The search for a president of Gallaudet University, the only such institution in the world for the deaf, spanned issues of civil rights and university governance. The selection and ultimate rejection of a hearing president occurred because people had different perceptions of what would best serve the university. (MSE)

Distinguishing between long-range and strategic planning is key to governing boards guiding their institution's future. Strategic planning is defined as the framework that guides the choices that determine the nature and direction of an organization. The trustees' role is described. (MLW)

A checklist of employment conditions that will help guide a board during its contract deliberations with an incoming president is presented. Conditions of employment, conditions of appointment, compensation, insurance, housing, travel, leave, leaving the presidency, and other conditions are covered. (MLW)

Examines meetings of 14 North Carolina community and technical college boards of trustees, analyzing the participation and contributions of board members. Finds high attendance rates, but little evidence that the trustees used sources of information other than college personnel in formulating questions or comments. (DMM)

Presents a model for developing a workable collective bargaining agreement without potentially disruptive behavior, stressing the role of board leadership. Contrasts distributive and integrative approaches, suggests the creative use of neutrals, and stresses the value of a win-win approach. (AYC)

Howard R. Bowen of The Claremont Graduate School has been president of three academic institutions. Because of his faculty and administrative experience in colleges and universities, he has a unique insight into how American higher education is governed and the future of higher education. (MLW)

Describes the characteristics and responsibilities of an effective community college board of trustees. (DC)

A cost/benefit analysis of appointing trustees versus electing them. Concludes that neither method is "better" for all participants. (DC)

Asserts that trustees are ultimately responsible for the financial health of their institutions and presents general guidelines to be followed in turning financial crisis into financial stability. (DC)

This summary presents highlights of the 1976 ATE Conference, including remarks by federal government, teaching profession, state agency, and teacher educator personnel on the question of governance. (MB)

Because of the divergent natures and demands of on-campus constituencies, the college president can fall into the trap of making decisions that bolster his popularity at institutional expense. Although popularity and sound decision-making are not mutually exclusive, the key to successful management lies with the methods used by the president with…

This article suggests that trustees give the same high level of thoughtful consideration to selecting the board chair as they give to filling the presidency. More than the routine filling of a vacancy, the process for naming the board's next chair amounts to the selection of a governance team. The board's most important responsibility is not only…

While trustees' ability to support their institutions in the most effective manner will always depend partly on their ability to interact and deliberate face-to-face, recent adoption of technology to facilitate board activities has enabled presidents and their boards to work smarter, save money, make better decisions, build healthier institutions,…

Ask a group of presidents' spouses what's on their minds, and they're likely to say "compensation for the partner." As more spouses of academic presidents come to expect compensation or recognition for the various duties they assume in advancing their mate's presidencies, the issue of pay for partners and the waters beneath it remain murky. Paying…

This document presents a code of ethics for early childhood educators that offers guidelines for responsible behavior and sets forth a common basis for resolving ethical dilemmas encountered in early education. It represents the English and Spanish versions of the revised code. Its contents were approved by the NAEYC Governing Board in April 2005…