To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians' use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban,…

In the last 20 years, the U.S. higher education system has witnessed the tremendous growth of for-profit colleges and universities (FPCUs). In fact, FPCUs have quickly become the fastest growing segment of postsecondary education. With innovative practices and alternative delivery of educational services, FPCUs have established a considerable…

When it comes to higher education, finding the right school is only one obstacle in the lives of most African-American males. Studies show that even out of the number of enrolled African-American males in the nation, about one-third of them will actually complete an undergraduate degree. A lack of experience in higher education may affect the…

Presented in this article is a case study of Black students' enrollment, persistence, and graduation at Cityville University, an urban commuter institution. We combine quantitative data from the University's Office of Institutional Research and the U.S. Department of Education with qualitative insights gathered in interviews with students,…

To understand the context of urban Historically Black Colleges and Universities (HBCUs) and their role in educating Black males, we conducted a literature review examining the academic contributions of these institutions to Black males. To bolster the literature, we examined Integrated Postsecondary Education Data System data, determining a set of…

This study presents findings from an instrument designed to assess preservice teachers' perceptions regarding whether the environment and curriculum in a College of Education (COEDU) in a southeast, urban university are conducive to preparing them to live and work in a diverse society. A 144-item survey is administered to 126 preservice teachers…

This study is based on data collected during 6 years (12 semesters) in the secondary science methods courses at an urban university in Southern California. The secondary science credential candidates were teaching on emergency permits or internship credentials in local urban secondary schools. They taught science during the day and pursued their…

Examined the state of writing across the curriculum at one urban college. Analysis of student writing from all courses of a random sample of freshman-senior level students indicated that teachers in the role of evaluators were the most prevalent audience for student writing, and notetaking was the most common writing function performed by…

Summarizes the various aspects of school-university collaborations that are addressed in this issue. Contextual issues, academic programs, service learning, accountability, and administrative issues are mentioned. (MMU)

The urban university must directly respond to the special needs of the community in which it is located. The university should reflect its commitment to the city through its instructional programs, the interests of its faculty, the character of its student body, and the openness of its events and facilities to the public. (Author/GC)

Reports a study demonstrating how an urban university, George Washington University, played the major role in transforming a residential neighborhood as the institution expanded: presents George Washington as a useful example of the urban university's often unexamined role as a major agent of urban planning and change. (Author/JM)

Discusses the factors responsible for the ambivalent and confused attitudes toward the urban university, including sources of resistance. Current rhetoric suggests that what used to be called urban problems is now metropolitan or human problems with the corresponding reconceptualizations of urban universities as metropolitan or generic, thus…

Four participants discuss their roles in a high school-university collaborative initiative for democratic education. A teacher, professor, graduate student, and teacher/graduate student demonstrate how they created more equitable roles in the university and high school partnership through critical reflection and interaction. (MMU)

Some of the organizational, institutional, and pragmatic issues involved in teaching, research, and public service are discussed, including implications for the development and continuation of university urban center programs and related activities. (Author/AM)