| Returning to Learning: Adults’ Success in College is Key to America’s Future (pdf)
This Lumina Foundation for Education report which summarized the findings from the Emerging Pathways project identified the diverse needs of adult learners and provided recommendations on how to improve access and subsequently ensure success for these students. Research has shown that traditionally, higher education institutions focus primarily on younger full-time students but the report showed that institutions are becoming sensitive to the challenges faced by the adult learners. Currently, there are currently 54 million working adults who have not completed a four-year degree. Recommendations are provided to institutions and state and local policymakers on how to improve the access of adult learns to attain higher education.
California Policy Options to Accelerate Latino Student Success in Higher Education (pdf)
This brief released in December, 2006 by Excelencia in Education provides new analysis and proposes a range of policy recommendations, based on research and discussions aims to expand college access, particularly for California's Latino population. The policy recommendations aim to make college affordable for all students, to increase the number of California Latino students with postsecondary degrees and to ensure Latino students and their parents understand the benefits of college education.
Slavery and Justice: A report by the Brown University Steering Committee on Slavery (pdf)
This 2006 report offers an in-depth discussion of Brown’s connections to slavery and suggests a set of broad measures meant to redress the institution’s past. The committee proposes efforts to both remember the past and make amends through various educational initiatives.
Challenges in Improving Latino College Enrollment: Opportunities for Systemic Change Viewpoints from California (pdf)
Presentation Summaries and Policy Recommendations from the 2004 Tomás Rivera Policy Institute (TRPI) Education Conference. This report summarized the efforts by policy-makers and representatives from the academic communities on how to improve Latino college enrollment on a systematic level in California.
"Unknown" Students on College Campuses: An Exploratory Analysis
This exploratory study, resulting from research undertaken through Irvine's Campus Diversity Initiative (CDI), looks at the increasing number of students falling into the “race/ethnicity unknown” category of postsecondary demographic data. The study findings suggest that a sizeable portion of students in this category are white, in addition to multiracial students who may have selected white as one of their categories. These findings might alert campus leaders of the need to attend to this growing segment of the student population, and to how the United States is diversifying in more complex ways than ever before. The brief concludes with recommendations for future research and for both campus and federal data collection and use.
The
(Un)Changing Face of the Ivy League (pdf)
Minorities and women have made little progress in breaking
into the faculty ranks of the Ivy League, according
to a new report by the Graduate Employees and Students
Organization at Yale. In 2003, Ivy League campuses hired
433 new professors into tenure-track jobs, but only
14 were black and 8 were Hispanic. Women received 150
of the jobs.
Irvine
Campus Diversity Initiative Evaluation Project Resource
Kit
The Resource Kit was created as part of the James Irvine Foundation's Campus Diversity Initiative Evaluation Project. The Resource Kit is intended to be a resource guide to aid campuses in designing evaluation plans to measure the outcomes of campus diversity initiatives. An index at the back of this Kit provides contact information for the sources from which the tools were gathered.
The Diversity Scorecard is a tool which enables an institution and its
leadership to analyze the state of equity in educational outcomes for
historically underrepresented students. Participating institutions establish several indicators of educational outcomes in four perspectives: access, retention, excellence, and institutional receptivity.
The Diversity Scorecard Project involves a partnership between
the Center for Urban Education at the University of Southern California and
14 two- and four-year public and independent colleges in the Los Angeles
metropolitan area.
One of the primary objectives of this
project is to understand the link between
diversity and learning on college campuses
and to extend the development of promising
practices among participating institutions.
The project explores how colleges are
creating diverse learning environments;
the role of the diverse peer group in
the acquisition of important cognitive,
social, and democratic outcomes both
inside and outside of classroom environments;
and student outcomes that can be best
achieved through specific kinds of initiatives
designed to increase student engagement
with diverse perspectives.
The Gender Equity Committee was established
in June 2000. The charge was to undertake
a systematic review of the status of
women faculty at the University of Pennsylvania.
Four subcommittees were formed to complete
the review: one on faculty census using
fall 1999 data, one on professional
status of women faculty, one on faculty
salaries, and one on a survey of faculty
regarding their quality of life.
Sexual Victimization of College Women
is a joint report from BJS and the National
Institute of Justice (NIJ) that explores
the prevalence and nature of sexual
assault occurring at colleges nationwide.
The study found that about 3 percent
of college women experienced a completed
and/or attempted rape during the current
school year. After reaching this site,
click the search icon and type the name
of the article.
Dr. Bernice Resnick Sandler creates
strategies for organizations and individuals
to improve equity for women in education
and the workplace. This website includes
strategies to deal with sexual harassment,
differential classroom treatment of
females and males, mentoring, and other
issues involving women and girls in
the workplace and classroom.
Project Pulse, University of Massachusetts
at Amherst
The Student Affairs, Research, Information,
and Systems (SARIS) office administers
Project Pulse, a Gallup-type telephone
polling system conducted weekly. Project
Pulse provides data for various decision-makers
on campus. Some of the Project's most
recent climate surveys address issues
of gender equity, race and ethnicity,
anti-semitism, and GLBT issues and violence.
Geared towards program administrators,
this handout provides useful pointers
on how to use assessment and evaluation
as an "opportunity to communicate
your data-grounded understandings of
how and why desired educational outcomes
do or do not occur for program participants."
This report is an extensive institutional
self-evaluation of the status of female
students and faculty on campus. It documents
the results of a five-year (1993-1998)
examination of student and faculty demographics,
the educational and professional experiences
of female students and faculty, and
the campus climate at Georgia Tech.
The broad objective of this investigation
was to identify the fundamental issues
that differentially affect the education
and employment of female students and
faculty at Georgia Tech.
A comprehensive listing of reports
available from various institutions
addressing climate issues for gay, lesbian
and bisexual people at colleges and
universities.
SCCC conducted a campus-wide diversity
survey in 1995, using the survey instrument
included here.
UMCP has conducted a student survey
to assess campus climate for students,
using the quantitative instrument featured
here. It includes a cover letter from
the President to the students. |
