(1985). Collective Bargaining Agreement between the American Association of University Professors, Eastern Montana College, and the Montana University System, July 1, 1985-June 30, 1989. The collective bargaining agreement between the Montana University System and the Eastern Montana College Chapter of the American Association of University Professors (AAUP) covering the period July 1, 1985-June 30, 1989 is presented. Items covered in the agreement include: definitions, nondiscrimination and affirmative action, unit recognition and determination, AAUP security, information and data, union use of campus meeting rooms and other facilities, faculty handbooks, professional letter of faculty appointment, academic senate, student rights and responsibilities, student grievance procedure, student evaluation of teaching, faculty performance review, management rights, general principles of shared governance, academic freedom and responsibilities, faculty-administration committee, academic administration search committee, faculty retention and tenure, faculty promotion and evaluation, process to determine appropriate terminal degree, personnel file update, evaluation of…

Campbell, Susan, Comp.; Douglas, Joel M., Comp. (1985). Collective Bargaining in Higher Education and the Professions, Bibliography No. 13. A bibliography of 1,070 publications and court cases affecting labor relations and college faculty, as well as the health professions, is presented with a focus on calendar year 1984. The faculty section covers: academic freedom, accountability, administration, affirmative action, arbitration and mediation, collective bargaining, community colleges, comparable worth, contracts, department heads, discipline and dismissal, discrimination, due process, elections, evaluation, excellence, faculty attitudes, faculty organizations, fiscal issues, fringe benefits, governance, grievance procedures, legal issues, legislation, academic librarians, National Labor Relations Board (NLRB), part-timers, personnel administration, quality of worklife, retirement, retrenchment, salaries, students, tenure, women faculty, workload, and the Yeshiva University case. The bibliography for related professions covers the health care institutions and administration, dental/medical school faculty, nurses, and…

Anderson, Owanah P., Comp.; Verble, Sedelta D., Comp. (1981). Resource Guide of American Indian and Alaska Native Women, 1980. A resource listing of 678 prominent American Indian and Alaska Native women representing 159 tribes throughout the United States provides the following information: name, address, date and place of birth, tribal membership, field of interest, current occupation, Indian activities, women's advocacy, educational background and professional interest. The following are the majority of professional and advocacy skills the women possess: administration (federal, tribal and urban), cultural advocacy and arts (arts and humanities, traditional arts and crafts), economic development (program planning/management), education (adult/vocational, bilingual, curriculum development, early childhood, educational equity, higher education, Native American studies, teacher training, tribal education), employment (affirmative action/EEO, women's employment advocacy), health (administration, alcohol/drug abuse, Indian health advocacy), legal advocacy (legislative change/testify/lobby, treaty rights/legal… [PDF]

(1977). Key Federal Regulations Affecting the Handicapped 1975-1976. Summarized are major federal regulations affecting the handicapped issued during 1976. Regulations are organized according to the following categories: health (such as long term care and home health services, health planning, and facilities construction); education (such as handicapped education grants to the states, early childhood education, and regional education programs for the handicapped); social services (proposed and final regulations of Title XX of the Social Security Act); employment (patient workers, public service and works employment, and federal contract work); rights (anti-discrimination rules, affirmative action, and architectural barriers); vocational rehabilitation (basic program regulations, evaluation standards, and vending facilities for the blind); social security and supplemental security income (such as childhood disability criteria and gainful activity guidelines); housing (elderly/handicapped housing loans, rural housing rent subsidies, and community…

Wenniger, Mary Dee Ed. (1998). Women in Higher Education, 1998. Women in Higher Education, v7 n1-12. This document consists of the twelve consecutive numbers of the newsletter "Women in Education", published during 1998. This newsletter focus on issues concerned with women students, women faculty, and women administrators in higher education. Each issue includes feature articles, news items, and profiles of significant people. Feature articles address the following topics: the media, women's athletics, conflict resolution, feminist scholarship, gender equity goals, women and campus leadership, Hispanic American women in higher education, lesbian faculty, gender politics, affirmative action, marketing women's athletic teams, Title IX of the Higher Education Act, gender pay equity, sexual harassment, women college presidents, networking, women as leaders of campus security forces, the Internet and classroom teaching, court litigation, violence prevention on campus, lesbian administrators, compensation equity for athletic coaches, mentoring at community colleges, teaching… [PDF]

(1988). Agreement between Monmouth College and the Faculty Association of Monmouth College. July 1, 1988-June 30, 1991. The agreement between Monmouth College and the Faculty Association of Monmouth College, a chapter of the American Association of University Professors, for three academic years beginning July 1, 1988, is presented. In 19 articles the following topics are covered: recognition; academic rank; equal employment, affirmative action, non-discrimination; academic freedom; procedures in regard to initial appointment, continuance, tenure, and promotion; dismissal for adequate cause; grievance and arbitration; faculty reductions; teaching load, scheduling and other working conditions; salary and other benefits; faculty improvement; leaves of absence; dues deduction; personnel files; association rights, privileges and obligations; management prerogative; no strike clause; miscellaneous; and duration of agreement. An appendix contains the following: a salary scale for 1988-91; a salary step determination table; a 1987-91 salary guide table; a faculty professional information list; three letters… [PDF]

Myers, Henry A.; And Others (1983). Critical Research Issues in Postsecondary Education in the 1980s. Critical research issues that need to be addressed by postsecondary education in the 1980s are discussed. Among the technologically-related issues are the following: the impact of computer-assisted and computer-managed approaches on learning processes, and the compatibility of degree attainment with the labor market. Issues pertaining to enrollments, student characteristics, and finances include: federal/state role in projecting enrollments, the potential of an increased influence of state funding agencies on postsecondary education, changes in the role of community colleges, reduced fiscal capacity of colleges, the impact of increasing numbers of older students, achieving increased representation of minorities in postsecondary education, black studies and affirmative action, and achieving increased representation of females and minorities in faculty and administrative appointments. Additional issues include: curriculum assessment in teacher education, certification requirements and… [PDF]

(1985). South Carolina Plan for Equity and Equal Opportunity in the Public Institutions of Higher Education, 1986-87 and Beyond. South Carolina's State plan for achieving equity and equal opportunity in public colleges and universities, beginning July 1, 1986, is presented. The purposes of the plan are to provide policies, goals, and strategies for continuing efforts to eliminate racial discrimination in the State's public higher education system, and to provide estimates of personnel and financial resources required to implement the plan and to monitor and report annually on implementation of the plan. The plan is divided into the following sections: (1) desegregation of student enrollment, faculty, staff, and governing boards of institutions of higher education (including student recruitment and retention, affirmative action, white student enrollment at traditionally black institutions, black representation on governing boards, financial assistance, institutional grants, school district projects, and graduate incentive fellowships); (2) maintaining enhancement measures at traditionally black institutions;…

(1978). The State of Civil Rights: 1977. A Report of the United States Commission on Civil Rights. This report reviews executive, legislative, and judicial actions, and other developments, favorable and unfavorable, that the U.S. Commission on Civil Rights considers critical to the national goals of eliminating discrimination and enhancing equal opportunity for all Americans. The areas of opportunity examined are employment, education, housing, women's rights, administration of justice, political participation, and civil rights reorganization. The report shows that there continues to be high unemployment and a high poverty rate among minority groups and women. Although there was further progress in 1977 in community adjustment to school desegregation, congressional actions concerning school desegregation and challenges to affirmative action admissions programs in higher education threaten to slow down progress toward achieving equal educational opportunity. In employment there has been more effective enforcement of equal employment laws. In housing, rising costs, and various…

France, Richard E., Ed. (1997). Cuyahoga Community College Part-time Faculty Handbook 1997-1998. This document begins with a preface/introduction, describes the college's mission and philosophy, and provides statements on its vision, affirmative action, diversity, and academic quality. The rest of the section discusses the college's policies and procedures. Main headings include academic calendar, academic freedom and responsibilities, academic probation or dismissal, Americans with Disabilities Act Policy, complaint procedure, computing access, disciplinary policy, discrimination complaints, drug-free schools and campuses policy, faculty evaluation, field trips, full- and part-time lecturers, grade dispute policy and procedure, grading system and policy, grievance policy and procedure, instructional fees as staff benefit, mandatory assessment and placement, sexual harassment policy, smoke-free policy and procedures, student conduct and honor code and honor code procedures, student records, and withdrawal policy. The second section consists of teaching tips and techniques. The… [PDF]

Mock, Carol (1987). Hard Cases and Soft Concepts of Change and Leadership in Universities. ASHE 1987 Annual Meeting Paper. Empirical hypotheses about organizational change are compared with actual case studies of change and leadership at the University of California (UC) system. The hypotheses are based on the sociological literature on complex organizations and are derived from three perspectives: (1) rational choice and analytic approaches, (2) cognitive perspectives, and (3) cybernetic approaches. Rational choice and analytic approaches posit organizational change as an outcome of leadership exercised through planned responses to environmental change, and/or in the management of internal interests through a dominant coalition. Cognitive perspectives view leadership and change as artifacts of the subjective assessment of objectively random events, while cybernetic approaches explain change as the result of the selective action of the environment on organizational "trials and errors." Reorganization of the UC library system, the development of UC's Early Outreach affirmative action programs,…

(1986). Personnel Systems Survey Standard Report. The status of personnel systems at 370 public and private colleges in 1985 is described, based on a College and University Personnel Association survey. Responding schools were classified as two-year, four-year, universities (doctoral-granting institutions), and other (law, medical, and theological schools). For each institutional classification, information is provided on personnel modules and the type of system used to maintain the information (manual, word processor, microcomputer, or mainframe). The personnel modules include appointment history, applicant retrieval, payroll, position control, specific types of benefits, affirmative action, job evaluation data, salary surveys, skills inventory, and labor relations. For each type of school, the type of microcomputer is indicated as well as software used, applications, and year of application development. Also covered are the type of mainframe system and date acquired and vendor products and user level of satisfaction. Appended are…

(1988). U.S. Commission on Civil Rights: Concerns about Commission Operations. Report to Congressional Requesters. This report reviews the following aspects of the United States Commission on Civil Rights from 1978 through 1985: (1) employment trends; (2) hiring and use of consultant, temporary, and Schedule C employees; (3) referrals from state employment service offices; (4) affirmative action; (5) awards and promotions; (6) commissioners' and special assistants' billings; (7) financial disclosure reports; (8) commission travel; (9) appropriations; (10) lobbying; (11) state advisory committees; (12) use of commission automobile; and (13) contracting questions. For some of the above areas, differences in Commission policy or practice since 1978 were found; for other areas not enough information was available to determine if differences existed. According to the Chairman of the Commission, the evidence in this report refutes allegations that management and administrative improprieties occurred at the Commission. Appendices provide the objectives, scope, and methodology, and other information for… [PDF]

(1986). Annual Report on Higher Education in New Jersey, 1985-86. The New Jersey annual report on higher education in the state highlights accomplishments during 1985-1986. Five sections look at the following topics: (1) introduction; (2) the foundations of excellence (funding to reward excellence and excellence throughout the institution); (3) equity/access (minority enrollment initiatives, basic skills, affirmative action, and student assistance); (4) special issues (evaluating the outcomes of higher education, medical education policy initiatives, and sector study commissions); and (5) system status report (size of the system, budget and finance, funding policies and formulas, and state college autonomy). Two appendices provide tables on finances, student academic ability, programs/degrees, enrollment, and faculty and on membership of the advisory boards and groups. A map shows the locations of New Jersey colleges and universities. Twelve figures include special initiative funding to New Jersey collegiate sectors, full-time faculty at New… [PDF]

Dresden, Cynthia; Wilkinson, Wendy (1997). The Americans with Disabilities Act and the Rehabilitation Act of 1973 and Their Application to Educational Issues. This paper focuses on the state of the law as it concerns adults with disabilities regarding educational issues. Sections 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are addressed and legal issues are examined, including: (1) the definition of disability; (2) documentation of disability; (3) financial responsibility for documentation; (4) documentation for testing; (5) modifications of policies and procedures by testing entities and educational institutions; (6) eligibility criteria; (7) inquiries into disability; (8) privacy concerns; (9) program access; (10) communication issues; (11) affirmative action; (12) special programs for individuals with disabilities; (13) administrative requirements; and (14) enforcement issues. Special issues concerning learning disabilities and testing modifications are also addressed. Relevant court cases are examined in order to assess judicial interpretation of these issues. Two responses to the paper are… [PDF]

Campbell, David P. (1999). The Complete Inklings: Columns on Leadership and Creativity. These 61 essays are a compilation of bimonthly articles published over a 17-year period. They address various aspects of leadership, such as risk-taking, executive motivation, decision-making, and corporate taboos. They also cover numerous other issues, including general concerns such as father-son relationships, the perils of travel, intelligence testing, civic art, technology, health, cultural understanding, type-A personalities, humor, new management fads, leadership tips from presidents, public relations, affirmative action, time management, psychological training programs, memo writing, the leader as extravert, ethical behavior, men and their toys, seven ways to make a living, enthusiasm, art, weirdo test items, simulated foxholes on a New Jersey beach, the habits of the wealthy, colorless leaders, nature's way, memories of war, an inside look at the Olympics, the rhythms of foreign cultures, a midcareer leadership curriculum for high-potential leaders, notes from a road…

(1998). Attitudes and Opinions from the Nation's High Achieving Teens: 29th Annual Survey of High Achievers. This report presents the 1998 statistical findings of the annual survey to determine the attitudes of national high school student leaders. Questionnaires were completed by 3,123 high school juniors and seniors, all of whom were selected for recognition in "Who's Who among American High School Students." In addition to demographic information, the report details responses regarding the following areas of student life and contemporary issues: (1) education; (2) school violence; (3) weapons and violence; (4) Clinton-Lewinsky affair; (5) attitudes toward media; (6) sexual harassment and assault; (7) cheating/misconduct; (8) sexual behavior and attitudes; (9) condom distribution in school; (10) abortion; (11) cigarettes, alcohol and drugs; (12) peer pressure; (13) teen trends; (14) parental involvement; (15) future/aspirations; (16) important influences; (17) family meal time; (18) happiness; (19)suicide; (20) internet usage; (21) extracurricular activities; (22) generation's… [PDF]

(1985). The Status of Women in the Broadcasting Industry Today. Proceedings of a Sympoisum (Washington, D.C., December 5, 1984). This report provides an edited transcript of discussions at the symposium, \An Inside Look at the Broadcasting Industry,\ which focused on the status of women in broadcasting and the effects of affirmative action on hiring and promotions. Panelists for the symposium were the 28 winners of 1984 Broadcast Awards presented by the National Commission on Working Women, and audience participants included heads of women's organizations, representatives from corporations, labor unions, education and public interest groups, and broadcasters. The general topics discussed included employment, programming, and funding, with special attention given to the lack of women radio talk show hosts, weakening of public affairs programming, wages, the lack of real power for women, viewer response, writing good shows, current issues being addressed on television shows, women trying to have an impact, the links between television and other industries, radio funding, career advancement via the buddy system,…

Newquist-Carroll, L. (1980). CETA Journey: A Walk on the Woman's Side. A Booklet Which Documents CETA's Responsibilities to Women and Women's Access to CETA. Designed to highlight those Comprehensive Employment and Training Act (CETA) regulations that are most pertinent to women, this guidebook interprets and explains relevant sections, details what the prime sponsors' obligations and responsibilities are, and what the rights of the public are in relation to the prime sponsors. The first of six major sections in the guide provides an overview of the CETA titles. In describing the prime sponsor planning process, section 2 outlines the three kinds of councils involved with CETA: (1) Prime Sponsor Planning Council, (2) Private Industry Council, and (3) State Employment and Training Council. The third section outlines the regulations that pertain to deliverer selection. The section of the regulations dealing with nondiscrimination, equal opportunity, equitable service, and affirmative action is summarized in section 4. The final two sections focus on procedures for serving specific target groups and for handling a complaint against a prime… [PDF]

Kerr, Clark, Ed.; Rosow, Jerome M., Ed. (1979). Work in America: The Decade Ahead. Work in America Institute Series. The results of three national symposia held in New York, Chicago, and San Francisco by the Work in America Institute involving more than 300 leaders from industry, qovernment, labor, communications, and education are summarized in this volume dealing with the work force of the future and the emerging work environment. Changes reported that affect work in America include affirmative action legislation, a declining birth rate, retirement-at-70 laws, and early retirement options. Issues responding to the changes discussed are shorter or compressed work weeks, work-at-home jobs (with your own computer terminal), flexitime, employee civil rights, and worker participation in management. Focus is on five fundamental issues: (1) the quality of working life; (2) productivity, emphasizing the human factors in the productivity equation; (3) education and the world of work; (4) employee-management cooperation; and (5) national labor force policy, examining policies of the United States and…

Bottomley, Wayne N. (1978). The USC Faculty Planning Model: A History and Description. A model for planning regarding college faculty is described. The USC Faculty Planning Model was developed by Robert Linnell and Paul Gray in 1974 at the University of Southern California as an interactive mathematical model to trace characteristics of faculty groups over time. Characteristics listed by the model include: faculty age distribution, number of openings, affirmative action data, number of retirements per year, total and average faculty salaries, and percent of faculty tenured. Faculty planning and modeling is claimed to have three basic advantages over other approaches to policy making: (1) modeling simulates human behavior, (2) modeling is economical in terms of time and money, and (3) modeling permits policies to be tried out so that problems with the policies can be discovered before they would arise via implementation. Advantages and disadvantages of this approach and some examples of its application are considered. Two ways that this computer system planning model…

Flener, Jane G. (1974). Newer Approaches to Personnel Management. The rapid growth of university libraries in recent years required changes in the ways of dealing with staff including the re-evaluation of personnel procedures and policies. Changes were brought on by laws regulating fair employment practices, equal opportunity of employment, and affirmative action and by the rising demand of staff to be consulted about matters related to them and their work. Management practices from the business world were introduced in libraries in an effort to provide an opportunity for staff participation. Several university libraries–including Cornell, Columbia, and the University of California libraries at Berkeley and Los Angeles–and the Library of Congress have been working to involve staff in making decisions affecting their work and in providing opportunities for individual growth within the overall goals of the library. More planning toward involving staff in a meaningful way will include recognition of the individual's ability to contribute within a…

Ferguson, Wayne S. (1982). Early Retirement Is Not the Cat's Meow. The Endpaper. Executive Educator, v4 n7 p36,35 Jul. Early retirement plans are perceived as being beneficial to school staff and financially advantageous to schools. Four out of the five assumptions on which these perceptions are based are incorrect. The one correct assumption is that early retirement will make affirmative action programs move ahead more rapidly. The incorrect assumptions are: (1) without an early retirement program, staff will work until age 65 or older; (2) replacing older teachers with younger ones will increase productivity; (3) less productive teachers are most likely to take early retirement; and (4) replacing a high-priced teacher with one who makes less will save schools money. The realities are that the average age of retirement without such a plan is often several years younger than 65, that most of the teachers taking early retirement seem to be the best and most productive employees, and that cost savings are realized only when the employee is not replaced and no stipend is given to the early retiree. (DC)…

Bernstein, Alison (1984). A Foundation Officer's Advice to Young Researchers. ASHE 1984 Annual Meeting Paper. The support of the Ford Foundation for higher education research, and specifically policy-oriented studies, is discussed. The first commonality of Ford Foundation-sponsored policy studies is the existence of a commonly perceived problem (e.g., the Commission on Minorities studied equity/affirmative action). A second commonality of Ford's work is that decision makers need alternative scenarios, as well as data and analysis, that provide clear choices. The third commonality of sponsored studies involves built-in avenues for dissemination. It is important to involve a practitioner in the early stages of the research design to help insure that the research will be useful. Finally, regardless of the topic, the researcher must be sensitive to differential impact based on race, gender, and class. While not all Ford Foundation grants focus on minority or women's issues, each grant takes into account the differential impact of gender, race, and class. Topics about community colleges that…

Manning, Angella D., Comp. (1987). Searching Jobs through Vocabulary. English-Spanish Version. This English-Spanish glossary, which is intended for use in career exploration, special education, and English-as-a-second-language courses, consists of side-by-side English and Spanish definitions of terms related to the job search process. A wide range of terms that are likely to be encountered in a career awareness/exploration class is covered, including terms related to work attitudes, different types of employment (full-time versus part-time or provisional employment), wages and benefits, and employee and employer responsibilities. Terms that are directly linked to the job search process (e.g., resume) and words that are likely to be encountered by persons completing job applications or being interviewed for a job (e.g., marital status, address, abbreviations), are listed. Basic terms related to labor and civil rights legislation, (such as discrimination, affirmative action, disability, are also included, as are concepts and terms related to career development, (such as…

Manning, Angella D., Comp. (1987). Searching Jobs through Vocabulary. English-Vietnamese Version. This English-Vietnamese glossary, which is intended for use in career exploration, special education, and English as a second language courses, consists of side-by-side English and Vietnamese definitions of terms related to the job search process. A wide range of terms that are likely to be encountered in a career awareness/exploration class is covered, including terms related to work attitudes, different types of employment (full-time versus part-time or provisional employment), wages and benefits, and employee and employer responsibilities. Terms that are directly linked to the job search process (e.g., resume) and words that are likely to be encountered by persons completing job applications or being interviewed for a job (e.g., marital status, address, abbreviations) are listed. Basic terms related to labor and civil rights legislation, such as discrimination, affirmative action, disability, are also included, as are concepts and terms related to career development such as…

PASNICK, RAYMOND (1964). CHICAGO'S SCHOOL CRISIS. THE WRITER, A MEMBER OF THE CHICAGO BOARD OF EDUCATION, ACCUSES THE BOARD OF DELIBERATELY IMPOSING CONDITIONS AND POLICIES WHICH HAVE SERVED TO KEEP THE TWO RACES IN THE SCHOOL SYSTEM APART AND TO DISCRIMINATE AGAINST LARGE SEGMENTS OF THE RACIAL MINORITY. HE HOLDS THAT THERE IS A CLEAR NECESSITY TO DEMONSTRATE THIS BOARD'S SINCERITY BY IMMEDIATE, AFFIRMATIVE ACTION. TIME AND ENERGIES NEED TO BE USED IN THIS PUBLIC SERVICE BEFORE CONDITIONS GET WORSE AND THE PATIENCE OF THE VICTIMS RUNS OUT. UNDER THE SYSTEM OF PUBLIC BOARD RESPONSIBLIILITY IN RUNNING THE SCHOOLS, MOST OF THE RACE RELATIONS ISSUES IN CHICAGO'S EDUCATIONAL COMPLEX COULD BE SETTLED BY ACTION OF THE BOARD MEMBERS. THE BOARD SHOULD MAKE A NEW START BY ARRANGING A CONFERENCE WITH ALL CONCERNED TO RESOLVE THE CRISIS WITH COOPERATION AND GOOD WILL. WRITTEN DURING THE TIME OF A SCHOOL BOYCOTT (FEBRUARY 1964), THE ARTICLE CONCLUDES THAT DEMONSTRATIONS AND SCHOOL BOYCOTTS ARE A DIRECT REACTION TO OUR FAILURE AND LAGGARDNESS…

Roberts, Sylvia (1973). Equality of Opportunity in Higher Education – The Impact of Contract Compliance and the Equal Rights Amendment. In discussing the impact of contract compliance and the Equal Rights Amendment on equality of opportunity in higher education, the author focuses primarily on women employed as faculty members and staff at universities and colleges. The basic and fundamental fact is that women have been treated differently, and that is to say, less well, than men. Women are not hired and promoted at the same rate, nor have they been paid as well as their male counterparts in higher education. In October 1972, HEW issued the Higher Education Guidelines that called for (1) nondiscriminatory practices in hiring and promotion of women and minorities in higher education, and (2) affirmative action programs to assure that any discriminatory practices in existence will be eradicated. Colleges and universities can now take one of two courses of action. They can either listen to the demands and charges of women and attempt to rectify whatever adverse conditions exist, or they can ignore such demands and face… [PDF]

(1973). The Evergreen State College Bulletin 1973-74. Presented in this college bulletin are (1) an introduction including information on admissions, registration, accreditation, philosophy, and affirmative action; (2) a survey of the academic programs; (3) a section on the learning process as it is approached at Evergreen; (4) a listing and description of current programs offered; (5) descriptions of prospective programs; (6) the means of student evaluation used, types of credentials to be earned, and career planning; (7) the means of governance at the college; (8) a section on special services, policies, and procedures; and (9) a listing of the members of the board of trustees, the administrators, and the academic and professional staff. Of particular interest is a program at the college known as contracted studies. Under this program a student or group of students may contract to complete a certain project under the supervision of a faculty member with some expertise in the area of the project. (HS)… [PDF]

(1972). The Status of Women Faculty at Bowling Green State University. In response to the increasing concern in the academic professions about the systematic sex bias faced by women academicians, the Faculty Senate of Bowling Green State University appointed an Ad Hoc committee on the Status of Women Faculty in the fall of 1971. The committee was charged with conducting an empirical study on existing sex differentials in areas of particular concern to University faculty. The committee found in its study that sex discrimination does exist at Bowling Green in the areas of hiring, promotion, tenure, rank, numbers, and salary. Thus, recommendations are made by the committee concerning: (1) the implementation of an affirmative action program; (2) the appointment of an assistant provost for women; (3) the organization of a permanent Commission on the Status of Women; (4) the equalization of status of men and women faculty; (5) the appointment of women to policymaking posts; (6) equality in hiring practices; and (7) the inclusion of child-care and maternity… [PDF]