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In response to the COVID-19 pandemic, universities around the globe have taken numerous extraordinary measures and implemented many changes to their strategic, operational, and academic activities. Currently, there is a transformation taking place from the emergency decision-making in the early stages of the pandemic towards reflection and resolution on how the past months can shape governance and strategy. Higher education institutions have been facing challenges with the alignment of their university governance for their strategic and operational plans. Presently, university leaders have prioritized risk management and financial management over all else. Unfortunately, due to these priorities, university responses to the pandemic took the top-down approach of management, rejecting the shared governance structures and collegial practices of the institutions. The pandemic has accelerated the openness to change by creating an emergency or steering response team led by university presidents and provosts, with sub-teams focusing on operations and other academic advisory groups working together to deal with the fast-rising scenarios. The consequence is a clear flow of information and strong communication across the institution, which sequentially builds on mechanisms to respond to the secondary effects of the pandemic. Moreover, higher education institutions are continuously facing challenges with their strategic alignment of business objectives in order to have a diverse educational system in response to the pandemic. "Assessing University Governance and Policies in Relation to the COVID-19 Pandemic" presents the latest research and studies investigating information on university governance and adapting previous, existing, and proposed models for the current pandemic. This book is comprised of chapters contributed by various leading international authors to discuss and analyze all aspects of university governance in relation to their impact on strategies in finance, sustainability, academic issues, research, faculty and students, leadership, campus, employment and recruitments, and more. This is an essential text for university presidents, strategic planning authorities in universities, college deans and academic department chairpersons, government authorities and policymakers, researchers, students, and academicians.

The idea of developing International Quality Principles emerged from a dialogue and debate among colleagues from many countries at the Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) 2014 Annual Meeting. The discussion focused on whether a single set of international standards for academic quality in higher education was either desirable or feasible or, alternatively, whether other approaches to international quality were more appropriate. Following the meeting, the CIQG Advisory Council, a group of 19 colleagues from ten countries representing all continents that provides guidance to CIQG, pursued this conversation and eventually decided that, rather than a single set of standards, it would be more effective to develop a set of commonly accepted international quality principles. A first draft prepared in January 2015 was refined through a broad consultative process among the Advisory Council members. CIQG released a final version in May 2015 with the hope that these seven succinct principles would be a useful point of reference for many around the world who are looking for clear and straightforward holistic statements of the elements of quality. The primary purpose of the principles is to develop a common understanding of quality by creating a framework that can be used at national, regional and international levels. The principles are addressed to various audiences: academics, students, employers, government, quality assurance and accreditation organizations and the public at large. They also highlight issues of quality and accountability, especially that our understanding of quality must respond to changes in higher education. Their intent is to inspire an ongoing quest for effectiveness and excellence. To further the quality dialogue around the principles, CIQG has commissioned essays on each of the seven principles from authors in different parts of the world. This volume presents the principles and the accompanying essays. The papers seek to extend the internationally shared understanding of quality embodied in the principles by an analysis of the meaning and challenges associated with each as well as identification of issues raised by their implementation. The following principles and essays are included: (1) Principle 1: Quality and Higher Education Providers (Angela Yung-chi Hou); (2) Principle 2: Quality and Students (Peter J. Wells); (3) Principle 3: Quality and Society (Fabrice Hénard); (4) Principle 4: Quality and Government (Badr Aboul-Ela); (5) Principle 5: Quality and Accountability (Jamil Salmi); (6) Principle 6: Quality and Quality Assurance Bodies (Richard Lewis); and (7) Principle 7: Quality and Change (Sir John Daniel). [Individual essays contain references.]

"Advances in Accounting Education" is a refereed, academic research publication whose purpose is to help meet the needs of faculty members and administrators who are interested in ways to improve teaching, learning and curriculum development in the accounting area at the college and university level. We publish thoughtful, well-developed articles that are readable, relevant, and reliable. Articles may be either empirical or non-empirical and should emphasize innovative approaches that inform faculty and administrators as they seek to improve their classrooms, curricula and programs. Volume 23 consists of three themes: (1) Capacity Building and Program Leadership, (2) Classroom Innovation and Pedagogy, and (3) Engagement with Professionals Through Advisory Councils. Theme 1, "Capacity Building and Program Leadership," include articles that focus on innovation in accounting doctoral programs, roles and professional development opportunities of accounting program leaders, the interaction of gender and performance shortly after junior college students transfer to a four-year college, and the diffusion of data analytics in the accounting curriculum. Theme 2, "Classroom Innovation and Pedagogy," consists of a class exercise on accounting for stock option modifications and option service and performance conditions, student group work across geographical and cultural borders, and the use of publicized-data breach cases to incorporate cybersecurity into upper-level accounting courses. Theme 3, "Engagement with Professionals Through Advisory Councils," explores ways in which accounting programs might leverage their advisory councils (boards) to improve their curricula and strengthen opportunities for student success. The first article in Theme 3 reports the result of a survey that explores opportunities for interaction between the accounting academy and the profession through advisory councils. This is followed by articles that discuss the use of advisory councils to (a) improve the master's in accountancy curriculum and (b) serve as a catalyst for improving the ethical reasoning skills of accounting students and accounting professionals. In total, this volume includes 10 peer reviewed articles that make significant contributions to teaching, learning, curricula and programs, and faculty development matters in accounting. [Individual chapters are indexed in ERIC.]

For students to compete in the 21st-century global economy, knowledge of and proficiency in mathematics are critical. Whether headed to college or to the workforce, today's high school graduates need solid mathematics skill. The National Mathematics Advisory Panel was created in 2006 and charged with reviewing the best available scientific evidence and making recommendations on improving mathematics education with a focus on readiness for and success in algebra. This report contains findings and recommendations on topics including curricular content, learning processes, instructional practices and materials, teachers, assessments and future research priorities. The following chapters are included in this report: (1) Introduction; (2) Report of the Subcommittee on Standards of Evidence (Valerie F. Reyna, Camilla Persson Benbow, A. Wade Boykin, Grover J. "Russ" Whitehurst, and Tyrrell Flawn); (3) Report of the Task Group on Conceptual Knowledge and Skills (Francis "Skip" Fennell, Larry R. Faulkner, Liping Ma, Wilfried Schmid, Sandra Stotsky, Hung-Hsi Wu, and Tyrrell Flawn); (4) Report of the Task Group on Learning Processes (David C. Geary, A. Wade Boykin, Susan Embretson, Valerie Reyna, Robert Siegler, Daniel B. Berch, and Jennifer Graban); (5) Report of the Task Group on Teachers and Teacher Education (Deborah Loewenberg Ball, James Simons, Hung-Hsi Wu, Raymond Simon, Grover J. "Russ" Whitehurst, and Jim Yun); (6) Report of the Task Group on Instructional Practices (Russell Gersten, Joan Ferrini-Mundy, Camilla Benbow, Douglas H. Clements, Tom Loveless, Vern Williams, Irma Arispe, and Marian Banfield); (7) Report of the Subcommittee on Instructional Materials (Robert S. Siegler, Bert Fristedt, Vern Williams, Irma Arispe, Daniel B. Berch, and Marian Banfield); (8) Report of the Task Group on Assessment (Camilla P. Benbow, Susan Embretson, Francis "Skip" Fennell, Bert Fristedt, Tom Loveless, Wilfried Schmid, Sandra Stotsky, Irma Arispe, and Ida Eblinger Kelley); and (9) Report of the Subcommittee on the National Survey of Algebra I Teachers (Tom Loveless, Francis "Skip" Fennell, Vern Williams, Deborah Loewenberg Ball, and Marian Banfield) -- Final Report on the National Survey of Algebra Teachers for the National Mathematics Advisory Panel Subcommittee (Thomas B. Hoffer, Lekha Venkataraman, E.C. Hedberg, and Shobha Shagle). Appended to the main report are: (1) Presidential Executive Order 13398; and (2) Rosters of Panel Members, U.S. Department of Education Staff, and Consultants. (Individual chapters contain references, tables, figures, and appendixes.)

Building on the resources offered in the first volume of this series, this second volume offers governance members, leaders, and other academics valuable insights into the governance process in higher education. In a chapter drawn from his keynote address at the March 2015 SUNY Voices conference, Steven Bahls, president of Augustana College, provides a critical study of institutions of higher education. Nine additional chapters offer a thorough analysis of academic processes that are usually hidden from view, including development of a sexual assault policy, faculty review of administrators, and successful use of task forces. Contributors describe subtle considerations and compromises, which effective governance leaders can incorporate into collaborations leading to effective outcomes. Readers of this volume will better understand how to avoid pitfalls of their own, as contributors illustrate hard-earned wisdom and lessons learned. Practical insights and guidelines on leadership development, budget development involving governance leaders, and mentoring are provided. This volume will provide readers--faculty, staff, students, and administrators--with the pragmatic resources they need to recognize and resolve governance challenges on their own campuses. Following the Preface: The State of Shared Governance in the State University of New York (Peter L.K. Knuepfer); Introduction (Nina Tamrowski) and the Editor's Note: Shared Governance in Higher Education Redefines Community (Sharon F. Cramer), this book contains three parts. Part I, Evolving a Collaborative Approach Regarding Shared Governance, contains: (1) Empowering Faculty: A Shared Governance Model (Erin Severs and Ronald Labuz); (2) Shared Governance--From Both Sides of the Fence (Rob Deemer and Virginia Horvath); (3) Introduction (Rob Deemer); (4) Why Shared Governance Is Essential for Administrators (Virginia Horvath); (5) Why Shared Governance Is Essential for Faculty (Rob Deemer); (6) A Governance Challenge Presents a Governance Opportunity: Lessons from the State University of New York Sexual Assault Prevention Working Group (Joseph Storch, Andrea I. Stagg, Peter L.K. Knuepfer, Martha J. Asselin, and Lori Mould); and (7) The Development of Shared Governance for the Budget Allocation Process at Stony Brook University: A Positive, yet Cautionary Tale (Debra Sabatini Dwyer, Norman Goodman, and Mark Maciulaitis). Part II, Critical Analysis of Shared Governance and Associated Issues, contains: (8) From Shared Governance to Shared Accountability (Steven C. Bahls); and (9) Better Budgeting Is Good Governance: Applying a Best Practices Framework to Public Universities' Budgetary Processes (Chelsea Reome and Thomas A.P. Sinclair). Part III, Lessons Learned: Governance Leaders Reflect on Their Experiences, contains: (10) A Shared Governance Success Story (Joe Hildreth); (11) Task Forces: A Case Study at SUNY Oswego (Gwen Kay and Joan M. Carroll); (12) Mentoring the Next Generation of Governance Leaders: Taking Advantage of Routines, Exceptions, and Challenges for Developing Leadership and Succession Planning (Sharon F. Cramer); and (13) Reframing Leadership Development through Shared Governance (Heather D. Maldonado). [For Volume 1, see ED590589.]

For those seeking a way to change opinions of shared governance from pointless and unlikely to possible and intriguing, "Shared Governance in Higher Education, Volume 1" will trigger meaningful conversations by offering valuable new perspectives. Experienced governance members, the contributors provide practical insights for everyone involved in academic governance and illuminate the subtle aspects of governance that make the difference between success or failure. Each chapter takes a different view of governing within institutions of higher education and explores topics such as engaging all stakeholders (including students) in shared governance; building on the benefits of a large, complex system; and bringing together pressing current needs with realistic strategic planning. Several in-depth descriptions of academic challenges, and the many roles of governance in addressing them, are thoughtfully explored. The contributors look both deeply and broadly, moving beyond platitudes. The result is a volume that will appeal to those beginning their terms of service as governance members or transitioning into leadership positions, as well as those looking for ways to assist others via governance symposia or conferences, and that will enable readers to shape their involvement in shared governance in unique new ways. Following the Preface by Peter L.K. Knuepfer, the Introduction by Tina Good, and the Editor's Note: Anchovies and Governance by Sharon F. Cramer, this book contains three parts. Part I, Shared Governance Stakeholders, contains: (1) Improving Shared Governance through Bylaws, Technology, and Collaboration (Rob Deemer, T. John McCune, and Bruce Simon); (2) Introduction (Rob Deemer, T. John McCune, and Bruce Simon); (3) Improving Shared Governance through Bylaws Review, Revision, and Ratification( Bruce Simon); (4) Improving Shared Governance through a Focus on Technology (T. John McCune); (5) Improving Shared Governance through Collaboration (Rob Deemer); (6) Conclusion (Rob Deemer, T. John McCune, and Bruce Simon); (7) Engaging and Keeping Faculty and Students in Governance (Minna S. Barrett and Duncan Quarless); (8) Hands across the Table: Integrating Students into Shared Governance (Oluwadamisi Atanda, Síocháin Hughes, Daniel Ryan, and Emily Sohmer Tai); (9) Introduction (Emily Sohmer Tai); (10) Shared Governance and Faculty-Student Partnerships: A History (Daniel Ryan); (11) Building Faculty-Student Partnerships in Shared Governance I: The CUNY UFS and the CUNY USS (Síocháin Hughes); (12) Building Faculty-Student Partnerships in Shared Governance II: The Student Perspective( Oluwadamisi Atanda with Emily Sohmer Tai); and (13) Conclusion (Emily Sohmer Tai). Part II, Broad-Based Shared Governance Explorations and Solutions, contains: (14) Sharing Shared Governance: The Benefits of Systemness (Sharon F. Cramer and Rochelle Mozlin); (15) Governance Structures: Perspective on Administrative Task Forces in Shared Governance (Duncan Quarless and Minna S. Barrett); (16) SUNY Seamless Transfer Policy and Shared Governance (Elizabeth L. Bringsjord, Daniel J. Knox, David Lavallee, and Kenneth P. O'Brien); and (17) Theorizing Open SUNY and Shared Governance: It's a Process (Tina Good). Part III, Personalized Reflections: Examinations of Shared Governance Explorations and Solutions, contains: (17) Governance Leadership: A Journey (Kelley J. Donaghy); (18) Diversifying Shared Governance: Intentional Strategies and Best Practices (Noelle Chaddock and Beth Hinderliter); (19) A Self-Critique of Shared Governance at Medgar Evers College: The Recent Protest Years, 2009-2013 (Sallie M. Cuffee, Owen Brown, and Evelyn Maggio); and (20) Conclusion: Working Together to Share Governance (Norman Goodman). [For Volume 2, see ED590592.]

This book contains the following papers about considerations in developing joint European quality norms for vocational guidance: "Joint Quality Norms in Guidance"; "Careers Guidance in the Information Society" (Frans Meijers); "The Changing Nature of Guidance" (J. Chamberlain); "Quality with Policy: Beyond Calimero?" (Saskia den Broeder); "Ethical Guidelines for Guidance Counsellors. Discussion Paper Draft Version" (Danish National Council for Vocational and Educational Guidance); "Ethics in Careers Guidance" (Frans Meijers); "Internationalisation: Economy and Ecology" (Peter Plant); "Deregulation and Quality" (Frans Meijers); "Quality and Careers Guidance in the UK" (Cliff Spracklen); "Quality Issues for Guidance Counsellors in Ireland: Perspective of the Institute of Guidance Counsellors" (Breeda Coyle); "Quality Management in Vocational Guidance" (Mariet Herle); "ISO [International Standards Organization] 9000 in Vocational Guidance" (Soren Borch); "Quality Improvement and Quality Assurance in Knowledge Intensive Service Organisations" (Eric Mooijman, Ronald Stevens); "Quality Management and ISO Standards in the PMS Centres for Community Education in Flanders" (Anita Faucompret); "Quality Management in a Danish Technical College" (Lisbeth Hojdal); "The Employment Office and ISO Certification" (Frank Witkamp); "Assessing Course Information Material" (Dutch National Careers Guidance Information Centre); "Complaints about Course Information Material"; "A Case Study of Course Information Material--with Transnational Comparison" (John McCarthy); "Quality Norms for Written Information in Denmark" (Ole Dibbern Andersen); "Summary of Contribution to the Enigma Expert Meeting on Quality in Information" (Anne van der Meiden); and "The Enigma [ENhancing the quality of Information and Guidance MAterial] Group." (MN)

The Survey of Earned Doctorates (SED) collects data on the number and characteristics of individuals receiving research doctoral degrees from all accredited U.S. institutions. The results of this annual survey are used to assess characteristics and trends in doctorate education and degrees. This information is vital for education and labor force planners and researchers in the federal government and in academia. To protect the confidentiality of data, new and more stringent procedures were implemented for the 2006 SED data released in 2007. These procedures suppressed many previously published data elements. The organizations and institutions that had previously relied on these data to assess progress in measure of achievement and equality suddenly found themselves without a yardstick with which to measure progress. Several initiatives were taken to address these concerns, including the workshop summarized in this volume. The goal of the workshop was to address the appropriateness of the decisions that SRS [Division of Science Resources Statistics] made and to help the agency and data users consider future actions that might permit release of useful data while protecting the confidentiality of the survey responses. Two appendixes present: (1) Workshop Agenda and Participants; and (2) Biographical Sketches of Steering Committee Members.

From the oceans to continental heartlands, human activities have altered the physical characteristics of Earth's surface. With Earth's population projected to peak at 8 to 12 billion people by 2050 and the additional stress of climate change, it is more important than ever to understand how and where these changes are happening. Innovation in the geographical sciences has the potential to advance knowledge of place-based environmental change, sustainability, and the impacts of a rapidly changing economy and society. "Understanding the Changing Planet" outlines eleven strategic directions to focus research and leverage new technologies to harness the potential that the geographical sciences offer. Three appendices are included: (1) Committee and Staff Biographies; (2) Acronyms and Abbreviations; and (3) AAG [Association of American Geographers] Open Session Agenda and Speakers. (Contains approximately 600 references.) [This content was written by the Committee on Strategic Directions for the Geographical Sciences in the Next Decade; Board on Earth Sciences and Resources; Division on Earth and Life Studies; National Research Council.]

The purpose of this book is to act as a guide to good governance by exploring its various aspects and the key elements of success. It is intended to be used by anybody who is a member of a board, particularly in the nonprofit sector. This book is intended to help board members maximize their effectiveness both individually and collectively. Individual contributions are important, because a board can be effective only if all people on that board accept that they have an individual responsibility to put the interests of the organization, subject to legal requirements, ahead of all other considerations. This can sometimes be a lonely, demanding, and even courageous mission. (Contains 4 tables.)

Every state in the United States, the District of Columbia, and the Department of Defense Education Activity now has its own academic standards, at least in core subjects. These documents vary in their structure, level of specificity, and other characteristics. Professional societies have also developed standards, in mathematics, English language arts, science, social studies, civics, foreign languages, and other academic subjects, and many states have drawn on these as they prepared their own standards documents. Other organizations have also offered standards and benchmarks. For example, the Mid-continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects. This abundance of standards reflects a vigorous response to the call for high standards articulated in the National Commission on Excellence in Education's 1983 report "A Nation at Risk," and it also poses a variety of questions for educators, policy makers, and the public. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards-based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? Would it be feasible? The committee identified three components to the charge for the first workshop: a review of the policy and research context in which current standards-based reform efforts are operating, a consideration of how the costs of standards and accountability systems might be calculated, and an analysis of similarities and differences among states' content and performance standards. "Assessing the Role of K-12 Academic Standards in States: Workshop Summary" summarizes this workshop and the committee's recommendations. The Workshop Agenda and Participants is appended.

This book will help the reader every step of the way with detailed guidelines, practical tips, templates, action plans, and suggestions for strategic planning teams as well as for the sole practitioner. Consolidating the sage advice and up-to-date research of 29 leaders in the field, this comprehensive and highly practical guide takes the guesswork out of providing appropriate services and programming for high-ability students from elementary through high school. Each chapter addresses a key feature of gifted programming, from identification to evaluation and advocacy, and includes: (1) Definition, Rationale, and Guiding Principles of the key feature; (2) Attributes That Define High Quality for assessing effectiveness; (3) Flawed Example of the key feature and strategies to improve the example; (4) Revised Example, illustrating implementation of high-quality attributes; (5) Strategic Plan for Designing or Remodeling the key feature, delineating the steps involved; (6) Template for Getting Started, helping you take the first steps of a complex process; and (7) Must-Read Resources. Informed planning allows the reader to tailor services to the specific needs of students, whether in a rural, urban, or suburban community. Superintendents, administrators, teachers, and advocates will find Designing Services and Programs for High-Ability Learners invaluable in defending, developing, and monitoring high quality gifted services and programs. After the Foreword (Pat O'Connell Ross), Guest Foreword (Eric J. Smith), Preface (Jeanne H. Purcell and Rebecca D. Eckert), and Introduction (Sandra N. Kaplan and Joseph S. Renzulli), this book consists of the following twenty-one parts: (1) Identifying Students' Cognitive and Affect Needs (Mary S. Landrum); (2) Developing a Mission Statement on the Educational Needs of Gifted and Talented Students (Rebecca D. Eckert); (3) Developing a Definition of Giftedness (Sidney M. Moon); (4) Providing Programs for Special Populations of Gifted and Talented Students ( Christine J. Briggs, Sally M. Reis, Rebecca D. Eckert, and Susan Baum); (5) Constructing Identification Procedures (E. Jean Gubbins); (6) Articulating Gifted Education Program Goals (Cheryll M. Adams); (7) Comprehensive Program Design (Sally M. Reis); (8) Curriculum for Gifted Education Students (Deborah E. Burns, Jeanne H. Purcell, and Holly Hertberg); (9) Developing Services That Meet the Social and Emotional Needs of Gifted Children (Maureen Neihart); (10) Creating a Comprehensive and Defensible Budget for Gifted Programs and Services (Carolyn R. Cooper); (11) Selecting Learning Resources in the Education of the Gifted (Ugur Sak and C. June Maker); (12) Managing a Communication Initiative in Gifted Education (Kelly A. Hedrick); (13) Roles, Responsibilities, and Professional Qualifications of Key Personnel for Gifted Education Services (Jann H. Leppien and Karen L. Westberg); (14) Designing a Professional Development Plan (Marcia B. Imbeau); (15) Developing a Plan for Evaluating a Program in Gifted Education (Carolyn M. Callahan); (16) Connecting Program Design and District Policies (Karen B. Rogers); (17) Aligning Gifted Education Services With General Education (Carol Ann Tomlinson, Kristine J. Doubet, and Marla Read Capper); (18) Planning for Advocacy (Julia Link Roberts); (19) State Policies in Gifted Education (Joyce VanTassel-Baska); (20) Using Scientifically-Based Research to Make Decisions About Gifted Education Programs, Services, and Resources (Tonya R. Moon and Deborah E. Burns) and (21) Strategic Planning and Gifted Programs (Linda Smith). The following is appended: Establishing a Gifted Education Advisory Committee (Jann H. Leppien and Karen L. Westberg). An Index is included. [Joint publication with the National Association for Gifted Children.]

This ready-reference school management tool is a practical guide that provides an answer to the questions "Where do I start?" and "Where do I look for direction?" Written in an easy-to-read, bulleted format, the handbook is an excellent resource for all principals, assistant principals, and aspiring school administrators. With words of wisdom from first-year principals, and voices of experience from more than 60 veteran elementary and secondary principals, this reference book will be used over and over again. The book is organized into five key sections, and each section includes brief overviews, checklists, and suggestions for further reading. Part I, Organization and Management, describes the role of the principal, negligence and liability, media relations, managing conflict and difficult people, effective meetings, resource management, records and information, and facility management. Part II, Teaching and Learning, explores school programs, learning communities, special education, supervision and evaluation, staff development, unions, and celebrating success. Part III, Behavior and Discipline, describes safe schools, code of conduct, supervision and expulsion, search and seizure, and police protocols. Part IV, Health and Safety, considers factors in reporting child abuse, occupational health and safety, emergency preparation, medical needs, and health and safety resources. Part V, Looking After Yourself, concerns professional development, wellness, and balance. Appended are: (1) Entry Plans; (2) Principals' Routines; (3) Regular Monthly Activities for Principals; (4) Getting the School Year Started: Checklists for July, August and September; (5) Professional Conferences: A List of Web Sites; (6) Words of Wisdom: Advice From Beginning Principals; and (7) School Activities and Field Trips. Also included are: (1) a list of resources; (2) a list of references; and (3) an index. [This book is a joint publication with the Ontario Principals' Council.]

The National Science Foundation's (NSF) Advanced Technological Education (ATE) program is a diverse and dynamic set of projects intent on improving the USA's technical workforce. This book uses the ATE work as a means to focus on key issues for federally funded projects and all community colleges facing the difficult challenges of staying current and reaching constituents in positive ways. This book brings a wealth of information on key issues for community colleges. This book consist of the following ten chapters: (1) Overview; (2) Collaboration Efforts (L. Reed); (3) Dissemination (T. Owens); (4) Materials Development (G. Rogers); (5) Program Improvement Efforts (L. Reed); (6) Assessing Professional Development (N. Gold and K. Power); (7) Recruitment and Retention (A. Gullickson and G. Tressler); (8) Sustainability and Long-Term Impact (F. Lawrenz and Nanette Keiser); (9) The Role of Advisory Committees (W. Welch and A. Gullickson); and (10) The Use of Evaluation (W. Welch and F. Lawrenz).

This book is intended to assist adult education practitioners and policymakers in the United Kingdom who want to develop opportunities addressing the health and learning needs of all individuals and communities, including those whose socioeconomic situation may have a negative impact on their health. The following are among the topics covered: (1) the shared agenda of learning and health (the health impacts of learning; the learning divide); (2) learning in health care settings (learning about health in community settings; ways learning about health can break down barriers to learning); (3) health and learning through exercise (the physical and mental health benefits of exercise; exercise used to break down barriers to learning; exercise for older people); (4) learning about the arts for positive mental health and learning; (5) the necessity of self-esteem for positive health and learning; (6) prescriptions for learning to feel better (work in health settings; an educational guidance approach; health and basic skills); (7) putting ideas into practice (getting started; assessing need; deciding what to do; allowing time; setting up a steering group; starting small; working in partnerships; funding); (8) quality, evaluation, and dissemination; and (9) moving forward. (Contains 45 references.) (MN)

This guide on transition services for Minnesota students with disabilities provides parents with information on student's rights and responsibilities under the Individuals with Disabilities Education Act (IDEA) that is available, how to obtain it, and how to improve the system to provide for transition needs that are not being met. Separate sections address: (1) the importance of starting early transition planning; (2) learning options; (3) transition requirements under IDEA, the Rehabilitation Act of 1973, the Carl D. Perkins Vocational and Applied Technology Education Act, the Americans with Disabilities Act, and Minnesota transition legislation; (4) questions that need to be addressed when transition planning; (5) self-advocacy and encouraging independence; (6) types of transition services, including vocational rehabilitation, residential services, training programs, financial assistance, health care, transportation, and recreation and leisure activities; (7) navigating the system, collaborating with agencies, and support networks; and (8) advocacy and serving on advisory committees. An appendix includes transition-related excerpts from the federal IDEA and from Minnesota state law. A list of Parent Training and Information Centers and Community Parent Resource Centers is provided along with additional transition resources. A description of the PACER Center and its programs is also included. (CR)

This book contains 13 papers on developments in vocational education and training in Great Britain and the future of work. The following papers are included: "Introduction" (Geoff Esland, Mike Flude, Sandy Sieminski); "The Roles of the State and the Social Partners in Vocational Education and Training Systems" (Andy Green); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "Vocationalism and Educational Change" (Rob Moore, Mike Hickox); "Industrial Training or New Vocationalism? Structures and Discourses" (Stephen Ball); "Contextualizing Public Policy in Vocational Education and Training: The Origins of Competence-Based Vocational Qualifications Policy in the UK" (Steve Williams, Peter Raggatt); "The Competence and Outcomes Movement: The Landscape of Research" (Inge Bates); "Reality Testing in the Workplace: Are NVQs [National Employment Qualifications]'Employment-Led'?" (John Field); "A Critique of NVQs and GNVQs [General National Vocational Qualifications]" (Alan Smithers); "Ideology and Curriculum Policy: GNVQ and Mass Postcompulsory Education in England and Wales" (Denis Gleeson, Phil Hodkinson); "The Implementation of GNVQs in Further Education: A Case Study" (Margaret Bird, Geoff Esland, Jane Greenberg, Sandy Sieminski, Karen Yarrow); "The Politics of Training in Britain: Contradictions in the TEC [Training and Enterprise Council] Initiative" (Jamie Peck); "Markets, Outcomes and the Quality of Vocational Education and Training: Some Lessons from a Youth Credits Pilot Scheme" (Phil Hodkinson, Heather Hodkinson); and"Policy and Accountability" (Lee Harvey, Peter Knight). All papers include substantial bibliographies. (MN)

The California Legislature's Joint Committee on the Master Plan for Higher Education made a restudy of the 1960 Master Plan. The process used by the committee is examined. The process is unusual in that it was undertaken by the legislature itself rather than by an independent commission, and also in that it strove for fairly widespread participation and discussion of its problems and proposals. The California process is analyzed and evaluated against several current planning "models." Recommendations of the committee's study are presented, and their subsequent disposition by the legislature and by the voters is discussed. (Author/JMF)

The authors rely on their first-hand experience in providing a wealth of practicable information for principals. The main sections of the booklet focus on planning for the public relations effort, preparing the staff and students to participate, conducting and using a community analysis, reporting information through various media, and involving the community. The purpose of the community analysis is to obtain an understanding of the community's educational philosophy in order to determine whether the community approves or disapproves of the school program. Procedures for conducting a community analysis are included. (Author/IRT)

The first duty of the educator is to forecast enrollments as accurately as possible, using the best means available. The second is to begin planning long in advance of a school closure or major reorganization. Watchwords of successful management for the years of dwindling enrollment are communication and community participation. Communication with teachers, pupils, parents, and anyone else whose interests are affected by the changes to come is crucial to any measure of success. Moreover, the participation of all those affected is essential. It will be necessary to glean their ideas and cooperation to be certain that decisions affecting the community are acceptable to the community. Taken positively, the implications of declining enrollments are that enterprising and creative school administrators will develop better programs as they condense them. They will devise equitable reduction-in-force policies with the teachers' unions and will become even more prominent as public leaders when they unite with community task forces to solve the problems of school closings. (Author)

This report is intended to serve as a resource document providing background and perspectives for a discussion of the roles and missions of the community college system of the state of Washington. The objective is to help the community college system incorporate their planning and goals into the larger perspective of the state's total postsecondary educational effort. Introductory material describes the statements of missions and goals which evolved out of the State Board for Community College Education's 1971 report "Design for Excellence" and Phase I of the Board's subsequent Six-Year Plan adopted in 1973. Characteristics of the community college student are provided through statistical data detailing age distribution, ethnic composition, sex ratios, enrollments and access to education. The academic transfer program, general studies program, adult basic education, community services, and counseling and guidance services are all reviewed with respect to the degree of success these programs have had in meeting the recommendations set forth in the Six-Year Plan. Descriptions of individual community colleges comprise a large portion of the report. Various conclusions and recommendations for roles and missions that are stated throughout the document are accumulated and summarized in the final section. A roster of the advisory committee is appended. (AH)

To establish a base for the development of new educational programs for older adults, a survey was conducted of personnel in 150 community colleges across the country to elicit information and perceptions concerning the following issues: (1) the content and scope of current educational programs for elders; (2) the nature of the developmental process of such programs; (3) the perceived obstacle to and possibilities for the development of viable and responsive education programs for elders. Using the information on current programs as a base, this sourcebook outlines appropriate core curricula and presents a model for program development built on the characteristics that appear to make programs successful. The key to the model is an alliance with the community of elders. Guidelines for the choosing of a representative board are presented, as well as suggestions on how to attain the proper balance between the consumer board and the college administrator. The model itself involves needs assessment, selecting program content, insuring program effectiveness (recruitment, location of programs, and teaching methods), and maximizing manpower, finances, and other resources. Appended is a list of federal, state, and other agencies on which community colleges can draw for assistance in developing programs. (Author/NHM)

Differences and similarities between career education and vocational education are explored in the following areas: Definition of terms; individuals served; phases of career education and their relation to vocational education; placement; education and certification of teachers and other personnel; teaching-learning strategies; and advisory councils and steering committees. General overall differences between career education and vocational education are outlined in the final section and include the following: Career education is for all students; vocational education is for students who wish to acquire skills for a particular job or job cluster. Career education spans early childhood and adulthood; vocational education usually begins no sooner than grade 10. Career education emphasizes unpaid and paid employment; vocational education emphasizes paid employment in jobs that require training at less than the baccalaureate degree. Career education concepts are integrated into the ongoing curriculum; vocational education curriculum has as its core substantive content in a trade area. Similar teaching-learning strategies employed by both career education and vocational education are also noted: To work with advisory councils and the business community, and to use guidance services, including placement; however, career education works with representatives from a wide spectrum of occupations and at all skill and professional levels, whereas vocational education works with people who represent the trade area being taught. (TA)

Based on telephone interviews with 12 Association of Research Libraries (ARL) member libraries, this report presents the underlying reasons for the libraries' decisions relating to the design and implementation of automated library systems. The survey results are summarized, a list of respondents is provided, and profiles of present and planned systems are presented. A copy of the telephone questionnaire is also included. Primary-source documents pertaining to the planning process, implementation, and operation of automated library systems are presented as follows: (1) Planning Process--"Charge to Automation Committee" (University of Houston), "Candidate Systems" (University of Michigan), "NOTIS at Rice University" (Rice University), "Committee Appointment Letters" (Ohio State University), "Report of the Ad Hoc Committee on Future Information Services" (Texas A&M University), and "Formal Evaluation of Vendor Proposals" (Vanderbilt University); (2) Implementation--"Implementation and Operation of Linked/Interfaced Systems at the Library of the University of Illinois at Urbana-Champaign" (University of Illinois); "Operating Environment, Development Activities, 5-Year Projection" (University of North Carolina); and "Implementation Plan" (University of Michigan); and (3) Operation--"Proposed Service Agreement between the University Library System and the Computing Center" (University of Michigan), "Agreement Relative to Responsibilities to IBM" (Vanderbilt University), "New York University Libraries GEAC Online Catalog" (New York University), and "Use Statistics Survey" (Vanderbilt University). (KM)