We evaluate whether the Bennett Hypothesis applies to local-level, single-institution promise programs and account for whether colleges have the authority to raise tuition, versus an external entity holding such authority. Using a sample of 29 community colleges affected by promise programs, we analyze changes in tuition across years 2001-02 to…

Internships are widely promoted high-impact practices that can have positive impacts on students' academic and post-graduate success, yet how specific features facilitate these outcomes is understudied. Instead, internships are often studied in terms of mere participation, without recognizing that these experiences are complex pedagogic spaces…

This study examines how Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) build capacity for student success. By contrasting a community college on the West Coast and a regional comprehensive university on the East Coast, new pathways are forged to recognize the critical role that federally-funded AANAPISIs play…

A framework for reflecting on, assessing, and improving institutional quality in higher education focuses on internal and external approaches to educational quality and their implications for designing for quality and continuous quality assessment. (MSE)

A discussion of the role of university-based organized research units reviews the major issues that confront such centers, describes results of a survey of 18 of the fastest growing research universities, and makes recommendations concerning appropriate management and the role of the centers within the research university. (Author/MSE)

Based on a 2-year-old faculty development program at an urban university, a model is derived that describes faculty development as an evolving process, beginning with low mutual knowledge and trust and an "expert" consulting role, developing into greater mutual knowledge and trust and a more "collaborative" consulting role. (Editor/JT)

In designing a core curriculum, educators should use the cross-cultural methodology of the social sciences to examine the range of values implicit in a core curriculum. Students should also learn how to use cross-cultural studies, to both learn about other cultures and identify inconsistencies or shortcomings within their own culture. (MSE)

The author suggests that workshops, evaluation procedures, and institutional policies regarding instructional development should differ according to whether an institution's prevailing attitudes are oriented to consciousness-raising (Stage 1), focal awareness (Stage 2), or subsidiary awareness (Stage 3). Suggestions are made as to which programs…

The utility of field experience education for furthering cognitive development is examined through an anaylsis of the psychological and sociological dynamics of the specific field program design. Outcomes are identified and related to existing theories of cognitive development. (Author/LBH)

A model of teacher education is presented that matches the preparation of teachers with the needs of society. It is field-based, problem-centered, technology-driven, developmental, and competency-based. It involves experiential sharing, expert staffing, a critical mass of professional assistance and presumes lifelong learning. (Author/MLW)

The procedure described consists of eight interacting stages: (1) definition of institutional mission and service area; (2) idea generation; (3) idea screening; (4) concept development; (5) concept testing; (6) costing; (7) estimation of program demand; and (8) program evaluation. A pilot test of the procedure is reviewed. (Author/LBH)

Proposes that higher education scholars distinguish among professional subjects taught to undergraduates as they do among traditional disciplines. Other distinctions may be more meaningful than the research-based dimensions used in the popular Biglan classification. A framework for differentiating collegiate career fields is proposed, evidence…