American Council On Education Research Articles

Employment benefits across U.S. allopathic medical schools: National norms and relationships with institutional wealth.

This study summarizes employment benefits from across 155 U.S. allopathic medical schools, investigates differences in employment benefits according to institutional characteristics, and explores possible connections between employment benefits and institutional wealth. Employment benefits data were extracted from institutions' websites across four categories: time-off, time-away, retirement contributions, and Employee Assistance Programs (EAPs)/family benefits. This dataset was mixed with other publicly available datasets sourced through the Association of American Medical Colleges (AAMC), the American Council on Education (ACE), and the American Association of University Professors (AAUP) to conduct additional analyses. Nationally, medical schools offered an average of 31 vacation/sick days and 12 paid holidays. Schools typically offered 4 out of 8 time-away benefits. Employers' retirement contributions ranged from 3.0% to 15.5%, with a mean contribution of 8.5%. A total of 43.2% (67 of 155) of medical schools offered a pension. Collectively, private medical schools offered fewer time-away benefits and more EAP/family benefits compared to public schools. Universities with larger endowments per student were associated with a higher number of EAP/family benefits offerings (r = 0.543, p < 0.001). Institutional wealth did not influence other benefits offerings. The quantity/quality of most employment benefits offered at allopathic medical schools were wide-ranging, tended not to vary by region or school control, and were not a function of institutional wealth.

An Interdisciplinary Approach to Mentoring, Reflection, and Student Engagement: Initial Findings from a Liberal Arts Pilot Study

A Research Working Group conducted as part of an American Council on Education (ACE) Learning Laboratory (2022) concluded that “mentoring relationships are fundamentally developmental and learner-centered.” These relationships are “distinct from other meaningful relationships in that they: (1) Promote academic, social, personal, cultural, and career-focused learning and development in intentional, sustained, and integrative ways, (2) Evolve over time, becoming more reciprocal and mutually beneficial, [and] (3) Are individualized, attending to mentees’ developing strengths and shifting needs, mentors’ expertise, and all members’ identities.” In addition, application of Gallup’s “Big Six” College Experiences Linked to Life Preparedness further supports these findings. This pilot project, a collaboration between the School of Business and School of Education at a selective Liberal Arts Institution, presents the initial findings from the Instructor of Record and Peer Mentors in BUS1110: Gateway to Business courses. These initial findings might be utilized by readers as a way of augmenting and/or enhancing classroom learning applicable in their own courses with the goal of preparing students for what Ted Mitchell, President, ACE in Weaver et al. (2023), refers to as “a world of uncertainty, imperfect information,” at times, “unrelenting pressure…” The application of “real world insights” enhances students’ intellectual development and classroom pedagogical approaches.

The Strength to Meet Which National Need? The American Council on Education, Federal Support for Student Aid, and Equal Educational Opportunity

ABSTRACT President Truman asked the 1947 Commission on Higher Education to consider ways to expand educational opportunities to all Americans. The commission responded in Volume II of HEAD, a progressive document that recommended substantial federal support for higher education, particularly in the form of student aid. The American Council on Education (ACE) represented higher education in the commission’s deliberations and had a powerful role in shaping education policy development between 1947 and 1972. Its position on federal funding for student aid was shaped by institutional autonomy, institutional diversity, and a weakening relationship between higher education and national goals, which made it difficult to navigate tensions between quantity and quality and between consumer and associational accountability. Ultimately, while the ACE played a central role in shaping Volume II, it did not lobby effectively for federal student aid funding for 25 years after its publication. The result was expanded access in a modern system that has fallen short of the progressive promise of the Truman commission.

Step-by-Step Process for Assessing the Economic Impact of Regional Medical Campuses in Canada

Background: Regional medical campuses (RMCs) create positive economic impacts in communities and small cities. RMCs increase educational capacity, medical services, and address the shortage or maldistribution of physicians in rural areas. Our paper answers the question: How do you assess the economic impact of a RMC? Methods: The Canadian Input-Output (I-O) model and the Simplified American Council on Education (ACE) model are adapted to assess the economic impact of an individual RMC using a step-by-step process. The models are tested using data from three Canadian RMCs. Results: A comparison of the two models found similarities with data requirements and spreadsheet calculations. However, the Canadian I-O model spreadsheet is linked to Statistics Canada multipliers and calculations are more complex. Outputs are calculated for multiple economic variables. The Simplified ACE model, in contrast, uses a single multiplier and provides a single number by input category and a cumulative total of all impacts. Conclusion: Both models successfully assess economic impacts of RMC. The step-by-step process allows RMC administrators and others to understand the limitations of each model, but also facilitates an in-house economic assessment of RMC. The authors provide guidance on choosing the best model.

The emergence of university rankings: a historical‑sociological account

Nowadays, university rankings are a familiar phenomenon in higher education all over the world. But how did rankings achieve this status? To address this question, we bring in a historical-sociological perspective and conceptualize rankings as a phenomenon in history. We focus on the United States and identify the emergence of a specific understanding of organizational performance in the postwar decades. We argue that the advent of this understanding constituted a discursive shift, which was made possible—most notably but not solely—by the rise of functionalism to the status of a dominant intellectual paradigm. The shift crystallized in the rankings of graduate departments, which were commissioned by the National Science Foundation and produced by the American Council on Education (ACE) in 1966 and 1970. Throughout the 1970s, social scientists became increasingly more interested in the methods and merits of ranking higher education institutions, in which they would explicitly refer to the ACE rankings. This was accompanied by a growing recognition, already in the 1970s, that rankings had a place and purpose in the higher education system—a trend that has continued into the present day.

The University and the Global Knowledge Society

The University and the Global Knowledge Society

From G.E.D. to Ph.D.: Eric Thomas as a Model of Educational Success

Since the General Educational Development (GED) Program was established in 1943, more than 17 million people have received a GED Credential. According to the American Council on Education (ACOE), the GED test is considered an alternative option to the US High school diploma, HiSET and TASC tests; the GED test verifies whether the test taker has the United States or Canadian high school-level academic skills (Larson et al., 2016; Rice, 2016). The GED tests entail five subject contents such as writing skills, reading skills, social studies, science, and mathematics&amp;mdash;and although the standards required for passing the tests vary across states, these standards are generally similar (Larson et al., 2016; Rice, 2016). This chapter will examine the words Dr. Eric Thomas uses during an interview on the day that he obtained his Ph.D. (Philosophy in Education) from Michigan State University. During this interview with Glenn Twiddle, Dr. Thomas discusses the various factors that motivated him to pursue and earn a Ph.D. In particular, this content analysis will determine the themes Dr. Thomas believes are essential catalysts for educational success. Qualitative analysis of Dr. Thomas&amp;rsquo;s interview reveals four themes related to (a) The Habit of Avoiding Challenges; (b) The Value of Facing Challenges; (c) The Importance of Receiving Encouragement and Accepting Help; (d) The Fragility of Work-Life Balance. Essentially, these themes highlight Dr. Thomas&amp;rsquo;s initial habit of running from academic challenges, the reasons why he faced educational challenges in his life, what he learned about himself after facing academic challenges, the importance of receiving encouragement and accepting help from others, as well as how he manages work-life balance.

INTO Mason: ACE Initiative

Location: Dewberry Hall Abstract: In partnership with the American Council on Education (ACE), Mason has entered 2019-2020 with the launch of the Mason International Collaborative which sets into motion the opportunity to thoroughly review and deliberately advance George Mason University’s international efforts and programs in the context of our overall strategy and goals as an institution. This poster session outlines the overall project -- e.g. timeline, key areas of focused activity, related strategies/priorities of the university, etc. -- and aims to generate discussion and feedback on the ways in which Mason can best advance its internationalization goals.

A review of methods to assess the economic impact of distributed medical education (DME) in Canada

Canadian distributed medical education (DME) increased substantially in the last decade, resulting in positive economic impacts to local communities. A reliable and simple method to estimate economic contributions is essential to provide managers with information on the extent of these impacts. This review paper fills a gap in the literature by answering the question: What are the most applicable quantitative methods to assess the economic impact of Canadian DME programs? The literature is reviewed to identify economic assessment methods. These are evaluated and compared based on the benefits, challenges, data needs, outputs and potential for use in the DME context. We identified five economic impact methods used in similar contexts. Two of these methods have the potential for Canadian DME programs: the Canadian Input-Output (I-O) model and the Simplified American Council on Education (ACE) method. Choice of a method is contingent on the ability to measure the salient economic impacts, and provide an output that facilitates sustainable decision making. This paper thus fills a gap by identifying methods applicable to DME. These methods will assist stakeholders to calculate economic impacts, resulting in both the advancement and sustainability of these programs over short-and long-term time frames.

Women College Presidents: Interviews about Journeys and Adaptations

While the progress of women into higher education presidencies is dramatic, it is also, in the words of oneexperienced woman president, "not exactly a lot!" In the 15 years from 1986 to 2001, the American Councilon Education (ACE) reports that the percentage of women presidents increased from 9.5 to 21.1 (TheAmerican college president, 2002). Of these women, 26.8% led two-year institutions; 18.7% ledbaccalaureate schools; 20.3% led comprehensive universities; and only 13.3% headed doctorate-grantingschools; with the remaining 14.8% guiding specialized schools.

A New Approach to PLA Using Scholarships and an Audit Tool

Prior Learning Assessment (PLA) is not a new phenomenon. Its history can be traced back to World War II when the American Council on Education (ACE) began conducting credit evaluations of military ...

Awarding college credit for MOOCs: The role of the American Council on Education

Emerging alongside the open educational resources movement of the past decade, Massive Open Online Courses (MOOCs) have been widely heralded as advancing cause of providing increased access to higher education. The article explores the implications of the recommendation by the American Council on Education (ACE) to offer college credit for a select group of MOOC offerings, with regard to benchmarks of access and affordability, in light of recent developments in credentialing. In particular, the article examines the innovative partnership between Arizona State University’s Global Freshman Academy (GFA) and MOOC provider edX, with regard to its potential to both disrupt and transform higher education by contributing to the development of accessible, affordable, alternative credentialing pathways.

Mapping Academic Library Contributions to Campus Internationalization

This study surveyed academic libraries across the United States to establish baseline data on their contributions to campus internationalization. Supplementing data from the American Council on Education (ACE) on internationalization of higher education, this research measured the level of international activities taking place in academic libraries and their role in campus internationalization efforts. The results of this study indicated that responding libraries contribute broadly to campus internationalizing efforts yet trail campuses in strategic planning and organizational support. Based on analysis of the results in comparison with ACE data, the authors provide suggestions for further library initiatives and research that focuses on international and global learning activities.

Leadership Development 101: Mother and Daughter

Leadership Development 101: Mother and Daughter

Faculty Retirement Transitions Revitalized

It has been almost ten years since the American Council on Education (ACE) began to raise awareness of the importance of workplace flexibility in faculty careers and to encourage colleges and unive...

Women Presidents: Now 26.4% but Still Underrepresented

Women Presidents: Now 26.4% but Still Underrepresented

How to Ease the Transition for Returning Veterans

How to Ease the Transition for Returning Veterans

The Road Toward Tenure

This paper/presentation outlines a “top ten list” of key strategies that will aid in the tenure process for new faculty members. Research and focus group comments are interwoven with the experiences of one faculty member. The strategies described include; integrating teaching, research and service, learning the culture and politics, organization, devoted time to research and planning, focusing on your passions, setting goals, setting high standards, learning from others, prioritizing and balancing, and celebrating your accomplishments. As one begins an academic career, the thought of earning tenure can be daunting and overwhelming, yet by approaching it as a planned journey, one can enjoy the road along the way and celebrate the destination. In September, 2008 I earned tenure. The purpose of this paper is to provide insight into the steps and strategies that guided me during my process. Although I will cite recommendations outlined by the American Association of University Professors (AAUP), the American Council on Education (ACE) and other research (Boyer, 1990; Bradley, 2005; Caesar, 2004; DeGeorge, 1997; Fox, 2006; Holly 1977; Mullen, 2000; Ward, 2004; Sotello, 2000; Zellers, 2006), my intent is primarily to share my own experiences. I will contrast this with conversations I have had with other colleagues during focus group discussions to demonstrate that we must each follow our own path to arrive at our destination. Hopefully, this will assist you as you plan your journey. But please note that this is what worked for me. Do not follow my precise path; I encourage you to set your own course. Know where you are headed and plan, intentionally and deliberately, to ensure that you will not only be successful in reaching your destination but to grow and develop throughout the entire journey.

Internationalization Efforts in United States Community Colleges: A Comparative Analysis of Urban, Suburban, and Rural Institutions

With community colleges educating up to one-half of all U.S. undergraduates, more focus on internationalization is warranted in order to ensure student competitiveness in today's global labor pool. This ex post facto study of 2006 survey data from the American Council on Education (ACE) found a low level of internationalization occurring at most community colleges. Delineating community colleges according to their urban, suburban, or rural Carnegie classification found classification to impact overall institutional internationalization: rural community colleges are experiencing significantly less internationalization than their urban and suburban counterparts. Of the four dimensions of internationalization examined, (a) institutional support; (b) academic requirements, programs, and extracurricular activities; (c) faculty policies and opportunities; and (d) international students, institutional support was the most important indicator of internationalization.

Outward Bound: AQ Explores the Oort Belt and Comet Fish

When the editors of AQ began to plan this issue, we thought we would focus it on the institutions that surround the university, in some cases claiming to “represent” higher education to the outside world, and in other cases imposing themselves on the academy. We had in mind accreditors, government agencies, and higher education associations. My own view is that scholars often underestimate the importance of those great grey entities, which often seem like a cyclonic swirl of initialisms: AACTE, AACRAO, AACC, AASCU, AAUP, ACPA, ACT, ACE, APPA, AAC&U, AALA, AAMC, AAU, ACCU, ACCY, AGB—and on through the alphabet to UCEA. Some of these have name recognition, such as the American Council on Education (ACE), the American Association of University Professors (AAUP), and the National Collegiate Athletic Association (NCAA), but most are interest groups known only to the interested—and to the landlords of Dupont Circle in Washington, D.C., where the majority have their offices. While a faculty member may have direct contact with only a few of these organizations, they collectively wield considerable influence over higher education. For example, in 2003 the College Board (technically, the College Entrance Examination Board—CEEB) bowed to a threat from Richard Atkinson, the retiring president of the University of California (UC), and eliminated the verbal analogies section of the SAT as of 2005. Atkinson had bruited the idea of eliminating the SAT entirely as a UC requirement unless Acad. Quest. (2008) 21:363–366 DOI 10.1007/s12129-008-9083-5