ERIC ED386123: American Association for Higher Education (AAHE) Bulletin, 1994-95.

196 Pages·1995·6.8 MB·English

by  ERIC

DOCUMENT RESUME
HE 028 531
ED 386 123
Marchese, Theodore J., Ed.
AUTHOR
American Association for Higher Education (AARE)
TITLE
Bulletin, 1994-95.
American Association for Higher Education,
INSTITUTION
Washington, D.C.
ISSN-0162-7910
REPORT NO
95
PUB DATE
199p.; Published 10 times a year, coinciding with
NOTE
academic year. For Volume 46, see ED 371 665.
American Association for Higher Education, One Dupont
AVAILABLE FROM
Circle, Suite 360, Washington, DC 20036-1110 ($351
annual subscription; $5, single issue up to 10
copies, $4 each for 11 or more copies).
Serials (022)
Collected Works
PUB TYPE
AAHE Bulletin; v47 n1-10 Sep 1994-Jun 1995
JOURNAL CIT
MFOI/PC08 Plus Postage.
EDRS PRICE
*College
College Administration; *College Faculty;
DESCRIPTORS
Instruction; College Students; Departments;
Educational Assessment; Educational Change;
Educational Quality; General Education; Higher
Education; Instructional Improvement; Liberal Arts;
Tenure; Tenured Faculty
Academic Community; American Association for Higher
IDENTIFIERS
Education; Diversity (Groups); Motorola Inc
ABSTRACT
The 10 issues of this organizational bulletin for the
interviews,
1994/95 school year present articles, panel discussion,
of higher education.
and essays on issues concerning the advancement
with American
Some of the articles included are: an interview
Astin; an
Association for Higher Education (AAHE) board chair Helen
Cross); an
article titled "Academic Citizenship" (K. Patricia
perceptions of
interview with Richard Hersh on new research on
take charge of
liberal arts education; an article on helping students
Self-Development" (Arthur
themselves titled "Empowering Lifelong
Chickering); a special issue reporting on the AAHE national
organizing to serve society's
conference and its theme focusing on
describing
needs and listing events in a preliminary program,
article on
workshops, and announcing special conference events; an
State titled "Recapturing
the Department of English at Pennsylvania
interview with Bobbi
Departmental Community" (Robert Secor); an
company's pursuit of diversity
Gutman of Motorola Corporation on that
quality
in its workforce; a special issue on assessment and
issues; an article on
anticipating a 10th annual conference on these
in discipline-based
students working in partnership with faculty
(John
inquiries titled "Embracing Undergraduate Research"
Strassburger); and a description of the emergence of tenure as an
supplement contains
issue of media attention and public debate. A
publications; audiocassettes; listserve;
reources for 1995 including
fax/access; and periodicals.
(JB)
411,"
AMERICAN ASSOCIATION FOR HIGHER EDUCATION (AAHE) BULLETIN
1994-95
fs\,
BEST COPY AVAILABLE
U S ale..ATMENT OE EDUCATION
Oft.ce 01 Educal.o010 Rflearth and 0110cOvemonl
"PERMISSION TO REPRODUCE THIS
EDUCATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
CENTER (ERICI
tn$S document haS been reproduced es
AAHE
Ie Cloyed Iron, lee PI Peon or otgenashon
OhconstIng .1
1( Mono, chaneOS nave
000r1 Md, 10
NMINOve
reproductrOn Quality
1
dorms 01 neoe Of opreons steted fr this clOCu-
enen1 do not nCeslardy reprefent oltoc)al
OE RI oosmon or poltcy
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)"
2
AAHE
lellie-41/111rier
isoteeker/1114
190G National Conference
uu on Higher
Education
Call for Proposals
"The Engaged Campus:
Organizing to Serve Society's Needs"
Beyond Ourselves
An Interview With Board Chair Helen Astin
Stuck at the Barricades
Can Information echnology Really Enter the
Mainstream of Teaching and Learning?
BY WILLIAM GEOGHEGAN
Academic Advising
BY TOM KERR AND GARY KRAMER
IKON BOARD
IWO ELECTION
AARE NEM
ky LU limbo
REAMS
AMERICAN ASSOCIATION
FOR HIGHER EDUCATION
pi-
In this issue:
Astin. in which she describes her image of what
t must he September. because this issue of the
"being engaged" might look like. Then get down to
Bulletin contains the Call for Proposals for
1
work with the Call for Proposals itself, including the
AAHE's next National Conference on Higher
Proposal Submission Form on page 9.
Education ( March 19-22), AAHE's flagship meeting
Note, particularly, that again this year the
and the event we think most expresses AAHE's
National Conference will have a strong technolou
values. Begin with president Russ Edgerton's essay,
undercurrent. For more, see the box on pages 6 and
which lays out our thinking about this year's theme
7. and the article by William Geoghegan (and invi-
"The Engaged Campus: Organizing to Sene Socie-
tation to respond) beginning on page 13.
ty's Needs." Follow that with the interview by vice
BP
president Lou Albert of 13oard chair Helen "Lena"
CALL FOR PROPOSALS
1995 National Conference on Higher Education
Needs"/by AAHE President
"The Engaged Campus: Organizing to Serve Society's
3
Russell Edgerton
guidelines
Call for Proposals/the theme clusters and proposal
5
Conference Proposal Submission Form
9
by Louis S. Albert
Beyond Ourselves/an interview with Board chair Helen Astini
10
Enter the
Stuck at the Barricades: Can Information Technology Really
13
Geoghegan
Mainstream of 'leaching and Learning?/by William
What Do You Think?/an invitation to respond
16
and Gary L.
Redefining Faculty Roles for Academic Advising/by Tom Kerr
17
Kramer
Departments
AAHE News
22
Bulletin Board by Ted Marchese
23
AAHE BULLETIN
September 1994, Volume 47 'Number 1
Theodore J. Marchese
Editor:
firy Pollack
Managing Editor:
Assistant Editor:
Gail N. Hubbard
20036-1110: ph. 202
DC
:160. Washington,
he American Association for Higher Education. One Dupont Circle, Suite
l'ublished tu
Theodore .1. Marchese and Louis S. Albert. Unsolicited
203 6440. fax [phone]. President. Russell Edgerton. Vice Presidents:
Guidelines for authors are available
manuscripts may be submitted hy readers. All are subject to editonal review.
for Higher Education, a nonprofit
ISSN 0162 79100 is published as a membership service of the American Association
AAHE Bulletin I
paid at Washington. DC. Annual domestic membership
organuation incorporated m the District of Columbia. Second class postage
without membership: $35 pei- year, $43 per year
AAHE Bulletin
dues: $M. of which $45 is for publications. Subscription price for
and August. Back issues: $5.00 each
is published ten times per year. monthly except July
Bulttlin
outside the I 'tined States...14HE
available in microform frion University Microfilms
AAHE Bulletin a.
for up to ten copies: $4.00 each for eleven or more copies.
One Dupont Circle,
AAHE
Send address changes to
POSTMASTER:
International. Printed in the United States of America.
1 1 1o.
Suite :160, Washington, DC 20036
hi/ berer 1h signs.
leer di sup,
A. Printing, hti
hn Ton Point Tripe Printing la/ Hugerstonli ffiriklond I nu
bipesettinu
EDUCATION
AMERICAN ASSOCIATION FOR HIGHER
.*)
1995 National Conference on Higher Education
Call for Proposals
"THE ENGAGED CAMPUS:
Organizing to Serve
Society's Needs"
by Russell Edgerton
President, AAHE
sures and (lemands coining from outside
Arecent Sunday New York Times
the academy. Lena's own conviction was
article by William Honan, titled
that we in the academy needed to get
"At the Top of the Ivory Tower
"beyond ourselves" and engage society's
the Watchword Is Silence."
larger needs. (For nmre. see the interview
began:
with Lena Astin that begins on p. 10 in
"A generation ago, ... college and
this issue.) In mid-June. we set sail on
university presidents cut striking
this new course, and chose "The Engaged
figures on the public stage. They
Campus: Organizing to Serve Society's
called for the refiwm of American
Needs" as the theme of AAHE's 1995 Na-
education, proposed safeguards for
tional Conference.
democracy, sought to defuse the cold war.
The question of how higher education can
urged moral standards for scientific research
improve its relations with the larger society is not
and addressed other important Lssues of the
a new one for AAHE. Recall that the theme of the
time.
1992 National Conference was "Reclaiming the Pub-
Today, almost no college or university pres-
lic Trust." And it was at that meeting that Derek
ident has spoken out significantly about Bos
Bok, who had just stepped down from the Harvard
nia, Haiti, North Korea, health care, welfare
presidency, made a compelling statement (carried
reform, the attack on the National Endowment
in the July:August Change magazine ) about what
for the Arts or dozens of other issues high on
higher education needed to do.
the national agenda" (July 24, 1994).
Reflecting on the barrage of criticism directed at
The accompanying pullout quote reads: "Once upon
higher education in recent years, Bok argued that
a time, university presidents had something to say
we should look heyond the specific abuses making
about the outside world."
headlines to deeper issues. Most of the practices
One can quarrel with his view of leadership as
being criticized, he noted, had been around for
the hard-pressed figures at the top. But Honan does
years. The interesting question was why, today, did
express a sentiment that is widely felt by thoughtful
the criticism of them find such an eager and broad
Americans in all major sectors of society. Put
audience'? His answer was that higher education
bluntly, that sentiment is: Where the hell is higher
had lost the connection it once had in the public
eciticat ion?
mind as an institution helping to address society's
Selecting a Conference TI:Jxne
pressing needs.
In the 1950s and '60s, Bok reminded us, our cam-
When A.AFP.:'s Board convened last spring to
puses were visibly and actively engaged in two great
brainstorm 'limes for the 1995 meeting, Honan's
ventures that Americans perceived as central to
article hae. not yet appeared. As is our custom.
the progress of the nation. The first was the United
Board members offered their views of pressing
States' spectacuiar scientific and technological race
issues that needed attention, and the pile quickly
with the Soviet Union. The second was the dramatic
do more with
. ways to
grew: revenue shortfalls .
,
expansion of access to higher education in response
currk.ular simpli
less, including restructuring .
to the baby boom and the civil rights movement.
for effective uses of technol.
. prospects
fication .
.
The problem, as Bok noted, is that these national
gush of new accountability agendas.. .
. the
ogy .
.
accomplishments are long past. As the nation now
Later, in debriefing the meeting with the Board's
violence,
struggles with a new array of problems
incoming chair. Helen ("Lena") Ast in, we realized
health care, teenage pregnancy, school reform
that underneath all I hose particular issues there
higher education is no longer seen as part of the
was a liersistent theme: how to respond to pres
It Poll
\ME ni 1.I.E I
I \
5
tions about what particular kinds of research and
solution. Worse, we are seen as fiddling while Rome
training would meet particular social needs. The
burns.
goal, including the specific goal of putting a man
Two large agendas emerge from this diagnosis,
scien-
on the Moon, was to build America's general
doing
and it's useful to see what AAHE has been
tific and technological capability.
about them up to now.
Today, our public constituents are interested in
The first and obvious agenda is for higher edu-
strategic investments, research that yields discern-
cation in general and the research university sector
ible, practical benefits. The overriding issue on
undergrad-
in particular to focus new attention on
today's national agenda is how America is to earn
is one of prior-
uate education. The disconnect here
its national living in a competitive global economy.
thoughtful
ities. As in health care, in the eyes of our
Basic research is relevant; but applied knowledge
(read
public, the balance between generalist care
fields and out reach are even more so. Indeed, as
"undergraduate and general education") and costly
Derek Bok has argued, universities that really
"specialized
specialized services (read "research" and
wanted to contribute to America's competitiveness
upper-(livision and graduate training") is out of
would spend a good deal more time upgrading the'
whack.
status, quality, and funding of the applied knowl-
The quality of undergraduate education, of
edge fields that bear directly on the quality of the
of AAHE for nearly
course, has been a core agenda
fields such as education, nurs-
nation's workforce
reform reports in the
a decade. Since the flurry of
ing, and social work that currently are at the bot-
has
mid-1980s, AAHE has been, as K. Patricia Cross
tom of the campus pecking order.
number of
put it. "taking teaching seriously." A
Or take instruction. New demographics, changes
AAHE's National Conferences have been devoted
in family life, and the awesome power of the mass
have
to t hat idea. Three of our special programs
media have altered the characteristics of the stu-
the improvement of undergraduate education as
dent body we have been used to. And what these
their central aim.
new students need to know and be able to do upon
diag-
The second agenda that emerges from Bok's
graduation is changing in radical ways, as well. We
solution" to
to be engaged as "part of the
nosis
now recognize that acquiring knowledge of a par-
is more elusive. Several of
society's problems
ticular subject is quite different from acquiring the
AAHE's programs have been wrestling with some
understanding and abilities needed to use that
and
of the pertinent issues, such as the evaluation
knowledge to perform important intellectual tasks.
recognition of professional service. Another is
Further, the acquiring of understanding and abil-
deeply involved in one particular arena of service
ities requires an altogether different mode of teach-
play
the role that colleges and universities can
ing. Students can learn about things by reading and
in improving the nation's schools.
being told: they learn how to do things by doing
the
But even with this background. pursuing
them. The professor's role must shift from didactic
AAHE
theme of 'The Engaged Campus" will take
instruction to designing tasks that students perform
into uncharted waters. By setting that course, we
and then coaching and assessing their perfor-
hope to signal a more vigorous interest in, and com-
mance as it goes along.
edu-
mitment to, this task of reconnecting higher
Happily, many campuses are moving on just these
It will not
cation to the needs of the larger society.
kinds of agendas. Interdisciplinary centers and insti-
for your
be an easy course to navigate. We appeal
tutes of all types have sprung up alongside
involvement and help.
discipline-based departments. General-education
reforms at many campuses focus on social problems
Rethinking All Our Thsks
and other integrative themes. First medical schools.
becalmed, we
One thing's for sure: To avoid being
then business schools, have been converting to
conception
must let go of the traditional academic
problem- and project-based curricula. Clinical and
service."
of "service," as in "teaching, research, and
field-based work and case-based curricula are being
that is
'The Engaged Campus" is not a program
taken more seriously.
and the
simply about outreach efforts and add-ons
But all these developments run against the grain
and
things faculty do "other" than teaching
against the prevailing definitions of what's best,
research.
against the current indicators by which campuses
about
Indeed, a useful starting point for thinking
and units in
are measured, against the structures
all of the
"The Engaged Campus" is to realize that
which faculty work typically is organized, against
teaching, research, and pro-
critical tasks we do
the prevailing reward systems, against the ways
need to change if we are truly
fessional outreach
scholars are organized, against the ways t hat t he
the larger community.
to connect with tlw needs of
national markets for faculty are organized.
at a higher level
The challenge is not simply to do
Accordingly, as we set sail, let's agree that we
with more
of quality, with more productivity, and
need to rescue "service" from its association with
t he tasks we have always done.
accountability
add-on programs and "other" activity. Let's change
We also need to rethink which tasks are most essen-
he
the noun to an action verb, and put "serving" at t
tial for us to perform.
center of all we do. Then, guided with t his new
public
Take research, In the 1960s. when the
vision, let's go after William liona»'s challenge. After
competing
directed higher education's energies at
a
;dl, we do have much to offer t he outside world.
hard ques-
with t ht. Soviet Cnion, no one was asking
sixtEmaKit nro
6 0
1995 National Conference on Higher Education
March 19-22 a Washington Hilton Hotel a Washington, DC
"The Engaged Campus:
Organizing to Serve Society's Needs"
CALL
FOR
PROPOSALS
What is the experience of campuses that have tried
In his essay that precedes this call, AAHE president
this'?
Russell Edgerton lays out the rationale for AAHE's
How can we most effectively evaluate and
selection of "The Engaged Campus: Organizing to
reward faculty who engage in professional service
Serve Society's Needs" as the theme for the 1995
to their local communities'? What can we learn from
National Conference on Higher Education. Board
colleges and universities that are already doing this'?
chair Helen Astin contributes further perspective
What needs to change for more institutions to get
in the interview that follows.
Consider participating in the conference by sub-
involved'?
Is the growing participation of faculty (and stu-
mitting a session proposal that addresses one of
dents) on the Internet overcoming patterns of iso-
the questions contained in the theme-related ses-
lation and supporting collaborative work'?
sion clusters below (or, as always, other topics and
issues important to higher education):
2. New frameworks for research, teaching,
and service: from disciplines to social
1. Leadership for change.
problems.
On some campuses, leaders have not just down-
Many believe that the central tasks of instruc-
sized but reorganized programs around new visions
tion in an information society expand beyond learn-
of the critical contributions their campus can make.
ing about things to learning how to do things, and
What are these visions?
to acquiring habits of life-long learning. What are
Are there alternatives to the familiar mechan-
the barriers to moving beyond "covering subjects"?
isms of campus governance that are less adversarial,
How can these barriers be overcome?
more collaborative, and more effective?
As employers redefine the skills they need, their
Much has been said and written in the past
requirements look more and more like the outcomes
decade about academic leadership. What are the
and abilities generally associated with a liberal edu-
key ideas that have emerged from these studies?
cation. If the requirements for vocational, prepro-
Centered leadership: How can institutions cul-
fessional, and general education are merging, what
tivate character, values, and personal growth for
are the implications for curricular design'?
leaders at all levels'?
In our increasingly "freelance" economy, we
A number of institutions and programs have
hear that our graduates must lead "portfolio
reached out to involve their key stakeholders in the
careers." What curricular; pedagogical experiences
process of setting new goals. How have they gone
prepare them for such an environment'?
about this'? What are the outcomes?
Many business schools recently have undergone
Change can he shallow or deep; it can entail
revolutionary changes, including teaching that
add-on offices and programs, or restructuring and
moves beyond knowledge transmission to the devvl
genuine transformation. What have we learned
opment of managerial skills. Medical schools are
about how to get to deeper levels of change?
similar. What. can the rest of higher education learn
Should institutions devise ways to reward fac
from their experiences'?
ultygrmlp efforts'? For example, might there be pol-
The nation's international agenda has shifted
icies that would reward departments, not just indi
from a scientific and technological race with the
vidual faculty members, for teaching excellence'?
AAIIE BI'LLETIN sErrEsinEit 1994
7
Information Resources &
Technology at the
Conference
mentioned
Every topic, issue, and question
in the Calf for Proposals will be touched
by in format km
some lightly, some deeply
USSR to international competitiveness, ecology, and
and beyond.
I e('hnok)gy in the next ten years
nation building. What are the implications of this
and
At the 1995 National Conference. AAHE
shift for scholarship and institutional outreach?
that
its Technoloo Projects will aim to reflect
Some have argued that if we really want to con-
future, in three special efforts:
tribute to competitiveness, we would elevate the
First, t hin king about t he "ecoloo of learn-
of our
status of applied fields that affect the quality
ing," we recognize that shifting patterns in the
such as business, teacher preparation,
workforce .
tools and materials available to support teach-
.
and the health professions. Where are the major
ing, learning, and research influence how we
institutiona! examples of this kind of change'?
and how we do our work, in
do our work
In professional schools and in other settings,
products
t urn, can influence the shape of new
campuses are experimenting in significant ways
and services. Consequently, the conference will
with the formation of student cohort groups and
plan to make information resources and tech-
learning communities. What can we learn from their
nology an integral part of the content of many
experiences?
sessions that focus on other areas.
Voluntary service, service-learning, internships,
Second. all presenters will be encouraged
and study abroad are all too often done apart from
appropriate
to use new technologies whenever
the curricular mainstream. How can we more
communication
to enhance t he quality of their
closely connect "outside" experiences with the
both at the conference
with the audience
curriculum?
itself and, perhaps, beyond. Among the ses-
.
Which disciplines have been most successful
sions in 1995 will also be some that demon-
in redefining their discipline as an inclusive com-
specific
strate, introduce, explain. or challenge
munity of inquiry in which teaching and service are
applications of information technoloo.
rather than as add-
seen as "enacting" the discipline
Third is something new for AAIIE, called the
on duties'?
AAHE TLT Roundtable,
How well will faculty members' changing pat-
books, print
terns of use of teaching materials
AAHE's New Tur Roundtable
match changing
excerpts, and electronic media
Attractive new applications of information
institutional goals and demographics?
technoloo continue to arrive, many appar-
Action learning and problem- and field-based
ently holding Out great promise for education.
pedagogies require new roles for faculty and new
In fact, since the 1960s, every few years some-
academic support systems. Are there campuses that
education based
one predicts a revolution in
what
have managed to make this transition, and
information
on the newest applications of
can we learn from them?
technoloo. Why hasn't this revolution
Community service and service-learning provide
occurred? More accurately, why hasn't infor-
rich opportunities for students and faculty to
mation technology had a wider and deeper
such pro-
engage in intercultural learning:How can
influence on teaching and learning?
grams enhance such learning?
Consequently, this fall, institutions will be
invited to develop on their campus a Teaching,
3. Outreach: new connections to the local
Learning & Technoloo Roundtable, and to
community.
identify a team from that Roundtable to par-
If campuses thought of themselves as part of
the conference"
t icipate in a "conference within
they would see
a larger educational enterprise,
framework
in Washington in March. Within the
between themselves and
many interdependencies
Round-
of the National Conference, the TLT
the schools. Decisions about admissions, teacher
help the
t able sessions will be designed to
preparation, applied scholarship and outreach, the
Round-
teams build and support their own
sharing of resources, even personnel policies would
will involve
t ables. Each campus Roundtable
Are
all be made with impacts on schools in mind.
and
he inst itut ion's chief academic officer,
and
there examples of this kind of interdependency
rely on the participation of representatives
responsiveness? What incentives would expand the
of several key campus stakeholders and sup-
number and quality of such relationships'?
including both faculty already
port services
A growing number of urban campuses are
km
involved with instructional uses of infortnat
organizing programs and services around commu-
technology and faculty who are in the "main
nity needs. When this happens, what is the role of
It instructional
st ream" and still unitivtdved wit
community leaders and agencies in program design
) Ale^
13k*.
wilt:1u
Ii AMIE
SEI'rEMIIER
uses of information technology.
The TLT Roundtable events will start with
a special preconference meeting for the teams,
followed by a series of special sessions and
activities designed specifically for them. (Team
members will be free to attend the larger
National Conference's open sessions, too, as
time allows.)
This fall, AAHE is working to identify as
models or pilot sites several campuses that
and administration? What have we learned from
already have taken some steps toward devel-
these efforts about issues of resource allocation,
oping such Roundtables. AAHE hopes to work
curriculum, the uses of faculty time, etc.?
with them to begin a process of communica-
How can campuses best share their computer
tion and collaboration to be enlarged upon
and other information technology facilities within
at the National Conference to include the addi-
their local communities? How can new telecommu-
tional institutions attending.
nications options support community and collab-
Team goals. By the end of the conference.
oration within and among different groups?
AAHE hopes t hat each Roundtable team will
have:
4. Accountability: communicating our proc-
identified needs that must he met to
esses and results to external constituencies.
enable it to serve its home institution more
Campuses that are trying to serve their local
effectively:
and regional communities feel that they are held
made a commitment to further part ic
such as generating dollars
accountable for things
ipat ion in a network of mmual support. pos-
that don't meas-
for sponsored research projects
sibly including local or regional meetings:
ure what they are about. How do we get beyond the
developed single-year and multiyear agen-
traps of "indicators" that hold us accountable for
das for its TLT Roundtable. and helped refine
the wrong things?
AAHE's agenda for supporting that process;
Many states are searching for ways to allocate
defined and launched specific projects
part of their funds on the basis of results rather
requiring collaboration across campus
than enrollments or other inputs. Are there desir-
boundaries.
able methods of performance funding?
Pnxjram plan n lug. AAHE's process of devel-
We are learning to live with consumer report
oping a miniconference program for the Teach-
rating systems such as that in U.S. News and World
ing, Learning & Technology Roundtable is still
Report. Most everyone thinks that the criteria and
in its early stages. If you would like more infor-
methods on which these ratings are based should
mation about how to participate in the AAHE
be improved. What specific improvements might
TLT Roundtable, or any other aspect of t he
we propose?
intbrmat ion resources and technologies activ-
What next steps might help the restructuring
ities being planned for AAHE's 1995 National
of regional accreditation become a reality? To what
Conference, contact: Steven W. Gilbert, Direc-
extent should accreditation attempt, through public
tor. AAHE Technology Projects, at AAHE. ph:
disclosure, to satisfy the demand for more
202,29:3-6440 x54, e-mail: GILBERT(a
accountability?
CLARK.NET.
How will colleges and universities make use of
the emerging National Information Infrastructure
Listserv
both "inside" and
to enable key constituencies
If you have an electronic mail account that
to gain easy access
"outside" the ivy-covered walls
permits you to send and receive messages on
to institutional information? What new privacy
the Internet, you are welcome to participate
issues might emerge?
in the ongoing discussion of AAHE's moderated
Other Ways to Get Involved
Listserv (called AAHESG1T) on topics of teach-
ing, learning, and information resources and
technololv. Further exploration of t he idea
In addition to presenting/proposing a session at
of the AAHE TLT Roundtable will take place
the National Conference, consider these other ways
on AAHESG1T in the months ahead. To be sub-
to become involved:
scribed, send your e-mail address to Steven
Gilbert ( contact information above) and he
Exhibit program. Higher education institutions
will add your name to the list. Or, if you prefer
and other nonprofits are invited to join commercial
to subscribe yourself, send the e-mail message
exhibitors in the conference's Exhibit Program. Con-
SUBSCRIBE AAHESGIT YOURFIRSTNAME
tact AAHE to reserve booth space to display infor-
YOURI.ASTNAME to the address
mation about your programs, centers, services, and
( Int ernet ) or
LISTSERVal GWt rVM.Gtilt
publications. For more information about the
to LISTSERVa GW1;VM (BITNET).
Exhibit Program, contact Judy Corcillo, conference
coordinator, at 202/293-6440 x22.
0 n
9
AARE BULLETIN SENT:Mimi 1104 7
Your proposal letter must
Proposal letter.
AAHE
Caucuses and Action Communities.
include the following:
members also can get involved in the conference
A description of the problem or issue you will
of
by participating in the work of one or more
address.
AAHE's member networks. Caucuses and Action
The audience you intend to reach, and the sig-
Communities develop workshops, sessions, and
nificance of your topic for that audience.
other professional networking opportunities.
How you intend to use new information tech-
American Indian/Alaska Native,
AAHE's Caucuses:
nologies/ resources (if appropriate) to enhance the
Student,
Asian Pacific, Black, Hispanic, Lesbian/Gay,
quality of your communication with the audience
AAHE's Action Communities: The
and Women's.
both at the conference itself and, perhaps,
Network,
Research Forum, The Community College
beyond.
Faculty
Classroom Research. Collaborative Learning,
presenters, and the
of all
The qualifications
Governance, Educational Technology, and Service.
roles they will play in the session (moderator, dis-
member
For more information about any of these
cussant, etc.).
networks, contact Judy Corcillo, conference coor-
A one-paragraph abstract of the session, which
dinator. at 202. 293-6440 x22.
will be printed in the final conference program (sub-
ject to editing by AAHE) if your proposal is
In addition to
Forum on Exemplary leaching.
accepted.
activities for faculty,
numerous open sessions and
the annual
the conference program also will include
Bul-
This issue of the
Proposal submission form.
by the
Forum on Exemplary Teaching. Sponsored
contains a reproducible Proposal Submission
letin
Forum
AAHE Teaching Initiative since 1989, the
To be considered, your pro-
right).
Form (see page
roundtable
consists of a series of presentations and
completed
posal letter must be accompanied by a
chance
discussions that offer designated faculty the
form. (Photocopies of the form are acceptable.)
excellent teachers
to become part of a network of
teaching
who also care about the improvement of
Send your PROPOSAL LETTER
Mail/fax/e-mail.
send
beyond their own classrooms. Invitations to
PRO-
(3 pages max.), accompanied by a completed
be mailed to chief aca-
a delegate to the Forum will
POSAL SUBMISSION FORM, to NCHE Conference
Erin
demic officers early in the year, or contact
Proposals, c/o Louis S. Albert, Vice President, AkHE,
Ini-
Anderson, project assistant. AMIE Teaching
One Dupont Circle, Suite 360, Washington, DC
tiative, at 202:293-6440 x42.
20036-1110; fax: [phone]; e-mail:
Proposal Guidelines
[email protected].
All proposals must be received by
Deadline.
and/
AAHE welcomes your proposals for organizing
1994. All proposals
October 21,
AAHE on or before
on this
sessions
or presenting general and/ or poster
15,
will be acknowledged via U.S. mail by November
impor-
on other topics and issues
or
year's theme
the
1994. You will be notified in December about
tant to higher education.
status of your proposal.
of
Also encouraged are letters about the kinds
would like to
attendee,
sessions you, as a potential
If your proposal is accepted, you should
Fees.
see on the program.
paying regis-
plan to attend the conference as a
(If you invite others to participate in your
trant.
typically one
Session format. A general session is
presentation as moderators, panelists, etc., please
topic through a
to three presenters addressing a
notify them of the registration requirement and
50
combination of lecture and discussion lasting
fees.) Registration forms will be mailed to all pre-
presenters
poster session,
to 75 minutes. In a
senters in January 1995.
results
develop visual displays that highlight the
methods of
of innovative programs, new research,
1995 National Conference Fees
problems faced
practice, or successful solutions to
Nonmembers:
AAHE Members:
with more
by campuses, and offer papers/ handouts
$330
$245
Regular:
give short
detailed information if needed. Presenters
Discount;
followed by
talks (5-10 minutes) about their topic,
$280
$195
F/T Faculty
These presen-
time for questions and comments.
$195
$145
Retired
the time
tations repeat periodically throughout
$165
$115
Student
Hall.
band, and are staged in the Exhibit
1 0
g AAIIE in 1.1.KTIN sEvrEmillitt