The history of John H. Finley's presidency of Knox College illustrates one way in which colleges survived in the period when interest in universities was growing. (DE)

To determine to what extent instructional efforts differed between men and women at a large land-grant university, the following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level course. (Author/MLW)

A linear programing approach is applied to college cost information to suggest optimal tuition increases under some broad policy constraints concerning consistency of the rates. Factors such as balance of credit hour and per-student charges, and differentiation by program and other student groupings, are considered. (MSE)

Three methods for reporting the value of a deferred gift are described: the tax method, net realizable value, and fair market value. Three major categories of deferred gifts are identified: pooled income funds, charitable remainder trusts, and charitable gift annuities. (MLW)

Moving from an individualized to a group approach and introducing holistic education strategies and exercises into portfolio development classes have had dramatic effects on both students and faculty and lowered student attrition in the assessment process. Sinclair Community College techniques are described and examples are given. (Author/MSE)

Discusses four themes in the efforts to secure public support for private education: (1) to save private schools from disappearing; (2) to preserve benefits already received; (3) to gain benefits wrongfully denied; and (4) to effect reform via support for private schools. (JOW)

Assessed demographic characteristics, attitudes toward lifelong education, and class format preferences of older adult students enrolled in credit classes. More respondents were employed, home owning, and younger than auditing and nonparticipant elders, with 16 percent having fewer than 12 years of education, and 4.8 percent no previous experience…

Alternative ways of financing school bus purchases include financing privately through contractors or commercial banks, financing through sources such as insurance companies and pension funds, leasing the buses, or contracting for transportation services. (Author/MLF)

Institutions granting credit for life experience are faced with obstacles related to the complex, sensitive, threatening, and ambitious nature of the procedure. A three-step process for implementation of a plan for developing credit for life experiences is provided, along with a dissenting opinion. (MLW)

Portfolio assessment, designed after the model disseminated originally by the Cooperative Assessment of Experiential Learning (CAEL) project, has become the assessment technique of choice in prior learning programs as well as the foundation for adult degree programs. Innovations and changes in the assessment process are discussed. (Author/MLW)

Precise transcript development is vital to the articulation and transfer of credit. The transcript, the institution's award of credit, must present the institution's relation to experiential learning; transcription practices must allow institutions to communicate with third parties. Sample transcripts are provided. (MLW)

A CETA-funded project provided job training for disadvantaged youth through the rehabilitation of a house. Program benefits included providing building trades experience which will lead to longtime employment opportunities; providing educational experiences for credit towards high school graduation; and community improvement through the house's…

The New Jersey Education Association reaffirms its long-standing opposition to public assistance to nonpublic schools as represented by tuition tax credits. (Author/SJL)

Experiential learning programs award college credits for learning achieved through job and life experience. The evaluation of such experience by academic standards provides many adult students a focus for planning the continuation of their education. (SK)