Board Of Higher Education Research Articles

Ensuring Quality in Criminal Justice Education: Academic Standards and the Reemergence of Accreditation

In 2005, the Executive Board of the Academy of Criminal Justice Sciences approved policies and procedures for the academic certification of criminal justice and criminology programs. Academic certification is anticipated to lead to a rebirth of accreditation which was first initiated in the mid‐1970s and abandoned shortly thereafter as a means to redress the quality concerns in criminal justice education. This article highlights the general use of accreditation and standards as a means to ensure quality in higher education. The emergence and growth of criminal justice/criminology programs, questions regarding quality, the development and implementation of academic standards, and the record of initiatives in preparing for accreditation in criminal justice education are explored. The authors review issues and obstacles in the evolution of criminal justice standards and discuss the impact and importance of academic review to the pursuit of quality in criminal justice higher education. The authors examine the salient contribution of the Massachusetts Board of Higher Education in establishing a compliance review process for criminal justice programs and the promise of accreditation as a vehicle for ensuring quality in criminal justice education.

STUDENT PARTICIPATION AND PERFORMANCE IN DUAL-CREDIT COURSES IN A REFORM ENVIRONMENT

ABSTRACT Dual-credit programs are an increasingly popular policy tool of state-driven postsecondary reform, particularly where legislatures and state higher-education boards seek to increase access to higher education and achieve greater collaboration between schools and colleges. This study reports on the role and impact of dual-credit programs in the reform of Kentucky postsecondary education. Student records of the Kentucky Community and Technical College System analysis reveal that more students are enrolling and succeeding in dual-credit courses. Participation rates of students from underserved populations are also increasing, thus indicating the efficacy of Kentucky's policies on dual-credit to help institutions meet the state's reform goals for access and achievement in higher education.

Supporting minority student access and achievement: is there a role for the States?

This article reports on the results of a national study of state higher education boards in the US to understand their role in efforts to increase student access and achievement in higher education. The data reveal that only a small minority of state higher education boards have articulated policy objectives and implemented initiatives that are intended to improve minority student access and achievement. The data also reveal that, while the majority of states have information systems that enable them to measure and assess minority student access and academic progress in higher education, few have produced evidence that their initiatives have improved minority student access and achievement. The paper explores the impact of national discussions about affirmative action in higher education, which appears to have dampened state efforts to improve minority student access and achievement in higher education.

Transitional Injustice? Criteria for Conformity of Lustration to the Right to Political Expression

In order to promote democratic consolidation, countries undergoing the transition from repressive regimes often attempt to address past injustices and launch deep institutional reforms.1 These meas...

THE ROUNDTABLE ON HIGHER EDUCATION: CREATING A NORTH DAKOTA UNIVERSITY SYSTEM FOR THE 21ST CENTURY

The Roundtable on Higher Education brought together the key stakeholders of the North Dakota University System (a unified system of 11 colleges and universities, including 5 community colleges) to establish consensus on a common vision, a clear set of expectations and the results for which the system would be held accountable. The roundtable effectively engaged these stakeholders at the front end of the process in a manner that made them active participants and led to the stakeholders taking ownership of the effort. Although there was an element of risk in this approach, the benefits have far exceeded expectations. This initiative is resulting in the development of a new relationship between the University System and the state's executive and legislative branches, as well as a new relationship between the University System and the private sector. Roundtable members refer to this new way of doing business as "public and private partnerships built upon mutual trust and a common purpose." Building these meaningful partnerships has taken a considerable commitment in North Dakota, but the results will likely have a major impact on the future of the state. The Roundtable on Higher Education has reached a level of accomplishment beyond the expectations of the State Board of Higher Education, the college and university presidents and those directly involved in the roundtable. For example, the landmark and comprehensive legislation passed during the 2001 legislative session was virtually identical to what was submitted. The State Board of Higher Education has authorized an entirely new funding model for the University System (as recommended by the roundtable), and the legislature granted the University System "flexibility with accountability"--a change that will be vitally important to the system's ability to play an expanded role in growing the state's economy. One challenge will be to maintain the momentum of this initiative, as well as the engagement of key stakeholders, especially since the initiative does not have an anticipated end date. Rather, it will be an evolving process with continued involvement by the key stakeholders. As targets are met and needs change, new recommendations will need to be defined. A high level of commitment will be essential to realizing the full potential of the roundtable. It is anticipated, however, that the project's success will help sustain it. The fundamental concept of engaging key stakeholders in developing consensus upon which to build a visionary plan is not original, nor is it unique to this initiative. Executive and legislative branch leaders in a number of states are attempting to better connect the tremendous resources and power of their higher education systems to the public agenda of their respective states. What is original and somewhat uncommon about this initiative is the application of effective leadership principles that help transform "knowing what needs to be done" into "making it happen." This leadership component is, undoubtedly, the most critical factor in the success of the Roundtable on Higher Education to date.

NEW JERSEY'S COMMUNITY COLLEGES: AN EXPERIMENT IN "COORDINATED AUTONOMY"

New Jersey dramatically restructured its higher education system in 1994 by abolishing the State Board of Higher Education . The state board had served as the statewide coordinating board for all of higher education in New Jersey for 30 years . What has this new structure meant for New Jersey's community colleges? First , the 19 community colleges now have much more autonomy at the campus level . This has enabled the colleges to respond more quickly and effectively to local needs . At the same time , community college presidents and trustees have seen a greater need for voluntary statewide coordination . In the political arena , for example , the colleges have joined together through their state association - the New Jersey Council of County Colleges - to vigorously pursue statewide funding and legislative objectives . These efforts have yielded unprecedented successes - a $120 million increase in capital funding for community colleges and a $48 million increase in direct state aid to community colleges . During the past 25 years , the development and growth of the community college system in New Jersey has been brisk and striking . The result , in the 1990s , is that New Jersey's community colleges have blossomed into a system of 19 colleges that enroll about half of the undergraduates attending college in the state . This mature system now faces new challenges . The New Jersey Higher Education Restructuring Act of 1994 dramatically altered the public policy framework for community colleges and all of higher education in the state . In short , it will mean less state regulation and much more campus autonomy . Although community colleges are embracing this newfound autonomy to meet local needs , they are also seeking to apply it in coordinated ways that serve the state's needs too . This new approach of coordinated autonomy holds great promise . However , its long - term success will ultimately depend on considerable discipline and cooperation among the 19 community colleges .

Nutrition Science Education for Teachers Via The World Wide Web

LEARNING OUTCOME: To increase knowledge in designing a nutrition course via the World Wide Web. Continuing education for teachers is essential in the fields of science, health, and family and consumer sciences, but opportunities for education are not always accessible. Nutrition Science Online was designed to provide professional development education to teachers from their homes or schools via the Internet with objectives to: increase knowledge of nutrition science; apply nutrition concepts to personal situations; gain ideas for nutrition science experiments in the classroom; and increase computer skills. A course was developed using a web-based point and click set of menus. The ten-week syllabus covered five units of nutrition science - carbohydrates, fats, protein, energy balance, and vitamins/minerals. In each unit, participants were guided to perform off-line activities in their homes or schools or on-line activities such as World Wide Web searches and posting information online. Participants worked in small groups (called “pods”) to read each others’ work and complete specific tasks. Three instructors were responsible for three groups, each with 1-3 pods. Assignments were posted in the pod or group message area. Unsolicited comments were encouraged in the “virtual cafe”, and recipes, lesson plans, feedback on experiments or debates were posted in separate areas. Links to web sites were located in the “library”. An initial, in-person workshop was provided for the local participants, and follow-up workshop was held to share lesson plans and collect evaluation information. All course instructions were contained in a coursebook distributed at the first workshop, as well as displayed online. Thirty-three teachers registered for the course, including two from Michigan. Although some participants experienced computer problems, most were actively engaged with the course. Structuring a course with small groups and separate Internet areas for posting messages or searching for material resulted in a course that was easy to follow and enjoyable for the learner. Evaluation results will be discussed. Supported in part by an Eisenhower Foundation Award from the Mass. Board of Higher Education.

THE ORIGIN, NATURE, AND VISION OF COMMUNITY COLLEGES IN NORTH DAKOTA

This article provides the history and current practices of North Dakota's 2‐year institutions. The 2‐year institutions have identified several factors that will have an effect on the opportunities and decisions of the institutions. They also recognize the need to change more rapidly in the future. Realizing that a coordinating mechanism was needed to serve the vocational technical education needs in the state, the 2‐year college chief executive officers helped establish the College Technical Education Council in 1992. The Council was created through a joint agreement between the North Dakota State Board of Higher Education and the State Board for Vocational Technical Education.

Cooperative Collection Management Succeeds in Illinois

ABSTRACT Programs in cooperative collection management have not fared well. However, Illinois' program is succeeding and is integral to resource sharing in the state. Its success is based on bibliographic and physical access to materials for patrons throughout the state. With this solid foundation, building collections through cooperative activities is possible. The CCM program, funded through the Illinois State Library and the Illinois Board of Higher Education, encourages libraries to work together in managing and accessing collections. As a result, libraries and patrons alike reap the benefits of cooperative collection management through resource sharing.

Networking and Cooperative Collection Management— The Illinois Experience

Efforts to initiate cooperative collection management have evolved from two distinct networking contexts in Illinois. The earliest was the Illinois Library and Information Network (ILLINET), a statewide network that has grown into a multitype resource‐sharing network of libraries of all kinds and sizes. The second network context was the Library Computer System (LCS), which is based at the University of Illinois, Urbana‐Champaign but includes the holdings of some 30 public and private academic libraries in Illinois. LCS was selected by the Illinois Board of Higher Education (IBHE) as the unified database on which to build its program for cooperative collection management in Illinois academic libraries.

Faculty Women for Equity: A Class-Action Suit against the State of Oregon

This article describes a class-action suit, representing 2,200 faculty women on Oregon's eight college and university campuses. The suit, which sought $33.1 million in back pay, alleged that, between 1972 and 1980, the Oregon State Board of Higher Education had paid the women an average of 9-10 percent less per year than it had paid men who had comparable duties and qualifications. It also sought to resolve inequities in promotion, tenure, and professional responsibilities for all faculty members.

Appendix A: Agreement between maryland state board of higher education and the middle states commission on higher education

Appendix A: Agreement between maryland state board of higher education and the middle states commission on higher education

The "Unionization" of College Presidents — Their Response to Faculty Unions

The author explores the impact of faculty organizations at eleven Illinois community colleges, seven of which have union contracts. The response of the college presidents to interactions with faculty organiza tions suggests that presidents view the totality of their relationships with faculty as strategic and a potential influence on the union- management relationship. This, in turn, suggests that bargaining is not confined to the negotiating table. Patterns of strategic response found at various colleges are described. Charles T. Kerchner is Assistant Professor, Education Faculty, Claremont Graduate School. He was formerly Assistant Director for Academic Affairs, Illinois Board of Higher Education.

A Student's Collective Thought on Bargaining

Let this article serve as the first formalized student grievance against the faculty, the administration, the Board of Higher Education, and the State's Public Employment Relations Board for turning a deaf and indifferent ear to the sound of the concerned and serious-minded student. This grievance stems from the failure of these bodies to: 1) recognize students as an interested group with established prerogatives, 2) permit the recognition of students as a legitimate party to the collective bargaining process, and 3) protect and uphold the very mission and purpose of this university which is owed the student. Students have witnessed the emergence of unionism on campus, and are aware of the problems arising from conflicts of interest in

A Student's Collective Thought on Bargaining

Let this article serve as the first formalized student grievance against the faculty, the administration, the Board of Higher Education, and the State's Public Employment Relations Board for turning a deaf and indifferent ear to the sound of the concerned and serious-minded student. This grievance stems from the failure of these bodies to: 1) recognize students as an interested group with established prerogatives, 2) permit the recognition of students as a legitimate party to the collective bargaining process, and 3) protect and uphold the very mission and purpose of this university which is owed the student. Students have witnessed the emergence of unionism on campus, and are aware of the problems arising from conflicts of interest in

New England Board of Higher Education

New England Board of Higher Education

Integrating Personnel and Teaching Functions in College∗

∗ I am glad to express appreciation for helpful information received in the preparation of this paper from the following individuals: Dean John L. Bergstresser, San Francisco State College Dr. Abraham S. Goodhartz, Assistant to the Dean of Faculty, Brooklyn College Dr. Robert H. Mathewson, Director, Program of Graduate Training in Guidance and School Counseling, Division of Teacher Education, Board of Higher Education, New York City Dean Helen Pool Rush, Dean of Women, University of Pittsburgh Provost Elliott D. Smith, Carnegie Institute of Technology

Co-Operation for Competition

A HIGH-SCHOOL student in the state of Oregon is no longer pursued by supersalesmen of the state's institutions of higher education. He no longer receives floods of literature singing in extravagant terms the praises of the one and only Alma Mater worthy of the name, nor is he persuaded to attend the University and study architecture when he should be at the State College learning engineering. Oregon has abandoned the old cycle of struggling for more students to warrant larger legislative appropriations to build more buildings to house more students, and so forth ad exhaustium. The state system of higher education, through its HighSchool Contacts Committee, looks to the day when every high-school Senior will choose to attend the University of Oregon not because his best friend is going there, or to go to Oregon State College not because his father once lustily sang, O.S.C., our hats are off to you, but because the major field of work in which he is interested is located at the State College or at the University or at one of the normal schools. In less than two years, a correlated program of high-school contacts, uniting the interests of the state institutions of higher education, the State Department of Education, and the high-school executives, has succeeded in eliminating the proselyting of high-school students and the harrassing of high-school principals by constant visitation of high-pressure speakers, has reduced the heavy expense of duplication in promotional work, and has effected an unbiased and scientific system of guidance and counseling that reaches every highschool student in the state. The unified program of high-school contacts, which has met with enthusiactic praise not only from the principals of Oregon high schools, but also from the officers administering both secondary and higher education in the state, embraces the following organization: First, a state-wide committee, responsible to the Chancellor and the Board of Higher Education, to administer the program of highschool contacts, with personnel representing the six state institutions of higher learning, the State Department of Public Instruction, the HighSchool Principals' Association, and the High-School Superintendents' Association. Second, the employment by the committee of a full-time high-school