(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]
(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]
(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…
(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]
(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…
(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…
(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…
(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]
(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]
(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]
(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]