(1996). Ten Public Policy Issues for Higher Education in 1996. AGB Public Policy Paper Series No. 96-1. Association of Governing Boards of Universities and Colleges This paper is the third in a series of yearly efforts to identify the top public-policy issues facing higher education. Each of the 10 issues is discussed in terms of likely developments in 1996 and the near future, the issue's various aspects, and sources of further information on the issue. Issues identified and discussed are: (1) cost containment and productivity (Congressional hearings on college costs and tuition increases are likely in 1996); (2) affirmative action (how this controversial issue is resolved could have a major impact on hiring, promotion, and admission policies); (3) student financial aid (focus will be on funding levels of federal and state aid); (4) governance and privatization (the role of governing boards and privatization is a major issue in several states); (5) federal tax debate (proposals concerning a flat-tax, consumption-tax, and discontinuation of private institutions' tax exemptions will impact institutions); (6) economic development (more debate at… [PDF]

Johnson, Sandra J. (1992). Valuing and Managing Diversity in Business and Industry: Literature Review and Models. Training and Development Research Center Project Number Fifty-Nine. An increasingly diverse work force is a definite trend in the United States, and a number of companies have linked valuing and managing diversity to increased productivity. Equal employment opportunity and affirmative action are pointed to as foundational to the development of formal programs for valuing or managing diversity in the workplace. The sense of urgency in the literature about valuing and managing work force diversity is not so much about getting diverse people into the labor force but about retraining and developing good workers at all organizational levels. Two different approaches to organizational programs for dealing effectively with diversity are valuing differences, which suggests efforts to develop attitude changes through awareness and sensitivity training, and managing diversity, which focuses on behavioral changes. A number of authors approach work force diversity as an organizational change issue and present either a training model or an organizational… [PDF]

Thornton, Maurice (1981). An Analysis of Cuyahoga Community College's Progress at Equal Opportunity Compliance. Background information and findings are presented for a study of Cuyahoga Community College's (CCC's) progress toward equal opportunity compliance as of 1979-80 and of the interaction between three "subcultures" in the history of this compliance. Chapter I identifies these "subcultures" as the advocates, adversaries, and enforcers of affirmative action. It also defines terms, identifies study questions and limitations, and discusses the legal mandates upon which compliance is judged in the study, i.e., Title VI of the Civil Rights Act of 1964 and its subsequent interpretation in Adams vs. Califano (1977). Chapter II examines the Adams case and its implications for higher education in Ohio and for public two-year colleges. Chapter III outlines the methods used to determine compliance in the areas of facilities, programs, and employment. Chapter IV presents statistical and narrative findings related to: (1) how CCC facility sites were selected; (2) issues of and…

(1980). On Campus With Women, Number 26, Spring 1980. This issue of the "On Campus With Women" newsletter includes the following topics: a federal court case decision that student aid constitutes federal assistance, but that the Department of Health, Education and Welfare cannot compel Grove City College to sign a legally defective Title IX compliance form; a Department of Justice move to enforce Title IX compliance at Texas A&M University and the University of Alaska; student actions to monitor Title IX enforcement at the University of Iowa; a battle between sports associations for sponsorships of post-season tournaments; a guide on athletic scholarships; a Pennsylvania published model for hearings on equal athletic opportunity; the status of rowing as a woman's sport; women coaches; a Sloan Commission proposal for a new agency to enforce federal anti-discrimination regulations; new affirmative action regulations proposed by the Department of Labor's Office of Federal Contract Compliance Programs; rules for keeping…

Douglas, Joel M.; Flanzraich, Lisa (1982). Collective Bargaining in Higher Education and the Professions, Bibliography No. 10. A bibliography of 765 items which illustrates the wide range of topics that affect collective bargaining in higher education and the professions for 1981, is presented. Items are dated 1978 or later, and ERIC reference numbers are cited where appropriate. The primary focus and interest is academic collective bargaining; however, the literature on allied health care professionals, nurses, physicians, and health care institutions is included, and other groups of professionals such as librarians, lawyers, social workers, bankers, and engineers are also covered. The following specific topics are addressed in regard to college faculty: academic freedom; accountability; administration; affirmative action; arbitration and mediation; collective bargaining (U.S. and Canada); community colleges; contract and contract issues; court cases and administrative orders (states and Supreme Court); discipline and dismissal; discrimination; dispute and dismissal; dispute resolution; due process;…

(1980). The Carnegie Council on Policy Studies in Higher Education: A Summary of Reports and Recommendations. Work of the Carnegie Council on Policy Studies in Higher Education, which began in 1974 and concluded its work in January 1980, is reported. The Council's 15 policy reports and 38 sponsored research and technical reports are summarized. A paper entitled "The Carnegie Policy Series, 1967-1979: Concerns, Approaches, Reconsiderations, Results," by Clark Kerr is included. Topics addressed by the policy reports include: the federal role in postsecondary education, tuition, affirmative action, the states and higher education, medical and dental education, faculty bargaining, selective admissions, the states and private higher education, the college curriculum, and student financial aid. Sponsored research and technical reports concern the following broad topics: adjusting to changing times; academic programs; youth education and employment; achieving social justice; skills and new knowledge; governance; financial resources; and purposes and performance. Specific topics of the…

(2006). Higher Education in a Global Society Achieving Diversity, Equity and Excellence (Advances in Education in Diverse Communities: Research Policy and Praxis, Volume 5). Elsevier The "problem of the 21st century" is rapidly expanding diversity alongside stubbornly persistent status and power inequities by race, ethnicity, gender, class, language, citizenship and region. Extensive technological, economic, political and social changes, along with immigration, combine to produce a global community of great diversity and interpenetration. Unfortunately, this global community continues to be fractured by extreme disparities in wealth and power, divided into "haves" and "have-nots." Universities around the globe can play critical roles in economic development and sociocultural exchange. Where different communities interact, overlap, exchange and compete for scarce resources, complex challenges are presented. Current discourse often views difference and diversity as problems; however, a growing scholarship reframes difference and diversity as potential resources. This volume presents research into the consequences of difference and…

Agboola, B. M. (2010). Entrepreneurial Education in Nigeria Tertiary Institutions and Sustainable Development. Online Submission The higher education in Nigeria has witnessed a tremendous growth in the last 50 years in terms of producing manpower that could bring about development. However, the problem of Nigeria today is not about human and natural resources, but how to translate the human potentials to meet the realization of its all round development and sustain economic growth. It is a paradox that the nation remains undeveloped. Furthermore, the educational system has failed to serve its purpose of producing manpower with relevant skills and the nation's development is hampered by poverty, dilapidated infrastructure; economic recession, militancy and unemployment. Therefore, the paper examines the role of tertiary education and training for entrepreneurship on manpower development and sustainable development in Nigeria. Data on enrolment in tertiary institutions, employment and unemployment trend were obtained from relevant authorities. It was found that the level of entrepreneurial education in the… [PDF]

Simmons, Linda (2000). The Civil Rights Act and the Equal Employment Opportunity Commission. The Constitution Community: Contemporary United States (1968 to the Present). In 1964, Congress passed Public Law 82-352. This civil rights act forbade hiring, promoting, and firing discrimination based on sex or race. Title VII of the act created the Equal Employment Opportunity Commission (EEOC) to implement the law. Subsequent legislation expanded the role of the EEOC. Today, the EEOC enforces laws that prohibit discrimination based on race, color, religion, sex, national origin, disability, or age in hiring, promoting, firing, setting wages, testing, training, apprenticeship, and all other terms and conditions of employment. Working with state and local programs, the EEOC processes 48,000 claims annually. This lesson relates to the Preamble, to Article I, which establishes the president's power to issue executive orders; to Article III, which establishes the jurisdiction of the courts; and to the 14th Amendment which guarantees equal protection of the laws. As the primary source document, the lesson uses the Civil Rights Act of 1964 (pages 1-8.) The… [PDF]

McCarthy, Martha M. (1984). Seniority Rights and Title VII. This chapter provides an analysis of seniority rights under Title VII of the Civil Rights Act of 1964, which bars discrimination in employment. Two legal theories have arisen in assessing Title VII claims: discriminatory treatment, in which the burden of proof of discriminatory intent lies with the plaintiff, and discriminatory impact of neutral practices, in which the burden shifts to the employer to prove that the practice in question is a legitimate business necessity. Because Title VI insulates seniority systems from disparate impact suits, Title VII litigation focuses on what constitutes a bona fide seniority system and scope of immunity. The question addressed in the ensuing discussion is therefore as follows: under what circumstances must seniority adjustments be made, and how much discretion do employers have in modifying operation of seniority systems to give preference to women and minorities? Cases in which the judiciary has addressed these and related Title VII issues… [PDF]

Selden, Steven (2005). Who's Paying for the Culture Wars?. Academe, v91 n5 p35-38 Sep-Oct. Conservative critiques of higher education rely on liberal doses of cash. Behind the conservative critique of U.S. higher education is a fervent commitment to ideals, to be sure–but there's also a sizable amount of conservative cash. The Bradley, Earhart, Castle Rock, and John M. Olin foundations have contributed lavishly to guidebooks aimed at steering young Americans away from certain colleges and universities. "Choosing the Right College", "The Common Sense Guide to American Colleges","The Shakespeare File", and "Defending Civilisation" charge these institutions and their faculty with poorly serving the needs of the nation. Unlike other college guidebooks, which are mostly descriptive, the right-wing guides mount an ideological assault on American higher education reflecting a broader conservative moral, social, and political agenda. This agenda joins support for economic privatization and conservative values in the public sphere to the… [Direct]

(1996). Preliminary Analysis of the Impact of Proposition 209 on the California Community Colleges. On November 5, 1996, California voters approved Proposition 209, which prohibits discrimination against or the granting of preferential treatment to anyone on the basis of race, sex, color, or ethnicity in the operation of public employment, education, or contracting. Regarding the prohibition of discrimination, 209 creates no new restrictions since public agencies in California are already subject to numerous federal and state anti-discrimination laws. Regarding preferential treatment, the state Superior Court has ruled that the bans of 209 are limited and that certain activities that may benefit underrepresented groups, such as outreach programs, fall outside its scope. It also appears that the "preferential treatment" clause of 209 has the same scope as the Equal Protection Clause of the Fourteenth Amendment, which allows preferential programs if a compelling reason, such as remediating past discrimination, is demonstrated. The only real impact of 209, then, would be to… [PDF]

(1985). Profile for a Racially Integrated School District. This paper, which consists of two parts, suggests criteria for the consideration of Washington State school superintendents engaged in creating racially integrated schools. Part I identifies components of an integrated school district, focusing on: access to schools, classes, and programs; staffing; facilities; curriculum; parental involvement; activities; services; staff development; instructional equipment and supplies; selection and evaluation of learning materials; discipline, suspensions and expulsions; honors and awards; committees; and school displays. Part I also lists technical assistance services available from the Washington State Office for Multicultural and Equity Education. Part II is a compilation of master plan indicators of an effective school district equal educational opportunity program. It is organized around six themes: (1) implementation of State board policy on equal education opportunity; (2) implementation and development of local school district policy on…

(1977). The Regents of the University of California, Petitioner, vs. Allan Bakke, Respondent. On Writ of Certiorari to the Supreme Court of the State of California. Supplemental Brief for Petitioner. The Regents of the University of California present the following as part of their argument with regard to the Supreme Court case concerning minority group admissions policies at the Davis medical school: Title VI of the Civil Rights Act of 1964 leaves State universities receiving Federal funds free to provide more nearly equal educational opportunities to minority groups for purposes and in a manner consistent with the Equal Protection Clause of the U.S. Constitution. The evolution of Title VI reveals the core congressional purpose to tie federal funding to compliance with Equal Protection standards and not to create new standards or new causes of action. Title VI, as well as the applicable administrative regulations, permit educational institutions receiving Federal funds to provide minority groups more nearly equal educational opportunities. Judicial and administrative interpretation of the parallel provisions of Title VII further confirms the view that Title VI permits voluntary…

Naples, Caesar J., Ed. (1998). Responding to Challenges and Conflict in Higher Education Collective Bargaining. Proceeding of the Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions (26th, April 1998). This proceedings presents 18 essays that focus on collective bargaining and other labor issues in higher education. The essays include: (1) \Looking Toward the Future\ (Sandra Feldman); (2) \The New Unionism in Higher Education\ (Bob Chase); (3) \Post-Tenure Review: Threat or Promise\ (Christine M. Licata); (4) \A Response to Post-Tenure Review: Questions and Perspectives\ (Denise Marie Tanguay); (5) \An Observation on New Models for Institutions of Higher Education\ (Gordon K. Davies); (6) \The University of Phoenix Model of Adult Learning\ (Laura Palmer Noone and William Pepicello); (7) \Labor/Management Cooperation: The Saturn Model\ (Jack O'Toole); (8) \Contracting Out of Government Services: Panacea or Poison?\ (Robert Hebdon); (9) \Ethics and the University Professor\ (Donald Savage); (10) \Academic Values\ (Steven M. Cahn); (11) \Ethics, Collective Bargaining, and the Collective Agreement\ (Allan R. Sharp); (12) \Rights and Responsibilities of Faculty: UNESCO Adopts an…

(1991). Composition of the Staff in California's Public Colleges and Universities from 1977 to 1989. The Sixth in the Commission's Series of Biennial Reports on Equal Employment Opportunity in California's Public Colleges and Universities. This report provides information on the gender, ethnic, and racial composition of staff in the California Community Colleges, the California State University, and the University of California through the 1989-90 academic year. It is broken down into seven parts: (1) part 1 discusses the origin, preparation, limitations, and organization of the report; (2) part 2 provides information on the amount and nature of growth in staff in the segments during the time period covered by the report; (3) part 3 identifies changes in the composition of staff within the public postsecondary segments between 1979 and 1989 for the California Community Colleges and between 1977 and 1989 for the California State University and the University of California; (4) part 4 compares the composition of the segmental staffs with that of the California labor force; (5) part 5 contrasts the composition of the segmental staffs with that of California's population to comparative base established by the Commission… [PDF]

(1975). Women in Higher Education. Papers from a Conference Held in London on 29 June 1973. Delivered at a conference on women in British education, this collection of papers demonstrates with statistical evidence and close argument the extent of discrimination against women in higher education. "The Place of Women in the Changing Pattern of Further Education" by Eileen Byrne looks at women as they leave school at the secondary level and pursue non-degree courses. Naomi McIntosh ("Women and the Open University") discusses the Open University, established to provide places for people with little opportunity of going to an ordinary university. Special efforts were made to recruit women students, and its success in this area serves to underline the negligence of other universities. Maureen Woodhall ("The Economic Benefits of Education for Women") studies statistics which at first seem to indicate that education is less profitable as an investment for women. A closer look presents a different picture. "Sources of 'Underachievement': Women…

(1987). Strengthening Transfer and Articulation Policies and Practices in California's Colleges and Universities. Progress since 1985 and Suggestions for the Future. Commission Report 87-41. This report reviews and analyzes progress made by the California Community Colleges (CCCs), University of California (UC), and California State University (CSU) in improving transfer and articulation. After part 1 discusses the origins and purposes of the report, part 2 highlights events affecting transfer and articulation in California since 1983, focusing on changes in undergraduate enrollments, more comprehensive admissions requirements, financial problems, state-level commitment to affirmative action and transfer, and specially-funded projects. Part 3 offers information from the CCCs, UC, CSU, and the California Postsecondary Education Commission (CPEC) regarding progress made since 1985 toward improving high school preparation; identifying, assessing, and counseling transfer students; assuring adequate community college transfer courses; gathering comparable information on community college enrollments and student achievement; improving information about transfer; and… [PDF]

Burgos-Sasscer, Ruth (1994). Why and How To Manage Diversity. Demographic predictions indicate that by the end of this century only 15% of new entrants to the workforce will be white males, compared to 47% in 1985. Executives, as well as academic administrators, are being forced to learn how to manage a diverse employee population by cultivating, strengthening, and utilizing diverse talents and skills, rather than merely providing access to new groups. The barriers that exist to integrating new team members can be overcome by understanding differences of race, gender, disabilities, sexual orientation, and social class and recognizing that different groups may approach their work differently. More specifically, the following 10 strategies can help college presidents build diverse teams: (1) insist on a diverse pool of qualified candidates for managerial positions; (2) address salary inequities; (3) adopt flexible family needs policies; (5) disseminate information about student, faculty, and staff demographics; (6) provide seminars and workshops… [PDF]

Nickson, Sheila J. (1982). Status of Minority Professionals on Majority Campuses. \Saviors, Victims or Survivors?\. The conspicuous absence of Black professionals at predominantly White colleges has serious consequences for Black students. In the State University of New York system, for example, there are only 262 Blacks in a 9,000 member faculty and the highest percentage of Black professionals are low level administrators. For the few Black faculty on majority campuses, maintaining racial identity is difficult. Yet it is essential, for often only a minority teacher can effectively reach a minority student. Black students at White schools are often less well educated than Black students at Black schools because majority teachers cannot always communicate their knowledge in a manner that is meaningful to minority students. Obviously, too, Whites cannot teach Black awareness and pride. Black professors, on the other hand, often become the unofficial mentors of Black students, but this time-consuming activity does not help them gain tenure. Non-renewal of Black faculty is widespread and is…

Johnson, Dona, Comp.; And Others (1976). Evaluation of Hotel, Restaurant, and Institutional Management Graduates: A Ten Year Review. A study of graduates from the Hotel, Restaurant, and Institutional Management program at St. Louis Community College at Forest Park was conducted, primarily in order to elicit information from graduates regarding potentially effective recruitment methods for minority groups and women. The study also sought to obtain evaluation of course curriculum and content and general follow-up information from program graduates. Of the 159 who had graduated over the past ten years and were surveyed, 139 (94.5%) responded. Results of the study indicated: (l) the majority of graduates were white males between 20 and 29 years of age, with an Associate degree; (2) 22% had continued their education to the baccalaureate level; (3) 86% were employed full-time, with 63% having held their present positions for 1 to 3 years; (4) nearly two-thirds felt their present employment was 100% related to the training they received in the program; and (5) over 62% felt the most helpful recruiting method for… [PDF]

Beausang, Kenneth R. (1976). An Investigation of the Effectiveness of Black Hawk College Policy in Responding to the Needs of Returning Women Students. Black Hawk College policies and programs were examined to determine their effectiveness in responding to the needs of returning women students, one of the most significant groups in the "new student" population. Literature was reviewed, college documents studied, key personnel were interviewed, and 225 women students aged 25 or older were surveyed. Findings demonstrated that (1) women constituted 52.8 percent of the entire student population and women 25 years old or older accounted for 25 percent of this group, (2) Black Hawk College has several significant programs for women, but very few women have knowledge of these programs, (3) about 70 percent of returning women students at Black Hawk College are career or job goal oriented. Four major recommendations are suggested: (1) a position of Coordinator for Women's Programs should be created to help bridge the present communication gap between existing programs and the student population; (2) a more flexible system for the…

Jordan, Joseph, Ed.; Moody, Ferman B., Ed. (1979). National Association for the Advancement of Black Americans in Vocational Education. NAABAVE Conference Proceedings, AVA Convention (Dallas, Texas, December 1-4, 1978). These conference proceedings present an overview of significant activities that took place at the National Association for the Advancement of Black Americans in Vocational Education (NAABAVE) forum during the American Vocational Association Convention in Dallas, December 1-4, 1978. The document is organized in two major sections: (1) the public hearing, with the theme "An Essential Beginning for Blacks in the Search for New Directions in Vocational Education," and (2) an overview of the business meeting. In the first section are these twelve presentations: The Birth of NAABAVE; Education for Everyone; An Overview of the Office of Civil Rights Guidelines for Vocational Education; The Involvement of Blacks in the Vocational Political Process; To Be Black and Qualified within Itself Is Not Enough; Implications of the Bakke Decision for Increasing Black Participation in Vocational Education; Increased Black Participation in Vocational Education Is a Must; Comprehensive…

Heyward, Salome M. (1992). Access to Education for the Disabled. A Guide to Compliance with Section 504 of the Rehabilitation Act of 1973. This book presents an analysis of and guide to Section 504 of the Rehabilitation Act of 1973. Part I considers the evolution of compliance standards under Section 504 with chapters on civil rights compliance standards, nondiscrimination versus affirmative action, and the recipient's obligation. Part II provides an overview of Section 504 covering: who must comply (the meaning of "recipient" and "federal financial assistance"); determining who is handicapped; the meaning of"qualified handicapped person"; prohibited discriminatory actions; and procedural requirements. Part III examines the duty to provide access to facilities. Part IV focuses specifically on elementary and secondary education through coverage of: entities responsible for providing services; appropriate education; free education; educational setting; evaluation and placement; disciplining disabled students; procedural safeguards; nonacademic services; preschool, adult education, and…

Johnson, Beth Hillman, Ed.; Lowe, Ida B., Ed. (1993). Collective Bargaining in Higher Education and the Professions. Bibliography No. 21. This bibliography of 885 citations is an annual accounting of the literature on collective bargaining in higher education and the professions for 1992. The research design and methodology used in the preparation of this volume relied on computer searches of various data bases, as well as manual retrieval of citations not available on data bases. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, Acquired Immune Deficiency Syndrome (AIDS) in the workplace, arbitration and mediation, collective bargaining, collective bargaining (Canada), community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, faculty… [PDF]

Johnson, Beth Hillman; Lowe, Ida B. (1992). Collective Bargaining in Higher Education and the Professions. Bibliography No. 20. This bibliography of 834 citations is an annual accounting of literature on collective bargaining in higher education and the professions for 1991. The research and design and methodology used in the preparation of this volume relied on computer searches of various databases and manual retrieval of other citations not available on database. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, aids in the workplace, arbitration and mediation, collective bargaining, collective bargaining in Canada, community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, faculty organizations, fiscal issues, fringe benefits,… [PDF]

(1989). Agreement between University of Cincinnati and American Association of University Professors, University of Cincinnati Chapter. September 1, 1989 to August 31, 1992. The collective bargaining agreement between the University of Cincinnati and the University of Cincinnati Chapter of the American Association of University Professors (AAUP), for the period September 1, 1989 through August 31, 1992 is presented. The document covers the following topics in 39 articles under the following categories: (1) "Basic Principles" (recognition and description, academic freedom, academic safeguards and responsibilities, non-discrimination, affirmative action); (2) "Faculty and Librarian Status" (appointment, reappointment, promotion and tenure, grievance procedure, disciplinary hearing and dismissal for cause); (3) "Compensation" (College of Medicine compensation, minimum salaries, overloads, extra compensation, academic unit head compensation, additional compensation); (4) "Fringe Benefits" (insurance, sick leave, and other leaves); (5) "Bargaining Agent" (rights and duties of the AAUP as agent, dues…

(1996). Centralia College Strategic Plan, January 1996. Preliminary Report. Based on an analysis of the internal and external environment, this report describes the mission, values, and strategic priorities of Centralia College (CC), in Washington. Following introductory materials describing the role of strategic planning, a historical perspective of planning at the college is presented, reviewing previous strategic plans; the college master plan; college initiatives related to diversity, assessment, affirmative action, and Title III and other grants; and the college's planning process for 1994-95. CC's mission statement is then provided, highlighting the college's values and commitment to student success. Next, results from an analysis of the institutional environment are presented based on a campus survey, campus and community focus groups, and external data. Issues are discussed and college assumptions are presented for the following areas: (1) effectiveness, efficiency, and accountability; (2) marketing, recruitment, and retention; (3) the economic… [PDF]

Levin, Bernard H. (1993). Social Change, the Future of the Community College, and the Future of Community College Research. Focusing on the social forces acting upon community colleges, this paper reviews possible modes of response by the colleges, focusing specifically on the role of institutional research. The first section presents an overview of the social forces affecting community colleges, discussing the 16% increase in two-year college enrollments in the 1980's; the impact of limited federal, state, and local funding; the financial stress caused by growing prison populations, health care costs, and public school costs; increasing percentages of minorities and changing family demographics; and the declining availability of full-time work. The next section discusses possible modes of response by the community colleges. Likely responses include establishing or maintaining affirmative action programs, increased use of advanced technology to provide instruction, an increased importance assigned to institutional research to enable colleges to adapt, a continued emphasis on accountability, and a… [PDF]

Tolliver, Ella (1994). Staff Actively Nurturing Diversity at Solano (SANDS): Faculty and Staff Diversity Grant, Solano Community College. Final Report. A year-long project was undertaken at Solano Community College, in California, to establish a well organized and planned program to recruit and retain underrepresented faculty and staff, utilizing funds from a Faculty and Staff Diversity grant from the California Community Colleges' Office of the Chancellor. The first step was the formation of a diverse "crucial team" to identify weaknesses, adopt more effective recruiting strategies, improve hiring procedures, research successful programs, and develop a successful plan. The 18-member team received training on affirmative action, gender equity, and disability requirements and implemented a variety of campus enrichment activities, including educational forums, community outreach, part-time faculty orientation, networking of newly hired faculty, and preparation of a draft campus cultural diversity survey. Recommendations proposed by the team included the following: (1) on-going training on cultural diversity issues for… [PDF]