(1984). Manual for the Evaluation of Local School Districts Pursuant to the Public School Education Act of 1975. The Public School Education Act of 1975 (Chapter 212) set forth certain responsibilities of the New Jersey State Department of Education. Among them is the monitoring of local school districts to assure that the necessary elements are in place to "provide to all children . . . the educational opportunity which will prepare them to function politically, economically, and socially in a democratic society." A comprehensive review of the act and its implementation concluded that the monitoring process did not support the key component of the act (i.e., local planning for educational excellence). This manual revises the monitoring process to reflect the objectives set forth in the document entitled "Implementation of the Public School Education Act of 1975–A Renewed Commitment, March 1983." Section 1 describes steps involved in the first-level monitoring process and worksheets used in such monitoring. Section 2 describes steps involved in a second-level review…

(1984). On Campus with Women. [Fall 1983 and Winter 1984]. On Campus with Women, v13 n2-3 Fall 1983-Win. Developments in education, employment, and the courts concerning the status of women are covered in these two newsletter issues. Topics include the following: sexual harassment at colleges and universities, attitudes toward women on campus, campus rape, the scope of coverage of Title IX, sex bias rulings, the Reagan Administration's position on the Women's Educational Equity Act Program, testimony concerning the effect of the Equal Rights Amendment on higher education, scholarships for older students, the Equal Pay Act, salary differences between female and male faculty, antidiscrimination laws pertaining to not hiring women because of pregnancy, enrollment trends for minorities, the climate for women students outside the classroom, women and science, developments concerning black women in academe and the professions, conferences on black studies/women's studies, a directory of Hispanic women in psychology, resources for integrating the study of women into the college curriculum,…

(1984). Statement on Educational Diversity, Equality, and Quality. Self-Regulation Initiatives: Guidelines for Colleges and Universities, No. 9. Guidelines to help colleges and universities encourage equality and diversity within a framework of quality are presented. Recommendations are offered concerning: institutional leadership in promoting equal opportunity; effective recruitment, advancement, and support of personnel, especially of women, minorities, and disabled persons; the development and evaluation of teaching, scholarly activities, and curricular development; and diversity in student programs and campus. Ways in which leaders can promote equal opportunity include: designating the person responsible for institution-wide programs promoting equity and providing this individual access to top-level administrators. Successful efforts for recruiting previously underrepresented groups include: recruiting on the basis of departmental needs for excellence and diversity and developing job descriptions that include only job-related qualifications. The importance of constructive grievance procedures, support systems for…

(1988). Native Hawaiian Community Colleges Advisory Council. Final Report. Recent needs assessment reports show that Native Hawaiians are underrepresented in postsecondary education and in mid-level, supervisory, and white-collar occupations, and have higher than average dropout rates and lower than average basic skill levels. In February 1987, a study was conducted by the Native Hawaiian Community Colleges Advisory Council to assess the needs of Native Hawaiian students enrolled in vocational education programs at the University of Hawai'i Community Colleges. The study involved campus visitations; discussions with students, staff, and community members; a review of current literature; and an examination of existing data. The study identified seven barriers to educational access and success for Native Hawaiian students: (1) financial problems stemming from lack of information about financial aid, reluctance to disclose financial information, and difficulty filling out applications; (2) personal problems and a concomitant reluctance to speak to counselors;…

Chachkin, Norman (1984). State Enforcement of Civil Rights in Vocational Education: Partner or Stepchild? A Report on Implementation of Section II of the 1979 Vocational Education Guidelines by the Office for Civil Rights, U.S. Department of Education. An investigation was conducted of state enforcement of the Vocational Education Guidelines issued in 1979 to prevent discrimination on the basis of race, national origin, sex, or handicap in vocational training. The guidelines are administered by the Office of Civil Rights (OCR) through methods of administration (MOA) developed by the states that show how each state plans to fulfill its obligations to monitor the delivery of vocational training and to enforce the applicable nondiscrimination requirements of Federal law. The investigation found that less than 20 percent of the states were doing an acceptable job of enforcing civil rights. The blame for this situation was placed with OCR and the U.S. Department of Education, which have not provided effective information, guidance, and training together with sufficient Federal oversight to ensure that the results are adequate. It was charged that the Department of Education has been unwilling to undertake or to give appropriate…

Spain, Rodney K. (1981). Recruitment Skills. Sex Equity Training Package. Unlocking Nontraditional Careers. Research and Development Series No. 215D. These workshop materials are designed to aid recruiters of nontraditional vocational programs in publicizing their training opportunities. Information is included on convincing vocational educators to recruit nontraditional students, speaking effectively with journalists about program activities, and writing public relations materials. The workshop contains three units that can be presented independently. The first unit provides six sound reasons why vocational educators should recruit nontraditional students. The unit focuses on benefits for the vocational educators rather than on the value of nontraditional training to the students. Unit 2 helps recruiters to work more effectively with journalists. The unit helps recruiters to learn how to create newsworthy events that will entice media coverage and then explains how to interact professionally with reporters. The final unit trains vocational educators to write public relations materials without the help of professional… [PDF]

Menzer, Jeffrey A.; Simonson, Joy R. (1984). Catching Up: A Review of the Women's Educational Equity Act Program. Case histories of Women's Educational Equity Act (WEEA) projects are presented, along with information on WEEA's mandate, operation, and new directions. The WEEA projects support the development of curricula and training materials for the education of females at pre-elementary to postsecondary schools, along with efforts of private sector and community groups. The project descriptions cover: math and science, sex-role stereotyping in the curricula, infusing equity in educational institutions, Title IX implementation, inequitable and stereotyped teaching, disabled women and girls, reentry women, and demonstrations of educational equity in diverse school districts. The major steps for selecting grantees for funding are identified, along with the priority areas for making funding decisions. Historical highlights since the passage of the Women's Educational Equity Act (P.L. 95-561) in 1974 are also outlined. An overview of the role and activities of the National Advisory Council on… [PDF]

(1978). Planning for Postsecondary Education in California: A Five-Year Plan Update, 1978. This 1978 Update of the California Postsecondary Education Commission's Five-Year Plan reports on the progress that has been made in addressing the issues raised in the original plan and the 1977 update. Among the issues discussed are: (1) equal educational opportunity; (2) state-level postsecondary education information system; (3) financing postsecondary education; (4) student financial aid; (5) tuition, fees, and access; (6) adult education; (7) educational and career counseling; (8) vocational education; (9) regulation of private vocational institutions; (10) evaluation of the effectiveness of postsecondary education; (11) accreditation; (12) basic skills deficiencies; (13) regional planning; (14) collective bargaining; and (15) stabilized, declining, and shifting enrollment. The appendices contain a listing of reports issued by the Commission, tables on actual and projected undergraduate student enrollment, and a list of proposed programs representing possible duplication. (SPG)… [PDF]

(1976). A Study of Nationwide Availability of Women & Minorities for Positions in Officials & Managers & Professionals. Employment Categories. Final Report. A study was conducted to determine a nationwide availability conclusion percentage of minorities (Blacks, Spanish-origin persons, Asian Americans, and American Indians) and women particularly in job groups of two job categories: Officials and Managers, and Professional. The resulting availability conclusions would then be used to determine underutilization of these minority groups in the two categories. Subsequent to compiling a list of government agencies, colleges, universities, and various associations and societies, over two hundred letters were written and visits were made to collect relevant statistical data. Government agencies provided the most complete and updated data while generally, the private associations, did not provide useful information. Utilizing the eight factors to be considered in determining the availability of minorities and women according to federal regulations, seven factors were identified and considered for both minorities and women in this study,…

Reynolds, William Bradford (1981). The Focus of Equal Employment Opportunity Programs under the Reagan Administration. Remarks by William Bradford Reynolds, Assistant Attorney General, Civil Rights Division. The equal employment opportunity policies of the Reagan administration may be summarized in the following manner: while the administration will not retreat from the historic commitment to enforce federal civil rights laws, it will no longer insist upon, or in any way support, the use of quotas or any numerical or statistical formula designed to provide to nonvictims of discrimination preferential treatment based on race, sex, national origin, or religion. This policy has been adopted for several reasons: (1) Title VII of the 1964 Civil Rights Act, which mandates nondiscriminatory employment decisions, does not countenance racial quotas; (2) the economic and social strides gained by minorities in the 1960s demonstrated the capacity of minorities to compete effectively in a nondiscriminatory environment; and (3) there is no moral countenance for quotas. The number and nature of suits brought by the Justice Department to enforce equal employment opportunity legislation will not change… [PDF]

Northup, James P. (1980). Old Age, Handicapped, and Vietnam-Era Antidiscrimination Legislation. Revised Edition. Labor Relations and Public Policy Series No. 14. This book brings together materials, cases, and opinions regarding the Age Discrimination in Employment Act of 1967, the Rehabilitation Act of 1973, and the Vietnam Era Veterans' Readjustment Assistance Act of 1974; analyzes these materials; and examines their impact on employer personnel policies. Also considered are the amendments to the 1967 age law establishing compulsory retirement at age 70. A section of the book is devoted to each of the three acts. The final section is concerned with questions of public policy that have been found to exist in the administration of the laws and that are probably inherent in complex legislation designed to regulate industrial relations and personnel administration. Summaries of laws, excerpts from legislation, and other supplementary information are contained in appendices. (Author/MLF)…

Mercer, James (1978). Educators' Handbook on Federal Anti-Sex Discrimination Laws. The document presents a summary of major federal legislation affecting the policy and operation of educational programs and activities. The handbook is intended to help educators locate information on the constitutional aspects of anti-discrimination laws. The document is presented in four chapters. Chapter I discusses the constitutional aspects of anti-sex discrimination efforts and presents examples of challenges to sex discrimination based upon the U.S. Constitution. Also discussed are legally permissible types of discrimination under the 14th amendment and tests used by the courts to determine whether a discriminatory law is constitutionally permissible. Chapters II and III focus on Title VII of the Civil Rights Act of 1964 and the Equal Pay Act of 1963. Information is presented on who is regulated by each act, what is prohibited, exceptions to coverage, and sources of additional information. Chapter IV discusses Title IX of the Education Amendments of 1972. Topics discussed…

Exum, William H. (1980). \Plus Ca Change…?\: Racism in Higher Education. The meaning, operation, and impact of institutional racism in higher education are examined with attention to both past and present conditions. Institutional racism is examined with reference to several specific issues: barriers to the entry of blacks, as both students and staff, into American higher education; curriculum and academic programs; and treatment and on-campus experiences of blacks once entered. Brief attention is given to facilities, and other differentials between white and black institutions of higher education, as well as the relationship between black communities and white universities. The role of the status allocation functions of colleges and universities, intergroup competition and conflict in the larger society, and on campus, organizational imperatives of the institution, general societal attitudes about race, and attitudes and bigotry are considered. A distinction is made between structural and adaptive reform in attempts to combat institutional racism and…

Rolph, John E.; And Others (1978). Predicting Minority and Majority Student Performance on the National Board Exams. A study was conducted to predict performance of majority and minority students in medical school by analyzing results of the National Board of Medical Examiners (NBME), Parts I and II. Data were collected from members of the 1975 and 1976 graduating classes of nine medical schools, and included Medical College Admission Test (MCAT) scores, undergraduate grade point averages (GPA), undergraduate school attended, sex, race, and medical school characteristics. Race was coded as Black, Asian, and other (mostly Mexican-Americans or Puerto Ricans) for minority students. It was concluded that: broad aptitude measures of the quantitative and verbal parts of the MCAT had greater predictive power for minority students than for majority students; measures of general aptitude were better predictors than measures of past achievement for minority students; the selectivity of the undergraduate college had a statistically significant positive effect on majority students' performance; the effects of…

Matthews, Martha; McCune, Shirley (1976). Why Title IX?. The implementing regulation for Title IX of the 1972 Education Amendments establishes detailed criteria for identifying and eliminating sex discrimination in education programs and activities. This document focuses briefly on answers to some of the questions that have arisen around the implementation. The purpose of Title IX is to prohibit sex discrimination against students and employees of education programs and activities receiving federal funds. It is necessary because of the demonstrated discrimination in admission practices and policies, awards of financial assistance, counseling and counseling materials, vocational education, athletic programs, student health services, and employment policies and practices. The educational and social effects of sex discrimination in education programs and activities are also documented. (JMF)… [PDF]

Gibson, Margaret A., Ed. (1976). Anthropological Perspectives on Multicultural Education. Anthropology and Education Quarterly, Vol. VII, No. 4, November 1976. A variety of anthropological perspectives on multiculturalism in formal education are provided in five papers and three commentaries. Countering the traditional anthropological view that each society has only one culture, the first paper emphasizes the multicultural nature of all societies. Four divergent approaches to the conceptualization of multicultural education are analyzed in the second paper. An alternative approach is suggested which, unlike the others, does not equate education with formal schooling or view multicultural education as a type of formal educational program. The third paper discusses the concepts of culture, cultural groups, and cultural scenes within school settings and points out the discrepancies between an anthropological conception of culture and the educational policy issues currently arising from multicultural school programs. The fourth paper analyzes the role of multicultural education in equalizing educational opportunity in a culturally pluralistic…

Fata, Manijeh Gonzalez; Keleher, Terry; Piana, Libero Della (1999). Creating Crisis: How California's Teaching Policies Aggravate Racial Inequalities in Public Schools. This report outlines problems in California's public school teaching force, from training to recruitment to retention. It describes who currently teaches, notes the lack of minority teachers in an increasingly diverse student population, and examines pathways to teaching and barriers to certification. It details the teaching crisis in the state's seven largest districts, and it adds extended accounts from a teacher recruiter, a teacher candidate taking the California Basic Educational Skills Test (CBEST), and an experienced teacher of color watching newcomers being disempowered and unsupported by the system. Finally, the report makes recommendations about how to correct some of the problems that it describes, including: fully invest in the development of teaching talent and resources at high-need schools by creating local education action projects; develop a fully prepared, highly skilled teaching force better suited to California's changing demographics; eliminate barriers that… [PDF]

Sandler, Bernice Resnick, Ed. (1997). About Women on Campus, 1997. About Women on Campus, v6 n1-4. This quarterly newsletter provides information about the programs, issues, and concerns, of women students, faculty, and administrators in higher education. Each of the four issues (comprising one year's worth) has several regularly appearing sections that present brief news summaries and reports covering topics such as working in academe and elsewhere, around the campus, women's studies, women of color, athletics, sexual harassment, sexual assault, resources, World Wide Web resources, and job opportunities. A column on the activities of the American Council of Education's Office of Women in Higher Education also appears in each issue. Some issues also offer a feature article that presents a more detailed discussion of a topic; two such articles appearing in this volume of the newsletter include one that focuses on the origins of the Title IX Education Amendments of 1972, which prohibit sexual discrimination in educational institutions receiving federal money, and another which… [PDF]

Goldsmith, Scott; Hild, Carl; Killorin, Mary; McDiarmid, G. Williamson; Sharp, Suzanne (1998). Expanding Job Opportunities for Alaska Natives. (Interim Report). A majority of adults in most Alaska Native villages were without jobs in 1990, and the situation was probably not substantially better in 1998. This report summarizes current Alaska Native employment data and employment trends, provides information on public and private programs that target Native hire, and describes promising approaches for increasing Native employment. Part 1 examines the current context of Native employment, including demographic data and projections related to the size and location of the Native labor force; availability of jobs in various sectors and industries; characteristics of Native employment and unemployment; data on nonresident employment; and creation of jobs through the economic multiplier. This section includes 31 data tables and 15 figures. Part 2 discusses the potential effects of welfare reform on Native communities, summarizing changes to welfare and community concerns. Parts 3-5 examine methods used by private businesses, Native regional… [PDF]

(1995). Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University. This collection includes essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program. The following essays are provided: (1) "A Human Development Workshop on Cultural Identity for International Students," by Cecilia Castro-Abad; (2) "Generating Moral Dialogue on a College Campus," by Francis H. Conroy; (3) "A is for Average: The Grading Crisis in Today's Colleges," by Barbara L. Farley; (4) "Interdisciplinary Study: Towards the Millennium," by Maryanne M. Garbowsky, arguing against extreme specialization in academia; (5) "One-Person Criminal Justice Programs: An Exploratory Study," by Peter Horne, examining issues confronting criminal justice programs with only one full-time faculty member; (6) "Amateur Nursing: Delegating Nursing Tasks to Unlicensed Assistive Personnel," by Jane Pamela Meehan; (7) "A Small Example of Reverse Discrimination,"… [PDF]

Sandler, Bernice Resnick, Ed. (1996). About Women on Campus, 1996. About Women on Campus, v5 n1-4. This quarterly newsletter provides information about the programs, issues, and concerns of women students, faculty, and administrators in higher education. Each of these four issues (comprising 1 year's worth) presents brief summaries of news items or reports in regularly appearing sections covering campus news, the workplace, sexual harassment, sexual assault, violence on campus, women in athletics, and women's studies. Other regular sections list the resources available (paper and electronic) in areas such as women's health and women in science. A column on the activities of the American Council on Education's Office of Women in Higher Education also appears in each issue. A limited number of employment opportunities are also advertised. (CH)… [PDF]

(1997). The Advisory Committee on Women and Minority Faculty and Professional Staff. Final Report. The Texas Advisory Committee on Women and Minority Faculty and Professional Staff sought to identify strategies that would increase the number of women and minority faculty and professional staff at institutions of higher education in Texas. The work of the Committee was divided into four subcommittees: (1) Pipeline/Pool; (2) Recruitment; (3) Promotion; and (4) Retention. Among the Pipeline/Pool subcommittee's recommendations were: increase number of Black and Hispanic students to reach institutional minority enrollment and retention goals, expand collaborative K-12 partnerships to prepare minority students for college, improve transfer rates from two-year to four-year colleges, and simplify financial aid application system. Recommendations regarding faculty recruitment included: communicate the state's commitment to diversity, recruit for faculty at historically Black colleges and universities, and provide professional opportunities for newly hired minorities. Among recommendations… [PDF]

de Acosta, Martha (1993). The Cleveland Hispanic Community and Education: A Struggle for Voice. Occasional Paper #9. This paper analyzes the ways in which the Cleveland (Ohio) Hispanic community, made up mostly of Puerto Ricans, has been organizing to increase its involvement in the education of Hispanic youth. In particular, this paper focuses on the past 3 years when new styles of involvement were attempted. This involvement has taken the form of program development, partnership development, and mobilization, which are all focused on cultural sensitivity to the needs of these students, staff training, teaching and advising Hispanic students, funding for scholarships, remedial programs to assist at-risk students, and compiling data about Hispanic students. The paper looks at how Hispanics have identified needs, arrived at policy recommendations, attempted to gain access to individuals and bodies that make educational policy, built community coalitions, and developed their own leadership. These efforts have resulted in consolidation of an educational issues coalition and the creation of a Hispanic… [PDF]

Chatman, Steven P.; Smith, Kandis (1998). Can Race-Blind Policies Produce a Diverse Student Body? AIR 1998 Annual Forum Paper. This paper argues that there is reason to reconsider college admissions policies on three levels because: (1) some admissions measures exhibit racial or economic/social status bias, (2) there is evidence that financial barriers exist, and (3) a belief exists that race-blind admissions policies which include adjustments that offset students' social and economic circumstances can yield a more racially diverse student body than those mandated by legislation or judicial action. The first section of the paper examines key judicial and legislative actions to illustrate the evolution of racial preferences in the admissions process. In the next section, the paper reviews the results of research using criterion-related or predictive measures of validity and also looks at selection-bias research. In the next section, characteristics of students in public higher education in Missouri are examined for evidence of economic barriers to access. Finally, a series of race-blind admissions models… [PDF]

Sensi, Dina; And Others (1992). Equal Opportunities and Vocational Training. Evaluation of In-Company Vocational Training Schemes for Women. Equal opportunities programs in the Member States of the European Community (EC) are based on international law, EC law, and various legal provisions at the national level. Two main types of positive action can be identified among the various initiatives implemented in the different Member States: (1) governmental promotion of positive actions through legislation and agencies; and (2) creation of an infrastructure. Companies surveyed stress the importance of continuing vocational training for personnel, but the vast majority of trainees are men. Companies can be grouped into three types depending on their personnel and equal opportunities policies: (1) firms that follow recommendations and national legislation; (2) companies with no specific positive action program that apply the principle as a company, organizational, and personnel policy; and (3) companies that develop and implement a positive action program. The players involved have varying importance in terms of their tasks,… [PDF]

(1992). Enrollment and Graduation Patterns of Undergraduates Transferring to UC Davis: 1976-1991. Research Synopsis No. 45. A study was done of transfer students entering the University of California (Davis) from Fall 1976 through Spring 1991. "Transfers" are students who enter with at least sophomore standing (more than 40 transfer units), are identified by undergraduate admissions as advanced standing, or whose source school is not a high school. Study of transfer students' enrollment patterns found that: (1) of new undergraduates to Davis 38 percent were transfers; (2) of all Black, American Indian, Chicano and Latino students at Davis from 1976 to 1990, 36 percent were transfers; (3) transfer patterns differed only slightly by gender; (4) among 1990 transfers, 70 percent entered as juniors; (5) among transfers who enrolled from 1980 through 1990, 66 percent came from community colleges; and (6) in 1990, 728 students entered with Transfer Admission Agreements. Over all the proportion of transfer students has declined. The proportion of non-White transfer students has grown slowly. For… [PDF]

Lasonen, Johanna; And Others (1991). Finnish Comprehensive Vocational Institute Teachers' Gender-Role Attitudes. A study was conducted to determine Finnish vocational teachers' gender-role attitudes. It also identified the personal and professional variables that best explained the variance in gender-role attitudes. The sample consisted of 923 comprehensive vocational institute teachers from all major geographical areas of Finland; 92.3 percent returned a survey based on Osmond and Martin's (1975) Sex-Role Attitude Scale. Zero-order correlations and stepwise multiple regression conducted among personal and professional variables (gender, age, household income, teaching general subjects, and marital status) and the gender-role attitudes scale revealed that gender explained most of the variance in gender-role attitudes. The findings among Finnish vocational teachers paralleled those of U.S. studies. Male and older teachers with less education had more traditional gender-role attitudes than female and younger teachers. Teachers and administrators may need training in more gender-equitable…

Davidson, Mary E. (1992). Response to the Annual Desegregation Review, 1990-91. Part I: Student Assignment Component. The Monitoring Commission for Desegregation Implementation in the Chicago (Illinois) Public Schools formally responded to the 1990-91 Chicago Board of Education's Desegregation Review on Student Assignment. That Board report presented data on the contribution of various student assignment procedures to the voluntary desegregation of the schools. In addition, the report commented on strategies for relieving overcrowded schools, desegregation transfer program, magnet schools, mandatory backup measures, analysis of fiscal resources, interdistrict transfers, and the prevention of within-school desegregation. Analysis of this report by the Monitoring Commission notes the following concerns: (1) 11 of the 126 schools classified as integrated/desegregated are not meeting their racial balance criteria; (2) controlled enrollment may become an inadvertent vehicle for segregation or need more desirable enrollment sites for racial/ethnic minorities; (3) financial aspects of the report are… [PDF]

Hudgins, H. C., Jr.; Vacca, Richard S. (1991). The Legacy of the Burger Court and the Schools, 1969-1986. NOLPE Monograph/Book Series No. 41. This book is limited to a study of the education opinions of the Supreme Court during the time that Warren Earl Burger served as Chief Justice. Over 100 opinions having direct bearing on education were issued during the Burger years, a total greater than in the entire Court's history. The first chapter presents the history of the establishment of the Court followed by information about the present work schedule, hearing and deliberating on a case, judicial review, and brief sketches of the 13 justices, including Chief Justice Burger. Subsequent chapters discuss the following topics: (1) employment issues in schools; (2) student issues; (3) race and desegregation; (4) school finance issues; (5) civil rights tort; and (6) legacy of the Burger Court and the schools. As the Court's membership changed and the volume of education cases increased, the Burger Court moved from an activist, social change-oriented Court, through a period when the Court assumed a quasi-centrist posture, to a…

Angel, Dan; Barrera, Adriana (1990). ACC 2000: Building a Future Together. The Austin Community College Proactive Long Range Plan. Over the past 10 years, Austin Community College (ACC) has expanded college offerings from 41 degree programs, 24 degree options, and 1 certificate program to 60 degree plans, 35 degree options, and 22 certificate programs. In addition, ACC has grown from an enrollment of 13,000 credit students to over 24,000 students. During the past 5 years, minority full-time faculty have increased from 12% to 20% of the faculty. Changes in the economy, growing enrollments, demands of local businesses, new legislative mandates for minimal skills competency among degree students, and lagging state funding require careful planning to meet the institution's future needs. Consistent with its focus on accessibility and flexibility, ACC has plans to: (1) initiate new curricular programs in service sector occupations; (2) become a continuing education center for governmental employees; (3) develop a pre-education curriculum for future teachers; and (4) include an entrepreneurship track in the… [PDF]