Category: HEUS

  • Land Grant Institutions

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    A Listing of Land Grant Institutions

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    ALABAMA Alabama A&M University
    Auburn University
    Tuskegee University
    ALASKA University of Alaska, Fairbanks
    ARIZONA University of Arizona
    ARKANSAS University of Arkansas
    University of Arkansas Pine Bluff

    CALIFORNIA University of California
    COLORADO Colorado State University
    CONNECTICUT University of Connecticut
    DELAWARE Delaware State College
    University of Delaware
    DISTRICT OF COLUMBIA University of the District of Columbia
    FLORIDA Florida A&M University
    University of Florida
    GEORGIA Fort Valley State College
    University of Georgia
    GUAM University of Guam
    HAWAII University of Hawaii
    IDAHO University of Idaho
    ILLINOIS University of Illinois
    INDIANA Purdue University
    IOWA Iowa State University
    KANSAS Kansas State University
    KENTUCKY Kentucky State University
    University of Kentucky
    LOUISANA Louisana State University
    Southern University
    MAINE University of Maine
    MARYLAND University of Maryland
    University of Maryland, College Park
    MASSACHUSETTS Massachusetts Institute of Technology
    University of Massachusetts

    MICHIGAN Michigan State University
    MINNESOTA University of Minnesota
    MISSISSIPPI Alcorn State University
    Mississippi State University
    MISSOURI Lincoln University
    University of Missouri
    MONTANA Montana State University-Bozeman
    NATIVE AMERICAN TRIBAL COLLEGES    (click here)
    NEBRASKA University of Nebraska
    NEVADA University of Nevada, Reno
    NEW HAMPSHIRE University of New Hampshire
    NEW JERSEY Rutgers – the State University of New Jersey
    NEW MEXICO New Mexico State University
    NEW YORK Cornell University
    NORTH CAROLINA North Carolina A&T State University
    North Carolina State University
    NORTH DAKOTA North Dakota State University
    OHIO Ohio State University
    OKLAHOMA Langston University
    Oklahoma State University
    OREGON Oregon State University
    PENNSYLVANIA Pennsylvania State University
    PUERTO RICO University of Puerto Rico
    RHODE ISLAND University of Rhode Island
    SOUTH CAROLINA Clemson University
    South Carolina State University
    SOUTH DAKOTA South Dakota State University
    TENNESSEE Tennessee State University
    University of Tennessee
    TEXAS Prairie View A&M University
    Texas A&M University
    UTAH Utah State University
    VERMONT University of Vermont
    VIRGIN ISLANDS University of the Virgin Islands
    VIRGINIA Virginia Polytechnic Institute & State University
    Virginia State University

    WASHINGTON Washington State University
    WEST VIRGINIA West Virginia University
    West Virginia State College
    WISCONSIN University of Wisconsin-Madison
    WYOMING University of Wyoming

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  • HEA

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    Higher Education Act

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    (Higher Education Act of 1965), Public Law 89-329, 79 STAT 1219, which
    provided to strenghten the educational resources of our colleges and universities
    and to provide financial assistance to students in postsecondary and higher
    education.

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    Click on links below to view the original documents.

    WARNING:
    These are scanned images of the original document, and are rather large
    (between 80KB and 160KB each), so they may take a while to download over
    a slow Internet connection.


    Higher
    Education Act, page 1

    Higher
    Education Act, page 2

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  • Higher Education in the United States: An Encyclopedia

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    Higher Education in the United States: An Encyclopedia

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    Get your degree quicker than you ever believed possible! Finish College Faster – Test Out W Clep Dantes Testing. Aquire Up To 40 Credit Hours

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    NEW RESOURCES:

    Important Books in Higher Education
    entry available in Adobe Acrobat format
    Important Events in Higher Education
    entry available in Adobe Acrobat format

    May 2002 Publication Announcement from ABC-CLIO

    Searchable & Downloadable Bibiliography

    ABOUT THE PROJECT

    The goal of this project is to develop a comprehensive treatment of higher education in the U.S. today. As reflected in the attached list of entries, we aim to cover virtually all significant topics in the realm of higher education, focusing in particular on developments since World War II. We hope the Encyclopedia will be of value to many different kinds of users, from undergraduates researching topics in history and social issues, to faculty and policy-makers seeking concise information on the issues affecting U.S. colleges and universities. We also aim to provides basic definitions and details of U.S. higher education to a broad international audience.

    When we were approached with the concept for this project, the Senior Acquisitions Editor for ABC-CLIO proposed a two-volume work of approximately 350,000-400,000 words. This works out to roughly 250-300 entries of varying length (between 300 and 4,000 words ea.), depending on the scope of the topic, supported by illustrations and bibliographical references. Entries for the Encyclopedia are to be contributed and signed, and should be written at the level of the New York Times or the Economist – intelligent, free of jargon, and accessible to a wide audience. The scope of this project gives us the opportunity to engage a mix of well-respected scholars and promising young academics as contributors.

    In addition to the two printed volumes, we will be developing a third volume entirely on the World Wide Web. The online component to our encyclopedia will add an exciting dimension to this resource, allowing for greater scope and breadth – as well as the potential for interaction between editors and the audience – than would bound volumes on their own.

    Timeline for Publishing
    ABC-CLIO has indicated that the Encyclopedia will be published in June, 2002. Tell your friends to keep an eye for it on the ABC-CLIO website. 2-Volumes, estimated 800 pages (June 1, 2002). ABC-CLIO; ISBN: 1576072487. You may also click here for an order form.

    Citation
    The appropriate citation for this publication will be:

    Forest, James JF, and Kevin Kinser, eds. 2002. Higher Education in the United States: An Encyclopedia (2 Volumes). Santa Barbara: ABC-CLIO.

     

    List of Topics/Contents | Order Form

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  • Morrill Acts

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    Morrill Acts

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    “AN ACT Donating Public Lands to the several States and Territories which
    may provide Colleges for the Benefit of Agriculture and Mechanic Arts.”

    — First Morrill Act, 1862

    Summary: Morrill Act of 1862 established
    the Land Grant university system.

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    On July 2, 1862, President Abraham Lincoln signed into law what is generally
    referred to as the Land Grant Act. The new piece of legislation introduced
    by U.S. Representative Justin Smith Morrill of Vermont granted to each state
    30,000 acres of public land for each Senator and Representative under apportionment
    based on the 1860 census. Proceeds from the sale of these lands were to be
    invested in a perpetual endowment fund which would provide support for colleges
    of agriculture and mechanical arts in each of the states.

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    FIRST MORRILL ACT. July 2, 1862. AN ACT
    Donating Public Lands to the several States and Territories which may provide
    Colleges for the Benefit of Agriculture and Mechanic Arts.

    SECOND MORRILL ACT. August 30, 1890. AN
    ACT To apply a portion of the proceeds of the public lands to the more complete
    endowment and support of the colleges for the benefit of agriculture and the
    mechanic arts established under the provisions of an act of Congress approved
    July second, eighteen hundred and sixty-two.

    See also: Bankhead-Jones Act
    See also: Sea-Grant Act

    See also: Hatch Act
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  • Assessment

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    Assessment in Higher Education

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    Assessment Web Resources
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          College & University Assessment Web Sites

       

    ASSESSMENT PUBLICATIONS

    • Methods of Assessing the Quality of Public Service and Outreach in Institutions of Higher Education by the W.K. Kellogg Foundation
    • Angelo, Thomas A. (1999, May). Doing assessment as if learning matters most. AAHE Bulletin, 51(9), 3-6.
    • Angelo, Thomas A., & Cross, K. Patricia. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco:
      Jossey-Bass.
    • Barr, R. B., & Tagg, J. (1995, Nov/Dec). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-25.
    • Borden, Victor H.M. and Owens, Jody L. Zak. (2001). Measuring Quality: Choosing among surveys and other assessments of college quality. The American Council on Education Center for Policy Analysis & the Association for Institutional Research.
    • Boyer, Ernest L. (1997). Scholarship reconsidered: Priorities of the professoriate. Menlo Park CA: Carnegie Foundation for the Advancement of Teaching.
    • Chickering, Arthur W., & Gamson, Zelda. (1987, July). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 5-10.
    • Chickering, Arthur W., & Gamson, Zelda F. (1991). Applying the seven principles for good practice in higher education. New Directions for Teaching and Learning, No. 47. San Francisco: Jossey-Bass.
    • Dolence, Michael G., & Norris, Donald M. (1995). Transforming higher education: A vision for learning in the 21st century. Ann Arbor, MI: Society for College and University Planning, 1995.
    • Entwistle, Noel J. (2000). Approaches to studying and levels of understanding: The influences of teaching and assessment. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, Vol 15 (pp. 156-218). New York: Agathon Press.
    • Entwistle, Noel J. (1998). Improving teaching through research on student learning. In JJF Forest (Ed.), University Teaching: International Perspectives. New York: Garland Publishing.
    • Forest, James and Thomas Angelo. (2002). Assessment of Student Learning. In Forest and Kinser, eds. Higher Education in the United States: An Encyclopedia. New York: ABC-CLIO Publishing.
    • Huba, Mary E., & Freed, Jann E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.
    • Mentkowski, Marcia, & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.
    • Nichols, James O., et al. (1995). A practitioner’s handbook for institutional effectiveness and student outcomes assessment implementation (3rd ed.). New York: Agathon.
    • Palomba, Catherine A., & Banta, Trudy W. (1999). Assessment essentials: Planning, implementing, improving. San Francisco: Jossey-Bass.
    • Ratcliff, James L., Lubinescu, Edward S., & Gaffney, Maureen A. (2001). How accreditation influences assessment. San Francisco, Jossey-Bass.
    • Steen, Lynn Arthur. (1992, May). 20 Questions that deans should ask their mathematics department (or, that a sharp department will ask itself). AAHE Bulletin, 44(9), 3-6.
    • Suskie, Linda. (2000, May). Fair assessment practices: Giving students equitable opportunities to demonstrate learning. AAHE Bulletin, 52(9), 7-9.
    • Walvoord, Barbara, & Anderson, Virginia Johnson. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
    • Yee, Wynetta Y., ed. (2003). ASHE Reader Series: Assessment and Program Evaluation. 2nd edition. Boston: Pearson Publishing.  


    ASSESSMENT ELECTRONIC DISCUSSION LISTS

    Electronic discussion lists are an excellent way to network with colleagues and quickly learn about the latest assessment practices. The following lists discuss issues relevant to higher education assessment practitioners:

    • ASSESS discusses assessment in higher education. To subscribe, send a message to LISTSERV@LSV.UKY.EDU with the following command in the body of the message: SUBSCRIBE ASSESS.
    • ASSESS-W discusses the assessment of writing. To subscribe, send a message to LISTSERV@LISTSERV.LOUISVILLE.EDU with the following command in the body of the message: SUBSCRIBE ASSESS-W.
    • FYA-LIST discusses first-year assessment issues. To learn about it and sign up, visit its Web site at <http://www.brevard.edu/fyc/listserv/index.htm>.
    • PORTFOLIO-L discusses portfolios. To subscribe, send a message to LISTSERV@HENSON.CC.KZOO.EDU with the following command in the body of the message: SUBSCRIBE PORTFOLIO-L
    • QUALRS-L discusses qualitative research issues. To subscribe, send a message to LISTSERV@LISTSERV.UGA.EDU with the following command in the body of the message: SUBSCRIBE QUALRS-L
    • AREA-D discusses issues in measurement and research methodology and is sponsored by Division D of the American Educational Research Association. To subscribe, send a message to LISTSERV@ASU.EDU with the following command in the body of the message: SUB AERA-D
    • AERA-J discusses issues in postsecondary education and is sponsored by Division J of the American Educational Research Association. To subscribe, send a message to LISTSERV@ASU.EDU with the following command in the body of the message: SUB AERA-J
    • EVALTALK discusses evaluation and associated issues; many of the threads are relevant to assessment practitioners. Although sponsored by the American Evaluation Association (AEA), the list is open for use by anyone. To subscribe to EVALTALK, send a message to LISTSERV@UA1VM.UA.EDU with the following command in the body of the message: SUBSCRIBE EVALTALK YOURFIRSTNAME YOURLAST NAME (replacing YOURFIRSTNAME and YOURLASTNAME with your first and last names).
    • LRNASST exchanges ideas and experiences among learning assistance professionals, including some assessment matters. To subscribe, send a message to LISTSERV@LISTSERV.ARIZONA.EDU with the following command in the body of the message: SUB LRNASST
    • RETENTION-L discusses higher education retention issues. To subscribe, send a message to LISTSERV@ALBIE.WCUPA.EDU with the following command in the body of the message: SUB RETENTION-L
    • ARN-L was created to give parents, educators, civil rights activists and other community advocates a forum for exchanging ideas and experiences about implementing assessment reform. It is administered by the Assessment Reform Network, a project of the National Center for Fair and Open Testing (FairTest). To subscribe, send a message to LISTSERV@LISTS.CUA.EDU with the following command in the body of the message: SUB ARN-L.
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