as a publicist's title How to Succeed in special assistant in the IU president's School Without Really Learning but a Gilliard office.. .. Mary-Mack Callahan, dead-serious thesis: that the more we director since 1993 of the Consortium for emphasize education as personal benefit, with the Advancement of Private Higher Education degrees and jobs as the payoff, the more we can (CAPHE), leaves to start her own communi-

expect student disengagement from learning as acations and public affairs firm.. .she is by-product. . . UCLA's Ted Mitchell reviews the succeeded by her talented associate director,

book, from Yale University Press, in your next Michelle Gilliard... . Michigan State's Kay Change.. .. My most inspirational read was Moore is the new head of The Journal of Higher

Parker Palmer's The Courage to Teach, which Education's editorial board. .. .Edgar Schick is was featured in the last Change. .. thanks serving as interim VPAA at Saint Mary College partly to that article. Jossey-Bass's initial (KS). pressrun of 10,000 copies sold out in a month.

INTERESTING PEOPLE: Enjoyeda January visit with Oscar Lenning, who is now at Bacone. a Baptist-related two-year college in Muskogee, OK.. . over half of Bacone's 500 students are of American Indian descent. representing over forty tribes from across the

nation.. .Also had a chance to learn from Theo Kalikow ( Maine at Farmington) and Bob Golden (Keene State) about their leadership of the Council of Public Liberal Arts Colleges.now thirteen M number with the addition of continued from p.14 the communications office 01 a nonprofit foundation and then Important Dates chief academic officer. Up to thir- as manuscript editor for a ty teams will be accepted for this 1998 National Conference on monthly journal. She earned a Higher Education. Atlanta, GA. year's academy. bachelor's degree from Miami March 21-24. For additional information University in Oxford, OH, where Mail registration deadline. and application packets, contact she majored in journalism and February 20. Susan West Engelkemeyer (x40), Registration refund deadline. English literature. February 20. project director, sengelkemeyer@ Hotel special rate deadline. aahe.org. The application dead- Membership February 25. line is March 13 (yes, Friday the 1998 TLT Group "Levers for 13th!). Member-Get- Change" Workshops. A-Member Piedmont College. April 3-4. Publications University of Central Florida. Campaign June 4-5. New Staff This issue of the Bulletin con- Ohio Regional. October 8-9. Member tains an insert launching AAHE's 1998 Assessment Conference. Carrie Witt (x33) joined the "Member-Get-A-Member" Cincinnati, OH. June 13-17. AAHE Bulletin in January as campaign. Sponsor or recruit a Mail registration deadline. May 22. Registration refund deadline. managing editor. She takes over new member and you'll earn May 22. that responsibility from director credit at the AAHE bookstore, of publications Bry Pollack toward conference registration, or 1998 Summer Academy. Vail, CO. (x19), who will devote her full toward membership renewal. The June 27-July 1. attention to AAHE's books and campaign ends June 12, 1998. Application deadline. March 13. other communications projects. Credits will be valid until May 1, 1998 AAHE Black Caucus Study Witt has lived in the 1999. For more information, con- Tour to South Africa. Washington, DC, area for more tact AAHE's Membership July 16-August 2. than four years, working first in Department (x27).

Moving? Clip the label below 0 Yes! I want to become a member of AAHE. and send it, marked with As an AAHE member, you'll receive the AAHE Bulletin (10 issues a year) and Change magazine your new address, to: (6 issues). Plus, you'll save on conference registrations and publications; you'll save on subscrip- "Change of Address," AAHE, tions to selected non-AAHE periodicals (ASHE-ERIC Higher Education Reports and The Journal One Dupont Circle, Suite of Higher Education); and more! Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, 360, Washington, DC 20036- DC 20036-1110; fax 202/293-0073. 1110; fax 202/293-0073. AMIE Membership (choose one) (add $101yr outside the U.S.): Regular:0 lyr,$950 2yrs,$1850 3yrs,$275 Retired: 0 lyr,$50 Student: 0 lyr,$50 AAHE Caucuses (all are open to all members; choose same number of years as above) Amer Indian/Alaska Native: yrs @ $10/yr Asian and Pacific: yrs @ $15/yr Black: 0 lyr,$25 0 2yrs,$45 0 3yrs,$70 Hispanic: 0 lyr,$25 0 2yrs,$45 0 3yrs,$70 Women's: yrs @ $10/yr Community College Network: yrs @ $10/yr Name (Dr./Mr./Ms.) 0 hVD F Position (if faculty, include discipline) Institution/Organization Address 0 home/0 work

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BEST COPY AVAILMLL Echletin March/1998 Volume 50/Number 1

How Colleges Evaluate Teaching What's new (and not) since 1988 BY PETER SELDIN

Reversing the Telescope Ernest Lynton on individual faculty work and collective faculty mission

All Quiet on the COI Front? BY SUSAN WEST ENGELKEMEYER

AARE NEW BULLETIN BOARD NEWS PATHWAYSII by Ted Marchese AMERICAN ASSOCIATION FOR HIGHER EDUCATION In This Issue 3 How Colleges Evaluate Teaching: 1988vs. 1998 Practices and trends in the evaluation of faculty performance. by Peter Seldin 8 Reversing the Telescope: Fitting Individual Tasks to Common Organizational Ends The larger context of faculty work. by Ernest A. Lynton What Happened to CQI? Alive and well in higher education, quality initiativesare solving problems and improving processes as never before. by Susan West Engelkerneyer

Departments

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19 Bulletin Board/by Ted Marchese

AAHE BULLETIN March 1998/Volume 50/Number 7 Editor: Theodore J. Marchese Managing Editor: Carrie Witt

AAHE Bulletin is 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: Margaret A. Miller. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authorsare available by calling 510/271-8164, item 11.

AAHE Bulletin IISSN 0162-7910) is published as a membership service of the American Association for Higher Education.a nonprofit organization incorporated in the District of Columbia. Periodicalspostage paid at Washington. DC and at additional mailing offices. Annual domestic membership dues: £95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membershipare available only to institutions: $35 per year. $45 outside the United States. AAHE Bulletin is published 10 timesper year, monthly except July and August. Back issues: $5 each, including postage, while supplies last..-1AHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changesto AAHE Bulletin. Attn: Membership Dept., One Dupont Circle. Suite 360. Washington, DC 20036-1110. 107 BEST COPY AVAILABLE Production assistance provided by Iliad?. Office SolutionsElectronic Imaging and Design. Printing by HBP Cover concept by Dever Designs. How Colleges Evaluate Teaching 1988 vs.1998

by Peter Seldin

How a college or uni- the survey is to uncover changes versity appraises a in institutional policies and prac- faculty member's tices. To get at this, I have since performance is a 1983 periodically conducted simi- touchy and awe- lar studies, analyzing and com- somely important subject. After paring the data sets and all, a professional life may speculating on trends. In each depend on it. With faculty mobil- instance, the questions as well ity so difficult today, the decision as the institutions surveyed have to tenure or promote carries been identical. make-or-break intensity. The questionnaire I use was To examine the range of prac- Peter Seldin is distinguished professor developed and first used by the tices and what trends may be of management at Pace University,American Council on Education emerging in the evaluation of Pleasantville, NY 10570. He is author in 1967, and later revised by the faculty performance, I undertook of The Teaching Portfolio: A Practical Educational Testing Service in Guide to Improved Performance and a nationwide survey on the topic Promotion/Tenure Decisions, 2nd ed. 1977. It collects information on early in 1998. (Anker. 1997). policies and practices in evaluat- For wide coverage, I surveyed ing faculty performance in such all of the accredited, four-year, matters as teaching, research/ undergraduate liberal arts col- scholarship, and institutional leges listed in the 1997 Higher attached sample evaluation service, in connection with pro- Education Directory. University- forms used at their colleges or motion in rank, salary increase, related liberal arts colleges were sent back comments. Although or tenure. excluded, to pare the population these materials don't lend them- This article is confined to the to a more manageable size. Of selves to formal analysis, I have most significant changes in the 740 academic deans, 598 (81%) noted them when appropriate in evaluation of overall faculty per- responded. This unusually high my discussion of the data. formance and in the evaluation survey response rate suggests In light of both the broad- of classroom teaching, compared the seriousness with which the based assessment movement andagainst policies and practices deans look upon faculty evalua- the growing scrutiny given to from 10 years ago (as reported in tion. Some of the respondents faculty productivity, a purpose ofthe March 1989 AAHE Bulletin).

108 AAHE BULLETIN/MARCH 1998/3 Evaluating Overall institution deans in 1998. Faculty Performance In comparing the findings of When considering faculty 1998 with those of 1988, it is In light of both members for promotions in rank,clear from even a cursory exami- salary increases, or tenure, insti-nation of the data that things the broad-based tutions choose and weigh among have not changed much in 10 assessment many factors. The questionnaire years. In fact, of the 13 criteria, offers 13 general criteria in con- only the importance of three movement and nection with evaluation of overallpublic service, activity in profes- faculty performance, and the sional societies, and campus com- the growing deans are asked to rate each cri- mittee work changed by as scrutiny given terion as a "major factor," "minor much as 3 percentage points. factor," "not a factor," or "not Beyond classroom teaching, to faculty applicable." Table 1 summarizes these deans at liberal arts colleges productivity, a the relative importance the continue to pay strong attention to deans give those criteria as a the other traditional benchmarks purpose of the "major factor" in 1998, and com- of academic achievement survey is to pares those responses with 1988. research, publication, and activity In 1998, just as it was 10 in professional societies. uncover changes years ago, classroom teaching is It comes as no surprise that the easy front-runner as a mea- colleges given the close in institutional sure of faculty performance. Far scrutiny of their funding from policies and behind, by more than 30 percent-governing boards and state legis- age points, in second place, is latures put a premium on visi- practices. student advising. ble activities such as research, Although classroom teaching publication, and activity in pro- is the runaway favorite, other fessional societies. As a Texas "Our professors are paid to teach factors are also of comparatively dean said, "High-visibility schol- but are rewarded for their major importance. For example, arship is the name of the acade- research and publication." four other items (student advis- mic game today." An Ohio dean The importance of high visibil- ing, campus committee work, wrote: "Keeping our college in ity is reflected in the considera- length of service in rank, and the public eye translates into tion some deans give to public research) are marked as a "majormore budget dollars." And a service by professors. As a factor" by at least 40% of the California dean said bluntly: Florida dean put it: "Public service is another way to be in the

- public eye." At the same time, I Table 1.'Percentage of liberal arts college deans who see a trend toward decentraliza- consider each criterion a "major factor" in evaluating overall tion, as colleges also expect fac- faculty performance. ulty to be involved in campus committee work. Criterion* 1988 1998 Student advising continues to (N=604) (N=598) be a major factor. Deans recognize the value of advising as an Classroom teaching 99.8 97.5 outreach effort to keep students content and in school. In fact, Student advising 64.4 64.2 several deans wrote that their institutions had recently begun Campus committee work 54.1 58.5 "Advisor of the Year" awards. Length of service in rank 43.9 43.8 Length of service in rank still Research 38.8 40.5 merits high importance in a professor's overall evaluation. Publication 29.4 30.6 Presumably, deans relying on this Personal attributes 29.4 28.4 factor argue a positive correlation Public service 19.5 23.6 exists between the number of Activity in professional societies 24.9 19.9 years in rank and a professor's overall contribution to the college. But that argument might be vig- Supervision of graduate study 2.8 3.0 orously challenged by younger fac- Competing job offers 1.8 3.0 ulty members who have fewer Supervision of honors program 2.4 3.0 years of service but rapidly Consulting (gov't, business) 2.4 2.0 expanding reputations. As a California dean put it: "Our young *In descending order by 1998 scores. faculty are highly motivated, work

4/AAHE BULLET1N/MARCH 1998 1 9 very long hours, and readily take on the drudge college jobs." Table 2. T-tests of differences in mean scores of criteria Personal attributes, an elusive considered in evaluating overall faculty performance. criterion, for years has enabled some deans and department Criterion* 1988 1998 chairs to ease undesirable faculty (N=604) (N=598) members out of jobs or deny them Classroom teaching 1.01 1.02 -0.59 promotion or tenure. It remains an often-cited "major factor." As the dean of a New York college Student advising 1.37 1.34 0.79 said, "To go along, you've got to Campus committee work 1.46 1.41 1.56 get along. Some faculty just don't Research 1.67 1.70 -0.83 fit in." A different perspective on personal attributes came from the Length of service in rank 1.68 1.72 -0.90 dean of a Massachusetts college: Publication 1.76 1.77 -0.36 "If we truly value diversity, we Public service 1.87 1.81 1.67 need faculty who are not all cut Activity in professional societies 1.77 1.82 -1.64 from the same mold." Other evaluative factors are Personal attributes 1.93 1.93 -0.01 held in relatively small currency by the deans. These factors Supervision of graduate study 2.26 2.24 0.48 include supervision of graduate Supervision of honors program 2.36 2.32 1.37 study, consulting, supervision of honors program, and competing Consulting (gov't, business) 2.35 2.45 -2.91** job offers. Competing job offers 2.70 2.73 -0.99 T-test results. I used t-tests of differences in mean scores to fur- Note: Test was t-test for differences in independent proportions. ther determine shifts in evalua- *Ranked according to 1998 scores. tive emphasis over the 10-year ** Significant at a 0.01 level of confidence. period. I arrived at the mean scores as follows: Each question probing faculty performance unanimity of the 1988 and 1998 assigned a numerical weight to required response on a four-point mean scores suggests to me that each: "always used"=1, "usually scale: "major factor," "minor fac- despite increasingly strident used"=2, "seldom used"=3, and tor," "not a factor," "not applica- demands from community and "never used"=4. Table 3 displays ble." First, I assigned numerical governing groups to hold faculty the sources of information and weights to each response: accountable for academic perfor- their frequency of use by deans major=1, minor=2, not a factor mance, no real change has come in the 1988 and 1998 studies. and not applicable=3. I added the about in evaluation of overall fac- Some significant changes are weights of each factor for each ulty performance. occurring in the way liberal arts question and divided the sum by Instead, the drastic change colleges evaluate teaching perfor- the number of responses, to yield has been reserved for evaluation mance. In the 10-year period, an arithmetic mean for each ques-of faculty teaching performance. nine of the information sources tion. Thus, the lower the mean, changed in frequency by at least the greater the criterion's overall Evaluating Teaching 3 percentage points. More impor- importance. This means of analy- Performance tant, all but three of those (chair sis, used by the American Council Most liberal arts colleges are evaluation, dean evaluation, and on Education in an earlier study, especially proud of the high cal- committee evaluation) are more sharpens the identification of iber of their teaching, a fact widely used today than in 1988. important factors. borne out by the deans' nearly To me, this indicates that the I then performed t-tests of dif- unanimous citing of teaching as ainformation-gathering process is ferences in these mean scores, "major factor" in the evaluation becoming more structured and comparing 1988 and 1998. Even a of overall faculty performance. widespread, and that the colleges cursory examination of the data But how is teaching effectiveness are making a concerted effort to reveals that little has changed in assessed? What sources of infor- reexamine and shore up their the evaluation of overall faculty mation do the deans use? approach to evaluating teaching. performance in 10 years. As seen The questionnaire asked the The predominate sources of in Table 2, the mean score of only deans to indicate the frequency information continue to be rat- one criterion, consulting, changed with which 15 possible sources ofings by the students, the depart- significantly. It had a higher information were used on their ment chair, and the academic mean score in 1998 compared campuses to evaluate faculty dean. However, their relative with 1988, indicating a decline in teaching performance. The deansimportance has shifted consider- its overall importance. The near had four response options, and I ably since 1988.

1 0 AAHE BULLETIN/MARCH 1998/5 sions of faculty members' teach- Table 3. Percentage of liberal arts college deans who ing competence are derived, in "always used" the source of information in evaluating fac- part, from their research and ulty teaching performance. publication records. Yet, judging a professor's classroom teaching Information source* 1988 1998 by his or her scholarly productiv- (N=604) (N=598) ity outside the classroom is justified, in my view, only if that Systematic student ratings 80.3 88.1 research and publication offers Evaluation by department chair 80.9 70.4 true insight into his or her teach- Evaluation by dean 72.6 64.9 ing competence. But the number of textbooks, journal articles, Self-evaluation or report 49.3 58.7 monographs, and conference presentations offering such insight Committee evaluation 49.3 46.0 is extremely modest. Colleagues' opinions 44.3 44.0 T-test results. The shifts in emphasis over the 10-year period Classroom visits 27.4 40.3 are highlighted by the results of Course syllabi and exams 29.0 38.6 t-tests of differences in mean Scholarly research/publication 29.0 26.9 scores for the sources of informa- Informal student opinions 11.3 15.9 tion, as shown in Table 4. The overall importance of eight information sources showed Alumni opinions 3.2 9.0 statistically significant changes Grade distribution 4.2 6.7 since 1988. Seven increased in Long-term follow-up of students 3.2 6.0 importance (systematic student ratings, self-evaluation or report, Student examination performance 3.6 5.0 course syllabi and exams, com- Enrollment in elective courses 1.2 1.5 mittee evaluation, classroom vis- *ln descending order by 1998 scores. its, informal student opinions, and alumni opinions), and one decreased in importance (chair evaluation). Inthis period, student ratingsjudgments of these administra- Increasingly, teaching compe- have become the most widely tors? On what information do tence is deduced from a careful used source of information to they rely? Many have argued analysis of course syllabi and assess teaching. Whereas in 1988long and loud that administra- examinations. Are the instruc- they were in a virtual dead heat tors probably make sound judg- tional materials current, rele- with the second-place source ments. Such advocates point to vant, and suitable to the course? (department chair), now they arethe analogous situation of clini- What can be gleaned from exam- nearly 18 percentage points cal medicine, where experienced ination results? Handouts, read- ahead. A dean in Illinois wrote: physicians can respond to ing lists, homework assignments, "Student input is the most obscure symptoms with a correct and student learning experi- important ingredient here in diagnosis but would be at a loss ences, too, are more often used to evaluating teaching for tenure to explain how they do so. help evaluate a professor's teach- and promotion decisions." A dean Administrators have easy ing. I see all this as consistent in Massachusetts said: "If I mustaccess, of course, to data about a with the trend to locate more trust only one source of informa- professor's course load and stu- sources for, and give more struc- tion on teaching, I trust the student enrollment. But unless theyture to, information gathering. dents." And a California dean personally observe the faculty Probably for the same reason, said, "Student ratings are at the member in his or her classroom institutions have increased their core of our teaching evaluation and/or examine the instructional reliance on informal student system." Although student rat- materials, administrators are opinion, largely picked up in ings are enjoying unprecedented forced to rely on secondary chance encounters between popularity, not all deans support sources of information about administrators and students. their use. Said a dean in teaching competence. Although institutions use infor- Georgia, "Student ratings are the What other information mal student opinion far less often most onerous factor in higher sources do institutions rely on? than systematic student ratings, education." Beyond student, department it is clear that in combination Since evaluations from chairs chair, and dean evaluations and - student information sources and deans continue to have a self-evaluations, institutions rely make an unsurpassed contribu- major, though declining, impact, to varying degrees on the other tion to administrative judgments one might ask how sound are thecriteria listed in Table 3. Impres- of faculty teaching competency.

6/AAHE BULLETIN/MARCH 1998 Classroom visits have won and explanation of a faculty additional popularity as an eval- member's teaching objectives, uation tool. The number of insti- methodologies, and shortcom- In this period, tutions incorporating classroom ings. The deans say, however, visits as a component in their that to be useful in personnel student ratings evaluation processes has multi- decisions the self-evaluation have become plied. From the comments of the must be accompanied by solid deans responding to my survey, evidence of accomplishment. A the most widely it seems clear that the most suc- dean from Ohio put it this way: used source of cessful institutions using class- "A professor's intended classroom room visits do so in a common objectives and the methods used information to way: They rely on several to achieve them are useful clues. observers to make several visits, But illustrative material and assess teaching. diluting the possibility of individ-hard evidence of accomplishment Whereas in 1988 ual bias by the observer or atypi- must be included." cal performance by the professor. Why has faculty evaluation - they were in a The observers are extensively especially the evaluation of virtual dead heat trained, and the entire process is teaching been transformed in characterized by planning, train- recent years? I believe some of with the second- ing, open communication, feed- the answer is found in adminis- back, and trust. trative and faculty displeasure place source Self-evaluation is widely with the inadequacies of evalua- (department accepted as a proper appraisal tion systems used in the past. technique as part of a multi- But more of the answer likely chair), now they source evaluation process. More lies in the burgeoning teaching are nearly and more institutions are con- portfolio movement. Portfolios vinced that value exists in a are collections of documents and 18 percentage reflective, candid self-appraisal materials the faculty member points ahead.

Table 4.T-tests of differences in mean scores of sources compiles to both highlight his or of InforMation used in evaluating faculty teaching performance. her classroom teaching and suggest its scope and quality. They get at the complexity and indi- Information source* 1988 1998 viduality of teaching. And by so (N=604)(N=598) t doing, teaching portfolios provide Systematic student ratings 1.25 1.14 3.16*** evaluators with hard-to-ignore information on what individual Evaluation by department chair 1.27 1.36 -2.09** professors do in the classroom Evaluation by dean 1.42 1.50 -1.47 and why they do it. The result? Self-evaluation or report 1.79 1.53 4.47*** Evaluators are less inclined to look at teaching performance as a derivative of student ratings. Colleagues' opinions 1.75 1.73 0.28 Course syllabi and exams 2.02 1.82 3.79*** Summary Committee evaluation 2.05 1.84 3.02*** Itis clear that the "algebra" of Classroom visits 2.19 1.89 5.09*** faculty evaluation has changed during the past decade, with Scholarly research/publication 2.24 2.19 0.63 some factors getting more weight Informal student opinions 2.45 2.30 2.96*** and others less. Many of the changes may be trends, but they Alumni opinions 3.05 2.91 2.88*** are not set in concrete. Some new practices will turn out to be Grade distribution 3.04 3.02 0.38 improvements, others to be Long-term follow-up of students 3.07 3.05 0.39 short-lived fads. Student examination performance 3.07 3.05 0.39 Overall, though, the move- Enrollment in elective courses 3.21 3.29 -1.20 ment toward decentralized and shared personnel decision mak- Note: Test was t-test for differences in independent proportions. ing seems clear, as does the * Ranked according to 1998 scores. growing effort toward greater ** Significant at a 0.05 level of confidence. reliability and validity in the *- Significant at a 0.01 level of confidence. evaluative process.

AAHE BULLETIN/MARCH 1998/7 Reversing the Telescope Fitting Individual Tasks to Common Organizational Ends

by Ernest A. Lynton

'3"

The academy's fixation and individual preferences at on the individual fac- times subordinated to collective ulty member, rather needs. than on the common ek. In addition, the need for team purposes of the uni- activities is increasing. For versity, seems to continue example, both basic and applied unabated in today's discussions research is more and more car- of faculty roles and rewards. The 117 ; ried out in collaborative centers widespread interest in faculty and institutes, many of which issues, in which I am myself also engage in outreach. deeply involved, is largely driven Institutions are finding that the by a recognition that academic Ernest A. Lynton is commonwealth potential of information technol- professor emeritus,Universityof institutions face new challenges Massachusetts Boston, and seniorogy can be realized only through and must pay more attention to associate, New England Resource coherent institution-wide efforts. teaching and professional out- Center for Higher Education. Write to These are but two indications of reach. But most of the resulting him at 14 Allerton Street, Brookline, the growing need for a more col- discussion focuses on recognizing MA 02146; [email protected]. lective and coherent approach to individual effort and finding bet- faculty work. ter ways of documenting, evaluating, and rewarding individual faculty initiatives Reversing the Telescope in teaching and professional service. I believe it is time to reverse the telescope and to view individuals as part of a collective unit. It is Traditional Focus on the Individual essential for any organization, academic or not, to We use a telescope to single out the individual assess the extent to which individual work con- from the group. We judge a person's work in isola- tributes to collective needs and priorities. No orga- tion and make little or no attempt to place it nization can function effectively as a collection of within the broader context of the collective task of autonomous individuals in which everyone pur- his or her department, college, or university. sues personal priorities and the overall achieve- Essentially, we take for granted that almost ments consist, in essence, of a casual, nonoptimal anything the individual does in research, teach- aggregate of activities. If universities are to have ing, or professional service is consistent with and the resilience and adaptability they will need in contributes to the mission of the institution. Yet the decades to come, they must find better ways to this assumption is increasingly doubtful when make individual faculty members' work contribute overall priorities have to be set, choices made, to common organizational needs, priorities, and

8/AAHE BULLETIN/MARCH 1998 113 goals. As Donald Langenberg, chancellor of the needs to be held responsible for accomplishing the University of Maryland, has said, we must recog- agreed-upon shared tasks in accordance with per- nize that the department is the "production unit" formance standards developed as part of the ongo- of an academic institution. ing dialogue. As Richard Chait, a key collaborator in AAHE's project "New Pathways: Faculty Shared Governance Careers and Employment in the 21st Century," How is this accomplished in an academic insti- pointed out as far back as 1988, collective rewards tution without changing it into a corporate body can play an important, motivating role in the that is managed from above and without reducing unit's aggregate performance. professionals to mere workers? In turn, once the collective responsibilities of an A principal and fundamental feature distin- academic unit are defined, the faculty members guishing academic organizations is the central role within that unit need to decide in a similarly col- of faculty participation in the decision making laborative fashion who among them does what. It what we call the principle of shared governance. is here that a basic change must occur in existing The effective integration of individual faculty work academic culture: We must learn to view the work into collective purposes requires systematic, col- of faculty members within a collective framework laborative decision-making processes that involve to ensure that each contributes optimally to the faculty, administrators, and, where appropriate, multiple and complex institutional missions. governmental and other external parties in the In the future, the profile of individual faculty development of an overall institutional profile activities cannot be left to individual initiative. across the interrelated functions of research, The challenge is to arrive collaboratively at an instruction, and outreach. In turn, faculty and optimal match between collective needs on the one administrators must work together to disaggre- hand and the preferences and expertise of each gate the institutional mission into specific collec- individual faculty member on the other. The latter, tive tasks of units within the institution, including of course, will have already influenced decisions items such as degree programs and other instruc- with regard to the overall activities of the depart- tional offerings; principal research directions with ment that should, as much as possible, reflect the particular emphasis on contributions to organized special interests and capabilities of the faculty interdisciplinary research activities in centers and members within that unit. institutes; and collective outreach activities such as collaboration with local school systems, AAHE Resources small-business development cen- Help in Documenting Scholarship ters, and multidisciplinary continuing education programs. Making Outreach Visible: A Workbook on Documenting Professional Service and Outreach, edited by Amy Driscoll and An Ongoing Process Ernest Lynton, will reproduce prototype portfolios of actual faculty The collaborative task-setting outreach activities. Chapters will offer rationale, lessons learned, process must be ongoing. The good practice, administrator perspective, and a campus action profile of activities for any acade- agenda. The book is scheduled for release later in 1998. mic unit school or college A 12-campus national project on the peer and that of each of its depart- review of teaching provides the basis for Pat mental or other sub-units must Hutchings's Making Teaching Community be projected over several years, Property: A Menu for Peer Collaboration and but they must also be reviewed Peer Review. Each of nine chapters outlines a and, where appropriate, adapted different strategy for the documentation and on a periodic basis as both needs improvement of faculty work, from course and resources change; portfolios to faculty hiring processes. Excerpts This ongoing process of delin- are available on AAHE's website eating and adapting collective (www.aahe.org). The publication is $25 ($22 responsibility must be accompa- for AAHE members) plus shipping. Order from the AAHE nied by the rendering of collec- Publications Orders Desk at 202/293-6440 x11 or [email protected]. tive accountability, also on a periodic basis. The academic unit

I4ft , AAHE BULLETIN/MARCH 1998/9 The Need for Flexibility ation. Furthermore, the full range of scholarship To set and carry out institutional priorities, the can be subjected to the same measures of quality. university must have the flexibility to assign dif- Demonstrating this scholarship and applying the ferent tasks to different units. In turn, there is a common measures requires adequate documenta- need for different profiles of activity for individual tion so all dimensions of faculty work are subject faculty members within the unit. In some appro- to peer review. Significant work has been done priate collective fashion, the unit needs to decide toward documenting teaching (as described in who among them does what. Pat Hutchings's Making Essential to achieving the It is essential for any Teaching Community Property), and progress is necessary degree of flexibility organization, academic or not, in the assignment of unit and being made toward the docu- individual tasks is equiva- to assess the extent to which mentation of professional lence of recognition and individual work contributes to service and outreach. An rewards across the range of collective needs and priorities. upcoming guide, Making activities. An institution can No organization can function Outreach Visible: A Workbook assign tasks to different units on Documenting Professional only when those tasks are effectively as a collection of Service and Outreach, edited deemed of equivalent impor- autonomous individuals in by Amy Driscoll and myself, tance and value to the insti- which everyone pursues is intended to boost this area. tution and rewarded in an personal priorities and the equivalent way. And that, of There is, therefore, reason course, holds equally for indi- overall achievements consist, to hope that universities will viduals: there can be varia- in essence, of a casual, soon acquire the basic tools tions of activity only to the nonoptimal aggregate of for establishing equivalence of standards across the full extent that the entire range activities. If universities are to of activities is given equiva- range of individual and col- lent recognition. Or, to put it have the resilience and lective activities and thereby negatively, as long as adaptability they will need in gain the flexibility of task dis- research is viewed as the the decades to come, they tribution needed for optimal paramount measure of both must find better ways to response to evolving societal collective and individual conditions and demands. esteem and achievement, an make individual faculty That may, at last, make it institution will lack the flexi- members' work contribute to possible to engage the activi- bility of deploying its common organizational needs, ties of individual faculty most fully to accomplish common resources in an optimal fash- priorities, and goals. ion to meet its multidimen- organizational ends and sional and complex missions. ensure the continuing vitality But that equivalence of recognition and reward of universities in the years ahead. is possible and justified only under one condition: equivalence of standards and achievement. The Reestablishing the Community of freedom, at both the individual and the collective Scholars levels, to concentrate on different portions of the A final word about a collective approach to fac- range of activities within the triad of teaching, ulty responsibilities and rewards. It is not just a research, and professional service can exist only to defensive mechanism against external pressures: the extent that work of any kind within that range It is a highly desirable goal even if there existed is held to equivalent standards. no reason for academic institutions to adapt. A collective approach is an essential step to reestab- Scholarship Redefined lishing community on campus. A collective Such equivalences can exist because all three perspective on individual assignments and priori- teaching, research, professional service can ties requires ongoing professional dialogue with constitute scholarship. As many educators have colleagues about each other's work, interests, and emphasized, scholarship is not limited to tradi- priorities. It gives each individual a stake in the tional research. It can take many forms and can achievements of all the others and it can, at last, exist in teaching and outreach as well as in more make reality out of our cherished "community of traditional modes of inquiry and knowledge cre- scholars" rhetoric.

10/AAHE BULLETIN/MARCH 1998 115 What Happenedto CQI?

by Susan West Engelkemeyer Director, AAHE Quality Initiatives

Continuous quality ing began, "I was challenged by focus of CQI seem to evolve as improvement (CQI) some faculty with the assertion individual initiatives mature. was celebrated for its that the improvement effort 'fad' When CQI is first implemented, successes on campus had just about run its course at the primary focus is process effi- in the April 1995 colleges and universities. They ciency campuses train staff in AAHE Bulletin, which profiled 14pointed to several attempts by quality tools and techniques and examples of how campuses have some institutions to implement launch projects aimed at particu- applied CQI to solve problems formal improvement efforts that lar administrative processes. and improve processes. All of the had failed for one reason or CQI's early contributions are typ- examples highlighted projects another." He then asked for ically cost savings and process that had made a positive impact information about the current improvement. Once initiatives on employee or student satisfac- status of CQI efforts. are in place for about five years, tion, costs, cycle times, or process Many responses were sent, there seems to be a natural pro- effectiveness. At that time, most from a school that had focused gression to using the principles, examples of CQI in higher education were found in administrative areas, including: What advice would you give to others who are now initiating CQ11 I Belmont University's automa- Focus on improving how your institution tion of student loan processing delivers value to students. and disbursement Richard Voos, Babson College I The University of Central Florida's College of Arts and Take plenty of time to get leadership buy-in. Sciences project to improve its Begin projects with data thatcan be used as graduation certification a baseline to measure potential improvements. process. I The Escort Service at the Ask for adequate resources. Tie CQI to University of Pennsylvania, planning efforts. Bonnie Bourne, University of Missouri which reorganized from a dis- patch system serving more than 100 buildings on campus on CQI for more than 10 years totools, and techniques of CQI to to a system of 10 designated one in its first month of formal move deeper into education's core TransitStops along an estab- activity. The next pages contain process, student learning. lished route. insights into CQI at nine institu- Projects and initiatives at this In January 1998, Bob Dale of tions, representing a small sam- stage focus on teaching and the University of Miami posed a ple of all initiatives in place. learning and curricular reform. series of questions to the mem- CQI is alive and well on cam- The next stage of development bers of a CQI listserv. His post- pus. However, the nature and centers around institutional

AAHE BULLET1N/MARCH 1998/11 offer expanded services to acade- What would you do differently if you could roll back the clock? mic departments in 1998. A total of 42 initiatives are officially des- We would focus less on CQI as an end in itself ignated as quality teams, with and give greater emphasis to what we wanted the direct involvement of more to accomplish as a result of using CQI. An than 400 team members. Since organization must emphasize its vision and 1994, more than 1,300 UNC how CQI can be a tool for achieving Chapel Hill employees have par- transformational change. Leadership must be ticipated in quality development able to respond to individuals who ask, "what's learning opportunities. in this for me?" Current focus: In an effort to be Carol L. Everett, Pennsylvania State University better, faster, and cheaper in the Insist on developing baseline performance delivery of services and in overall administrative functions, UNC measures for all reengineering projects, so that has focused on process redesign results could be more easily evaluated. and automation. In the Division Ann H. Dodd, The University of North Carolina at Chapel Hill of Business and Finance, reengineering projects have resulted in estimated annual cost savings of effectiveness, where overall out- addition, user feedback indicates more than $5 million, and addi- comes (performance measures) that processes are easier to use. tional one-time cost savings of are identified and quality Conditions for success: The almost $1 million. becomes a means to accomplish University of Missouri attributes Campus-wide improvement strategic goals and objectives. its success in part to the support efforts have yielded increased This natural CQI evolution of top leadership and to an orga- employee and customer satisfac- enables campuses to understand nized methodology for the appli- tion, enhanced communication, the systemic nature of their orga-cation of quality principles. This and the versatility to offer new nizations as the three stages methodology includes a focus on services without additional administrative process efficiency,who uses or touches the process, funding. One example is the academic program effectiveness, on current data, and on goals or aautomated financial aid check. and institutional planning and vision for the desired state of The electronic transfer of stu- assessment combine to yield performance. dent loans, scholarships, and performance excellence. grants has relieved students Future direction: The univer- from standing in two lines, one sity will continue its work on at the Office of Scholarships and University of Missouri undergraduate quality and Student Aid and another at the administrative redesign in stu- Current focus: Engaged in a cashier's office. Waiting time in dent, human resources, and line has been reduced by more quality initiative for more than financial systems. The vision of five years, the University of than 50% and is now being the culture three years from now reduced further through addi- Missouri is currently developing is one in which departments and institutional performance mea- tional automation. Another schools will routinely use perfor- example is the on-line check sures that cross academic and mance indicators to monitor administrative areas. A major ini- request. For disbursements that progress and determine improve- do not require a purchase order, tiative over the next five years is ment plans. to focus on the quality of the this on-line system reduces the undergraduate experience. TeamsContact: Bonnie J. Bourne, con- processing time for accounts are working to improve the sultant for CQI, 27 Jesse Hall, payable checks, eliminates teaching/learning process, espe- University of Missouri, Columbia, paper forms, and provides an cially at the introductory course MO 65211; 573/882-7268; 573/882- on-line tracking system for dis- level. Complementary projects in 6809 (fax); Bonnie_J_Bourne@ bursements. administrative areas are address- muccmail.missouri.edu; www. Administrative projects: On ing the student billing and advis- missouri.eduk-wwwcqi. one frequently used university ing processes. budget form, the Signature Team cut the number of signatures Administrative project: A note-The University of North from an average of five to fewer worthy accomplishment in Carolina at Chapel Hill than two. Form processing time administrative systems has been was reduced from an average of a redesign of cash management Current scope: To date, the 14 days to seven. Currently, a processes, with the support of quality development program at team is working on the enroll- technology improvements. UNC Chapel Hill has focused ment process, from the student Annual cost savings are esti- primarily on administrative and acceptance letter to the first mated at $300,000-$400,000. In academic support units; it will week at school. The goal is to

12/AAHE BULLETIN/MARCH 1998 117 identify and study all points of improvement of teaching through Villanova's initiative, include student contact and redesign the Teacher Improvement community, education and train- these points where warranted. System. ing, end-to-end projects, incen- Contact: Ann H. Dodd, assistant Traditional faculty evaluationstives and recognition, to executive vice chancellor and have been replaced with a self- information review and utiliza- director of quality development, directed process that requires tion, and student involvement The University of North Carolina feedback from four sources: stu- teams. In addition, more than 20 at Chapel Hill, CB#1000, 300 dents, peers, employers of gradu-work process improvement teams South Building, Chapel Hill, NC ates, and self-assessment. The are busy in key departments 27599; 919/962-4735; 919/962- process for gathering feedback is across the university. 0647 (fax); [email protected]; determined by the individual fac- www.adp.unc.edu/quality/ ulty member, although standard-Education and training: All cqweb.html. ized forms and surveys are leaders and supervisors are com- available. pleting an eight-session course in leadership effectiveness. Also, Future focus: As Waukesha monthly seminars address a vari- Waukesha County moves into its tenth year of CQI, ety of professional development Technical College it plans to apply the processes, topics. Open to all members of Current focus: Development of tools, and techniques that proved the Villanova community, each student outcomes assessment. effective in teaching and learningmorning-long session typically processes to administrative sys- draws 80-100 participants. Waukesha is rolling out this tems and processes. initiative in phases: assessment Sessions are presented by faculty, of students before they enter, Contact: Liane Dolezar, quality staff, or alumni on a pro bono while at WCTC, at exit, and value advisor, Quality Value basis. Recent topics include "the again five years later. The pre- Process, Waukesha County leader in each of us," "conflict assessment process has been Technical College, 800 Main resolution," and "building maxi- operational for two years and Street, Pewaukee, WI 53072; mum performance teams." involves testing students and 4141691-5509; 414/691-5093 (fax); Administrative project: The coaching them for program readi- [email protected]; Facilities Management Team ness. Assessment of enrolled stu- www.waukesha.tec.wi.us. flowcharted core work processes. dents includes faculty sharing of Resulting changes included an assessment techniques used in on-line preventive maintenance classrooms (e.g., peer-evaluation Villanova University program that allows the system- systems). For postassessment, atic scheduling of routine mainte- employers are surveyed to deter- Structure: A Quality Council that includes faculty, staff, stu- nance for all university buildings. mine how students have fared A new computerized system for five years after graduation. dents, and administrators from across the university guides work order requests reduced Although employer surveys have Villanova Quality Improvement paper flow and cut response time been in place for a number of from five days to fewer than years, the information acquired (VQI), an effort begun in 1993. The Office of Planning and three days. by these surveys is now being Institutional Research coordi- analyzed, and suggestions for Academic initiatives: In nates and supports VQI. January 1996, the Faculty Senate curricular improvement are Standing committees, which shared with faculty. passed a resolution to establish a emphasize the participatory and Academic project: Continuous committee to explore the relation- cross-departmental nature of ship between academics and VQI. In Spring 1997, the committee What advice would you give to others whoare now initiating CQ/? implemented its plan to promote a continuous quality improvement Villanova took special care to anchorour program in the areas of academic quality initiative in our mission, especially programs and academic support. our Accomplishments include teaching emphasis on community. The result has beena tips regularly emailed by univer- model that actively includes all members ofour sity faculty and a faculty seminar community....faculty, staff, students, and series that addresses classroom alumni. issues (e.g., identifying and refer- Rev. Edmund J. Dobbin, Villanova University ring troubled students) and extra- Be flexible in your approach to quality mural issues (e.g., retirement and development and don't be afraid to innovate. financial planning). Ann H. Dodd, The University of North Carolina at Chapel Hill Contact: John Kelley, executive director, Office of Planning and Institutional Research, Villanova

8 AAHE BULLETIN/MARCH 1998/13 semester, advisors from the What advice would you give to others whoare now initiating CQI? Division of Undergraduate Studies evaluate and send a A critical element to thesuccess of a quality review of educationalprogress initiative is the commitment ofleadership. We (REP) to each of their advisees have fostered this commitment (more than 2,000 students at through the the University Park campus). CQI council of deans and vice presidents,a Through the use of a revised management leadership curriculum that is and simplified REP form, six infused with quality principles, academic process steps, three process leadership colloquia that reinforce days, and more than 4,000 pieces of paper were eliminated. collaboration across academic departments, As a result, students now and an institute for innovation inlearning receive REP evaluations three to that supports faculty who lead in the seven days earlier. development of collaborative learning and the Interesting artifact: Since use of quality principles and tools in the 1994, academic and administra- classroom. tive units have submitted bench- Carol L. Everett, Pennsylvania State University marking plans for one or more of Have a strong disposition! There willbe a their key processes as part of lot of Doubting Thomases but therewill be their strategic plan updates. enough innovators and supportersto keep Hope for the future: Penn State hopes to infuse CQI principles you from losing it. Organize a CQI Council into the strategic planning process consisting of top and middlemanagers who and use performance measures to are committed to the idea. Start witha few drive decision making. To achieve "doable" projects. this goal, an initiative is under Sam Adams, University of Wisconsin Oshkosh way to develop performance measures for the five-year university- wide strategic plan. University, 800 Lancaster Avenue,Center and the university's OfficeContact: Carol L. Everett, asso- Villanova, PA 19085-1699; of Planning and Analysis. ciate director, Center for Quality 610/519-4558; 610/519-7162 and Planning, Pennsylvania (fax); [email protected]; Improvement teams: As of State University, 405 Old Main, www.vilLedu/-opirweb/ January 1998, more than 250 University Park, PA 16802; homepage.htm. CQI teams have been established, and process improve- 814/863-8721; 814/863-7031 (fax); [email protected]; www.psu.edu/ ments have occurred in president/cqi. approximately two-thirds of the Pennsylvania State administrative units and in all University 16 academic units. Since the uni- Then and now: The 1995 versity-wide initiative began in Rutgers University Bulletin article profiled Penn 1991, quality teams have saved Current scope: Programs are State's reengineered invoicing Penn State an estimated $2 mil- focused in five areas: lion. For example, the Chemical and payment process for pur- I Assessment chased library materials. The col- Management CQI Team produces a self-assess- an annual cost savings of ment program for administra- laborative venture between the tive and academic units. university's offices of Computer $250,000 from improvements in and Information Systems and the purchase and storage of I Leadership identification of Accounting Operations and the chemicals that result in product contemporary leadership university libraries resulted in price reductions. Each spring issues and strategies. cost savings of about $77,500. since 1993, a Quality Expo has I Work process a look at how During the past three years, been held at the University Park campus to celebrate the work of to make services, systems, and Penn State has moved to a more procedures more effective. integrated, strategic approach to CQI teams and other quality ini- CQI through the merger of qual- tiatives. Faculty, staff, students, Faculty/staff and workplace ity, strategic planning, and insti- and administrators, many from climate programs to assess tutional research and assessment.other universities, visit with and enhance workplace cli- In September 1996, a Center for exhibitors. More than 65 teams mate and recognize excellence. Quality and Planning was cre- requested a booth for the 1998 event. 1 Service excellence how to ated through the merger of the heighten service orientation, Continuous Quality ImprovementAdministrative project: Every particularly for people who

14/AAHE BULLETIN/MARCH 1998 have the most contact with practices become standard oper- services designed by student external stakeholders. ating practices for units. affairs professionals that provide additional ways for students Current focus area: Rutgers's Contact: Brent D. Ruben, profes- to QCI (Organizational Quality and sor and executive director, demonstrate across-the-curricu- Communication Improvement) Rutgers QCI, Office of lum competencies (e.g., rhetoric or leadership and teamwork). Program is centered on "Excel- Organizational Quality and lence in Higher Education," Communication Improvement, 4 Administrative action: Rutgers's adaptation of the Huntington Street, Rutgers, The Malcolm Baldrige National Opening day survey results indi- State University of New Jersey, cated a bottleneck and a high Quality Award criteria. QCI pro- New Brunswick, NJ 08903; vides a mechanism for academic degree of frustration gettingcars 732/932-1420; 732/932-1422 (fax), unpacked and students moved and administrative units to self- [email protected]; www.scils assess their programs and services into their dorms. As a result, stu- .rutgers.edu/qcilqci.html. dent leaders and volunteers and to identify strengths as well were as areas for improvement and mobilized to help unpackcars and carry boxes to rooms. action items. More than 10 academic and administrative units haveBabson College Hope for the future: Babson gone through the self-assessment Then and now: When the Officehopes that faculty and staff will process thus far, ranging from law of Quality was initiated in 1993, have a shared understanding of and arts and sciences to facilities efforts focused on improving par- what drives the college'ssuccess. and computing services. The self- ticular processes. These efforts This information will be absorbed assessment process has resulted incontinue, but they are no longer into planning, design, delivery, the use of student and employer the primary CQI mechanism. and assessment of learningpro- feedback in the design of courses, Current quality efforts are linkedgrams and services to students. initiatives to develop unit perfor- to strategic and tactical planning mance indicators, and the identifi- through key outcome measures atContact: Richard Voos, director cation of new ways to obtain all levels of the institution. of quality, Babson College, feedback on teaching effectiveness Babson Park, MA 02157-0310; (e.g., focus groups with alumni). Academic project: This past 781/239-5695; 781/239-6427 (fax); fall, Babson implemented the [email protected]; www.babson.edu. QCI at Rutgers has been in Intermediate Management Core, place since 1993. More than an integrated, three-semester 5,000 people have been involved sequence for undergraduates. with the initiative since its This is the second stage of the Syracuse University inception (e.g., in training, on college's new curriculum, teams). Structure: The structure of SUIQ designed by faulty with input (Syracuse University Improving Administrative project: A note-from key stakeholders: students, Quality) includes a quality steer- worthy recent accomplishment is alumni, employers, and commu- ing committee and nine quality the development of a Web-based nity members. The curriculum councils, which are chaired by the undergraduate application track- also incorporates programs and vice presidents of the institution. ing system. Prospective students can log on at any time to determine the status of their applica- What would you do differently ifyou could roll back the clock? tion and identify which items are I would try to be still needed by the admissions more visible to key office. In addition, the tracking administrators and faculty membersby sitting system indicates the dates key in on meetings and followingup with contact letters and other informa- suggestions for improvement. Also,I would tion were mailed. implement more training ofteams and be an External support: Rutgers's active facilitator forcampus groups. QCI program is one of four featured areas in the Rutgers' Sam Adams. University of Wisconsin Oshkosh Middle States accreditation At the start ofour quality program in 1993, we review. The university has devel- established more than 20 Work oped partnerships with Johnson Process & Johnson and AT&T. Both com- Improvement teams in variousdepartments. panies have loaned executives to Over time, effective communicationwas not help with QCI and both support maintained betweena number of these teams "QCI Graduate Associates," stu- and their department leaders,which impeded dents who work with QCI at their focus and impact. Rutgers and with the corporate partners to support QCI projects. Rev. Edmund J. Dobbin. Villanova University The goal for QCI is that quality

AAHE BULLETIN/MARCH 1998/15 department chair and faculty What would you do differently if you could roll back the clock? team members. The master's pro- I wouldn't worry about defining "customers" of gram has received initial the college, but would concentrate approval from the University of on defining Wisconsin System Office of key "stakeholders" and what drives their Academic Affairs. This success satisfaction with Babson. And I would integrate was attributed to using the CQI continuous improvement efforts into the process and supporting the pro- ongoing management processes of the college posal with appropriate data and rather than have quality seen as an additional, information. add-in process. Richard Voos, Babson College Hope for the future: In the next three to five years, the goal is that CQI will be more cultur- Each quality council is responsiblewithin their zones (e.g., painting, ally infused at UW Oshkosh and for three quality improvement ini-snow removal, light replace- that CQI principles, tools, and tiatives a year. ment). This new process has techniques will be used in all Leadership for quality: shown a 20% increase in general areas of the learning system. Chancellor Kenneth A. (Buzz) maintenance and skilled trade Contact: Sam Adams, CQI coor- Shaw communicates something productivity (wrench time). The dinator, College of Education and quality-related each month campus has reacted with an through his publication increase in appreciative letters toHuman Services, University of Buzzwords. Annually, Syracuse the physical plant director. Wisconsin Oshkosh, Oshkosh, WI 54901; 920/424-7074; 920/424- announces a year-long "theme" Contact: Ann E. Donahue, to maintain momentum. This 0858 (fax); [email protected] director, SUIQ and Human .uwosh.edu. year's theme is "continuous Resource Development, Syracuse improvement through continu- University, Skytop Office ous learning," and every Building, Syracuse, NY 13244; These nine profiles offer but a employee is expected to dedicate few examples of the CQI work 1% of work time to learning 315/443-2488; 315/443-1063 (fax); that continues on campus. New opportunities. [email protected]; www.syr.edu. initiatives are being launched at places like Andrews University, Quality training: Syracuse where the first quality improve- requires all staff to attend five University of Wisconsin ment council meeting was held days of training. Corning, a busi- Oshkosh last month. And mature initia- ness partner with Syracuse, sup- Then and now: The University tives are receiving external plied a curriculum that was of Wisconsin Oshkosh quality ini- recognition Northwest modified for the university (pri- tiative began in 1992 and has Missouri State University was marily by a translation of the recently been reformulated. awarded the Missouri Quality language to terms more comfort- Moving from an early effort that Award in 1997. able for the academic commu- involved more than 70 improve- The initiatives profiled here nity). Syracuse decided to invest ment teams, CQI at Oshkosh nowindicate that CQI is alive and in its own talent for the delivery allows demand to drive projects well, albeit in different forms of quality training, and imple- and programs so CQI principles from a few years ago. If this sam- mented a peer-to-peer training and tools can be used most effec- ple is representative, CQI seems program. tively to produce change. To facil-to naturally evolve from a focus Results: Since Syracuse itate this approach, the new CQI on short-term process improve- launched SUIQ in 1992, 3,232 Council consists of 14 people (pri- ment projects in primarily staff have completed more than marily middle managers) from administrative areas to long- 110,460 hours of quality train- academic departments, adminis- term initiatives of strategic ing. More than 50 process trative areas, and the student importance for student learning improvements occurred in 1996 body; the initial CQI Council and institutional effectiveness. and 1997. included only high-level adminis- CQI in higher education has trators, the chancellor, and the matured into an enabling device Administrative project: for the attainment of strategic Physical plant services were CQI coordinator. goals and objectives a means redesigned from a centralized Academic project: Recently the to an end, not the end itself. system to a zone management CQI process was used to develop process to serve the 4,000 staff a new graduate program in Please let me know about your and 10,000 students at the uni- English (the original program campus initiative. I can be versity. Six zone teams, each with was discontinued more than 25 reached at 202/293-6440 x40; offices in its campus area, are years ago). The project involved 202/293-0073 (fax); sengelkemeyer responsible for all maintenance 20 hours of training for the @aahe.org.

16/AAHE BULLETIN/MARCH 1998 AAHE NEWS Staff phone extensions in parentheses.

AAHEAssessment Forum copies for colleagues, or ques- dent or CAO should submita let- 1998 Conference tions about the conference, con- ter of interest (one to two pages) tact Kendra LaDuca (x21), projectdescribing what the institution Update assistant, [email protected], or hopes to gain and can contribute. visit AAHE's website. See you in "Innovations in Faculty Cincinnati! Work Life" aims to reexamine the nature of academic personnel AAHE Forum on Faculty Roles & Rewards policies. The project is looking for campus teams of five to eight fac- New Pathways IIulty and administrative leaders AAHE's New Pathways project (and perhaps trustees) from four- has completed its inquiry phase, year institutions. To apply, the "Faculty Careers and president or CAO should submit Employment for the 21st an abstract (one to three pages) Century," and now enters a sec- describing how the team would ond, action-oriented phase, work with the project staff to "Academic Careers for a New explore, create or modify, imple- Century: From Inquiry to ment, and evaluate approaches. The 1998 AAHE Assessment Practice." In this phase, "New Six to eight teams will be chosen Conference, June 13-17, in Pathways II." AAHE is collabo- to participate by fall 1998. Cincinnati, Ohio, offers an array rating with the new Project on Deadlines. Send all materi- of programs. Bruce M. Alberts Faculty Appointments at als to Project on Faculty of the National Science Academy, Harvard University, staffed by Appointments, Harvard Graduate Judith Eaton of the Council for Richard Chait, James Honan, School of Education, 14 Story Higher Education Accreditation, and Cathy Trower. AAHE will Street, 5th Floor, Cambridge, MA and AAHE's Margaret A. Miller concentrate on post-tenure 02138. For the "Profile" grant, will give provocative plenaries to review and the tenure process, send your letter to Cathy A. set the stage for lively conversa- staffed by Forum director R. Trower by April 15, 1998. For the tions. A final highlight will be Eugene Rice (x37) and RIT's "Innovations" grant, send your National and International Christine M. Licata, and dis- abstract to James P. Honan by Horizon Sessions pointing seminate the work of both efforts.May 31, 1998. toward the future of assessment. For more about New Pathways For application details, con- The four conference strands II, watch the AAHE Bulletin. tact Holly Madsen, coordinator, will offer interactive, concurrent, The Harvard Project Project on Faculty Appointments poster, and roundtable sessions announces $5,000 Challenge at Harvard University, 617/496- centered around themes intro- Grants available for institutions9348, [email protected]. duced in keynote introductory participating in either of two presentations: research programs, funded by 0 "Assessment of Powerful The Pew Charitable Trusts: TLT Group Pedagogies: Classroom, "Profile of Faculty Workshops Campus, and Beyond" Appointment Practices" will The TLT Group announces three I "Assessment of Programs and develop a national database Teaching, Learning, and Units: Program Review and about faculty appointment, pro- Technology Roundtable "Levers Specialized Accreditation" motion, tenure, and attrition for Change" workshops for 1998. 0 "Assessment Within and Acrosspolicies. In 1998, staff directly The flagship TLTR program Institutions: Institutional responsible for collecting faculty brings together a cross-section of Effectiveness and Regional personnel data and the CAOs the collegiate community to start Accreditation" from 10 grantee campuses will local TLT Roundtables: April 3-4 0 "Information to Action: Askingdesign a common report form. In hosted by Piedmont College, June Good Questions, Generating 1999, these pilot institutions will 4-5 hosted by the University of Useful Answers, and use the template to collect data, Central Florida, and the Ohio Communicating Well" share difficulties, and devise Regional on October 8-9. For AAHE members receive pre- revisions. The project is looking more information about these view and registration informa- for five 4-year colleges and five events and hosting other TLT tion by mail. For additional universities. To apply, the presi- Group activities, contact Amanda

122 AAHE BULLETIN/MARCH 1998/17 Antico(x38),director, antico@ support each principle. Quality Inatatioes tltgroup.org. Please send your ideas about the principles or about programs Summer Academy AAHE Assessment Forum that support the principles to ScottAAHE's Quality Initiatives will Brown(x30),graduate student be hosting its third annual Student assistant, [email protected]. Summer Academy at Marriott's Learning Mountain Resort in Vail, Colorado, June 27-July1, 1998. The AAHE, ACPA, and NASPA Mem hersllip Joint Task Force on Student The Summer Academy is a Learning will garner responses Directory team-oriented experience, drawing participants from as many as from conferees to its draft report A new directory, scheduled for 30institutions per year. Each at the March national meeting of release in the fall, will offer con- each organization. After further team arrives with a specific pro- tact information and more for ject focused on some aspect of revision, the report will be for- AAHE's8,500+members. AAHE mally presented at the June "Organizing for Learning." has contracted with the Bernard The academy will describe the 1998AARE Assessment C. Harris Publishing Company to essential elements of the Conference. produce the directory; members Ten principles that provide a Organizing for Learning concept receive a questionnaire from and address impediments that foundation for institutional initia- Harris in the mail. Watch for participants may encounter as tives to improve student achieve- your questionnaire and return it they strive for change at their ment through collaboration have by the deadline to ensure that home institutions. Former partic- been identified in the report and your entry is correct and com- ipants have tackled far-reaching are available on the "Assessment" plete. Staff from Harris will later goals: page of AAHE's website. From contact members to verify the development of an academic March to May, the task force asks data. If you would prefer to be plan reflecting the fundamen- for your help in refining the princi- omitted from the directory, please tal goal of becoming a learning- ples and describing collaborative contact Mary C. J. Schwarz (x14), centered university; programs between academic director of membership and mar- review of general education affairs and student affairs that keting, [email protected]. goals, and development of learning outcomes to match those goals; SiteSeeing development of drafts of institutional vision and mission This month, quality sites compiled by Sharon La Voy (x20), doctoral statements reflecting a new intern, AAHE Quality Initiatives. statewide mission and a focus on student learning. AAHE www.aahe.org Click on "Quality." Includes information on CoordNet with links to Information about the1998 member institutions and the Summer Academy. Summer Academy, including an application and a list of participat- American Productivity & Quality Center www.apqc.org ing institutions from past acade- International benchmarking clearinghouse offers programs and mies, can be found in the resources, including an institute for education best practices. "Quality" section of AAHE's website. For additional information, Babson College Continuous Quality Improvement contact Susan West Engelkemeyer and Reengineering www.babson.edu/quality/index.html (x40), director, sengelkemeyer@ Babson's program is detailed in this well-organized, extensive resource. aahe.org. Center for Quality and Professional Development at Belmont University www.belmontedu/buspartkenter_for_quality/index.html www.aahe.org A description of the center's mission and programs such as staff training and partnerships with local businesses. Books Online AAHE has joined bookseller The Malcolm Baldrige National Quality Award Barnes & Noble in its Book www.quality.nist.gov/docs/edpilot/edpilot.htm Benefits Network to provide a In 1995, pilot criteria for education were proposed: see this page to view virtual bookstore on AAHE's criteria and send feedback. An education award may be established with website. AAHE will receive a sufficient feedback and interest. commission of up to 7% on every book bought from Barnes & Quality Resources Online www.quality.org Noble through AAHE's link. To Quality Progress qualityprogress.asq.org Links to hundreds of quality resources, not specifically on higher educa- access the bookstore, click the tion. Book titles, discussion groups, TQM projects, and much more. "BarnesandNoble.com" link on AAHE's homepage or look for Send your favorite websites to [email protected]. featured titles throughout Upcoming columns: international sites, faculty, teaching, and more! AAHE's website. continued on p.20 18/AAHE BULLETIN/MARCH 1998 123 110115oardAccreditation Council (TEAC), sponsored initially bkf by the Council of Independent Colleges led by by Ted Marchese Allen Splete. ...TEAC has funding lined up and looks to be in business later this year.... You'll Welcome back for news of AAHE members (names hear lots of talk about "teacher professionalism" in bold) doing interesting things, plus news of and "standards" (NCATE) and about "campus note ... send items by mail or fax or to mission- and "outcomes" (TEAC), but the fight [email protected]. ahead will be as much about politics and power as about educational values. PEOPLE: I'm not sure this implies "happier pastures," but Neal Lane is moving from his NSF MORE PEOPLE: It's the season for naming new directorship to the White House, nominated for presidents, of' fresh hope for leadership science advisor to the president.... A belated transitions, so let's wish the best fbr new happy 50th anniversary to our members and appointees David Bell (Macon State), Janet friends at the Educational Testing Service ... ETS Day (Art Institute of Atlanta), John Halstead is making the transition from decades of #2 pencils(Mansfield), Thomas Kepple (Juniata), Robert ("No stray marks!") to an era of PC-based Kustra ( Eastern Kentucky), Robert A. Miller assessment on demand and instant Nazareth ), John Scott Colley ( Berry), scores ... Blandina Cardenas of and John Roush (Centre), plus AAHE's board chairs the ETS board this Dartmouth's Lee Pelton to the year.... North Central's new board chair Willamette presidency, and Spelmans is Oakton CC president Margaret Glenda Price to the top post at Detroit's Marygrove.. . .On another Burke Lee. ...CUNY-Queens provost and mathematician John Thorpe takes plane entirely, Maryellen Weimer, over as chief exec of the National Council long-time editor of' the Teaching of Teachers of Mathematics April 13.... Professor newsletter, left Penn State's I enjoyed a recent chance to learn more Lane main campus for a five-year term at its about the "Urban 13.- an alliance of Berks campus (in Readingh teaching major public urban universities. chaired introductory required courses to by chancellor Greg O'Brien of the incoming students, practicing (and testing) what she's been writing about University of New Orleans .. . like others. UNO now sports a string of all these years. corporate and governmental collaborations that help offset shrinking SHARED GOVERNANCE: Our state support.... Also profited from Faculty Roles & Rewards conference in Roger Clark's annual report for the 12- Orlando (Jan 29-Feb 1) ended with a university CIC, which helped me grasp Pelton "debate" of sorts between UVA the powerful ways technology expands president John Casteen and the AAUP's the possibilities for interinstitutional cooperation. Mary Burgan, which convinced me (at least)

. . Her colleagues in assessment note with delight that this is a topic people haven't thought about (but not surprise) the news that Barbara in a while but that we'll hear lots more about in Fuhrmann, after leaving Virginia Commonwealththe months ahead .. .which will be all to the for a professorship at LSU. was asked to take over good, as today's onrush of new competitors and the deanship of LSU's ecl school.. .. Finally, a tip delivery systems strains campus decision- of the hat to T1AA-CREF senior research officer making systems. . . . Tom Ingram of the (and hinder of helpful studies) Frank King, who Association of Governing Boards has put retired at the end of February together a high-level panel to issue a report on the topic. with former ACE president Robert TEAC vs. NCATE: The whole idea of competition Atwell as chief consultant (Bob was there for within the world of accreditation was all but the debate) Mary took time to remind unheard of before the 1990s. but now we have everyone that AGB and ACEcodeveloped the new accreditors for liberal education (AALE), 1966 AAUP "Statement on Government of business, and nursing soon to be joined by Colleges and Universities.- . . . Many of that teacher education. long dominated but never statement's themes were elaborated in a 1971 AAHE report (now out of' print) by Morris ruled by NCATE . . . some 700 colleges, plus some of the top-ranked ed schools, never sought Keeton. Shared Authority on Campus. ...One NCATE's approval.. ..Now some big schools of the things you immediately notice comparing ( Michigan, Indiana, and smaller colleges are today's debate with earlier documents is that combining to f'orm a Teacher Education students aren't in the picture these clays. BE continued from p.18 Scroll to the "Recent and Upcoming Conferences" section Important Dates AAHE Forum on Faculty Roles & Rewards and click on "titles" under the FFRR heading. 1998 National Conference on 1998 Conference Higher Education. Atlanta, GA. There wouldn't be a Forum March 21-24. Outcome without the encouragement, faith- Some 1,100 administrators and ful support, and guidance of the 1998 TLT Group "Levers for faculty from 48 states and seven Fund for the Improvement of Change" Workshops. foreign countries (including 578 Postsecondary Education Piedmont College. April 3-4. members of campus-based (FIPSE), through two 3-year University of Central Florida. teams) gathered last month in grants.-In this sixth year, AAHE June 4-5. Orlando for the sixth AAHE thanks FIPSE for the support that Ohio Regional. October 8-9. Conference on Faculty Roles has helped make the Forum self- & Rewards: "Faculty Work in sustaining, with a viable future. 1998 Assessment Conference. Learning Organizations." For Cincinnati, OIL June 13-17. information on conference ses- Mail registration deadline. sions, publications, or audiotapes www.aahe.org May 22. or to be included on the mailing Members-Only Registration refund deadline. list for the 1999 meeting in San May 22. Diego (January 21-24), check Page Special hotel rates. May 22. AAHE's website or contact Visit the Members-Only section of Pamela Bender (x56), program AAHE's website for excerpts from 1998 Sununer Academy. Vail, coordinator, [email protected]. AAHE publications, the Bulletin in CO. June 27-July 1. Selected conference publications text and PDF formats, and a list of 1998 AMIE Black Caucus can be ordered through the links to other resources. Now just Study Tour to South Africa. Barnes & Noble virtual book- enter your name, institution, and July 16-August 2. store on AAHE's homepage. email address for access.

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April/1998 Volume 50/Number 8

Misperceptions What a College Education Costs ...Who Pays BY GEORGE GOETHALS AND CYNTHIA FRANTZ

And Who Benefits BY THE NEW MILLENNIUM PROJECT

What Learning Communities Teach an essay by John T Masterson

III MI AK l'MINI MOM Mk. ,I== MIL IIMME =11 .1I MiMr M= ANIMML41 W An= A InnWI II BOARD BALLOTS AARE NEWS BULLETIN BOARD /MINIM IN, -- ...., DUE MAY 22 by Ted Marchese .- AMERICAN ASSOCIATION FOR HIGHER EDUCATION 126 In This Issue 3 Thinking Seriously About Paying for College:The Large Effects of a Little Thought Students fed data on costs and subsidies deliverhigher ratings of "value." by George R. Goethals and Cynthia McPhersonFrantz 8 Learning Communities, the Wizard, and theHoly Grail The power of collaboration in learning. by John T Masterson

10 Reaping the Benefits: Defining the Public andPrivate Value of Going to College by the New Millennium Projecton Higher Education Costs, Pricing, and Productivity

Departments

14 AMIE News... .. conferences .New Pathways II...Board election...and more

15 Bulletin Board/by Ted Marchese

AAHE BULLETIN April 1998/Volume 50/Number 8 Editor: Theodore J. Marchese Managing Editor: Carrie Witt

AAHE Bulletin is published by the American Association for HigherEducation, One Dupont Circle, Suite 360, Washington, DC 20036- 1110; ph. 2021293-6440; fax 202/293-0073. President: Margaret A. Miller.Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subjectto editorial review. Guidelines for authors are available by calling 510/271-8164, item 11.

AAHE Bulletin (ISSN 0162-7910) is publishedas a membership service of the American Association for Higher Education, a nonprofit organization incorporated in the District of Columbia. Periodicalspostage paid at Washington, DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications.Subscriptions for AAHE Bulletin without membership are available only to institutions: $35 per year, $45 outside the UnitedStates. AAHE Bulletin is published 10 times per year, monthly except July and August. Back issues: $5 each, including postage, while supplieslast. AARE Bulletin is available in microform from University Microfilms International. Printed in the United Statesof America. POSTMASTER: Send address changes to A.AHE Bulletin, Attn: Membership Dept., One Dupont Circle, Suite360, Washington, DC 20036-1110. 1 2 7 Production assistance provided by lintek OfficeSolutionsElectronic Imaging and Design. Printing by HBP. Cover concept by Dever Designs. Thinking Seriously About Paying for College The Large Effects of a Little Thought

by George R. Goethals and Cynthia McPherson Frantz

The high price of how much it costs to produce attending college has their undergraduate education. generated a great deal We suspected that they know of discussion and some very little and that being clued in heated controversy in might change their thinking. The recent years. In 1996 Newsweek facts are these: Colleges and uni- carried a cover story with a head- versities subsidize their students' line proclaiming "$1,000 a week: educations to a high degree, espe- the scary cost of college." A recent cially when the costs of land, Boston Globe column pictured a buildings, and equipment are family hunched over a table with considered. The subsidies, funded a tuition bill and a calculator, try- by state allocations or by private ing to figure out how to pay. endowments and alumni contri- While economists have written butions, are particularly large at thoughtfully about the issue of elite colleges and universities. college affordability, the media For example, the 10% of public George R. Goethe ls is professor of psychol- have fed the popular conception ogy at Williams College, Department ofschools that provide the most that college prices are unreason- Psychology, Williamstown, MA 01267; generous subsidies actually sup- able, unjustified, and unpayable. [email protected]. port 94.5% of the total cost of pro- In the context of thinking seri- ducing their students' educations; ously about the ways colleges the 10% most generous private and universities ought to institutions subsidize 75.3% of approach the difficult issue of their students' educations. How pricing, it might be helpful to much do students know about know something about the way these subsidies, and how might students think about the information and thought about amounts they pay and what they them affect students' judgments get for their money. Our research of the fairness of the price of suggests that although students attending college? tend to think that colleges and We explored these questions universities charge too much, a with students at an elite private little information and a little liberal arts college in a North- thought often lead them to eastern state and at an elite pri- change their opinions. vate university in a Southeastern state, and at the flagship public The Impact of Subsidy university in each state. We first Cynthia McPherson Frantz is labora- Information tory instructor at the University ofasked students to indicate how Our first studies asked Massachusetts, Amherst, MA 01003; "reasonable" versus "unreason- whether students understand [email protected]. able" they rated their own

128 AAHE BULLETIN/APRIL 1998/3 school's total student charges. the private school's chargesas view of private colleges and uni- Then they were asked to estimateconsiderably more reasonable versities. They seem to believe how much they thought their than before, but they did not that like other private enter- school spent on the total under- change their judgment about the prises, these schools makea graduate experience of each stu- reasonableness of the public profit that is, that private dent, considering all costs, school's. In fact, the students at schools take in more per student including instruction, room and the two Northeastern schools than they spend on each stu- board, financial aid, athletics, ended up rating both schools in dent's education. After students health services, and "the portion that state, the public and the pri-learn about the substantial sub- of services such as the library vate, as being equally reasonablesidies private schools provide, and computer center, buildings in their charges, although the they judge the schools' pricesas and grounds, and administration subjects initially thought that more reasonable. Clearly, there that supports instruction." Next, the public school's charges were is a story to tell that many pri- subjects were told the actual significantly more reasonable. Allvate colleges and universities are amount their school spent, and four groups of students ended upnot getting across. the percentage of that cost subsi- thinking that prices at both of dized by state funding or private the schools they rated were moreWhere Students Think endowments or gifts. (The stated reasonable than unreasonable. the Money Goes subsidy amounts were conserva- Similar findings were obtained It is unsettling that so many of tive estimates based on operating our students begin with such lit- budgets and annual capital tle information about college spending figures. In all cases, the While econoMists financing. When students say subsidies exceeded total student they believe a school spends charges, by an average of nearly have written much less per student than it 100%.) Finally, subjects were thoughtfully about charges, do they really think that asked to rate the fairness of their the_issue of college the school is making a profiton school's charges again. In addi- each student and saving the tion, students at the private uffordability, the money or using it for noneduca- schools were asked these same media have fed the tional purposes? Obviously if stu- questions about the flagship pub- popular conception dents think that, they have little lic school in that state, and vice idea of the way the economics of versa. that college prices higher education works. We The results for all four groups are unreasonable, thought it might help to ask of subjects were remarkably con- ,uirjustifled, and them specifically what they think sistent. First, students generally happens to this imagined "profit." rated their own school's charges unpayable. We studied this question with as more reasonable than unrea- students at a New England pri- sonable. Second, for the most vate liberal arts college and a part, students underestimated from a group of public school New England public university. the degree of subsidy, especially teachers in the Northeast who Subjects were asked to estimate the private school subsidies. In were asked the same questions how much their own school and fact, while the students at the about the Northeastern college the other school charged each private liberal arts college in the and university. student, and how much each Northeast understood that their Taken together, these findings school spent per student to pro- school provided a subsidy suggest that students and schoolvide the total undergraduate though they underestimated its teachers perceive the finances ofexperience. If they estimated magnitude students at the public institutions to be differentthat the amount spent was more other three schools thought that from those of private institu- than the charges, they were the private school they judged tions. They are aware that publicasked where they thought the charged about $10,000 more thanuniversities subsidize undergrad-extra funding came from. If they it spent per student and thus wasuate educations. They underestimated that the amount spent making a large profit on each stand that providing a publicly was less, they were asked where one. Students were aware that a supported education is, in some they thought the unspent money subsidy existed at the public measure, the institutions' role in collected from each student went. school they judged, but in some society. Thus, they do not judge a At the private college, 45% of cases they underestimated its public school's prices differently the subjects believed that their size by as much as $12,000. once they learn the actual school charged more than it Our major finding, however, amount of its subsidy, even if spent on their education; at the was that after students were toldthey had underestimated that public university, 81% of the sub- about the degree of subsidy subsidy by a large margin. jects believed the same about which was actually somewhat On the other hand, many peo- their school. Interestingly, this higher in percentage terms at ple, including the students who group of public university stu- the public schools they rated attend them, have a different dents was much less aware of

0 (-1 4/AAHE BULLETIN/APRIL 1998 L.1 the state subsidy than were the "total undergraduate educationalpletely fair; some felt frustrated students in our earlier studies, experience" as they defined it. by the high price but still felt it but we really do not know why. was fair. A smaller portion were There are quite likely year-to- What's Reasonable vs. very angry and frustrated by the year variations in the kind of What's Too Much price and felt it was too high. information students receive In view of many students' lim- At the public university, stu- about the finances of their insti- ited understanding of the way dents judged reasonableness in tutions. In any case, many stu- higher education is funded, we terms of family income and the dents believed that their own decided to clarify their basis for quality of their educational expe- school charged more than it assessing student charges. We rience. Because they felt their spent on them. Where did they asked groups of students at the family (described mostly as "mid- think the extra money went'? New England schools to judge dle class") was hard-pressed to Among the private school stu- whether the amount they were pay educational bills, and dents, the most noted uses for being charged was "fair and rea- because they were somewhat less the excess funds were building sonable" or "too much." In gen- than completely satisfied with and grounds maintenance, new eral, their ratings were a bit their educational experience, construction, faculty salaries andcloser to "too much" than to "fair these students felt more skepti- "overpaid executives," financial and reasonable," but individual cal and negative about the justi- aid, recruiting and advertising, responses varied considerably. fiability of the high price. Also, emergencies, and helping the they were much less likely to local community. These think in terms of future earning responses indicate that subjects potential. Finally, they men- were thinking in a limited way At the private tioned frequently that their uni- about the costs of producing the college, 45% of the versity's charges were much undergraduate experience. They subjects believed higher than those of other state realized that more money was universities around the country. actually spent than was charged, .that t4eir school Considering both groups of but they simply judged some of charged more than students, it seems that ability to those expenditures as unrelated it spent on their pay, the quality of the experi- to their education. Other subjects ence, what similar schools are offered alternate explanations. education; at the charging, and, for the private Some 25% of them believed that public university, school subjects, future earning the imagined profits were being 81% of the subjects potential are the key considera- kept and invested by the school, tions. With these factors in mind, to add to the endowment. That believed the same most students feel that although is, significant numbers of the pri- about their school. the price of their undergraduate vate college students believed education may be too high, it is that their college built its endow- worth paying. That is, it is both ment by overcharging its stu- We also asked them to list the fair and reasonable, on the one dents, rather than used the factors they considered in judg- hand, yet still too much, on the endowment to subsidize their ing reasonableness. other. How students balance undergraduate experience. At the private school, the mostthose two perceptions determines At the public university, stu- frequently mentioned considera- their overall feeling about the dents who thought they were tions were family income, what fairness of the charges and, ulti- charged more than was spent on other schools charged, the qualitymately, their overall evaluation their experience typically men- of the students' current experi- of the institution that asks them tioned athletics as the place ence, curricular and extracurricu-to pay those charges. where imagined extra funds werelar opportunities, and their diverted. They also mentioned in future earning potential. Are Students Willing to significant numbers administra- Students felt that charges were Pay Less and Get Less? tion, salaries, new programs, andtoo high in relation to family Clearly, students think about campus beautification. Many of income but not in relation to the the reasonableness of what they these students were bitter and quality of their experience, the pay in terms of what they get. sarcastic in their discussion of cost of other schools, and the But that is not their only consid- college finances. Like the major- potential for future earnings that eration. Even if they feel they get ity of the private college stu- would come with their degree. a lot and that what they get is dents, it's not that the public Students rarely mentioned the fairly priced, if students also feel school students thought the uni- rate of increase in the price for that they or their family simply versity wasn't spending the college in relation to other prices. cannot afford their education, money it collected from them; In fact, some reported that col- then they believe the price is too rather, they believed that the lege prices should be judged as a high. Do our findings mean that funds were directed toward areasunique kind of expense. Most stu-students would feel better about that had little to do with the dents felt that charges were com-the price if it were lower but

1 3 0 AAHE BULLETIN/APRIL 1998/5 they correspondingly got less vices. That is, they indicated a subsidy? Was it considering pos- undergraduate experience for moderate willingness to increase sible adds and cuts? Is it possible that lower price? That is, that the price and add, but a distinct that both affected perceptions their schools are charging for unwillingness to lower the price separately, or was the combina- and delivering a Cadillac edu- and cut. It seems clear that tion important? A further study cation, but they would prefer to although students think that thewas undertaken to answer these pay for and get a Buick or even aprice they are being charged is questions. Chevrolet? We thought it was somewhere between "fair and worth asking. reasonable" and "too much," theyInformation About Our first study exploring this are very reluctant to set a lower Subsidies, Adds, and question asked groups of stu- price if they get less for it. Cuts: The Impact on dents at the New England Of considerable interest were Recommended Prices schools to rate the reasonable- these students' answers to the The next studies of perceived ness of the price of their school, final question, what their school reasonableness and recom- and then again after they should be charging. Recall that mended price were also con- received subsidy information. Wethis question had been asked at ducted at a private college and a also asked them after their first the beginning of the survey as state university, but in a differ- rating to indicate what they well, just after students first ent manner. The previous studies thought student charges at their rated the reasonableness of the were conducted in laboratories school should be. We then asked where we provided all the infor- them to consider the conse- mation orally, sometimes with quences of either increasing supporting overheads; subjects those charges and adding faculty Even if they feel they wrote the information we pro- and other services, or decreasing get a lot and that vided on their answer sheets. the charges and making cuts. This procedure maximized the Specifically, on the basis of work what they get is extent to which subjects paid done by a "priorities and resourc- fairly priced, if stu- attention to the information pro- es" committee on one of the cam- dents also feel that vided and the questions we puses, subjects were told that a asked about it. The studies took student-faculty-administration they or their family 15 to 20 minutes each. committee had considered the simply cannot This time, our research was consequences of raising or lower- afford their educa- conducted in student dormitories ing student charges by $1,000 or during classes. Students were at the private university or by tion, then they asked to take five minutes to $300 at the public university. We believe the price is complete a survey. It is impor- explained that the school's sub- too high. tant to note that because stu- sidy would remain unchanged, dents were now simply reading but the school's budget would be and answering a written survey, either augmented or cut by 2%, there was some risk that the with corresponding additions or school's price. On average, stu- whole procedure would have less subtractions to faculty staffing dents at the public university impact and capture less of their levels; financial aid; support in raised their recommended price limited attention. Still, it seemed the computing center, the library,at the end of the survey from worthwhile to find out whether and audiovisual services; and about $7,300 to $9,700, or 33%, this approach, too, would cause maintenance funds. The subjects just a few hundred dollars less students to reflect enough to considered first the adds and than the actual price of $10,000. affect their judgments. then the cuts, or vice versa, and Similarly, students at the private There were two versions of the indicated how willing they were college raised their recommendedsurvey. A subsidy version first to increase or decrease the price price from $21,900 to $25,000, or asked subjects to rate the reason- of their education. Then subjects 14%; they were still not recom- ableness of the 1997-98 sticker were asked again to rate the rea-mending the actual price of price for their school $29,350 sonableness of the student about $28,000 but were much for the private college, $10,000 charges and to indicate a second closer to it. for the state university. Then time what they thought the price The increases in recommendedsubjects were asked to recom- should be. price are intriguing. They come mend what their school should be The subjects were quite disin- on the heels of the students' charging and to estimate the clined to cut the price if doing so learning about the school's sub- amount they thought it spent per would mean a loss of faculty, sidy and their considering cuts student for the "total undergrad- financial aid, computer support, for a reduction in price and an uate educational experience." etc. Interestingly, they were sig- increase in price for additions. Then we gave them the actual nificantly more willing to Which of these two exercises led cost information. Last, they were increase the price if doing so students to raise their suggested asked to again rate the reason- meant adding faculty and ser- price: Was it learning about the ableness of the actual price, and , 61AAHE BULLETIN/APRIL 1998 again to recommend the price price of an undergraduate educa- consequences of raising or lower- that should be charged. An tion with some degree of ambiva-ing tuition makes them recom- add I cut version of the survey lence and tend to see it as mend a higher sticker price. explained the adds or cuts in fac- slightly too high, at least two Our studies have identified ulty and services that would procedures that make them one other interesting indication accompany a $1,000 (private) or think a little more seriously of the extent to which student $300 (public) increase or decrease about college finances change judgments can be affected by just in tuition, assuming no change in their perceptions by several a little bit of consideration of col- the school's subsidy. Both before thousand dollars. lege finances. In two of our stud- and after they considered the One important finding is that ies, we asked subjects to adds and cuts, the students also students know very little about estimate what it cost the school were asked to rate the reason- the economics of higher educa- to produce their educational ableness of their school's sticker tion. Most think that schools experience, then we asked them price and to recommend what thecharge more per student than to indicate how reasonable they school should be charging, as in the school spends on each stu- would rate the price charged if the subsidy version. dent's undergraduate experience.their cost estimate were correct. At both schools, subsidy sub- A sizeable proportion think that That is, they were to re-rate the jects increased their reasonable- schools make a profit from stu- price after having thought about ness rating in ways that were dent charges, which they use for and estimated the cost but before similar to past studies. Even they learned what the real cost though in this new survey proto- was. At the private college, sub- col they participated in a proce- One important jects judged the charges as sig- dure that commanded less of finding is that nificantly more fair and their attention, they still rated students know very reasonable after simply estimat- their school's sticker price as sig- ing costs. This was more true for nificantly more fair and reason- little about the students who estimated that the able after learning the extent of economics of higher college spent more than it its subsidy of their education. On education. Most think charged, but it was also true to average, the private college stu- some degree for students who dents raised their recommended that schools charge estimated that the college spent price from $24,900 to $26,400, an more per student than less. Thus, merely reflecting on increase of 6%. The state univer- the school spends on the fact that schools have costs sity students raised their recom- can increase students' reason- mended price about 11%, from each student's ableness ratings. $8,400 to $9,300. undergraduate One obvious but notable The add I cut subjects increased experience. aspect of all the findings dis- their reasonableness rating of the cussed here is that all of the pro- sticker price to almost the same cedures we used to ask students degree as the subsidy version sub-investment, the construction of to think about college finances jects. The add/cut students also new buildings, or support for the led them in the same direction: raised their recommended prices. community. Because students' to judge student charges as more At the private college, there was opinions about the reasonable- reasonable than before. Perhaps an impressive increase of $2,500, ness of charges or the ideal other thoughts lead them in the or 10%, from $24,600 to $27,100. sticker price are based on such other direction, to rate charges At the state university, the misinformation, it turns out that as less fair and reasonable. increase was 6%, from $7,800 to the opinions are highly unstable Certainly, students are capable $8,250. In short, the exercise of and variable. One consequence ofof becoming more outraged than asking private college students to this instability is that anything they are now. But it may be that consider the consequences of rais- that causes students to think a range of things they learn ing or lowering tuition without about the realities of college about the realities of the econom- changing the subsidy has an finances can lead them to make ics of higher education will lead effect by itself very much like the more considered judgments them to judge student charges as effect of asking them to judge about what charges are appropri-more fair and reasonable. sticker price in light of subsidy ate, and perhaps make them Further research awaits. information. realize that they go to school in a Acknowledgments complex environment that Funding for this paper was provided Thinking About the deserves more careful thought by the Andrew Mellon Foundation Economics of Higher than heated emotion. In our through the Williams Project on the Education and Judging research, we find that causing Economics of Higher Education. We thank Ethan Lewis and Lindsay Student Charges students to think about the Tucker for their help in conducting Taken together, the results of degree to which their school sub- the research herein reported, and our studies suggest that sidizes their education or about Gordon Winston for his overall although students react to the the budgetary and programmatic guidance and support.

Q AAHE BULLETIN/APRIL 1998/7 4.. Learning Communities, the Wizard, and the Holy Grail

by John T Masterson

The Wizard of Oz especially on student retention, taught the Cowardly get the attention of academic Lion, the Tin administrators, who now see Woodsman, the ./ learning communities as the Scarecrow, and newest weapon in the war on Dorothy that the answers they attrition. To stop there in one's sought were discoverable within assessment, however, is to miss themselves. Countless colleges the point. are discovering that same truth through learning communities. The second reason speaks to Learning communities, which why learning communities work, link two or more courses around and it's more subtle and power- a unifying issue or theme, are ful. They work because of the sprouting up in institutions power of collaboration, only frac- spanning the educational spec- tionally realized up to now trum. Through learning commu- because of the departmentaliza- nities, faculty are discovering a John T Masterson is vice provosttion and compartmentalization of systematic, intellectually excit- for undergraduate affairs at thecollegiate life. Learning commu- ing, and humane way to improve University of Miami, PO Box 248033, nities are a programmatic learning, and in doing so are Coral Gables,FL33124-4628; expression of a simple but elu- teaching us all a lesson in how to [email protected]. sive truth: We educate better run a university. when we discuss with one another the outcomes we seek and the meanswe In January, capitalizing on our own experience have collectively to achieve them. with learning communities, the University of In my role as professor, I publish and teach in Miami hosted a conference, "Transforming the area of small-group communication. The litera- Campuses Into Learning Communities: Building ture on group problem solving is conclusive on the Bridges and Overcoming Barriers." We had hoped following points: (1) Almost any problem-solving for 150 people; more than 600 attended. strategy is preferable to no strategy; and (2) the Many came as Seekers of the Truth about learn- first step in any strategy should be to define the ing communities. Believers and skeptics alike problem. In other words, to make the most effective grilled our presenters about theory, assessment, decisions, we first must agree on what we're decid- logistics, and the politics of organizing learning ing. This seems obvious, yet it rarely happens. communities. But why this enormous interest in Take, for example, the typical decision making the topic? Why the growing support from public about mathematics requirements. One way to get agencies and private foundations? Why do learning a group of academic heads nodding in unison is to communities multiply and thrive at the University suggest that our students need to improve their of Miami and elsewhere? There are two reasons. quantitative reasoning skills. If this conversation The first is simple: learning communities work. takes place in a curriculum committee, the next As research shows, learning communities are good step is usually to recommend an additional level of for students, who learn subject material better and mathematics coursework (to be determined by the form stronger social bonds; good for faculty, who faculty of the mathematics department). The fol- enjoy teaching with their colleagues; and good for lowing year, all students will take more mathe- the institution overall. Learning improves; satisfac- matics and, some might argue, improve their tion improves; retention improves. Positive effects, quantitative reasoning. So what's the problem?

8/AAHE BULLETIN/APRIL 1998 The difficulty is that we haven't really thought ment of scientific information, and collaborative through the problem in the first place and, accord- problem solving). The goals are to increase stu- ingly, didn't find the best solution. Exactly which dents' academic knowledge while improving their quantitative skills should most college graduates ability to interact in groups and use technology. master? Need these skills be the same for all stu- The overarching goal is to develop in students the dents? Chances are, each of us will have a differ- ability demonstrated by the faculty themselves ent view. Yet such differences are rarely explored. the ability to solve complex problems (and here is Instead, we have become conditioned to respond to the key word) collaboratively. almost any student academic need with "let's add a course." This is the kind of thinking fostered by learning On a broader scale, consider the usual modus communities. It focuses first on what we want stu- operandi for deciding on university general educa- dents to learn; it considers the human and other tion requirements. The president calls for reform. resources available to create an optimal learning The provost and the faculty senate ask deans and environment; it sets measurable objectives. It department chairs to select representatives for a requires faculty to collaborate across disciplinary university-wide committee on general education. boundaries. It seems like common sense but is Deans and department chairs consider who among radically different from business-as-usual on most their faculty is best equipped to provide thoughtful campuses. leadership as well as forceful advocacy, when neces- Generations of scholars have worked together sary, to protect the interests of their academic in learning communities of their own the com- units. Appointees understand, explicitly or implic- munities associated with academic disciplines, itly, their task: to protect the existing FTEs and, if represented on campus by academic departments. possible, generate new ones for the home depart- Contemporary learning communities do not and ment. Enrollments are, after all, academic currency. should not threaten the great traditions of mentor- Fortunately, many of us as faculty members ing and deep inquiry that those disciplines foster. can, at least in part, rise above the FTE subtext to On the contrary, learning communities can enrich consider the meaning of undergraduate education, and strengthen disciplines by linking them with weaknesses in our current offerings, and new chal- others. Our goal is synergy, not homogenization. lenges and opportunities such as ethics, oral and Academic departments and student affairs units written communication, critical thinking, new exist on our campuses so that students can learn. technologies, and diversity. Nevertheless, the out- The learning objectives may differ from office to come is likely to be a rehash of the old curriculum office, but learning remains at the core. Despite with a new twist here, a bell or whistle there a our common objectives, though, the notion that we rearrangement of existing courses, a couple of new might improve student learning by talking and act- courses, and something across-the-curriculum. We ing across departments and units has somehow rarely think beyond courses and credits. escaped us. Instead, we seek excellence by asking But the group communication literature sug- each institutional part to be the best it can be, gests that what we should be doing is approaching without much consideration of the other parts. the general education curriculum as an exercise in This thinking is folly. Students' experiences of a problem solving, in which questions should be campus are holistic. Each of our departments and asked such as: What should be the natural and each of our units, academic or student affairs, con- inevitable consequences of a student's successfully tributes to that experience and the resulting edu- completing the general education requirements at cational outcome. When it comes to student our institution? What knowledge and sets of skills learning, the best components do not necessarily will the student have mastered? The discussion of make the best whole; better, perhaps, but not best. these questions should be detailed and concrete To optimize the system, each part should be and ought to avoid any discussion of what courses designed with its relation to the whole in mind. students should take. The most fundamental principle of life organi- cism must drive curricular transformation. The science faculty of the University of Miami have proposed an experiment in undergraduate Many of the 600 faculty and administrators who science education that breaks the mold and could attended Miami's conference on learning communi- transform the education of science students at UM. ties were looking for a Holy Grail or a Wizard of Oz They have proposed to determine collaboratively a to dazzle them with insight. If they were paying set of realistic expectations that should be the nat- attention, they heard that, like the Cowardly Lion, ural and inevitable outcomes of two years of math- the Tin Woodsman, and the Scarecrow, we already ematics and natural science coursework for many have the answers within us, on our campuses. If bachelor of science students. The resulting consen- we can build consensus across divisional and disci- sus will address both content and process. The pro- plinary boundaries about what we want our stu- posed two-year curriculum will integrate subject dents to achieve during their time with us, it is a matter from mathematics and natural sciences, beginning. The learning community movement, blending it with the development of specific skills you see, is not about connecting courses; it's about (computing, writing, oral communication, manage- connecting us.

1 3 4 AAHE BULLETIN/APRIL 1998/9 Reaping the Benefits Defining the Public and PrivateValue of Going to College

The answer to "Who should pay?" begins with an accurate and inclusivepicture of who benefits from a college education. That catalogue of beneficiaries includes more than just students.

The New Millennium Projecton Higher Education Costs, Pricing, and Productivity

What are the ben- ponents of this position was of benefits resulting from the col- efits of going to Thomas Jefferson, whose writ- lege experience. college? This is ings about education broadly, one of the most and the University of Virginia in Changing Public important soci- particular, shaped public atti- Dialogue and Leadership etal and governmental invest- tudes and commitments to public Why should such a catalogu- ment questions of the post-Worldeducation in the nation's first ing of public and private benefits War II period. Beginning with few decades. matter? One important reason is the GI Bill and the growth of the Today, the typical discussions that, in the absence of a com- community college movement, about the value of higher educa- plete understanding of the full and continuing with present-day tion are not about the broad range of benefits, selective disin- discussions that range from dis- range of benefits that it provides. vestment in higher education tance education to tax-based Instead, these conversations tend becomes increasingly possible. assistance for college, who bene- to focus on the narrow topic of That is, if policymakers and the fits from college and how the private economic benefits public do not have the total pic- has been a recurring concern. that result from going to college, ture, other public policy priori- Today, these concerns are espe- such as higher salaries and bet- ties may gain more support than cially salient. Growing public ter jobs. Who is driving these dis-higher education. The experience scrutiny of higher education, cussions about private economic in the early 1990s, for example, combined with limited or reducedbenefits? The answer is, virtuallywhen state support for higher government spending, has everyone with a stake in the education declined because of ris- focused increasing attention on higher education enterprise ing costs associated with prisons the benefits of higher education, government officials, the media, and health care, is indicative of both from an individual and a the public, even higher education this tendency. In several states, societal standpoint. leaders. It is understandable thatfunding declines were accompa- these discussions focus on the nied by sharp tuition increases, Public Discussion of private economic benefits of edu- shifting more of the burden of Higher Education's cation. After all, putting a dollar paying for college to individuals, Benefits value on education puts a per- who are perceived as the primary Discussion of the benefits of sonal stamp on its importance beneficiaries of higher education. higher education has its roots in and makes the often arcane talk Another key reason for this the earliest days of American about policies and programs moremore complete cataloguing of higher education. The formative concrete for the public and for benefits is that much has discussions of higher education's policymakers. But what has been changed in terms of public and benefits were largely concerned lost in this contemporary dia- policymaker perceptions of higher with its public, democratic role. logue about higher education is a education. For instance, when the Among the most influential pro- balanced view of the total array Carnegie Commission on Higher

1WAAHE BULLETIN/APRIL 1998 135 Education was conducting the bulk of its work on costs and ben- About the New Millennium Project efits in the early 1970s, public The New Millennium Project on Higher Education Costs, attitudes about higher educa- Pricing, and Productivity is sponsored by The Institute for tion's social role were much more consistent with those of higher Higher Education Policy, the Ford Foundation, and The education leaders. Thus, the cre- Education Resources Institute (TERI). The project is a multi- ation of the Pell Grant program year effort to improve understanding and facilitate reform of in 1972 was a bipartisan effort the complex system for financing higher education. reflecting broad consensus. This Its first report, Reaping the Benefits, from which this article understanding of the public and is adapted, is intended to frame the succeeding project research private value of college continued and analysis. Subsequent work will examine trends over the throughout the 1970s, as last several decades in higher education financing and manage- reflected by the significant ment. Integral to this analysis will be an update and expansion increases in state appropriations of the groundbreaking work of the Carnegie Commission on for operating expenses of public Higher Education in the early 1970s, examining who pays for, higher education institutions and and who benefits from, higher education. Topics such as the the "high watermark" of funding for federal student grant assis- changing roles of tuition and direct institutional support, how tance in the late 1970s. subsidies differ by level and type of education, how patterns of Today, however, scrutiny of student financial aid have shifted, the impact of state account- higher education is increasing. ability initiatives, and the effects of these changes on access State efforts regarding institu- and quality in higher education will be addressed. The project tional accountability (largely also will examine how these baseline trends have impacted the begun in the 1980s), combined ways in which institutions measure and manage costs and with increasing public and poli- quality. This work will include analyses of how colleges and cymaker concerns about the universities set prices and address productivity as components prices charged by colleges and of overall institutional quality. universities, have fundamentally The later stages of the project will include recommendations realigned the public dialogue in a range of areas, such as: the optimum balance of different about higher education. This heightened examination and con- revenue sources; the roles of tuition and fees; the best ways to cern underscores the need to cat- convey distinctions between cost and price; and strategies for alogue accurately and completely reinvestment in core faculty while taking advantage of opportu- the full range of benefits that nities for curriculum reform and enhanced learning opportuni- accrue from investment in higher ties through information technology The project also may education. explore targeted pilot testing of project recommendations by individual institutions or consortia. Characterizing Higher In addition to this substantial research, the New Millennium Education's Benefits Project will convene a wide array of experts and stakeholders In describing the public and with an interest in the future of higher education. These semi- private benefits of going to college, nars and meetings are designed to bring together new thinkers it is useful to sort the benefits into from education, industry, and government. four general categories: public economic benefits, private economic The New Millennium Project is codirected by Jamie benefits, public social benefits, Merisotis, president, and Jane Wellman, senior associate, The and private social benefits. Institute for Higher Education Policy. It is guided by an advi- Research on aspects of these sory group of national experts in higher education. The advi- benefits exists in various reports sory group members are: Vera King Farris, president, Richard and studies. However, many of Stockton State College; Augustine Gallego, president, San these benefits have not been Diego Community College District; D. Bruce Johnstone, profes- widely analyzed, and only a sor of higher education, SUNY Buffalo; Gerald Monette, presi- handful especially those that dent, Turtle Mountain Community College; Barry Munitz, have private economic effects president and CEO, the J. Paul Getty Trust; Michael A. Olivas, have been regularly discussed in William B. Bates professor of law, University of Houston; and public policy settings. Carol Stoel, codirector, teacher education, Council for Basic Public Economic Education. Benefits Single copies of the original 26-page report are available free from The Public economic benefits are Institute for Higher Education Policy, 2021861-8223, while supplies last. those benefits that have broad Further information about the Institute and the New Millennium Project economic, fiscal, or labor market can be found at www.ihep.com. effects. In general, these benefits

3 AAHE BULLETIN/APRIL 1998/11 result in the overall improve- programs at substantially lower lor's degree are half those for ment of the national economy, or rates than high school graduates individuals with a high school major segments of the economy, or those who have not graduated degree as a result of citizens' participa- 1.9% compared with from high school. This includes 3.9%. Persons with less thana tion in higher education. Some ofparticipation in AFDC (now high school degree the public economic benefits of are more than TANF), Food Stamps, Medicaid, three times as likely to beunem- higher education include: housing assistance, and other ployed as bachelor's degree Increased tax revenues programs. recipients. Individuals with higher levels of Higher savings levels education generally contribute Private Economic Census Bureau surveys indicate more to the tax base as a result Benefits that those with a bachelor's of their higher earnings. For The most commonly discussed degree or more have higher- instance, in 1994, persons with category of higher education ben-value interest-earning assets, at least some college education efits, private economic benefits home equity, and other financial paid 71% of all federal income are those benefits that have eco- assets. These surveys also indi- taxes, despite the fact that they nomic, fiscal, or labor market cate that college-educated indi- accounted for only 49% of all effects on the individual. viduals contribute at higher households. rates to retirement plans, Greater productivity Though U.S. productivity mutual funds, and other saving devices. has increased only mod- Ultimately, estly in the last two Improved working conditions decades, nearly all of that responsibility for The working increase has been attrib- conditions of persons who uted to the overall collecting and have gone to collegeare increased education level significantly better than those of noncollege indi- of the workforce. In fact, disseminating studies have estimated viduals. People who have that increases in educa- attended college tend to information about work more in white-collar tional attainment have offset what otherwise higher education's jobs, in office buildingsor would have been a serious other facilities with air decline in the growth rate. conditioning and heating, benefits isa and with conveniences Increased consumption Studies indicate that the sharedone. (ranging from computers overall growth in con- and on-site child care to sumption in the last four consistent work hours) that improve the quality decades is associated with the Examples include: of their lives. increasing education levels of Higher salaries and benefits Personal 1 professional mobil- society, even after controlling for In both lifetime and average ity Research indicates that the income. Educational attainment annual income terms, individualsability to change jobs, has been correlated with higher or to read- with higher levels of education ily move to a different location,is consumer spending in a range of earn more. In 1995, for example, correlated with educational categories, from housing to food high school graduates earnedan to transportation. attainment. Individuals who average of $21,431 annually, have attended college have Increased workforce flexi- while bachelor's degree recipi- greater work opportunities and bility The competitive nature ents made 73% more $36,980. tend to have skills thatcan be of the global economic system This trend is consistent at all requires a workforce that is more easily applied in different education levels. Evidence also job settings or in othergeo- adaptable in order to keep pace indicates that those individuals graphic locations. with change. Higher education who have attended college contributes to the increased receive better fringe benefits, Public Social Benefits workforce flexibility by educatingincluding vacation time and individuals in general skills Public social benefits are bene- health care, from their jobs. fits that accrue to groups of critical thinking, writing, inter- peo- Employment Those who ple, or to society broadly, thatare personal communication that have gone to college are are essential to the nation's abil- not directly related to economic, employed at higher rates and fiscal, or labor market effects. ity to maintain its competitive with greater consistency. For edge. Examples of such benefits example, according to the include: Decreased reliance on govern- January 1998 employment report ment financial support Reduced crime rates Those from the U.S. Department of Incarceration rates in state pris- who have attended college partic-Labor, unemployment rates for ipate in government assistance ons in 1993 indicate there were individuals with at leasta bache-1,829 prisoners with one to three

12/AAHE BULLETIN/APRIL 1998 137 years of high school per 100,000 Improved health 1 life Conclusion population, compared with 290 expectancy Surveys by the The preceding catalogue offers per 100,000 for prisoners who Public Health Service indicate a window into the diverse bene- graduated from high school, and that persons with a college edu- fits associated with going to col- 122 per 100,000 for prisoners cation exercise or play sports reg-lege. This typology indicates that with at least some college. ularly at higher rates than those a broad range of benefits, both Increased charitable giving I without. Similarly, only 14% of public and private, economic and community service A 1991 those with a bachelor's degree or social, are related to the invest- study found that 66% of those more smoke cigarettes, compared ment in higher education. persons with some college, and with 23% of those with some col- There is no conclusive way to 77% of those with at least a lege, 30% of high school gradu- demonstrate what would happen bachelor's degree, perform volun- ates, and 37% of those with less if national-level discussion of teer work. This compared with than a high school degree. Life higher education's benefits con- 45% of high school graduates andexpectancies are also higher for tinues to focus on the private 22% of those with less than a those who have attended college. economic effects. Diminishing high school degree. This same Improved quality of life for public support for higher educa- study also found that financial offspring Research indicates tion would have negative conse- contributions to charities corre- that children whose parents havequences on the nation's ability to lated with education level. A attended college have a consider-prosper and succeed. Among the study of recent college graduates ably higher quality of life. possible consequences are: found that 69% had performed Evidence of these improved life I growing social and economic some community service. conditions includes: Children of disparities; Increased quality of civic college-educated parents are increasing public expenditures life Various measures of civic more likely to graduate from on social welfare programs; life indicate improvements by high school and continue to col- I inability to compete in an education level. For example, lege and to have higher cognitive increasingly technological 79% of persons age 25 to 44 with development. Daughters of society; a bachelor's degree or more votedcollege-educated mothers are stagnant or declining quality in the 1992 presidential election, considerably less likely to of living; compared with 67% of those withbecome unmarried teen parents. decreasing health and life some college, 50% of high school Better consumer decision expectancy; and graduates, and 27% of those withmaking Individuals with higherI diminishing civic engagement less than a high school degree. education levels have increased and responsibility. Social cohesion I appreciation capacity to make informed, effi- The shift in national dialogue of diversity Individuals with a cient decisions as consumers. For away from higher education's college education have a large example, individuals who have public and democratic purposes effect on social connectedness attended college make better deci- and toward its private economic and an appreciation for a diverse sions about how to choose a physi- benefits has the potential to sig- society. Those with more than a cian appropriate for their medical nificantly alter the way that soci- high school education have sig- needs, financial resources, and ety invests in higher education as nificantly more trust in social geographic location. a fundamental social institution. institutions and participate in Increased personal status Public and policymaker misun- civic and community groups at A college education has long derstanding of or lack of infor- much higher rates than others. been associated with increased mation about higher Improved ability to adapt to andpersonal status. Indicators of thateducation's diverse benefits must use technology Higher educationstatus can range from a more be addressed to assure the con- levels have been associated with prestigious job doctor, engineer,tinued health and vibrancy of society's increased ability to adapt or college professor, for example higher education and the society to and use technology College- to being seen as a leader it serves. educated individuals contribute within a family. This is espe- Ultimately, responsibility for more to research and development cially true for first-generation collecting and disseminating of products and services that college attenders. information about higher educa- enhance the quality of others' More hobbies and leisure activ-tion's benefits is a shared one, lives, and promote the diffusion of ities College-educated individ- involving colleges and universi- technology to benefit others. uals go camping or hiking more ties, research organizations, the frequently and read literature at media, and governments. Private Social Benefits significantly higher rates than Working together, these entities Private social benefits are ben-high school graduates or those can bridge the chasm in public efits that accrue to individuals orwith less than a high school and policymaker understanding groups that are not directly degree. They also visit amuse- about the outcomes of higher related to economic, fiscal, or ment parks and art museums education, leading to more ratio- labor market effects. Examples ofand attend sports events at nal, and longer-term, investment these benefits include: higher rates. in postsecondary learning.

1 3 8 AAHE BULLETIN/APRIL 1998/13 AAHE NEWS Staff phone extensions in parentheses.

AAHE Assessment Forum some aspect of "Organizing for and profile "leading light" insti- 1998 Conference Learning." tutions that have significantly Check your mailbox for the 1998 Teams are selected on the reorganized to focus on student AAHE Assessment Conference basis of campus commitment to learning and development. preview! The preview and the becoming more learning- For more information, visit registration form can also be centered, development of a sys- the Quality page of AAHE's web- found on the Assessment Forum temic approach to undergraduatesite or contact Susan West page of AAHE's website. May 8 iseducation, and interest in shar- Engelkemeyer (x40), director, the early bird registration dead- ing ideas and plans with other [email protected]. line. More than 170 concurrent, teams. interactive, roundtable, and AAHE's president, vice presi- AAHE Forum on Faculty Roles & Rewards poster sessions will feature dents, and program directors will assessment practitioners from be directly involved in the New Pathways II Academy. AAHE senior staff are Building on the lessons of "New across the country. Join us in Pathways: Faculty Careers and Cincinnati, June 13-17! developing an "Organizing for Learning" model that will pro- Employment in the 21st Century," AAHE and the newly AAHE Quality Initiatives vide the foundation for plenary and work sessions. formed Project on Faculty Summer Academy "Organizing for Learning" is Appointments at Harvard The third annual Summer an organizational culture and University will collaborate on a Academy will take place in Vail, structure that is systematically second, action-oriented phase, Colorado, June 27-July 1. As focused on student learning and moving from inquiry and discus- many as 30 campus teams arrive development. The Academy cur- sion of the faculty role to imple- with a specific project focused on riculum will present this model mentation and concrete practice on local campuses. This new, three-year phase, "Academic Careers for a New Century: From Inquiry to Practice," will SiteSeeing target key points of leverage in Ruching the academic career wherecon- structive changes can be intro- AAHE www.aahe.org duced that will make individual Click on "Teaching/Peer Review" for AAHE's Teaching Initiativeprojects, faculty careers more enticing and including teaching portfolios, case methodology, "Turning Graduate resilient while providing institu- Students Into lbachers," and "The Forum on Exemplary Teaching." tions with the flexibility needed Follow the "Peer Review" link to read about the 12 universities thatpar- to respond to a rapidly changing ticipated in the initial phases of that project. education environment. Carnegie Foundation for the These leverage points fall into three areas: faculty appointment Advancement of Teaching www.carnegiefoundation.org Historical information, links to publications (some full text),access to sur- policies, tenure process, and veys used by the foundation, and answers to frequently asked questions. post-tenure review. The Harvard Project, directed by Richard International Alliance of Teacher Scholars www.iats.com Chait, will address thepressures Lilly Conferences on College & University Teaching; sample issueof the to reformulate academic appoint- Journal on Excellence in College Teaching. Joina worldwide forum on ments and broaden the spectrum the scholarship of teaching! of employment arrangements. AAHE's Forum on Faculty Roles National Teaching & Learning Forum www.ntlf.com & Rewards, directed by Gene Billed as "the newsletter for faculty, by faculty." Includes articlesand recent dissertations on teaching and learning. Join Rice, will launch a series of ini- a conversation in the tiatives aimed at improving the Discussion Forum. Library offers a lengthy list of print andelectronic resources. tenure process for early-career faculty, paying special attention Send your favorite websites to [email protected]. to the role of the department and Upcoming columns: international sites, faculty, and more! department chairs in this critical continued on p.16

Website: www.aahe.org Fax/Access: 510/271-8164 Listserv info: Fax/Access, item 12

14/AAHE BULLETIN/APRIL 1998 571 effective in June. ...Lou came to AAHE from the community college world, kept CC interests alive by Ted Marchese during his 16 years here, and came to a considered decision to round out his career in that sec-

Welcome back for news of AAHE members tor. ...As a vice president, Lou ran the National ( names in bold) doing interesting things, plus Conference, managed the office, championed news of note . ..do send me items, to AAHE's caucuses and action groups, and was an [email protected]. advocate for school-college collaboration and service-learning... .He's irreplaceable.. .Send PEOPLE: What a delight to see E.K. Fretwell congratulations to [email protected]. Jr. tapped for the interim presidency of the University of North Florida in Jacksonville ... MORE PEOPLE: Good news for president Jane E.K. knows urban U's, with long presidencies at Margaret O'Brien as St. Mary's College (MD) is SUNY-Buffalo and UNC-Charlotte ...he knows admitted to the Council of Public Liberal Arts the interim role, too, having done it before at Colleges...COPLAC now counts 14 members. UMass (1991-92) and written an AGB report ...In a gracious National Conference ceremony about it in 1995 ...E.K. chaired the AAHE presided over by cofounder Frank Newman, Board in 1964-65, when he was at CUNY .. . Campus Compact presented this year's Thomas Another former Board member, Paul Elsner, Ehrlich Faculty Award for Service-Learning to announces he'll step down from the Maricopa CC IUPUI psychologist Robert Bringle and presidency next year, winding up 20 years of Augsburg sociologist Garry Hesser.. ..Another imaginative leadership at the 10-campus institu- National Conference highlight was the Harold tion in Phoenix.. . .1998 is the 30th anniversary Delaney leadership award, arranged by Roland of the League for Innovation, a real pacesetter in Smith and AAHE's Black Caucus, which this year the community college world .. . a salute to went to Georgia State's Asa Hilliard. ...Back to Terry O'Banion, the League's president and IUPUI: It's setting up an imaginative "University

CEO. . .. MessiahCollege, honoring its most College" for first-year and undeclared students, famous graduate, Ernest Boyer, the late head oftaps religious studies professor E. Theodore the Carnegie Foundation, has set up the Boyer Mullen to direct an honors program within it. Center for Advanced Studies, headed by Charlotte Kroeker, kicked off with a June 4-6 GUSTAVUS: Our hearts go out to members and conference to assess the Boyer legacy. ... colleagues at Gustavus Adolphus College, devas- Gordon Davies, long-time head of Virginia's tated by the vicious tornado that tore through St. state board (he was fired with honor from that Peter. MN, on March 29. ...The college lost post by a cranky board last year), will be the first 2.000 windows, most of its trees, and suffered head of the new Kentucky Council on heavy damage to buildings. ... Happily, because Postsecondary Education, starting July 1. ... it was spring break, no lives were lost....The Enjoyed a visit with Roger Benjamin, head of Gustie Spirit lives on: reconstruction began the

CAE and RAND's education division . ..Roger's next day, 300 windows and 50 trees a day are "Looming Deficits" piece in the current Change going in, and classes resume on makeshift sched- (Mar/Apr) has been attracting attention in the ules April 21. ...This caps an unusually rough corporate and policy worlds, will be the subject of year on campuses, what with earlier floods and regional conferences in Atlanta, Chicago, January's ice storm. Houston. and L.A., then possibly of funded projects in several states. .. .I note with personal ERNEST LYNTON: Higher education lost one of sadness the death in March of a former teacher of'its great citizens with the death of Ernest A.

. . mine. Robert Blackburn . ..Bob was a long- Lynton, 71. of cancer. on March 19. . Ernie's time AAHE member and taught a generation of smartness about things was on display in his higher ed students at Michigan. ...Condolences Bulletin article last month about faculty scholar- to AAHE Board chair Joan Leitzel on the death ship. ...He was German-born, Dutch-raised, of her husband. James Leitzel, also a mathemati-U.S.-educated. and a low-temperature physicist cian at UNH. of note: founding dean of Rutgers's Livingstone College and first VPAA of' the UMass system; and LOU ALBERT: At press time with personal a cofounder (with Zee Gamson) of theNew joy for his fortune but sadness over the leave- England Resource Center for Higher taking! we heard in the office of our colleague Education. .. .In the "scholarship reconsidered" Lou Albert's selection as the new vice chancellorand faculty roles arenas. Ernie put professional fbr educational services at the 20,000-student service on the map .. .and professional service is what he gave, all the days we knew him. . M. San Jose/Evergreen Community College District. (.) ILI 0 process. Christine Licata of RIT by mail, and must be returned by will lead a major effort to make May 22 to be counted. Important Dates post-tenure review an effective institutional process as well as a AAHE Bulletin 1998 Board of Directors developmentally renewing Election. process for senior faculty. Feedback Ballots due. May 22. The three areas will collabo- One of the most enduring articles, "Seven Principles for Good 1998 TLT Group "Levers for rate in creating an accessible Change" Workshops. database and a policy archive. Practice in Undergraduate National trends will be traced Education," was first published University of Central Florida. June 4-5. and case studies developed. in the March 1987 issue of the Institutions actively engaged in Bulletin. Its authors, Arthur Ohio Regional. October 8-9. related work will be brought Chickering and Zelda Gamson, are preparing a chapter on the 1998 Assessment Conference. together and challenge grants Cincinnati, OH. June 13-17. made available to advance and seven principles for a special Mail registration deadline. disseminate promising campus- issue of the New Directions for Teaching and Learning series Registration refund deadline. based work. Special hotel rates. May 22. For more information, please (Jossey-Bass) and seek Bulletin contact Pamela Bender at AAHE reader feedback: 1998 Summer Academy. Vail, CO. June 27-July 1. (x56) or C. Ann Trower at Have you used the Seven Harvard (617/495-8038). Project Principles statement and/or the 1998 AARE Black Caucus information is also available on inventories of good practice? Study Tour to South Africa. AAHE's website. I If yes, how often? July 16-August 2. I What prompted you to use them? Board of Directors I Did you use them on your own [email protected], or to the Vote! or with others? If others, who? New England Resource Center This spring, AAHE's members What were the effects or for Higher Education select a vice chair (to be chair in meanings of what you did? (NERCHE), Graduate College of 2000-2001) and three other direc- Any other comments? Education, University of tors to serve four-year terms on Please send responses to Massachusetts Boston, Boston, AAHE's board. Ballots will arrive [email protected] and MA 02125.

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Joined and pushed by new competitors, higher education sets full sail for the Knowledge Age.

AARE NEWS INSTITUTIONAL BULLETIN BOARD CHANGE INSTITUTE by Ted Marchese AMERICAN ASSOCIATION FOR HIGHER EDUCATION 1 4 In This Issue

Historians of higher education mark the year 1890 as a watershed. Within the fiveyears preceding and following it, many of the basic characteristics of twentieth century American higher educationwere set: Carnegie units and credit hours, the land-grant movement, accreditation, disciplinary departments,professional societies, the German graduate school atop the English college, intercollegiate athletics,administration by specialists. Historians also say the professionalization and bureaucratization of higher education didn'thappen randomly: It occurred in the 1870s and 1880s, just after the United States itself hadput in place the parallel elements of a modern industrial economy. Through the 1980s and 1990s, Americans have been busy putting in place elements ofa successor economy, this one built around knowledge production. Its higher education systems, built on earlier premises but admired still, fed this transformation but weren't much affected by it...until now. As you read this issue, consider the hypothesis that the next watershed for higher educationmay be the year 2000... encompassing the five years before and after the millennium. By that light, we can note that the "new providers" came to notice in the mid-1990s; by 1998 the phenomenonwas racing forward, pulling us up a rising slope of change; rightnow we have no idea where the slope tops out or what its downside will be like. TJM

3 Not-So-Distant Competitors: How New Providers Are Remaking the Postsecondary Marketplace by Ted Marchese 8 Not-So-Distant Competitors: Readers React 12 Turning Ideas Into Expeditions: Expeditionary Strategy and Products for the Knowledge Age by Donald M. Norris

Departments

17 AMIE News 19 Bulletin Board/by Ted Marchese

AABE BULLETIN May 1998/Volume 50/Number 9 Editor: Theodore J. Marchese Managing Editor: Carrie Witt

AARE Bulletin is 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: Margaret A. Miller. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authorsare available by calling 510/271-8164, item 11.

AMIE 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. Periodicals postage paid at Washington. DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membershipare available only to institutions: $35 per year, $45 outside the United States. AAHE Bulletin is published 10 times per year, monthly except July and August. Back issues: $5 each, including postage, while supplies last. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, Attn: Membership Dept., One Dupont Circle, Suite 360, Washington. DC 20036-1110.

Cover illustration Stefano Navarrini 1 SIS. Production assistance provided by Imtek Office SolutionsElectronic Imaging and Design. Printing by HBP Cover concept by Dever Designs. Not-So-Distant Competitors How New Providers Are Remaking the Postsecondary Marketplace

by Ted Marchese

uite suddenly, in just two or three What's different about Phoenix is that it is years, American higher education explicitly for-profit, well capitalized, idea-driven, has come face-to-face with an and national in ambition. From next to nothing a explosive array of new competitors. handful of years ago, Phoenix suddenly has 48,000 On campus, the surest conversa- degree-credit students at 57 learning centers in 12 tion-stopper today is "University of states. Its parent, the Apollo Group, recently Phoenix." To some academics, reported quarterly profits of $12.8 million (before Phoenix looks like the first-sighted tip of an ice- taxes) on sales of $86.5 million. Apollo also owns berg. But it probably won't be the one that sinks the College for Financial Planning (22,000 non- whole ships. Bigger bergs are forming. Charting credit students), Western International University them is difficult. To find these "new providers," we (1,800 students), and an Institute for Professional sought them out on the Web. Here's what we Development that provides contract services for found. "program development and management" at 19 colleges. Once-tiny Cardinal Stritch has parlayed The Convenience Market the Phoenix formula into an enrollment of 5,300 By one light, Phoenix is just the most aggres- students. Apollo's Phoenix division now has an sive manifestation of a larger, branch-office trend online campus that offers computer-mediated that's at least a decade old. Dozens of private and distance education programs enrolling 3,750 stu- regional-public colleges, for example, now offer dents (up 53% from last year). Phoenix's phenome- degree programs in the Washington, DC, area. nal growth has been largely driven by niche Wisconsin recently counted more than 100 out-of- programs at the BA-completion and master's- state degree degree levels, providers within especially in busi- its borders; there ness, IT, and are 37 in teacher educa- Milwaukee alone. tion. It taps new Last month I and "left behind" passed a busy markets: 97% of intersection in its students are Lake County, adults who Illinois, where a started earlier former gas station elsewhere; 57% had become a nY:0, are women, 37% f- minority. branch campus of Nair Missouri's At the under- Columbia College. graduate level, In the convenience two long-estab- end of the market, lished proprietary everybody goes competitors have after the other expanded aggres- guy's lunch. sively. Chicago's CCoco Masuda/SIS

Ted Marchese is vice president of the American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036-1110.

AAHE BULLETIN/MAY 1998/3 4 4 DeVry Institute of Technology now has 15 cam- sees WGU becoming the "New York Stock puses in the United States and Canada enrolling Exchange of technology-delivered courses." 48,000 students in business and technical pro- A lot of other people have had variants of the grams; DeVry owns the well-regarded Keller same idea. California opted out of the WGU com- Graduate School of Management (4,700 students). pact to create its own, more modest California Indianapolis-based ITT Educational Services Virtual University; CVU's catalog already lists 700 counts 25,800 students in its 62 institutes. courses from 81 public and private institutions. In the not-for-profit sector, dozens of existing SREB's Southern Regional Electronic Campus universities and colleges have developed remote- spans 15 participating states and aims to create a site strategies. St. Louis-based Webster University marketplace of courses offered by TV, the Internet, now boasts 15,000 students in 64 U.S. locations and otherwise; its online catalog now lists 100 plus six overseas. Chapman, National, Park, RIT, mostly Web-based courses from 42 colleges. Ottawa, and Central Michigan also teach afar. The Colorado's community college system offers associ- Maricopa district's Rio Salado Community College ate's degrees in business entirely over the Internet operates at 129 locations. The University of (for students anywhere) and coursework tailored Maryland's University College for WGU; it got there fast by teaches 35,000 students at hun- working with Denver-based Real dreds of sites; it holds commence- In 1995,according Education, a firm that promises ment ceremonies in College Park, "to get your university online in Heidelberg, Tokyo, Okinawa, to a"flash 60 days." The Fort Collins-based Seoul, Schwabisch National Technological Irkutsk, and Vladivostok. estimate'' released University, a 14-year-old non- this spring by the profit, uses satellites to beam Courses at a Distance engineering coursework from 50 If not "Phoenix," the scare U.S. Department major universities to clients words of choice are "Western worldwide. Governors University." Again, of Education, Several states Georgia, though, distance education is not Missouri, Indiana, Oklahoma, a new phenomenon: American fully a third of all Minnesota, Utah, Virginia are universities offered correspon- institutions offered looking to gear up earlier invest- dence courses a century ago. In ments in IT infrastructure for 1995, according to a "flash esti- distance education distance learning capability. The mate" released this spring by the University of Wisconsin's system U.S. Department of Education, courses, and office partnered with Lotus to fully a third of all institutions put together a Learning offered distance education another quarter Innovation Center in Madison, courses, and another quarter planned to. But with for-profit and not-for-profit planned to. But the way the field arms, to vend UW courses and is moving, 1995 is distance edu- the way the field degrees worldwide; 565 courses cation's olden days. WGU's are available. The University of founding back in 1996 created is moving, 1995 Hawaii uses two-way video, quite a stir, but it will fight for cable, satellite, and the Internet attention when it actually opens is distance to deliver 13 full degree pro- next month. Nimble competitors education's grams to citizens statewide. The have already come to market. University of Nebraska char- WGU's ambition, though, will olden days. tered a for-profit entity to parlay be second to none. Its founders its long history in distance learn- include 17 governors; its 14 "busi- ing into a worldwide operation. ness partners" include IBM, Sun, AT&T, KPMG, Penn State expects big things from its World Cisco, 3COM, Microsoft, and International Campus. Thomson. WGU won't employ teaching faculty, Individual schools are also making their moves. develop courses, or deal in credit hours: its online Two institutions with long histories of high-end academic content will come from a range of qualify- continuing education, NYU and Boston University, ing providers (colleges or businesses, here or have corporate partners that have helped them abroad), and all degrees will be competency-based. win impressive training contracts. Lansing WGU's aim is to be the broker of choice within an Community College now has its own virtual col- academic common market that it helps create. Its lege; SUNY's Empire State enrolls more than "founding philosophies" are "partnerships" and 6,000 students; Duke now offers a top-end Global "competition." Its business plan envisions 95,000 Executive MBA; by plan, a fourth of all courses at students by early next century.. .. not just from Florida's new Gulf Coast University will be taken the West (Indiana joined up in April). Ascourses online. Established graduate-level players such as are added from national universities, corporations, Walden, Fielding, Nova, the New School, and and publishers, Utah governor Mike Leavitt fore- Arthur D. Little are looking to expand. Stanford's

4/AAHE BULLETIN/MAY 1998 1 4 5 Office of Educational Ventures hopes to capitalize ter on sales of $78.2 million. It is growth and on the university's 30-year history of distance margins like this that has investors chomping learning; UCLA and corporate partners launched at the bit. ETS, with its ever-closer ties to the for-profit Home Education Network; UC- Prometric, has taken a 1.4% ownership position in Berkeley's partner for online offerings will be UOL Sylvan, worth $22 million. Publishing. Jones Education Company (JEC), the brainchild The Alfred P. Sloan Foundation has put $15 of cable entrepreneur Glenn Jones ("Let's get the million into some 40 campus projects, looking for cost of real estate out of education!"), offers breakthroughs in access, pedagogy, and outcomes instruction via cable (Knowledge TV), courses and via asynchronous learning networks. degrees from existing universities "anywhere, any- time" (College Connection), and self-paced video More Competitors and CD-ROM learning products (Knowledge To Wall Street and entrepreneurs-at-large, the Store). JEC's College Connection online catalog postsecondary education and training market offers six certificate and 11 degree programs from looks huge and ripe for the picking . .. an 14 partner universities, including Regis and "addressable market opportunity at the dawn of a George Washington Universities. The nonprofit new paradigm," in the breathless words of Morgan Virtual Online University offers instruction from Stanley Dean Witter. In dollar terms, close to $300 K through 16; its Internet-based Athena billion is spent a year on the function, $635 billion University uses MOO technology to engage stu- if grades P-12 are added in. Several Wall Street dents in curricula spanning eight academic divi- houses have set up "education industry" practices sions, each headed by a dean. The Electronic to attract investors. A report from NationsBanc University Network, started in 1983 and a feature Montgomery Securities characterizes the industry of America Online since 1992, has launched the with words such as "inefficient," "cottage indus- World Learning Network, whose "learning commu- try," "low tech," and "lack of professional manage- nity" software aims to end "the isolation of the dis- ment." It claims $1.7 billion has been raised on tant learner." In January it was acquired by Santa Wall Street since 1996 to finance new competitive Barbara-based Durand Communications. ventures. Specialty for-profit higher education companies Alternative and distance providers claim just include Fairfax, VA-based Computer Learning 2% of the postsecondary market today, but a com- Centers (computer, IT training; 1997 sales of $64 bination of pent-up demand, changes in the tax million, 1998 of $97 million); Pittsburgh's law, and today's E-commerce boom could quickly Education Management Corp. (arts, culinary; $183 balloon that market share by a factor of 10 . .. at million); and Educational Medical of Rosewell, GA which point larger transformations could kick in. ($49 million). CLC's high-flying stock plunged 46% As unthinkable as this might seem to established in March when Illinois sued the firm for false higher education, Wall Street offers reminders claims of job placement. In early May, Illinois rein- that aggressive competitors cut the banking estab- stated CLC's permission to operate. lishment's share of household financial assets A recurring problem for proprietary providers from 90% in 1980 to 55% today. like these is that employer reimbursement often Baltimore's Sylvan Learning Systems (1-800- hinges on the award of college credit. As an exam- EDUCATE), a Wall Street darling, aims to be the ple of how that problem is solved, students taking world's "leading provider of educational services to Microsoft or Novell certification courses which families, schools, and industry." Its five business can cost more than $10,000 in any of 100 areas are K-16 tutoring (700 sites), contracted ser- authorized ITCAP centers around the country get vices to schools, computer-based testing the credits they need through Tucson's Pima (Prometric), adult professional education, and County Community College. English-language instruction around the world. In Want to learn HTML? Learn It Online, a new March, Sylvan and partner MCI spun off their service from publisher Ziff-Davis, offers the course Caliber Learning Network; Caliber successfully you need, with chat group, for $29.95. brought an $80 million initial public offering to A host of new providers hope to be the broker of market May 5th that will help build out its net- choice for the flood of courseware hitting the Web. work beyond the present 48 shopping malls and CASO's Internet University, essentially an index- business centers. Caliber's business goal is to offer ing service, points the way to 2,440 courses. World brand-name professional education nationwide. It Lecture Hall, at the University of Texas, lists already has deals with Johns Hopkins (health) thousands of courses in 95 disciplines. The Global and Wharton (business) and agreements with Network Academy, a Texas nonprofit, lists 250 other "medallions" (Berkeley, MIT, Georgetown) to providers, 770 programs, and 10,000 online offer brand-name courseware and degrees in other courses. Extensive listings also exist on websites fields... at a mall near you. at the Universities of North Carolina and Houston Sylvan's revenues rose 35% last year, to $246.2 ("archive.edu"). Virtual University Enterprises million. Total revenues for the quarter ending (acquired by National Computing Systems) con- December 31, 1997, jumped 51%; the company centrates on listing corporate education programs, reported net income of $11.8 million for that quar- worldwide. A Web-based consumer's guide to dis-

AAHE BULLETIN/MAY 1998/5 1 4 6 tance education is maintained by the Western tional materials, a new industry has emergedto Cooperative for Educational Telecommunications. provide the necessary consulting, marketing, and tools. Any recent Chronicle carries prominent dis- More Niches play ads from would-be vendors: CiscoSystems, One of the most closely watched start-ups is the SCT, Collegis. Lotus, and the like, plus repeated Michigan Virtual Automotive College (MN/AC),a "executive briefings" in 24 cities around thecoun- creation of the state of Michigan, the Big Three try from a Microsoft-Simon & Schuster-Real automakers, the United Auto Workers, and the Education combine. state's two flagships, Michigan and Michigan State. The IBM Global Campus offersa sophisticated Its president is former Michigan president Jim set of interrelated tools and services for distributed Duderstadt; MSU president Peter McPherson learning environments and distance education. chairs the executive committee. MVAC's mission is Products from IBM's Lotus division, including to become the essential hub for auto industry edu- Notes and LearningSpace, promise enhancedforms cation and training to offer the of distance learning. Some 30 best courses from any provider campuses, including the anywhere to corporate employees, Wisconsin and California State be they on assembly lines, at The essential idea University systems, use Global drafting boards, or in executive Campus services. SCT claims suites. If engineers need the lat- behind MVAC 1,100 collegiate customers; last est course in computer-aided that an industry fall it partnered with Asymetrix design, MVAC can locate best to offer a "total solution" for experts in the subject, design the group can combine online learning. Microsoft teams course, custom deliver it on-site or with San Francisco's Convene elsewhere, evaluate and continu- to produce its International to provide an ously improve it... and ulti- own education Exchange Server-based distance mately vend it to the 27 major learning system for universities auto companies and 5 million enterprise, entry- and businesses; Phoenix, Golden auto industry workers worldwide. level through life- Gate, and UCLA Extensionare MVAC's watchwords include cus- among its customers. On April tomer-driven, competency-based, long learning, and 29th, Educom's Instructional and standards for delivery. In its Management Systems project first 16 months of operation, it cease reliance on a a consortium of 29 software mak- has put together some 115 "cottage industry" ers and universities released courses with professors or units technical standards that will from 27 universities (including of existing allow learning materials and dis- Phoenix); 300 students are now campuses tance education systems from dif- enrolled, 2,000 set for fall. When ferent vendors to "interoperate." suppliers, dealers, repair shops, has strong The trade journals are full of and retail outlets are taken as ads, too, for authoring software part of the auto industry, enroll- appeal among and templates that help individ- ment projections soar to six and corporate execs, ual professors and IT centers put seven figures. courses on the Web. At a more The essential idea behind especially where elaborate level of presentation, MVAC that an industry group MVAC officials budget $10,000- can combine to produce its own dissatisfaction $12,000 per instructional hourto education enterprise, entry-level with traditional prepare the courses they offer. At through lifelong learning, and a higher level still, for mass-mar- cease reliance on a "cottage higher education ket courses put together by industry" of existing campuses an is high. Andersen Consulting, for exam- has strong appeal among corpo- ple, the "design and build" budget rate execs, especially where dis- typically runs $80,000 per class satisfaction with traditional hour... so a three-credit, 45- higher education is high. In the face of sucha com- clock-hour course might havea development and bine (and such course quality), observers feel,few marketing budget of $4 million. Who might invest colleges could maintain competitive offerings,on in such a course? Publishers suchas International campus or off. Already the money has come Thomson, AWL, McGraw-Hill, John Wiley, and together for like-minded start-ups in plastics,fur- Simon & Schuster, who are angling to becomecon- niture, and tourism. Could healthcare, teacher tent providers for Web-basedcourseware. One unit education, accounting, or information technology of an Ivy League university is looking toward Wall be next? Street for the $15 million in start-up funds it would take to put its core courses online competitively. An Industry Forms Another part of the emergent industry looks to With all the interest in creating onlineinstruc- provide cost-effective delivery channels for distance

6/AAHE BULLETIN/MAY 1998 147 education. All the major telecommunication compa- To track and sort through the maze of regula- nies are in the business. Connecticut-based Campus tory and quality issues raised by the worldwide Televideo and Toner Cable claim to serve 85 univer- spread of distance offerings. a Global Alliance for sities nationwide. Want to broadcast abroad? Transnational Education has formed. Australia's Washington-based World Space is creating a global Monash University and United States-based satellite-digital radio network ... amedium of International University recently completed choice for reaching Third World learners. GATE's "certification" process. Academic leaders are keeping an eye on indus- In Canada, with its long history of distance edu- try ventures springing up in the K-12 arena. cation, several universities are deeply into extend- Knowledge Universe, for example, founded by the ing their reach, among them Simon Fraser, UBC, Milken brothers and Oracle's Larry Ellison, is a Athabasca, Laval, and Cape Breton. Several univer- $600 million venture that's been snapping up soft- sities are partners in Theme Seven, an infrastruc- ware, IT-training, and consulting businesses. Last ture that provides teacher professional development October it signed a deal with cable giant TCI to in the use of information technologies ... aneed position itself as an online content provider, poten- that hardly stops at the border. On April 16th, tially to include a virtual university. In March, TVOntario, which sells educational programming in "global multiple-media publisher" Harcourt 136 countries, signed a deal with Israel's Arel General hired Massachusetts's high-profile educa- Communications and Software to provide satellite- tion commissioner Robert Antonucci to head its based interactive classrooms at 400 sites across the ICS Learning Systems division, which serves province. (Arel has opened an office in Atlanta to 400,000 students worldwide. A NationsBanc market its Integrated Distance Education and Montgomery Securities publication describes at Learning system in the United States.) Canadian least three dozen well-financed K-12 competitors presidents (like their U.S. counterparts) fret pri- (labeled "education management organizations," vately that their existing distance learning initia- "specialty service providers," and "content tives will not be able to withstand well-heeled providers"), more than a few of which could competitors operating across national borders. become postsecondary players. Not to be overlooked, too, is the explosion of dis- For established colleges and universities, the tance learning programs within industry. It competitive threat is fourfold. First, all face already spends $58 billion a year on employee threats to their continuing education, degree-com- training and development and sees distance tech- pletion, or extension arm ...which in more than a nologies as a way to save time and cut costs (by few cases is a key financial base for the institu- 15% to 50%); an estimated 85% of the Fortune 500 tion. Second, in the convenience part of the mar- now deploy some form of remote training. Health ket, less-selective colleges will feel real pressure giant Kaiser Permanente is doubling its distance on their base enrollments at the associate's, bache- learning sites from 150 to 300, eating into "univer- lor's, and master's levels. Third, most institutions sity business" by offering bachelor's and master's and their faculties will confront difficult, market- degrees for nurses and continuing education for and quality-based questions about whether to physicians. MetLife, on the other hand, teamed replace existing, home-grown courses with nation- with Drexel to bring its employees a master's ally produced courseware. Fourth, all institutions, degree in information systems. Ivies and medallions included, may see their How big is this new industry overall? TeleCon undergraduate franchise eroded as enrolled stu- East is an annual trade show cosponsored by the dents appear in the registrar's office with brand- United States Distance Learning Association and name course credits taken over the Web. GE Spacenet. In 1994, its 65 exhibits drew 1,386 More broadly, an essence of distance learning is attendees; in 1997, 200 exhibits drew 6,595 view- that it knows no boundaries of time or place; it is ers; 1998 attendance will surpass 10,000. inherently transnational. A big fear among U.S. university leaders and postsecondary start-ups Competitors From Abroad? alike is thatjust as happened in banking and The developments recounted here are hardly health care major international combines will confined to the United States. Most of the emerge to quash today's smaller-time competitors. Australian universities now have for-profit enter- What would the postsecondary marketplace look prises to market their courses and degrees, at home like if (say) Microsoft, Deutsche Telekom, and abroad. A quick tour of the Web turns up vir- International Thomson, and the University of tual universities from Peru to Malaysia. Britain's California combined to offer UC courses and much-admired, 168,000-student Open University, degrees worldwide? In time, its only competitor already a major player in Eastern Europe and the could be a combine of like standing and deep pock- Far East, will enter the U.S. market in partnership ets: an IBM-Elsevier-NEC-Oxford combine, for with domestic universities (so far Florida State, example. We shall see. CSU campuses, and WGU); it soon will announce the Open University of the United States, a non- Acknowledgment profit entity that will incorporate in Delaware and AAHE research associate Caitlin Anderson performed seek Middle States accreditation. searches and provided data for this report.

8 AAHE BULLETIN/MAY 1998/7 Not-So-Distant Competitors: Readers React

Fourteen leaders in higher educationgot an early look at this month's lead article andan invitation to weigh in on the discussion. Here's what they said.

Not a cottage industry now! That's the realmessage in Ted Marchese's fascinating list of alternative providers. Like the rest of theeconomy, higher education is being subsumed ina mass market shaped by the interests and whims of increasinglyaggressive shoppers. What traditional institutions will have to learnis the art of strategic alliance building as well as joining networks of providers that areas likely to include for-profit as not-for-profit enterprises. Robert Zemsky, professor and director, Institute for Research on Higher Education, University of Pennsylvania

Ironically, the greatest challenge will beto our most respected institutions, for they least likely to perceive a threat are or to feel any need to challenge their basicassumptions. To paraphrase a line and a theme from Deathof a Salesman, "attention must be paid." Barry Munitz, president and chief executive officer, the J. Paul GettyTrust

This "competitive threat" to traditional highereducation is no accident. It arises from three sources: 1. There's obviously growing demand for flexible,convenient, economical and mostly practical postsecondary instruction and credentials.2. New suppliers find relatively few barriers to entry. There aren'tmany regulatory hurdles. And technology makes it relatively simple to inaugurateprograms that once required elaborate facilities and staffing. 3. The traditional sectors of highereducation, with happy exceptions (notably community colleges), are too stodgy to exploiteither of the aforementioned developments. Or, when they do, they'reso ponderous, inefficient, and costly in their approach not bother. that they might as well Chester E. Finn Jr., the Hudson Institute

8/AAHE BULLETIN/MAY 1998 t 4 9 The traditional campus model requires a large, vertically integrated organization. The difficulty of starting such a university seemed to create huge barriers for those wishing to enter the higher education marketplace. As a result, traditional institutions held an exclu- sive franchise. Today, however, what was once a competitive advantage the physical con- centration of intellectual resources on a residential campus is no longer a critical S differentiator. Newer Information Age models, which are distributed and ultimately network-based, eliminate many of the advantages of vertical integration, making it easy for many different types of competitors to enter the marketplace rapidly. In a world where learners will have many choices, only world-class, relevant, appropriately priced learning offerings will survive and prosper. Carol A. Twigg, vice president, Educom

No one can deny that the emerging competitors will change the status quo. But where Ted per- ceives threats, others perceive unprecedented opportunities for existing colleges and universities and for the new entrants. Andersen Consulting predicts that by 2020, 30 million Americans and millions of others around the globe will participate in higher education in some form. Opportunities abound, yet quite a few institutions are at risk. Internal lethargy, denial, and lack of investment capital make it difficult to adapt to the new environment. In the public sector, institutions are held hostage by dated public policies that shore up the status quo. Most states reward and protect regional monopolies and narrowly definedinstitutional missions, both of which discourage competition and innovation. We need leaders at the top, in state legislatures and in Washington, who understand that it is time to untie our hands, to set us free from the monopolistic practices and regulatory constraints that once provided safe havens but now hold us hostage. Clara M. Lovett, president, Northern Arizona University

The not-so-distant competitors represent a real threat, and an opportunity. By reducing time and distance barriers, they break up the traditional universities' local knowledge monopolies. By eroding financial margins, they limit the cross-subsidies available to fund unprofitable academic programs and research. But by competing on "educational value for money," they also will spur advances in technology utilization and in quality assurance throughout higher education. William F Massy, the Jackson Hole Higher Education Group

What happened in health care teaches this lesson: governmental acts and commission reports matter, but the only thing big enough and mean enough to change professional behavior is the market. Edward O'Neil, executive director, Pew Health Professions Commission, University of California, San Francisco

I 50 AAHE BULLETIN/MAY 1998/9 An impressive array of new providers is appearing in the postsecondary marketplace. If their emergence signals another defining period for higher education and I believe it does experience suggests two things: I The overall market for postsecondary education will expand dramatically IEstablished institutions will be forced to rethink their places in the larger scheme of things focusing on their unique strengths to create identifiable market niches. The new wrinkle for this period, though, is that smart institutions will be ableto find partners to whom they can "outsource" some areas of instruction, to improve both qualityand the bottom line. None of these consequences spells disaster for the enterprise; theymay cause discomfort, but they shouldn't prove fatal. Dennis Jones, president, NCHEMS

Ted Marchese's article is shocking, not in charting the trend toward distance learningand for-profit higher education but in identifying the extent to which it has alreadyoccurred. American higher education is being transformed. This country builta system of higher education to make a college or university physically proximate toevery American. In an age in which technology makes geography largely irrelevant, we find ourselves witha collegiate physical plant that is highly overbuilt. It is only a matter of time until California asks why it created nine public research universities. Today only one in six college students is full-time, 18-22 years old, and livingon campus. The new majority wants an entirely different relationship with its college, placinga premium on convenience, service, low cost, and quality. It wants a stripped-down version of higher education andis very likely to embrace technology that allows education to occur at home or in the office. The private sector now views higher education as an attractive business opportunity.At the moment, it is more interested in partnerships with colleges, which control the content of education,than in direct competition. However, if higher education drags its feet, the private sector will developits own content. Ted Marchese is showing us the ghost of Christmas Present. Higher educationmust act quickly if it expects to have any influence on Christmas Future. Arthur Levine, president, Teachers College, Columbia University

Unless an institution has had substantial experience with this field and has theresources to invest in distance education technologies and supporting servicesover a period of several years, it is probably too late to become a major player in the distancelearning market. Instead, the quickest and most economic way to enter that marketnow is through a consortium or partnership. Kay Kohl, executive director, University Continuing Education Association

I've witnessed some institutions caught in an either/or mind-set, whileI think we're in for a both/and. After all, some of the competition Ted describes comes from other, existing

institutions, with faculties, not just from the strange andnew.. .. Perhaps competition is not the best (or sole) conceptual framework for allthis. There will be new competition for some traditional institutions thatup to now have been insulated from broader market forces. But the flip side of these developmentsis that they open many new avenues for collaboration even collaboration to enhance competitive position. In fact, the article gives as many examples of collaborative venturesas it does of pure competition. Competition will all but require institutions to become collaborative,not only internally but with the partners they need to tap or expand a market. Steven Crow, executive director, North Central Association's Commission on Institutions of Higher Education

10/AAHE BULLETIN/MAY 1998 One of the things you learn from a liberal education is that context is everything. The new providers Ted describes may be dramatically expanding the opportunities for "as-needed" learning in a knowledge-based society. Or they may be trading on one of the most destruc- tive myths of our time, the idea that intellectual powers, deep understanding, and valuable skills can be "transmitted" via "delivery systems." Places like Empire State College know a lot about helping distance learners succeed and learn. But they do it with mentoring and individualization, not with mass production. Are the new models built on these earlier learnings? Or are they putting online a "lecture-and-listen" model that never worked for most students in the first place? We know students of the new providers are getting credit hours; are they getting an education? Carol Geary Schneider, president, Association of American Colleges and Universities

The higher education community should, in principle, welcome the arrival of all these new suppliers in the higher education marketplace. It must be good to have students choosing their institutions rather than institutions choosing their students. If these new players take over much of the work of teaching basic skills and uncontroversial knowledge, that is good too. It may focus universities on their core task of inculcating systematic skepticism and teaching in the areas where academic paradigms and professional practice are still evolving and unsettled. Much of the commercial hype and hope about distance learning is based on a very unidirectional conception of the delivery of instruction, where teaching is merely presentation and learning is merely absorption. The Open University's experience with two million students over 25 years suggests that such an impoverished notion of distance education will fail or at least have massive drop-out problems. Correspondence education never shook its reputation for poor pedagogy and sharp practice. Will this new wave of electronic correspondence courses (what many of them really are) fare any better? Institutions like the Open University have a major concern that the credibility they have given to distance learning by decades of painstaking attention to quality could be lost in the Gadarene rush of new players for a fast, Web-based buck. Much of the talk of competency-based assessment is facile. It is in fact very demanding to define the competencies that arise from the knowledge and skills acquired by university-level study. If such competencies are to be credible, employers and the professions must be involved in defining them. The assessment and certification of competencies is also difficult, labor-intensive, and expensive, if you do it properly. My colleagues tell me that most Web-based courses appear dated in months, not years. The hoped-for longevity and transportability of such courses may be illusory. Sir John Daniel, vice-chancellor, the Open University

Things are about to be very different, and the very fact that some universities will compete and others will not or not so well may restructure the comfortable hierarchy of current practice. If campuses can resist temptations to turn on each other and instead focus on our core business learning we may enjoy the biggest boost to our fortunes since the flood of new students and federal research money after World War II.... This is the time to focus on basics, appropriating every new means of interaction and delivery we responsibly can. Our business is learning, not scheduling classes. As John Henry Newman reminded us a century ago, the university is a place of concourse a place where things come together. This is the essence of the modern universityvirtual and virtuous. With the power of communication technologies to enhance interaction and engagement, worldwide and locally, the university can at last realize the promise of education for everyone. Those who remain committed to quality, to documented value-added learning for the students they educate, will prosper. Bring on the competition! Let the twenty-first century begin! William M. Plater, executive vice chancellor and dean of faculties, IUPUI

LI2 AAHE BULLETIN/MAY 1998/11 Turning IdeasInto Expeditions

Expeditionary Strategy and Products for the KnowledgeAge

by Donald M. Norris

Leading-edge colleges Standard approaches to strate- and universities are gic planning and product busy exploring the development are inadequate for frontiers of Knowledge Knowledge Age learning. Tradi- Age learning. Their tional practice has tended to instruments of discovery are new emphasize research and retrospec- initiatives and/or redirected pro- tive analysis rather than genuine grams in distance education, dis- strategic thinking. Most educators tributed learning, virtual colleges have failed to grasp the strategic and universities, continuing pro- role of new products as opportuni- fessional education, and learner- Donald M. Norris is the president ofties to assess learner needs. Many centered environments. These Strategic Initiatives, Inc., a manage-have failed to think big andpro- probes into the future chart new ment consulting firm specializing invide for rapid action. Ten-step paths for alternative learning the transformation of colleges andplanning processes and cookbook experiences; they are the way universities, associations, and corpo- methodologies do not generate higher education will develop the rations.Contact himat12209 Jonathon's Glen Way, Herndon, VAcontinuous strategic insight. In competencies necessary to pro- 20170-2352; [email protected]; www. response to these shortcomings, vide learning that meets new strategicinitiatives.corn. the techniques of the future are Knowledge Age standards of being invented today. interactivity, mass customization, convenience, and coherence. Expeditionary Ted Marchese's article in this services, and experiences. These Strategy and Product issue paints an intriguing por- initiatives herald the gestation Development trait of the new providers that and birth of a new knowledge A new breed of strategy and are redefining the landscape of and learning industry that is product development is emerging learning. Their initiatives are global, pre-K through age 99 (or to create learning products and the exploratory probes for a next 129), and recognizes no bound- experiences for the Knowledge generation of learning products, aries or jurisdictions. Age learner. "Expeditionary" is

12/AAHE BULLETIN/MAY 1998 53 the adjective that best describes Virtual universities will be with the emerging Knowledge this new approach. Expedi- splendid examples of expedi- Age learning industry; tionary strategy and product tionary development. They are I providing a vehicle for distrib- development have emerged as our probes into the future of dis- uted learning services that the norm in the software and tributed learning. They are also raise standards for learning in laptop computer industries. Theyattracting new strategic allies K-12. are about to become the norm in and partners a key result of Successful Knowledge Age the learning industry. Our next launching highly visible probes. learning organizations will need generation of learning products They serve as models for others. to apply the expeditionary meta- and experiences "learning- If successfully undertaken, they phor to strategy as well as prod- ware," if you will will have will spawn new generations of uct development. Gary Hamel, more in common with software learning experiences. arguably the leading strategic development than with tradi- For example, seven to 10 yearsthinker in the business world, tional curriculum development. from now, Western Governors suggests that "The goal is not to Today's leading-edge develop 'perfect' strate- learning products display gies, but to develop expeditionary character- strategies that take us in istics. The Western Expeditionary strategy and the right direction, and Governors University, the then progressively refine Instructional Manage- product development have them through rapid ment System Project of experimentation and the National Learning emerged as the norm in the adjustment." Infrastructure Initiative, The most successful the University of campus leaders will be Wisconsin's Learning software and laptop com- those who position their Innovation Center, the learning enterprises to Cyberschool Initiative at puter industries. They are be part of a new learning Virginia Tech, the New industry that is gestat- Century College at about to become the norm ing from a fusion of George Mason today's education, infor- University, and a host of in the learning industry. mation, and technology other campus programs industries. This new are expeditionary in phi- industry will be highly losophy. Over time, they diverse in the range of are developing a new set of adap-University may have created its learners that it serves. tive tools that will carry them greatest value and revenues by: into an envisioned future. I providing certification of mas- Approaches to the Expeditionary development tery for learning achieved Knowledge Age Future entails much more than innova- anywhere a global compe- In Revolutionary Strategy for tion and flexibility. Expeditionary tency-assessment utility; the Knowledge Age (see box on strategy and products are driven I maintaining skills and compe- page 16), I have developed by vision, experimentation, and tency banks in conjunction approaches that enable campus the need for constant change. with major strategic allies; leadership to turn their ideas They position the learning enter- I providing a variety of virtual- and visions into expeditions. prise for success in a new, turbu- ized, atomized, and trans- These ideas present the context lent environment. These products formed learning materials andfor expeditionary strategy and involve rapidly developed proto- services that are part of dis- product development. types that anticipate learner tributed learning environ- Thinking in the future tense. needs, then continuously improve ments on campuses all over One must look beyond extrapola- themselves in response to evalua- the globe; tions from current experience. tive feedback. Five years after I opening up strategic alliances Thinking in the future tense inception, an expeditionary learn- internationally with colleges means visioning how life and ing experience will be dramati- and universities wishing to be learning will be different, then cally different. It will also have partners in virtual or distrib- planning from there backward. spawned waves of derivative uted learning enterprises; This strategic thinking is the products and services. I opening up strategic alliances ingredient most profoundly

AAHE BULLETIN/MAY 1998/13 154 absent from much of today's tencies necessary to succeed. age faculty time, lack of exper- planning activity. How can one talk about tise in using teams to develop Making the blue sky meet the "charting assured migration new products, and a host of road. Strategic thinking and paths" under uncertain condi- other barriers prevent colleges visioning are necessary but not tions? The essential point is that and universities from capitaliz- sufficient for expeditionary no single path or strategy will ing on the opportunitiespre- development. By ripping the do. Nor are precise definitions of sented by distributed learning. future back to the present, one future "killer applications" likely. Our expeditions must over- can clarify how to move toward The only assurance is the aggres- come these shortcomings. that future. sive development of programs 3)Redirect existing processes An institution with vision can and competencies that position and launch new initiatives. gauge the gaps between current the institution to take advantage The emerging visions for dis- personal and organizational com- of emerging opportunities before tributed learning can be used petencies and the competencies these opportunities become to redirect existing processes needed for the Knowledge Age. apparent to everyone else. planning, budgeting, resource One can also identify elements in The following steps can enable allocation, infrastructure the current culture that hinder institutions to chart assured development, facilities plan- one's capacity to move forward migration paths for the future of ning, program review, promo- and craft strategies to overcome distributed learning: tion and tenure, institutional them. Using the vision as a tem- 1) Generate shared visions of advancement, and others. New plate, one can identify barriers to the future and continu- expeditions should be selected achieving the growth opportuni- ously discuss them with and funded on the basis of ties in Knowledge Age learning. the community. No single their capacity to build compe- Expeditionary products are then vision will do, but distributed tencies that will achieve the crafted to overcome those barriers. learning is an excellent emerging vision. Charting assured migration metaphor around which to 4)Use expeditionary paths to the Knowledge Age. focus strategic thinking. approaches to new learn- Moving forward into the unknown2) Pull visions back to the ing initiatives. Expedition- requires a different kind of strat- present; identify and over- ary products are developed on egy and product planning: prepar- come barriers. Current a rapid-prototype basis, with ing for success under a variety of reward structures, promotion the expectation that they will different futures. Expeditionary and tenure processes, alloca- be improved continuously. product development is the tions of faculty time, lack of Anyone who doubts the need instrument for charting adaptable investment for new product for expeditionary marketing paths and developing the compe- development, inability to lever- need only cite the list of tech-

The Old Product Logic The New Product Mind-Set

Served markets Opportunity horizons Defending today's business Creating new competitive space Following customers Leading customers Periodic assessment Continuous assessment and feedback Product driven Function driven Maximizing the success rate of new products Maximizing the learning from new products Commitment reflected in investment Commitment reflected in persistence

Adapted from 'Corporate Imagination and Expeditionary Marketing,"HarvardBusiness Review, July/August 1991, by Gary Hamel and C.K. Praha lad.

14/AAHE BULLET1N/MAY 1998 :i 55 nology-driven products that be more purposeful, commit and provide that information for shot into the misty future like greater pools of resources, and immediate and continuous a laser beam, and missed: position institutions far more improvement. Sticky products PLATO, AT&T's Picturephone, effectively than our normal habit are low-cost probes into the the Apple Newton. of incrementalism, which is typi- future. The self-correcting and 5) Develop the basic compe- cally guided by past practices or self-adapting nature of sticky tencies for Knowledge Age present conditions rather than products suggests a biological products and services. by future vision. When guided bymetaphor to product develop- Expeditionary products are revolutionary vision and strat- ment in the Knowledge Age. mechanisms for devel- Learningware in the oping basic competen- image of software and cies, many of which net commerce. The will be acquired The most successful cam- growth opportunities through strategic for learning in the alliances. pus leaders will be those Knowledge Age will 6) Take decisive, even require the development revolutionary action who position their learn- of a new learningware/ when advisable. At learning architecture some point in the near ing enterprises to be part industry. New practices future of emerging and competencies are markets, it becomes of a new learning industry required to shape this possible to take deci- new industry. The next sive, even revolution- that is gestating from a generations of learning- ary action. Early ware products will computer models by sion of today's education, follow the patterns and Apple were expedi- cadences of the software tionary developments industry much more that did not enjoy information, and technol- than the patterns of great success but traditional academic paved the way for the ogy industries. This new products. Macintosh. Successful innovation 7) Use strategic allies industry will be highly in rapidly changing envi- to acquire compe- ronments. The notion of tencies, provide diverse in the range of "expeditionary market- investment, and mit- ing" emerged in the igate risk. One can- learners that it serves. 1990s as corporate not overemphasize the growth shifted from com- importance of strategic panies achieving cost allies in a university's and quality advantages approach to Knowledge Age egy, learning enterprises can in well-defined markets to com- learning opportunities. launch aggressive, evolutionary, panies building and dominating and incremental actions that willfundamentally new markets Revolutionary Strategy, develop assured migration paths characterized by rapid change Evolutionary Action, and position the enterprise for and technological developments. Expeditionary Products even more decisive action. To identify and capitalize on new Knowledge Age planning Expeditionary product devel- opportunities, companies devel- requires the mixing of revolu- opment is central to this oped the capacity to create prod- tionary vision with incremental approach. It uses rapid proto- ucts serving genuinely new action until basic competencies types of new learning products needs and to treat those prod- are developed, emerging markets and experiences that are built ucts as prototypes to be tuned in take form, and new tools are quickly then modified continu- the marketplace. Laptop comput- developed. These competencies ously as they are tested in the ers, minivans, and wireless com- will enable decisive action on marketplace. These prototypes munications have demonstrated future programmatic opportuni- are characterized as "sticky" the shift from the old product ties as they emerge. because they are able to collect logic to a new mind-set. These incremental actions will information about learner needs The new product mind-set

AAHE BULLETIN/MAY 1998/15 focuses on creating opportunities phere of continuous change.Put use continuous assessment and and new competitivespace. It rec- simpl y. successful companies ognizes that customers must be led improvement to create changed were able to: and derivative products when introduced to products that plan and launch rapid-proto- that they have not experienced, evolve into killer applications. even as type products thatserve as the new prototypes are continu- low-cost probes into the future; ously assessed and modified. The assess and communicate Implications for new products are function driven. suc- Successful Learning cess and acceptance, andcon- Maximizing their success rate is Expeditions tinuously reshape the Several implications not as important as maximizing products and their derivatives; emerge the learning from them. Invest- from the preceding insights I create a rhythmicallychoreo- taken from successful software ment and persistence areneces- graphed transition from sary to subsequent success. pres- and net commerce companies ent to future. and from Ted Marchese's The acceleratingpace of The most successful report change in the 1990s has helped compa- from the front lines of innova- nies are not those thatspend two refine these principles further.A tion. Learning enterpriseswish- years planning products that willing to compete in the recent survey of companies in last for five. This is retrograde Informa- the computer industry revealed tion Age must be able to: thinking. Successgoes to those challenge the existing critical success factors for prod- that get rapid-prototype assump- products tions of the learning industry; uct development inan atmos- to market in three months, then I use expeditionarystrategy and products that can be rapidly For Further Reading prototyped, constantly improved, and usedas plat- The Series on TransformingHigher Education forms for evolving derivative products that in five to 10 A three-volume series hasbeen developed to help collegesand universities successfullymove into the Knowledge Age. years may become real killer applications; I plan for the continuous Unleashing the Power ofPerpetual Learning, by Donald M. Norris and TheodoreRoosevelt Malloch (1997, 50 improvement and replacement pp.), of successful learning explores how we will live andlearn in the Knowledge Age,an products era that will fuse learning, work,entertainment, and other and experiences in theface of activities. competition; IIuse protected niches and Revolutionary Strategy for theKnowledge Age, by underserved/emerging mar- Donald M. Norris (1997, 50 kets to develop competencies pp.), develops a new approachto combining revolutionarystrategy, expeditionary and learning products that programs, evo- then can be introduced into lutionary change, and thebuilding of new competencies.It provides a set of case studiesof learning enterprises that broader markets; have deploy strategic alliances, leveraged the forces oftransformation, and concludes witha selection of initiatives for financial investment, and launching colleges anduniversities new into the Knowledge Age. and broader revenueopportu- nities to assemble larger learn- Transforming Higher Education:A Vision for Learning ing initiatives than existing in the 21st Century, byMichael G. Dolence and providers have ever launched. Donald M. In conclusion, successful Norris (1997, 100 pp.), is theoriginal volume in the trilogyIt suggests that colleges anduniversities could thrive, notjust learning enterprises will find survive, by embracing thechallenges and opportunities that their pathways to Knowl- of the edge Age learning will be Knowledge Age and launchingsimultaneous processes of charted change to realign, redesign,restructure, and reengineer them- by expeditionary strategiesand selves to the emerging paradigms learning products and services. of the twenty-firstcentury. New skills and competenciesare All three works needed. Turning good ideasinto can be ordered from the Society forCollege and University Planning,734/998-7832; or online from flexible, adaptive expeditions enabled by strategic allies Strategic Initiatives, Inc.,www.strategicinitiatives.com. and increased financialresources will be the hallmark ofsuccess.

16/AAHE BULLETIN/MAY 1998 1 57 AAHE NEWS Staff phone extensions in parentheses.

AAHE Assessment Forum to improve higher education. June 13-17 for informative work-Sponsor or recruit a new Assessment shops, lively discussions, and member by June 12, 1998, and Conference networking opportunities. you'll earn credit at the AAHE Registration, hotel, and other bookstore, toward conference reg- Have you regis- information is available on istration, or toward membership tered for the AAHE's website or by contacting renewal. Credits are valid until 1998 AAHE Kendra LaDuca (x21), project May 1, 1999. For more informa- Assessment assistant, [email protected]. tion, contact AAHE's Member- Conference? ship Department (x27). "Architecture Membership for Change: Information Member-Get- New AAHE Initiative as Founda- A-Member tion" will be the theme that With every additional member, Program for the pulls together more than 170 AAHE can expand the depth of Promotion of sessions. Come to Cincinnati its work and increase its capacityInstitutional Change SiteSeing A new grant from the National Science Foundation will allow Sites of particular interest to faculty members AAHE to organize and host an Institutional Change AAHE www.aahe.org Institute in fall 1998. Teams Click on "Roles & Rewards" for the history and direction of AAHE's from colleges and universities Forum on Faculty Roles & Rewards. Link to descriptions of the popular that have implemented institu- Working Paper series. Read about the annual Conference on Faculty tional changes based on reform Roles & Rewards. in the science, mathematics, American Association of engineering, and technology University Professors (AAUP) www.igc.apc.org/aaup (SMET) disciplines will partici- Information on AAUP membership and publications. See the pate. The Institute has four cen- "Governmental Relations" section for legislative updates, congressional tral purposes: issues and accomplishments, and electronic versions of AAUP policy I exchanging lessons from past papers. and current initiatives; I expanding knowledge of ARNOLD: The Academic Resource assessment and reform Network On-line Database arnold.snybuf. edu strategies; An interactive database designed to help faculty, administrators, and staff in higher education identify partners for exchange or scholarly col- I building a network of schools laboration. In addition, campuses post openings for academic positions. whose SMET disciplines are contributing to institutional POD: Professional and Organizational Development reform; Network in Higher Education I encouraging further institu- www.public.iastate.edu/-POD_Network tional change. Definitions of faculty development, publications for those seeking to The Institute will include improve teaching, and links to related organizations. Includes highlights keynote speakers or panels, of previous POD conferences and information on the 1998 conference. small-group discussions, and poster sessions by participants. The Faculty Governance This forum provides opportunities Association sygov.swadm.alaska.edu/WSAFG/wsafg.html Maintained by the University of Alaska Faculty Alliance. Access a to discuss the assessment ideas of national directory of state-level faculty governance organizations. Link individual institutions. Teams to journals and directories will determine how to measure the success of reform efforts and Send your favorite websites to [email protected]. will draft evaluation plans using Upcoming columns: international sites, faculty, and more! practices described in plenary and discussion sessions. After the

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1 5 S AAHE BULLETIN/MAY 1998/17 Institute, participating schools lar innovations in math and sci- enjoys swimming, biking,run- will disseminate information ence and their effect on student ning, and anything involving the about their progress at the 1999 performance and the quality of outdoors. AAHE Assessment Confer- the learning environment at the Contact Ganter for more infor- ence. In addition, a publication isundergraduate level. She mation about the new initiative planned, to present perspectives recently completed an 18-month and Institute, [email protected]. represented at the Institute. research appointment at NSF, Susan Ganterinvestigating the national impact (x32), who of calculus reform. While at NSF, Member Feedback comes to she worked with SRI Inter- APA Standards AAHE from national, a nonprofit research, The AAHE Assessment Forum the depart- technology development, and invites you to participate in the ment of math- consulting organization, to revision of the Standards for ematical develop and implement an evalu-Educational and Psychological sciences at ation plan for an institution-wideTesting, undertaken by a joint Worcester reform program. committee of the American Polytechnic Institute in When not working on projects Educational Research Association, Massachusetts, will lead this in math and science education, the American Psychological Program for the Promotion of Ganter is busy with her semipro-Association, and the National Institutional Change. Her fessional singing career with the Council on Measurement in research has focused on curricu- Washington Singers. She also Education. As AAHE advisor to continued on p.20

Position Announcement Vice President American Association for Higher Education Role and responsibilities As chief operating officer, the vice president is responsible to AAHE's president fordirecting the day-to-day operations of AAHE's office and programs, in accordance with AAHE'smission and policies as established by the Board. As a member of the executiveteam, the vice president leads long-term planning for the association and the strategicuse of its resources. As head of the operations team, he or she implements AAHE's plan by managing association policy;developing member services; supervising staff hiring, review, deployment, andsupport; developing the association's budget; overseeing finances and funding; extending marketing; andplanning conferences and meetings. Supervisor of the directors of finance and administration, publications, conferences, and membership and marketing, thisperson also has responsibility for shaping program budgets and the development of new grants. The vice president coordinates the design and planning for AAHE's National Conference on Higher Education and workswith the association's caucuses and other member groups in support of their activities. Finally, thisperson serves as chief liaison with the TLT Group: the Teaching, Learning, and TechnologyAffiliate of AAHE. Qualities and abilities The successful candidate must possess the credibility, stature, andcapacity to move quickly into the challenges of the job. She or he must havea broad understanding of higher education and the directions in which it needs to move;a capacity and willingness to work with ideas and initiatives congruent with AAHE's mission; a consultative but decisive leadershipstyle; strong interpersonal and team skills; a capacity to energize staff to realize theassociation's mission; skills in communication and analysis; andan ability to manage the activities of a complex organization. The association will be looking forsomeone who has worked in higher education and as a senior-level manager, with experience developing budgets, supervising professional staff, and working on a senior management team. Experience in associationwork is also desirable. Schedule Review of applications will begin immediately and continue until thejob is filled. Compensation is commensurate with qualifications and experience. Pleasesubmit a letter of interest explaining how you could contribute to AAHE accompanied by a curriculum vitae/ resume and compensation range to Margaret A. Miller, President, American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC20036-1110.

AAHE is an equal opportunity, affirmative action employer and actively solicitsapplications by and nominations of women and minority candidates.

18/AAHE BULLETIN/MAY 1998 Academic Integrity, now based at Duke . .. executive director Sally Cole tells me the center by Ted Marchese now has 200 institutional members and Hewlett support to develop a "fundamental principles" Welcome back for news of AAHE members (namesstatement about academic honesty, modeled after in bold) doing interesting things, plus news of AAUP's statement on academic freedom.... Two note ... send items by mail or fax, or to summer convenings of note: case-method teaching [email protected]. and classroom assessment at UBC in Vancouver, July 15-19 (contact Bill Welty, 914/773-3879); and PEOPLE: Congratulations to Educom and developing more productive relationships between CAUSE our two leading technology faculty and their institutions at St. Mary's (CA), associations for merging (July 1), then nabbing June 11-14 (contact Jerry Berberet, 312/263- Brown's senior VP Brian Hawkins to come in 2391). ...Natalie Johnson leaves Olivet to head early (June 1) to put the pieces together. ... oneof AAC&U's "Racial Legacies" project, which aims to the fall-puts of creating a new organization is thatprompt town-gown conversations about race and some very talented people, including CAUSE's community renewal.... Silicon Valley CAO Mark Jane Ryland and Educom's Carol Twigg, will Millen tells me the college, in partnership with step aside. ... Friends inthe assessment, Cisco Systems, will create a regional academy to accreditation, and IR communities were delighted help area high school teachers and students learn to see Loyola of Chicago pick UIC's Larry IT skills. ...Sadly, just two weeks after visiting Braskamp as its new senior VP.. .. Barbara AAHE's offices to discuss future projects, Taylor takes over as managing director of the Northwestern's esteemed faculty-development Academic Search and Consultation Service, which leader Bob Menges died at his desk April 14. has been plenty busy and adding staff. ... Allan Cohen tells colleagues that he'll step down from BOOKS: The University Continuing Education the CAO post at Babson, return to his Association's Frandson book award went last professorship ...Babson's rising star offers good month to Terry O'Banion's A Learning College testimony for Allan's latest book, Power Up: for the 21st Century (Oryx).... Our member Transforming Organizations Through Shared CAOs might want to check out James Martin's Leadership (Wiley), with David Bradford... . A First Among Equals: The Role of the Chief happy salute to English prof Robert H. Bell, Academic Officer (Johns Hopkins). .. . Those of "one of the most distinguished teachers Williams you (like me) looking for new slants on learning lCollegel has had in modern times," winner of the should check out an Australian book, Teaching 1998 Robert Foster Cherry Award for Great and Learning in Higher Education (Acer;

Teachers...the Baylor-administered prize carries available from Stylus), Barry Dart and Gillian a $12,500 purse ...outside the classroom, Bell Boulton-Lewis's tribute to the work of John Biggs. made a splash with his 1991 book Jocoserious .My own paper, "The New Conversations About Joyce: The Fate of Folly in Ulysses (Cornell). Learning," is up on www.aahe.org.

WHAT'S IN A NAME: Jocoseriously, what fun APPOINTMENTS: Congratulations to new Joyce himself would have had with the name presidents Larry Faulkner (UT-Austin), Jo Ann concocted for the new Educom-CAUSE merged Argersinger (SIU-Carbondale), Kenneth association. EDUCAUSE.... If you think the Peeders (Fergus Falls CC), Walter Roettger engineers and IT folk are title-challenged, how (Lyon), Mike Rao (Montana State-Northern), about the trustees of good old Jersey City State John Hilpert (Northern. in SD), Vivian Blevins College? They were bound and determined to (St. Louis CC), Thomas Plough (Assumption). come up with a new name for the place and George Reid (Kentucky State), and Charles produced this forgettable mouthful: New Jersey Ambrose (Pfeiffer). ...Temple's Carolyn Adams City University. steps in as the elected president of the Council of Colleges of Arts and Sciences ...also elected: the MORE PEOPLE: Gonzaga's Fr. Patrick Ford College of Charleston's Gordon Jones to the chairs an ad hoc, 16-member, three-region CCAS board....And Wayne Leroy, the source accreditation council charged with high-stakes for information on any topic related to facilities decisions about whether and how to accredit management, retires from his post as exec VP at Western Governors University. ... on May 7, this APPA. IRAC group took an important step by declaring WGU's eligibility for institutional accreditation, ENDNOTE: I look forward to seeing you at with candidacy the next step.... June 4. AAHE .AAHE's Assessment Conference, June 13-17 in hosts a Washington briefing by the Center for Cincinnati. continued from p.18 Bernard C. Harris Publishing Important Dates that committee, Alverno College's Company are in the process of Marcia Mentkowski is coordinatingphoning members to verify list- 1998 TLT Group "Levers for feedback from AAHE members. ings. You can reserve a copy of Change" Workshops. This is the final opportunity the directory, which is scheduled for release in the fall, during this University of Central Florida. to give feedback. To participate, June 4-5 download the Standards from call. Thanks to everyone who the APA website, www.apa. returned the questionnaire! If Ohio Regional. October 8-9. org/science/standards.html. you have questions, please contact Mary C. J. Schwarz (x14), 1998 Assessment Conference. Send responses to Cincinnati, OH. June 13-17. [email protected] of membership and mar- by July 1. Individual comments keting, mschwarz@ aahe.org. 1998 Summer Academy. will be appended to a synthesis Vail, CO. June 27-July 1. www.aahe.org of AAHE member feedback. 1998 TLT Group Summer Assessment Institute. Phoenix, AZ. July 11- 14. Membersh.ip The Assessment Forum page on AAHE's website continues to 1998 AAHE Black Caucus Directory evolve. Check for additional Study Tour to South Africa. All AAHE members were abstracts from the 1997 AMIE July 16-August 2. recently notified of the new Conference on Assessment & Member Directory and should Quality. Another new feature is have received a questionnaire in the "Frequently Asked will address the assessment of the mail. If you have not yet Question" section. The first general education. Send FAQ replied, please do so! FAQ asks, "How do we assess suggestions to calander@ Representatives from the campus climate?" The next FAQ a ahe. org.

Moving? Clip the label below 0 Yes! I want to become a member of AAHE. and send it, marked with As an AAHE member, you'll receive the AAHE Bulletin (10 issuesa year) and Change magazine your new address, to: (6 issues). Plus, you'll save on conference registrations and publications; you'llsave on subscrip- "Change of Address," AAHE, tions to selected non-AAHE periodicals (ASHE-ERIC Higher Education Reports and The Journal One Dupont Circle, Suite of Higher Education); and more! Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, 360, Washington, DC 20036- DC 20036-1110; fax 202/293-0073. 1110; fax 202/293-0073. AAHE Membership (choose one) (add $101yr outside the US.): Regular: 0 lyr,$95U 2yrs.S185U 3yrs.$275 Retired: D lyr,$50 Student: U lyr,$50 AMIE Caucuses/Networks (all are open to all members; choosesame number of years as above) Amer Indian/Alaska Native: yrs @ $10/yr Asian and Pacific: yrs @ $15/yr Black: lyr,$25 U 2yrs,$45 U 3yrs,$70 Hispanic: lyr,$25 U 2yrs,$45 U 3yrs,$70 Women's: yrs @ $10/yr Community College Network: yrs @ $10/yr Name (Dr./Mr./Ms.) D M/0 F Position (if faculty, include discipline) Institution/Organization Address U home/D work

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June/1998 Volume 50/Number 10

Post-Tenure Review Its meaning and purpose BY CHRISTINE M. LICATA

NCR Snapshots

Best Practices for Servicetearning BY MARY KAY SCHNEIDER

9 s r 11 11. 11 11 M1 1 M 11 IM1 11 IMM M V IMI AIRE NEWS BOARD ELECTION I= MI BULLETIN BOARD I11I, - 11MN RESULTS by Ted Marchese .-.. AMERICAN ASSOCIATION FOR HIGHER EDUCATION 162 In This Issue 3 Post-Tenure Review: At the Crossroads of Accountability and Opportunity Beyond simple positions and unsubstantiated claims about benefit and burden. by Christine M. Licata Taking Learning Seriously: AAHE's 53rd National Conferenceon Higher Education The scholarship of teaching, and five other thoughts. photos by Todd Jagers Constructive Images 9 Models of Good Practice for Service-Learning Programs: What Can We Learn From 1,000 Faculty, 25,000 Students, and 27 Institutions Involved in Service? by Mary Kay Schneider

Departments

13 AAHE News...Board election results...conferences...Visiting Scholars... and more.

15 Bulletin Board /by Ted Marchese

AAHE BULLETIN June 1998/Volume 50/Number 10 Editor: Theodore J. Marchese Managing Editor: Carrie Witt

AAHE Bulletin is 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: Margaret A. Miller. Vice Presidents: Louis S. Albert and Theodore J. Marchese. The Bulletin accepts unsolicited manuscripts, subject to editorial review. Guidelines for authorsare available by calling 510/271-8164, item 11.

AAHE Bulletin (ISSN 0162-7910) is published as a membership service of the American Association for Higher Education,a nonprofit organization incorporated in the District of Columbia. Periodicals postage paid at Washington. DC and at additional mailing offices. Annual domestic membership dues: $95, of which $55 is for publications. Subscriptions for AAHE Bulletin without membershipare available only to institutions: $35 per year, $45 outside the United States. AAHE Bulletin is published 10 timesper year, monthly except July and August. Back issues: $5 each, including postage, while supplies last. AAHE Bulletin is available in microform from University Microfilms International. Printed in the United States of America. POSTMASTER: Send address changes to AAHE Bulletin, Attn: Membership Dept., One Dupont Circle, Suite 360, Washington, DC 20036-1110.

Production assistance provided by Imtek Office SolutionsElectronic Imaging and Design. Printing by HBP Cover concept by Dever Designs. 163 Post-Tenure Review At the Crossroads of Accountability and Opportunity by Christine M. Licata

Where is the post- ognize the need for increased nonperformers. Others believe tenure review accountability and resonate to that dismissals of tenured fac- road leading, and the potential these reviews, if ulty are rare because either what do we know approached developmentally, can there are no effective institu- about the journey?provide in helping faculty sus- tional procedures to address Recent activity on the national tain career energy and meet the cases of chronic nonperformance level suggests that more is knowncareer-development challenges or, if such policies exist, they about the factors that have spawned by shifting institutional lack enforcement. Inextricably brought us to this crossroads thanmissions, fluctuating organiza- tied to these assumptions is the about what our destination might tional structures, and rapidly public's perception that the acad- be. What seems clear is that changing pedagogical and tech- emy has been insulated from external scrutiny of faculty work nological developments. market vagaries and negligent in life and pressure for increased This national debate has also ensuring that a proper balance accountability, continuous quality heightened awareness of other exists between the rights and improvement, and additional flex-important realities. First, many responsibilities the freedoms ibility have driven the post-tenurecitizen regents, policymakers, and obligations that the review movement and are inter- and the public do not have an tenure contract accords to faculty secting with the need within the accurate understanding of fac- and what institutions can rea- academy to maintain the profes- ulty work life or what the tenure sonably expect in return. sional and career vitality of its covenant represents. Many view As a result, as post-tenure senior faculty. "tenure" as a job entitlement pro-review policies are put into place, As a result, formulating dis- tecting faculty from performance institutions are forced to reexam- cussions are frequently laden evaluation. From this, stakehold-ine the meaning of tenure; with divergent beliefs and con- ers infer that the academic vine- reevaluate critically annual flicting expectations, not to men- yards are replete with review practices; reconsider com- tion high emotion, about what mitment to faculty development; the primary purpose and conse- revise later-life transition plan- quences of post-tenure reviews ning programs; and revisit policy should be, how they differ from and allowable sanctions for annual merit reviews, and why chronic underperformance. post-tenure reviews are now This debate will continue needed. Ambiguity exists around unchecked and uninformed whether the reviews are intended unless factual reporting and sys- for corrective purposes, enrich- tematic data are provided. Under ment objectives, or both. In some the umbrella of AAHE's New legislative and board settings Pathways I project, Joseph in Arizona, Florida, and Texas, Morreale of Pace University and for example post-tenure I reviewed more than 100 policies review was placed on the table as and related reports on the topic, a measure to assure that the supplementing our review with tenure system remained intact. telephone interviews. This pre- Skeptics claim this review of liminary work led us to the publi- Christine M. Licata is associate dean tenured faculty is unnecessary, for academic affairs at the Rochester cation of Post-Tenure Review: because existing evaluation mea- Instituteof Technology 1 NationalPolicies, Practices, Precautions sures are sufficient, and further Technical Institute for the Deaf 52(1997, 78 pp.), paper 12 in review only amounts to one more Lomb Memorial Drive, LBJ-2845,AAHE's 14-part New Pathways bureaucratic requirement that Rochester, NY 14623-2845; cmlnbt@ Working Paper Series. In this rit.edu. She is senior associate in will undermine faculty morale, AAHE's New Pathways II project, work, certain trends and common threaten academic freedom, and working on the issue of post-tenureissues emerged trends that distract professors from more review for the AAHE Forum onhelp us define the road; issues important tasks. Advocates rec- Faculty Roles & Rewards. that help shape the journey.

164 AAHE BULLETIN/JUNE 1998/3 Trends basic review models operate on this instance, the annual merit Public-sector impetus. The most campuses today. These review process is expanded recent movement to require post-include the consequential sum- beyond the usual perfunctory tenure reviews is principally mative review, in which actual administrative assessment and under way in the public sector consequences from the review raised to a systematic and com- and primarily at the behest of are made explicit and include prehensive level by the inclusion legislatures and governing but are not limited to prepara- of significant peer review, long- boards. Post-tenure review is in tion of a long-term professional- term professional-development either the discussion or imple- development plan, reward and goals, and provision for appropri- mentation stage in more than 30 recognition measures, and for- ate action if performance is states. mulation of an improvement below standard. Working definition. In most plan when deficiencies are noted. Regardless of the model, all settings, post-tenure review is a The formatiue model, on the processes build on the annual process that goes well beyond other hand, seeks development review and almost all new poli- traditional evaluation methods. and growth and rarely results in cies emphasize faculty develop- It usually means a systematic, personnel action. This review ment as a goal. Additional policy comprehensive procedure involv- primarily emphasizes profes- objectives are then layered on, ing significant peer review that sional career-development and depending on institutional mis- is aimed specifically at assessing usually integrates development sion, culture, and particular situ- performance and nurturing fac- goals with departmental mission ation. In most of the policies ulty development; requiring that and priorities. The third model isdeveloped during the last five improvement occur if necessary what a few campuses refer to as years, consequences in the form and mandating sanctions if a substantive annual review. In of reward or remediation are reasonable improvement plan is not accomplished. Although the term itself suggests to some that the review is a retenuring New Pathways II: Post-Tenure Review process, this is not how post- tenure reviews are actually being AAHE's New Pathways project has begun a second, action- designed. In fact, some institu- oriented phase: "Academic Careers for a New Century: From tions, recognizing the negative Inquiry to Action." (Also see "New Pathways II" in AAHE News in connotations around the term, the March 1998 AAHE Bulletin.) have coined others that more In New Pathways II, AAHE is collaborating with the new Project accurately reflect the concept of a on Faculty Appointments at Harvard University, which will study continuing review rather than a alternative academic employment arrangements and contractual punitive process, such as "com- issues. (For details, contact Holly Madsen, project coordinator, prehensive review of sustained Harvard University, 617/496-9348, hpfa@hugsel .harvard.edu.) performance," "tenured faculty AAHE is concentrating on post-tenure review and the tenure review and development," "peri- process and will disseminate the work of both projects. odic evaluation (review) of AAHE's post-tenure review activities include the following: tenured faculty," "continuing and I Clearinghouse on post-tenure review (in collaboration with the enhanced review," and "extended Project on Faculty Appointments) inventory of institutional review." policies profile of practices and procedures summary/ Regardless of nomenclature, briefing on key issues. most policies require a periodic 0 Technical assistance/consultation to campuses. review of all tenured faculty, 0 Institutional mini grants (AAHE) and challenge grants (Project usually at five- to seven-year on Faculty Appointments) support for practical approaches intervals, as is the case in the to getting post-tenure review started, keeping implementation state university systems of moving in a positive direction, and innovative policy and proce- California, Florida, Hawaii, dure development. Georgia, Maryland, North I Impact/outcomes research site-based case studies to deter- Carolina, Texas, and Wisconsin; mine whether post-tenure review is achieving its institutional others require a review of purpose and having a positive impact on faculty growth and selected faculty, triggered by development. some event, usually unsatisfac- 0 Information exchange/dissemination network of post-tenure tory annual review, as is the review practitioners post-tenure review listserv, national/ case in state institutions in regional meetings, targeted publications. Arizona and Minnesota, some For more information or to participate in AAHE's post-tenure Texas A&M campuses, most review activities, contact Christine Licata or Joseph C. Morreale, Commonwealth of Virginia cam- visiting scholar, AAHE New Pathways II, and vice provost for plan- puses, and in Colorado State ning, assessment, and institutional research at Pace University, University campuses. 914/923-2633, [email protected]. Implementation models. Three

4/AAHE BULLETIN/JUNE 1998 165 usually mandated. And it is pre- to creating the type of paper critical, as is the assurance that cisely on this issue of whether trail that is necessary to demon- all will be judged fairly by peers, consequences are necessary and strate the preponderance of evi- students, and administrators appropriate that we see much dence needed to prove against such standards. disagreement. Conflicting expec- incompetence in the unlikely Generally, performance stan- tations are held about what the event that a dismissal-for-cause dards follow established tenure real purpose is. Those outside proceeding is warranted. In criteria, promotion-in-rank crite- the academy tend to see the post-many cases, the lines between ria, or a college-wide or depart- tenure review process more in developmental and consequen- mentally established threshold summative terms as a means tial post-tenure review overlap. for satisfactory performance. to make the academy more nim- Frequently, policies emphasize Accurate, defensible, and use- ble and responsive to change. the importance of continual ful information. Data collected Internal stakeholders often view development as well as the needand methods used to assess fac- it as a powerful means to for improvement, if necessary. ulty performance are reliable strengthen performance and con- and objective. tinue professional development. Unifying Principles Peer review. Peers play a sig- An underlying fear often and Strategies nificant role in the review, usu- expressed by faculty is that such Institutions successful in tak- ally in the form of a committee. reviews will be used capriciously ing post-tenure review from con- Committee size and composition by administration to get rid of cept to design share certain are influenced by overall unit outspoken or nonconforming fac- fundamental design principles. scale. Usually, the committee is ulty. Faculty groups who see Approximately 75% of the insti- composed of three to five mem- value in developmental peer tutions studied highlighted the bers and selection is made by review also remain suspicious following: appointment or election. Often about the effect of consequential Partnership in design. Facultyan existing committee (such as reviews on tenure policy and and administrators, including the department personnel com- tradition. bargaining agents where appro- mittee) is used or a new commit- The American Association of priate, work together to design tee is constituted with University Professors (AAUP), inthe process and the procedures. representation from within and its statement on post-tenure Without this collaboration, policy outside the immediate organiza- review in the Sept/Oct 1997 issuedevelopment is usually doomed. tional unit. of Academe, indicates that per- Academic freedom. Protection Professional-development plan. formance review can be improvedof this cherished principle is A prospective professional- and supports developmental affirmed and preserved in policy development plan is highlighted reviews intended for faculty language. and is used as a benchmark and growth. The association contends Clearly articulated statement referent for career transition that normal collegiate review of purpose. Policy purpose and planning and improvement. processes and policy provisions outcomes are communicated Feedback. Documented feed- already in place can handle the clearly and articulate well with back to faculty, usually through a infrequent situations of under- other institutional systems such meeting, is provided on both per- performance or nonperformance as workload, program review, formance and professional- and that additional disciplinary and merit processes. development goals. monitoring is redundant. AAUP Flexibility and decentralized Institutional support. Support argues that summative reviews control. The local organizational for faculty-development resources are particularly objectionable unit is provided reasonable lati- is evident and a priority within because they substitute "man- tude in determining specific the institutional environment. agerial" accountability for profes-review components, including Reinforcement of evaluation sional responsibility. As a result, criteria, standards, and sources skills. Opportunities to improve AAUP cautions that such of data. For example, the Texas evaluation skills are provided to reviews alter and diminish due A&M University system policy chairs and peers. process protections inherent in spells out that "Post-tenure eval- academic freedom, leaving the uations are made on the basis of Challenges door open to the easing of pre- typical criteria and factors.... Challenges frequently vailing standards for dismissal Not all departments will use the expected or actually reported moving that standard from same weighting of each factor take several forms: incompetence to unsatisfactory and these may be different I a high level of faculty resis- performance. depending on the faculty mem- tance, because post-tenure In response, supporters of ber's specific role and responsi- review is seen as an unneces- summative post-tenure review bilities within a college." sary process or a means to point out that although perfor- Performance threshold. destroy protections accorded mance monitoring processes Establishing clear standards for by tenure; may be on the books, little time satisfactory professional perfor- I additional time and effort and attention have been given mance at the local unit level is required to carry out the

1136 AAHE BULLETIN/JUNE 1998/5 process, particularly for peers, New Century: From Inquiry to and enhancing career chairs, and deans; Action," which will include a pro- redirection? I unevenness in application of gram of mini grants. (See "Call to I What specific actions result performance criteria across Participate" for more information.) from these reviews? units within an institution; In addition, the New I Do the reviews impact or I uncertainty about what consti-Pathways II staff will undertake change the role of department tutes a reasonable improve- a series of case studies to exam- chairs in terms of skills ment plan and what attendantine the actual outcomes and required and terms of resources should be provided; impact of post-tenure review in appointment? I lack of empirical data on pol- four to six institutional settings I Do the reviews affect the rigor icy effectiveness and the campuses with considerable of pre-tenure review and the opportunity costs involved. experience in post-tenure review annual review process? Preliminary research on these practices. Findings will help I Does the presence of post- issues, while reported principallyanswer fundamental questions tenure review affect new- from the administrative perspec- and will help shape future policy faculty recruitment? tive and in most instances with directions. The overarching I Are the reviews a catalyst for limited history, indicates that query is this: systematic upward evaluation even when these problems arise, I Does post-tenure review of administrators? administrators believe that the achieve the stated objectives, I Do the reviews forestall addi- overall benefits are worth the and how do we know? tional external interference? effort, despite the fact that the Corollary questions include: I Do the benefits of post-tenure price tag remains unknown. I Do these post-tenure reviews review outweigh its costs? Most reporting on the question improve the quality of teach- Clearly, we are at a cross- of policy effectiveness hinges on ing, research, and service? roads. Institutions will continue anecdotal impressions. PublishedI What impact do these reviews to struggle with directionality campus experiences are few. have on life within the acade- unless the discourse is enlarged Christine Des Jarlais and mic department in terms of col- and enriched through institu- Melinda Wood of the University legiality, collective tional and individual experience of Hawaii at Manoa found that of responsibility for outcomes, and and perspective. the 1,079 evaluations conducted academic freedom? We invite you to participate there over the past 10 years, onlyI What is the contribution of with us in developing the road 92 cases of deficiencies (8%) were these reviews to maintaining signs and influencing the reported. Of these cases, most fac- the vitality of senior faculty destination. ulty members successfully completed professional-development plans or are in the process of Call to Participate doing so. In 28 cases, faculty Post-Tenure Review: "Projects With Promise" members chose to retire rather than to complete a plan. No one Grants ranging from $5,000 to $10,000 are available to institu- was dismissed. The most fre- tions willing to take the lead in developing practical and/or innova- quently cited area of deficiency tive approaches for how post-tenure review can be introduced, was research, alone or in combi- designed, implemented, and evaluated. Support is available for nation with another deficiency institutions at any stage of planning or implementation: area (80% of all cases). Early-Stage Institutions: "Getting Started" Projects For faculty, administrators, and/or bargaining units just beginning deliber- What Lies Ahead? ations about post-tenure review, or groups starting to shape a The post-tenure review debate policy and develop credible and practical post-tenure review will continue to be acrimonious procedures. and unproductive as long as Institutions With Some Experience: "Maintaining the rhetoric is based on simple posi- Momentum" Projects For institutions looking to enhance imple- tions and unsubstantiated claims mentation efforts and to deal with issues and problems that have about benefit and burden. arisen in the implementation. Phase one of AAHE's New Innovative Institutions: "Creative Approaches" Projects For Pathways project "Faculty institutions trying out creative approaches that are different from Careers and Employment for the those already in place or refining existing innovative strategies. 21st Century" focused on reex- First-round proposals will be accepted until July 30, 1998. amining faculty priorities and the Awards will be made by early fall. A second competition will take reward structure. What we place in 1999. Submission guidelines are available from AAHE's learned in the inquiry phase pro- Fax/Access service, 510/271-8164, item 16; on the Faculty Roles vides useful information for & Rewards page of AAHE's website (www.aahe.org); or by con- expanded activities to be under- tacting Christine Licata, 716/475-2953, or Joseph Morreale. taken during the project's second phase: "Academic Careers for a

6/AAHE BULLETIN/JUNE 1998 167 Taking Learning Seriously AAHE's 53rd National Conference on Higher Education Atlanta, GA * March 21-24, 1998

Photos by Todd Jagers Constructive Images

If you want to know how students learn, find out what makes them tick. Looking carefully at how even one student learns is often quite revealing, and most of us have an opportunity to observe a wide variety of learners in the act of learning. Moreover, the students that we observe are our students in the process of learning our discipline; they are the most relevant sample of learners that we could imagine. The problem is that we have not trained ourselves to J, take learning seriously. Every student who writes a paper, takes a test, asks a question, participates in a student ' activity, or comes to our office for conversation or help has a lesson to teach us about how students learn. K Patricia Cross, David Pierpont Gardner Professor of Higher Education, University of California-Berkeley

hat does learning look like when it doesn't go well? The pathologies of learning are amnesia, fan- tasia, inertia, and nostalgia: forgetting course material; illusory understanding; ideas that go unapplied; and, for teachers, the conviction that the best way to address a problem is the way they themselves were taught as students. How do we combat these pathologies? By committing ourselves to a scholarship of teaching. And all acts of intel- ligence are not scholarship. They are scholarship when they become public; when they become an object of critical review and evaluation; when others begin to use, build upon, and develop these acts of mind and creation. Lee Shulman, President, Carnegie Foundation for the Advancement of Teaching

We need to deal with the challenge of diversity. Some of us are defined in the curriculum of popular culture primarily by our worst elements, and some of us are defined by our best elements. As a result of this, when we find each otherin academia, in the marketplace, in the workplace we are likely to have an unbalanced view about who we are. Folks who come out of nontraditional backgrounds, from communities where their parents may not have had college degrees indeed, high school diplomas people of working-class backgrounds, with no more than strong di It Illit backs and a willingness to work, not necessarily proficient in middle class ways of knowing, can still make a significant contribution in academia. Samuel Betances, Professor Emeritus of Sociology, Northeastern Illinois University

168 AAHE BULLETIN/JUNE 1998/7 Learning is fundamentally social. Learning is really a matter of changing identity, not just acquiring knowledge. That knowledge is 41% integrated in the life of communities. When people . develop and share values, perspectives, and ways 1 of doing things, they create a "community of practice." The challenge to all of us in higher education, on behalf of students and organizations, is to create, negotiate, nurture, and sustain the communities of practice in which effective learning takes place. Peter Henschel, Executive Director, Institute for Research on Learning

We have in this country steadily increased the percentage of high school graduates AMERICAN ASSOCIATION FORHD going on to college. But since the mid 1970s, the proportion of 25- to 29-year-olds completing four years of college has stalled in the 23% to 25% range. In K-12, we call students who do not finish "drop-outs." In higher education, you generally hear the term "retention problem." Of all the degree-seeking students in 1989, only about half have achieved their dream. The Educational Testing Service recently put it this way: Higher education digs deeply into the pool of high school graduates with a sieve. James B. Hunt Jr., Governor, North Carolina

The premise on which AAHE has long oper- ated is that learning defined quite differently for different groups of students is the core good that higher education provides to its students and to society. The market forces we are facing make it clear that the future vitality of traditional higher education will depend on its capacity to generate that value learning as efficiently and effectively as possible. Margaret A. Miller, President, AAHE

Audiotapes of these and other sessions from the 1998 AAHE National Conference on Higher Education are available from Visual Aids Electronics, 202 Perry Parkway, Suite 5, Gaithersburg, MD 20877; 301/330-6900; 301/330-6901 (fax). The cost is $11 per tape, plus shipping; $10 each for 10 or more tapes. A complete list of taped sessions is available from Visual Aids or from AAHE.

In addition, transcripts of several speeches are available on AAHE's website, www.aahe.org.

8/AAHE BULLETIN/JUNE 1998 Models of Good Practice for Service-Leaming Programs What Can We Learn From 1,000 Faculty, 25,000 Students, and 27 Institutions Involved in Service? by Mary Kay Schneider

18.5% reported to student What makes ser- affairs, and 25.99k reported to vice-learning both academic and student thrive on cam- affairs. Many of the respondents pus? noted that they maintained We know anecdotally that ser- strong relationships with both vice-learning is gaining atten- areas, regardless of reporting tion; however, we frequently structures. If curricular service- don't understand the components learning and co-curricular com- that comprise strong programs. munity service were housed in AAHE, Campus Compact, and different offices, most of those the National Society for institutions reported strong col- Experiential Education studied laborations between the two 27 colleges and universities nom- areas and saw the interconnect- inated by community service and edness of the work. service-learning experts to better Each participating campus understand service-learning on was unique and approached ser- campuses and to get a pulse on vice-learning in a manner consis- what is happening nationally. Mary Kay Schneider is a doctoraltent with its own institutional Community colleges, private col- candidate in the college student per-culture and mission. This variety leges, liberal arts institutions, sonnel program at the University ofadds to the richness of the field Maryland, College Park. She recently four-year public institutions, completed an internship with AAHE's of service-learning and student research institutions, and histor- Service-Learning Project. Write to her outcomes. In an attempt to grasp ically black colleges and univer- at 311 O'Neill HOB, Washington,the mainstays of each program, sities were included in the DC 20515; marykay.schneider@clerk. 13 themes were drawn from the survey. The nominated institu- house.gov. 27 participating institutions. tions were viewed to have strong While no one theme was primary, service-learning programs, but a year and had approximately 44a combination of all or most of this in no way means that other faculty teaching more than 1,100the themes was present in each institutions are not involved in students. Although the average model. good work. Service-learning is a number of faculty and staff coor- national movement and many dinating an institution's service- THEMES OF SUCCESS institutions are involved and learning program was 4.4, the committed. range was one to more than 10 1. Have a vision and a well- On average, programs studied people. Another interesting find- defined mission. as models of good practice offereding: 55.6% of the model programs Mission statements, guiding about 50 service-learning coursesreported to academic affairs, principles, and vision statements

1 7 0 AAHE BULLETIN/JUNE 1998/9 guide most model service-learn- needs and abilities before tration, providing numerous con- ing programs. By clearly articu- expanding their programs. ferences and monographs in lating a purpose and a long- Although some schools have con- which issues in the field can be range vision, model programs crete goals regarding the numberexplored, providing opportunities make it easy for academic lead- of future service-learning for faculty and students to pre- ership, faculty, and others to courses, the predominant vision sent and write about their work, understand service-learning and is to offer enough courses for and creating networks of col- how it furthers the institutional every student to participate. leagues who can support and mission and student learning. In learn from each other." addition, the vision guides fac- 3. Support and leadership are ulty and staff in planning and important ingredients. 4. One person can make a developing the service-learning Support from high levels of difference. program. the administration and guidance Individuals who stay current Tying the service-learning by the president are key compo- regarding service-learning and mission to the institutional mis- nents for service-learning on work to build institutional sup- sion is a thread shared by all these campuses. "Top adminis- port often drive programs. These participating institutions. trative support, especially our individuals, through their Benefits include centrality of ser-president, has made resources patience and persistence, fre- vice-learning, easier justification available to support a successful quently make the difference of funding, greater buy-in by fac- program, which has led to a between service-learning inte- ulty and administrators, and highly motivated and talented grated into the curriculum and assessment of outcomes that sup-staff to coordinate our large, service-learning as a minor pro- port the institution. For one comprehensive service-learning gram. In addition, many cam- institution, the mission has pro- program." The support can entailpuses had crucial "Johnny vided "strong support within the encouraging faculty to develop Appleseeds" who started, administration for service-learn- service-learning courses, hiring nurtured, and guided their ing and a rationale for budget professionals to coordinate and programs. requests and grant applications." facilitate the development of service-learning within the curricu- 5. Service-learning is found in 2. Capitalize on what you do welllum, and appropriating financial every discipline. and do it with quality. resources. For campuses already engaged Know thyself. Participating Support and leadership are in service-learning, every area of institutions know what they are also often provided by advisory the curriculum can or does offer doing well and capitalize on this boards that play a variety of service-learning courses. In this while also building other areas ofroles, including program develop-study, institutions offered ser- their programs. Ensuring that ment, assessment, and guidance. vice-learning in practically every everything is done with a high One institution's service-learningacademic department or as ser- level of quality is important advisory committee provided vice-learning options for most before proceeding with new ini- "important guidance and feed- courses; this range included lib- tiatives. Most programs recog- back to the development of the eral arts and sciences, engineer- nize their strengths and build on service-learning program; it did ing, nursing, automotive repair, these. The staff walk the balancenot determine policy." Institu- and journalism. Service-learning of doing cutting-edge' work that tions may utilize one or more may occur within the major disci- is still within their limits. than one service-learning advi- plines or within the professional Institution type may drive the sory board, such as boards that schools, may be directed at first- focus of the program. For North include faculty, students, commu-year students, may be integrated Carolina Central University, nity members, and staff; faculty into the curriculum, and may be "community capacity-building advisory boards; and community a program that faculty choose to and student leadership are prior-agency boards. Another avenue participate in. ities." The University of of support is the national and At one school, "Engaging in Pennsylvania's focus extends to state organizations. Most of the scholarship associated with ser- the surrounding community: models of good practice men- vice-learning has stimulated the "Penn's range of resources can tioned knowledge, support, development of our work and serve as the catalytic agent for resources, and networks gained given it visibility." At another galvanizing other institutions, asfrom organizations such as school, "the Center for well as government, in concertedAAHE, Campus Compact, NSEE,Community Partnerships seeks ways to improve the quality of and AACC. "These organizations to develop academically based life in West Philadelphia/ provide support to our work in community service, intrinsically Philadelphia." various ways: creating support atlinked to faculty and student Staff and faculty try to gauge the highest levels of the adminis-teaching and research."

10/AAHE BULLET1N/JUNE 1998 6. Roles and rewards for faculty. courses, and newsletters. Despite that complements service-learn- Faculty play a variety of roles these supports, few of the institu-ing. On many of the campuses, in service-learning; however, they tions have extrinsic rewards for strong student interest helped tend to be central figures. Facultythe faculty. In rare instances, ser-initiate and drive service-learn- investment is critical. Typically, vice-learning is considered in the ing programs. each model of good practice has attenure process. Overall, roles and Students are involved with least a core group of faculty, and rewards for faculty vary by insti- service-learning in a variety of these faculty often lead the ser- tution; however, it was obvious ways: community service scholar- vice-learning initiative. At North that faculty must be invested in ships, service-learning residence Carolina Central University, "the service-learning for it to blossom. halls, undergraduate and gradu- service-learning initiative is fac- ate teaching assistantships, and ulty-driven by a formal structure, 7. Complexity. student coordinators of different the Faculty/Administrators Most of the programs or insti- agencies or service areas. No Service Learning Fellows tutions have a subtle or not-so- matter what the format, stu- Program. Forty faculty fellows subtle degree of complexity in dents are the mainstay of ser- train and mentor other faculty the work that they do. Typically vice-learning. members. Faculty also promote there are multiple offerings to the institutionalization of service-serve differing needs and inter- 9. Agency and community learning designed to create a ests, such as a fourth-credit involvement. seamless service-learning stream option, service options integrated Community service agencies in the University's departments." into the course or into the semes-and community members play The University of Utah also has ter, co-curricular service with critical roles in the design, strong faculty leadership through reflection, service-learning listed administration, and evaluation of a Faculty Advisory Committee in the schedule of courses, and a service-learning. Community that "steers the direction of ser- required number of service hoursmembers may sit on steering vice-learning on campus in sev- to graduate. This complexity is committees, work with faculty in eral ways, including approving intentionally designed so that designing course curricula, eval- courses for service-learning desig- many people (students, faculty, uate student volunteers, develop nation; developing awards for fac-and community) can be reached. collaborative partnerships, and ulty and encouraging the To best manage this complex- even co-teach a course. "The evaluation of service-learning in ity, institutions may create infra-school and community agencies the retention, promotion, and structures to promote continued are integrally involved in the tenure process; and developing growth and success. At the design of the programs in which partnerships with university University of Utah, the faculty they are engaged. Administration administration to ensure the sur- created criteria that courses of programs is a shared responsi- vival of service-learning over the must meet to be labeled "service-bility depending on the projects, long-term." learning." Advisory boards can the site, and the funding Other programs have faculty also help guide the complexity ofsources." For most institutions, and staff who assist and support services and resources. The use the community was viewed as a faculty in their work. Resources of outside grants to supplement partner in a joint venture. "It provided to faculty include a ser- and guide new initiatives adds tohas been critical for us to build vice-learning checklist that out- the depth of service-learning at long-term relationships with lines the steps to create a institutions. Many colleges and sites that have the potential for service-learning course, teaching-universities also create guide- effecting positive community for-service seminars, and reflec- lines to direct their work. change. The importance of tion methods workshops. Other embedding the work at the benefits to faculty are support 8. Student support and proper site is a critical lesson." from graduate and undergradu- leadership. At the University of Southern ate teaching assistants. Students play an integral part California, "all agencies are Support and rewards for fac- in service-learning. They may 'partners' and commit themselves ulty may include course develop- have leadership roles in the to having a specific staff person ment stipends, release time offices, push campuses to offer responsible for coordinating the (rarely offered), faculty mentors, greater service-learning options, program on-site, placing stu- teaching assistants, workshops, or simply support the programs dents, problem solving, etc. In resource materials, assistance that are offered. In fact, many return, we commit ourselves to with curriculum development, students design their own ser- ensuring each site that they can national and regional confer- vice-learning courses, options, expect a critical number of stu- ences, one-on-one consultations, and activities. Frequently, students each semester." presentations to departments, dents are also involved with co- The relationship with the com- publicity for service-learning curricular community service munity tends to be fluid and

I 2 AAHE BULLETIN/JUNE 1998/11 mutually valued; much effort has tic method of assessment, in that lications and in college plan- gone into creating and maintain- they survey and evaluate multi- ning processes; ing these relationships. Inherent ple program areas; others may 0 offered a teaching-for-service in the relationship is that mutual not track information as thor- seminar; needs are met. For Butler oughly. One service-learning I added separate, stand-alone University, "at the core of this defi-office supplies an end-of-semester community service courses; nition is the idea that we will pro- course evaluation form to all ser- I included service-learning in vide a good placement for studentsvice-learning course instructors. accreditation: and and not act as a drain to any com- This institution also mails a sur- demonstrated early success. munity setting or placement." vey to faculty to see whether they taught a service-learning course 13. Keep an eye on the national, 10. Cutting-edge work. that semester, they plan to teach state, and local scenes. The models of good practice one next semester, and they want Model institutions pay atten- tend to take some risks and try their course cross-listed in the tion to "hot topics" and often fore- new, innovative approaches. university schedule of classes. cast upcoming issues. They are They capitalize on new programs Service-learning offices may ready to adapt to local and state such as America Reads; use coordinate the collection of data initiatives or to write a grant for VISTA volunteers; develop broad regarding outcomes for students. the newest national program. partnerships; and work with To best assess outcomes, they Institutions are aware of other local institutions. Model must be clearly defined. The resources, understand the value schools seem willing to expand theme here is that institutions in partnering, and manage the boundaries in areas of need seem to know what they want grants of varying sizes. Often, and where there are resources to from service-learning, but they models of good practice are support this growth. These may need to focus more attentioninvolved in national programs schools tend to not invest every- on assessment. such as America Reads or Ameri- thing into new programs until Corps. State Campus Compacts, they have some proof that the 12. Programs age well. conferences, publications, and programs will work, and they Service-learning programs at other resources are key in stay- often begin cutting-edge work the models of good practice rangeding current. Finally, these schools with grants or other external in age from three to 26 years old. often address local, state, and funding. These institutions have The most established and institu- national issues with the assis- the willingness and the ability totionalized programs tended to be tance of various national organi- raise funds from the community older; however, some of the newer zations. This support entails to initiate good programs and programs were strong because of technical assistance resources, gradually seek university fund- extensive development support. Atconferences, excellent publica- ing and support. Examples of Brevard Community College, a tions, an advocacy role for inter- cutting-edge or creative work significant amount of growth nal support, conference/program include living-learning communi- occurred as it expanded on consultants, dialogue, and exter- ties; citizen-scholar programs; already well-established pro- nal networking opportunities. service scholarships; and the grams. In particular, they: Borchard Faculty Fellow, I established presence quickly MORE TO COME selected annually to assist new with materials and office Service-learning continues to faculty in developing service- space; grow and gain acceptance as a learning courses. 0 received presidential promo- learning and teaching strategy. tion through speaking New initiatives will focus on 11. Defined outcomes. engagements; national work within the disci- The University of Michigan's I used small grants as seeds for plines and disciplinary associa- service-learning mission is to increased college-match and tions, examination of engage students and faculty in a other bigger grants; service-learning by institution process that combines communityI documented quickly benefits oftype, training for community ser- service and academic learning to service-learning, and mar- vice-learning directors, develop- promote civic participation, build keted results; ment of a new service-learning community capacity, and enhanceI won key support from faculty research agenda, and community the educational process. While and staff with an initial development and outcomes. institutions tend to have defined survey; outcomes, like Michigan's, they I held visible events such as have various ways of assessing care fairs and recognition More about each of the models these outcomes and often out- events; of good practice will be posted to comes go unmeasured. I made the center for service- the Service-Learning pages of Some institutions have a holis- learning visible in major pub- AAHE's website, www.aahe.org.

12/AAHE BULLETIN/JUNE 1998 73 AAHE NEWS Staff phone extensions in parentheses.

Board of Directors Election Results AAHE is pleased to announce the results of the 1998 Board of

Directors election. Each new Nes Board member will serve a four- year term, beginning on July 1. Thomas Ehrlich, professor, Ehrlich Garcia Johnstone Mellow San Francisco State University, and senior fellow, Carnegie Arizona State University West, says Peg Miller, president of Foundation for the Advancement and associate director of the AAHE. "It helps chart the path of Teaching, is AAHE's new vice Hispanic Research Center, for the association and provides chair. Already a Board member, Arizona State University; Sally the staff with invaluable support. Ehrlich will now serve successive M. Johnstone, director, WesternI am very pleased to welcome one-year terms as vice chair, Cooperative for Educational new members with such a vari- chair-elect, chair (2000-2001), Telecommunications; and Gail ety of experience. They will make and past chair. The other newly 0. Mellow, president, Gloucesterthe conversations at Board meet- elected Board members are: County College. ings even richer than they are." Mildred Garcia, associate vice "AAHE's Board is its most provost for academic affairs, important intellectual resource," TLT Group Summer Institute Register now for the fourth SiteSeeing annual TLT Summer Institute at the Pointe Hilton Resort on Grants and awards South Mountain in Phoenix, July 11-14. Registrations will be The Chronicle of Philanthropy philanthropy.com/index.html accepted until July 1. Space is News, grant opportunities, and jobs in the nonprofit sector. Available on limited. CD-ROM or diskette: The Chronicle Guide to Grants. Register online at www. tltgroup.org or contact Kristy Council for Advancement and Support Church (x51), workshop and of Education (CASE) www.case.org meeting coordinator, church@ The association of education advancement officers, alumni administra- thgroup.org. tors, fundraisers, public relations managers, and others who seek to advance support for higher education. Links, training and job opportuni- AAHE Forum on Faculty Roles & Rewards ties, and award programs. 7th Conference Council on Foundations www.cof.org You will find the Call for Nonprofit membership association of grant-making foundations and cor- Proposals for the 1999 AAHE porations. Foundation basics, conferences and workshops, and publica- Conference on Faculty Roles & tions of interest to grant seekers. Rewards bound into this month's Bulletin. The theme for the meet- GrantsWeb www.fie.com ing, which will take place in San Sponsored by the Society of Research Administrators. Links to govern- Diego January 21-24, is "The ment and general resources, private funding resources, and policy infor- Academic Calling: Changing mation about federal funding. Read requests for proposals, download Commitments and Complexi- forms, and search the Catalog of Federal Domestic Assistance. ties." Five key areas within this theme have been identified and Foundations that frequently support higher education: are described in the Call. Ford Foundation www.fordfound.org The Forum encourages you to Mellon Foundation www.mellon.org make a proposal, either alone or Pew Charitable Trusts with colleagues, and to attend www.pewtrusts.com the meeting with an institutional team. Workshop proposals must

AAHE BULLETIN/JUNE 1998/13 1 74 be received by September 7; all New AAHE Initiative AAHE Assessment Forum other proposals are due by AAHE Visiting Architecture September 14. The Call is also available on AAHE's website Scholar for Change and, for the first time, you may A new publication, Architecture for Program Change: Information as submit a proposal electronically. This new initiative offers faculty Foundation, coming this fall from If you need additional copies members and administrators the of the Call or have questions opportunity to engage in a proj- the AAHE Assessment Forum, will about the proposal process, feature presentations from the ect while in residence at 1998 AMIE Assessment please contact Pamela Bender AMIE, either full- or part-time. Conference. lbpics will include (x56), program coordinator, Visiting scholars may bring an in- the relationship of assessment to [email protected]. progress project that fits the mis- central issues in higher education, sion of AAHE, or they may become faculty involvement in accredita- AAHE Assessment Forum active in AAHE's current work. tion, the importance of assessment Faculty members or adminis- New Senior trators in the Visiting Scholar that supports learning, strategies for asking good questions and gen- Program become "senior associ- Associate erating useful answers, and assess- The Assessment Forum is ates" at AAHE. Each senior asso- pleased to announce that ciate has the opportunity to: ment of powerful pedagogies. Catherine Wehlburg (x39), I have office space and adminis-These plenary and keynote talks will exemplify the major issues assessment director and profes- trative support in AAHE's addressed at the 1998 conference. suite at One Dupont Circle, sor of psychology at Stephens Watch the AAHE Bulletin next College, will join AAHE as senior Washington, DC; fall for ordering information and associate during the 1998-1999 I work with AAHE staff on availability. academic year. Wehlburg will AAHE initiatives; coordinate the 1999 AAHE I participate in AAHE's major New Pathways II Assessment Conference (June 13- conferences; and 16 in Denver) and shepherd a learn about the day-to-day Wanted: Ideas second edition of AAHE's popular operations of a major profes- One line of work in AAHE's New directory Learning Through sional association. Pathways II project focuses on Assessment: A Resource Guide for Scholars and their institutionsthe academic department. As the Higher Education. Wehlburg is are responsible for compensation institutional "home" of faculty, participating in AAHE's Visiting and expenses. departments are critical to the Scholar Program (see below). She Faculty members and admin- shaping of faculty careers. With earned a Ph.D. and M.Ed. in istrators interested in participat- the help of AAHE visiting schol- educational psychology from the ing during the 1999-2000 ars Mary Deane Sorcinelli University of Florida. academic year should send a let- (University of Massachusetts- ter to AAHE president Margaret Amherst) and Jon Wergin AAHE Assessment Forum A. Miller proposing a project in (Virginia Commonwealth terms of AAHE's mission (see University), AAHE will collect, Learning "Supporting the Individual and study, and publicize good ideas Through the Institution," AA.HE Bulletin, for department renewal and February 1998, or visit AAHE's assessment. The project is look- Assessment, website). Projects may connect ing for answers to questions such 2nd ed. directly with current AAHE ini- as these: The AAHE Assessment Forum tiatives or offer new ways of I What models of practice exist published a resource book in enacting AAHE's goals. for department self-reflection? June 1997 for faculty and admin- I How are departments working istrators engaged in classroom, www.aahe.org to develop a stronger sense of program, and institutional collective purpose? assessment. You are invited to Members-Only I How is collaborative work contribute new or updated Page encouraged at the department resources for a second edition. Visit the Members-Only section level? Send recommendations to of AAHE's website for excerpts In what ways are departments Catherine Wehlburg (x39), seniorfrom AAHE publications, the developing differentiated roles associate, cwehlburg@wc. Bulletin in text and PDF for- for faculty, so that individual stephens.edu. Please include the mats, and a list of links to faculty are not expected to "do name and type of resource, full other resources. Enter your it all"? citation, probable audience, and name, institution, and email Where is progress being possible uses. address for access. made on shifting the focus of continued on p.16 1 75 14/AAHE BULLETIN/JUNE 1998 Institute of Technology), William Cooper (Richmond), Todd Stewart Hutton (Utica), by Ted Marchese Judith Rhoads (Madisonville CC), LarrY Donnithorne (Colorado Christian), and Donald

Welcome back for news of AAHE members Mash (UW-Eau Claire).... In other notable (names in bold) doing interesting things, plus moves, Kent State provost Myron Henry is news of note ...do send me items, to Southern Mississippi's new provost, scholar [email protected]. Howard London is Bridgewater State's new dean of A&S, Lesley provost Robin Jacoby is PEOPLE: This past academic year saw public now an exec with Partners Health Care System, discourse about higher education dominated by and Wheaton (MA) provost Hannah Goldberg the "rising college costs" issue...following on retires, as does Gunnar Wikstrom, communica- the heels of the National Commission report and tions chief of Minnesota's statewide faculty orga- repeated findings that the public both worries nization.... Portland State's Barbara Holland, about and exaggerates those costs, ACE presidentknown to many members as the editor of Stan Ikenberry plans a nationwide campaign Metropolitan Universities, is Northern Kentucky's this fall to inform the public about the realities ofassociate provost for planning and outreach.... costs and aid ... and to urge that campuses Wisconsin's Susan Kahn moves to IUPUI to "redouble efforts at cost control.". .. Stan's prede-coordinate a Pew-funded, six-university cessor at ACE, Bob Atwell, adds to his busy outcomes-accountability project headed by "retirement" portfolio the chairmanship of an provost Bill Plater. ... UVA's Valdrie Walker is AACC commission on the future of community Sweetbriar's new dean of co-curricular life, colleges .. .the last such commission, active in Maryland's talented Geno Schnell is now Johns the late 1980s, was headed by Ernest Boyer.... Hopkins's senior organizational development spe- In what has to be one of the largest grants ever cialist (good idea!), Wyoming's Dan King is in the community college world, a foundation Buffalo State's dean of applied science and educa- formed by Cisco Systems's chairman John tion. and Tufts president John DiBiaggio is the

Morgridge has put up the first $10 million ACE board's chair elect.. .. On May 29, Bowling toward a $20 million center for technology train- Green dedicated its new Charles E. Perry Field ing, to be jointly run by two community colleges: House, honoring a distinguished alum and former

Edmonds and Shoreline.. .Shoreline president administrator....Chuck was founding president Gary Oertli praised the grant for its focus on of Florida International U, then went on to a 17- entry-level, at-risk students throughout the year business career as CEO of several compa- Seattle area.. .. Former GWU B-school star nies and the business partner of Jack Nicklaus. Peter Vaill (Managing as a Performing Art and Learning cis a Way of Being) returns to his native CARNEGIE-AAHE: Lots of you have phoned or Minnesota in an endowed chair at the U of St. emailed about participating in the Teaching

Thomas. . . .After intensive analysis and consul- Academy Campus Program described by Pat tation. George Kuh and C. Robert Pace in Hutchings in February's AAHE Bulletin.... April released an updated fourth edition of their The on-campus aspect of the Academy will be run

"college student experiences" questionnaire from AAHE by Barbara Cambridge.... Pat ([email protected]), a long-time centerpiece of and Barbara tell me that modes of participation many institutions' assessment efforts .. .I'll look will be worked out this summer, partly in consul- for George and Bob at our assessment conference tation with the Academy's first class of national in Cincinnati, which at this writing shows a 30% teaching fellows, with invitations to participate jump in registrations over last year. into the mail this August.

GOOD PUB: It's short, sweet, and not just for NOT-SO-DISTANT COMPETITORS: Thanks B-schools: AACSB's Effective and Inclusive to the diligence of AAHE research associate Learnine; Environments, a common-sense manual Caitlin Anderson, members will be able to go to on the "how to" of making classrooms more wel- Nvww.aahe.org for the full text of the May coming to students from varied cultural back- Bulletin's lead article, interspersed with links to grounds. plus self-assessment tools.. .$25 from the websites of more than 80 of the "new

AACSB 314/872-8481). providers.". ..There's the full text, too, of the

commentaries that followed....Best wishes to MORE PEOPLE: It's the season for new presi- Caitlin. who moves this summer to Burlington. dential appointments. so the very best to Dale VT... .Have a restful summer yourself. . .we'll Knobel (Denison). Martha Anne Dow (Oregon be back in September! 01 1 76 continued trom p.14 commission of up to 7 e7c . To access the bookstore, click the Important Dates evaluation from individual fac-"BarnesandNoble.com" link on ulty members to the depart- 1998 TLT Group "Levers for AAHE's homepage, or look for Change" Workshop ment as a whole? hot-links to titles encountered If your institution is making elsewhere on AAHE's website. Ohio Regional. October 8-9. progress on any of these or 1998 Summer Academy. Vail, related areas, or even if you have CO. June 27-July 1. some stories to tell that might Membership 1998 TLT Group Summer benefit others, contact Pamela AAHE Materials Institute. Phoenix, AZ. Bender (x56), program coordina- Interested in receiving additional July 11-14. tor, AAHE Forum on Faculty information on AAHE and its 1998 AAHE Black Caucus Roles & Rewards, aaheffrr@ various projects? For brochures, aahe.org. Sorcinelli or Wergin Study Tour to South Africa. fact sheets, and other materi- July 16-August 2. will get in touch with you. als, contact Mary C.J. Schwarz 1999 AAHE Conference on www.aahe.org (x14), director of membership Faculty Roles & Rewards. San and marketing, schwarz@ Diego, CA. January 21-24. Books Online aahe.org. Please include your mail- Workshop Proposal Deadline. AAHE has joined bookseller ing address and phone number. Barnes & Noble in its Book September 7, 1998. All Other Proposals. September Benefits Network to provide Membership members and other visitors to 14, 1998. AAHE's website with a virtual Dues Increase bookstore. Enter the bookstore At its spring meeting, the AAHE site through AAHE's link, and Board of Directors approved a one year, $200 for two years, and every book you buy there marginal increase in member- $295 for three years. Retired education titles, AAHE titles, ship dues. Effective July 1, regu- and student memberships will any title! earns AAHE a lar member dues will be $105 for be $55.

Moving? Clip the label below 0 Yes! I want to become a member of AAHE. and sendit, marked with As an AAHE member, you'll receive the AAHE Bulletin (10 issues a year) and Change magazine your new address, to: (6 issues). Plus, you'll save on conference registrations and publications; you'll save on subscrip- "Change of Address," AAHE, tions to selected non-AAHE periodicals (ASHE-ERIC Higher Education Reports and The Journal One Dupont Circle, Suite of Higher Education); and more! Mail/fax to: AAHE, One Dupont Circle, Suite 360, Washington, 360. Washington, DC 20036- DC 20036-1110; fax 202/293-0073. 1110; fax 202/293-0073. AAHE Membership (choose one) (add .3101yr outside the U.S.): Regular:LI lyr,$95U 2yrs,$185U 3yrs,$275 Retired: D lyr.S50 Student: D lyr,$50 AMIE Caucuses/Networks (all are open to all members; choose same number of years as above) Amer Indian/Alaska Native: vrs @ $10/yr Asian and Pacific: yrs @ $15/yr Black: lyr,$25 U 2yrs,$45 U 3yrs.S70 Hispanic: lyr,$25 U 2yrs,$45 U 3yrs.S70 Women's: yrs @ $10/yr Community College Network: yrs @ $10/yr Name (Dr./Mr./Ms.) U M/D F Position (if facult) , include discipline) Institution/Organization Address 0 home/CI work

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