Hi jeff1952,
I have found the following citations that might be helpful for you.
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Maryland Higher Education Commission Data Book, 2002.
Maryland State Higher Education Commission, Annapolis.
45p. 2002
AB: This document contains statistics in summary form about higher
education in Maryland. The first table compares Maryland data to
national averages for educational achievement, enrollment, campus mix
in enrollments, degrees conferred, average resident undergraduate
tuition and fees, state funding, and average faculty salaries. Other
tables, grouped by category, are: (1) Students, which includes data on
students needing remediation, student performance for core and noncore
curriculum students, average Scholastic Assessment Test scores,
undergraduate enrollment, graduate and professional enrollment, total
enrollment, enrollment at state-aided independent institutions, and
enrollment by race and gender; (2) Retention and Graduation, with data
on students by race, community college students graduating, community
college graduation and transfer rates, and transfer students; (3)
Degrees, with data by institution, major program, and race and gender;
(4) Faculty, including data on full- and part-time teachers, teacher
race and gender, and teacher salaries; (5) Revenues and Expenditures,
with data on community colleges, public 4-year colleges, aid to
independent institutions, and total capital budget authorizations by
campus; (6) Tuition and Fees, containing information on community
college, undergraduate, and graduate credit hour tuition and fees; (7)
Financial Aid, containing information on undergraduate and graduate
financial aid and financial aid program expenditures; and (8) data on
private career schools, including enrollment and completion rates.
(Contains 33 tables.) (SLD)
Tusculum College. Exemplars.
Iannozzi, Marcus
9p. Sep 2001
This paper describes the initiatives of Tusculum College, Tennessee,
to reverse a pattern of steady decline in enrollment, campus morale,
academic standards, financial support, and institutional reputation.
The tide began to turn when Tusculum, after a broad and inclusive
search, hired its 25th president, Robert E. Knott in 1989. During his
term, which lasted more than 10 years, Knott worked with the campus
community to create a legacy of revitalization that steered the
college on a positive course and continues to guide it in an
innovative model of reform. As an early step in the revitalization,
the faculty engaged in a year of strategic planning that centered on
what made Tusculum different from other small liberal arts colleges.
Working together, the faculty developed a civic arts initiative
characterized by civic engagement, a core commons curriculum, a
focused calendar, a competency evaluation program, and a civic arts
learning project for each undergraduate that includes volunteer
activities and service learning. As academic and governance reforms
began to bear fruit, the college was able to focus on its fiscal
situation to increase annual giving and renovate older buildings. A
new president took office in June 2001. He sees as high mission the
continuance of the revitalization, increased accountability, and the
development of a system of performance assessment to meet the
challenges of the future. The final section offers suggestions for
"applying the case." (SLD)
A Passport to Enhanced Student Learning, Success, Satisfaction, and
Retention. Proceedings of the International Conference on the
First-Year Experience (9th, St. Andrews, Scotland, United Kingdom,
July 15-19, 1996).
South Carolina Univ., Columbia. National Resource Center for the
Freshman Year Experience and Students in Transition.
149p. 1996.
This document contains abstracts of the 82 concurrent session
presentations at a 1996 conference on the experience of college
freshmen regarding their academic achievement, attitudes, and
re-enrollment for the following year. Each abstract is designed to
give a succinct statement of each concurrent session presentation and
to provide a name, address, and telephone number of a contact person.
The topics covered in these papers include the following: discovery
learning, academic advising, research strategies, acculturation,
mentoring, differences in expectations between lecturers and freshmen,
student financial need, workshops, writing activities, racial and
ethnic tensions, math instruction, academic standards, teaching
methods, student viewpoints on learning, programs for traditional and
non-traditional students, introductory economics, retention strategy,
academic and recreational seminars, preservice teacher induction, the
urban college experience, independent study, native students, exchange
students, probation, student adjustment, supplemental instruction,
writing fellows' programs, commuter colleges, developing an
undergraduate core program, survival tactics, service-learning,
library skills, peer counseling, writing across the curriculum,
student government, class environment, confrontation skills, teacher
effectiveness, educational outcomes, study strategies, freshman
seminars, student identity, fostering community, the challenges of
diversity, integrating the cognitive and the affective, open access,
multiculturalism, social responsibility, disabled students, and
Freshman English. (CK)
Efforts to Enhance Timely Completion of Baccalaureate Degree Programs
at State-Supported Institutions of Higher Education (In Compliance
with Directives of SB 92-155).
Colorado Commission on Higher Education, Denver.
31p. Jan 1994.
Undergraduate Education: Access and Preparation Reexamined. Item #5.
Illinois State Board of Higher Education, Springfield.
69p. 1 Mar 1994.
Portals of Entry: University Colleges and Undergraduate Divisions. The
Freshman Year Experience. Monograph Series Number 12.
Strommer, Diane W Ed
134p. 1993.
This monograph offers seven case studies and supporting papers on
university colleges and undergraduate divisions and their role in
shaping the freshman college experience. An introductory section
offers a preface, information on the authors and a first chapter
"University Colleges Today" by Diane W. Strommer which examines the
implications of an institutional unit for freshmen and reports on a
survey of university colleges conducted during 1991 and 1992. Chapter
2, "An Historical Perspective (Ohio University)" by Samuel Crowl,
looks at how the University College at Ohio University has served
students for nearly 60 years. Chapter 3, "The Retention of Students
(Ball State University)" (Indiana) by Barbara Weaver, examines the
evolution over the past decade of the University College specifically
designed to retain students. Chapter 4, "Coherence through Coordinated
Advising (The Pennsylvania State University)" by Eric White depicts an
undergraduate division developed to provide coherence in a large,
diverse, research university. Chapter 5, "Flexibility at a
Comprehensive University (The Ohio State University)" by Thomas L.
Minnick describes how this large university assists students in coping
with the choices and changes at a multiversity. Chapter 6, "Valuing
the First-Year Student (Butler University)" (Indiana) by Marilyn K.
Spencer, describes how a university college functions within a
relatively small, private university, particularly in the college's
mission to manage a core curriculum. Chapter 7, "Constancy, Change,
and Campus Politics (University of Rhode Island)" by Diane W.
Strommer, discusses some of the political issues surrounding
university colleges especially at the University of Rhode Island.
Chapter 8, "Supporting Students in the Historically Black University"
(Alabama A&M University and others)" by Fran Johnson, addresses the
role of the university college in the historically black university.
Chapter 9, "The Differences Made: A Sampler and Data from Institutions
with No Freshman College" and Chapter 10, "Issues for New University
Colleges" both by Diane W. Strommer, draw conclusions about how
university colleges make a difference. Appendixes contain the
Association of Deans & Directors of University Colleges &
Undergraduate Studies constitution, guidelines for oversubscribed or
impacted programs, and sample mission statements and organization
charts. (Contains 35 references.) (JB)
The Relationship of Class Size, Class Level, and Core Vs. Non-Core
Classification for a Class to Student Ratings of Faculty: Implications
for Validity.
Whitten, Betty J; Umble, M Michael
Educational and Psychological Measurement; v40 n2 p419-23 Sum 1980
This research was concerned with the significance of class size, class
level, and core v noncore sections of classes in instructor evaluation
at a major state university. High evaluations were associated with
small, noncore, undergraduate classes. (Author/CP)
To find these citations I searched the ERIC database. Many of them
will be somewhat difficult to locate, as they are conference papers or
reports.
librariankt |
