Discusses why and how Indiana University Purdue University Indianapolis created its electronic institutional portfolio. Describes the process and highlights missteps and insights. Focuses on how electronic institutional portfolios can become catalysts for change and institutional improvement, while also serving as multi-media self-studies for…

Describes how, compared to 1995 strategic planning, participation by Georgia State in the Urban Universities Portfolio Project enabled more informed, wider campus participation in shaping the plan. The portfolio also supported transitions to a semester calendar, new admissions practices, and revised approaches to program review and assessment of…

Reflects on how using the electronic medium for portfolio projects can influence institutional self-examination. By viewing the portfolio project as a continuation of a campus's commitment to approaching change as scholarly work, asserts that the electronic medium can lead to new ways of knowing and understanding higher education institutions. (EV)

Summarizes the lessons learned by the institutions participating in the Urban Universities Portfolio Project regarding the functional and technological requirements for creating and sustaining Web-based institutional portfolios. The most pressing issues were those of aligning technology resources with analytical, evaluative, academic, and design…

Describes lessons learned by California State University about developing electronic institutional portfolios, discussing how the campus made progress in strengthening program review and assessment processes and in building a campus "culture of evidence," trust, and engagement. (EV)

Discusses the implications for higher education nationally of the Urban Universities Portfolio Project (UUPP), placing the UUPP within a national agenda to focus attention on student learning, and examining how portfolio development worked from both the "inside out" and the "outside in" to renew this focus. (EV)

Uses the University of North Carolina (Charlotte) to illustrate one method for linking the campus strategic planning process with collection and use of assessment information and annual reporting procedures. Stresses the importance of requiring objectives and goals to be explicitly enunciated and the collection of outcome indicators in a…

Examines several efforts to assess the contributions of urban universities to the individuals and communities they serve, including the Restructuring for Urban Student Success Project, the Urban Universities Portfolio Project, and the Urban University Statistical Portrait. Suggests the primary benefit will be institutional self-reflection rather…

Describes Portland State University's participation in the Urban Universities Portfolio Project, discussing how the partnership between institutional researchers and faculty members addressed important issues surrounding institutional mission and its relationship to planning, assessment, and accountability. (EV)

From focused conversations with metropolitan university administrators, a theoretical framework defining institutional effectiveness emerged. It includes three primary theoretical constructs: landscape (the fit between university requirements and the lived experiences of students); geography (dissemination, transfer, and construction of…

Faculty evaluation and reward definitions should include an expanded definition of scholarly teaching and service. Community college faculty, who focus on teaching, should participate in the public discussion of faculty roles to shape its outcome, to strengthen ties with four-year institutions, and to clarify their own role. (JB)

Kennesaw State College (Georgia) adopted an invitational approach to create an environment which encouraged and affirmed students, faculty, staff and administrators. A new institutional environment aimed at serving diverse, contemporary needs and involved commitment to shared governance, encouragement of leadership at all levels, community…