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The Road Map to Cost-Efficiencies of Online Learning Why Be Interested in Cost-Efficiencies? The Framework for Unraveling Research on Cost-Efficiencies Tools for the Journey Necessary Assumptions Who Should Be Interested? The Road Ahead Research on the Elements of Online Learning Terms to Aid Our Understanding The Elements: Development, Delivery, and Administration The Cost of Development: Higher for a Reason The Cost of Delivery: The Potential for Lowering Costs The Cost of Administration: Transforming the Business of Higher Education Cautions and Other Necessary Points Research on the Factors of Online Learning Students Are Key Faculty Are Essential Other Staff Are New Costs Instructional Design Is the Gold Mine Content Is a New Opportunity Policies Are Needed Looking Ahead What Does It Mean for Institutions and States? Are the Institution and the State Ready? What Should Institutions Do? What Should States Do? What Do We Know? What Research Is Needed? What We Know Today The Holes The Elements The Factors The Research Challenge References Name Index Subject Index About the Author     

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Introduction Postsecondary Attainment Economic Implications of Low Educational Attainment Organization of This Monograph Demographic, Social, and Cultural Background A Demographic Dividend? Ethnic Subgroups Cultural and Social Influences Summary Classic and Contemporary Theories of Latino Identity Development Ethnic and Racial Identity Development in College Students Supporting Latino Students in Identity Development Summary Challenges to Latino Student Success Casting Success Within a Broader Societal Context Role of Resources Summary Mainstream Approaches to Latino Student Success Academic Capital Financial Capital Cultural Capital Social Capital Summary Culturally Responsive Approaches to Latino Student Success Family Concerns Assumptions About Latinos' Background and Potential Campus Racial/Ethnic Climate Conclusion The Role of Hispanic-Serving Institutions in Access and Equity Historical Background and Funding of HSIs Students in HSIs Faculty and Administrators at HSIs Emerging Hispanic-Serving Institutions Challenges for HSIs Summary Conclusion and Implications Role of Demographics and Social and Cultural Factors Developing Culturally Responsive Research, Policy, and Practice Institutionalizing Strategies to Serve Latino Students Teaching and Learning in the Classroom Role of Finances Collaborative Research Role of State Legislators and Policymakers Role of Federal Representatives and Agencies Final Thoughts References Name Index Subject Index About the Authors     

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Old Friends and New Faces Home Alone? Applying Theories of Transition to Support Student Veterans' Success A Model for Supporting Student Veterans' Transition Conclusion Commentary from Nancy K. Schlossberg What Matters to Veterans? Peer Influences and the Campus Environment The Military Bond Inputs, Environment, and Outcomes Inputs, Environment, and Outcomes for Veterans Peer Group Supports and Influences Summary and Recommendations Commentary from Alexander W. Astin Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence Transition and Preentry Attributes Goals and Commitments Initial Institutional Experiences Transition 2.0: Academic and Social Integration Transition 2.0: Academic and Social Integration with the Campus Community Career Services and the Student Veteran New Goals and Intent to Persist Critics of Academic and Social Integration Conclusion Commentary from John M. Braxton Crisis of Identity? Veteran, Civilian, Student Identity Development and Knowledge of Self Self and Others Multiple Roles and Intersecting Identities Crisis, Exploration, and Commitment Multiple Dimensions of Identity Typologies Conclusion Commentary from Linda Reisser Women Warriors: Supporting Female Student Veterans Enduring Effects of Male Turf: Gender and Assumptions Mothers and Warriors: Care and Justice Into a College Environment: Developing a Voice Help Seeking: Learning to Cope Marching Together: Summary Commentary from Margaret Baechtold Ideas for a Self-Authorship Curriculum for Students with Military Experience Classes for Veterans Meaning Making and Self-Authorship Concept Mapping for Curriculum Planning Conclusion Commentary from Marcia B. Baxter Magolda Institutional Response to an Emerging Population of Veterans EFA Factor One—Financial Matters EFA Factor Two—Administrative and Strategic Planning EFA Factor Three—Advising and Career Services EFA Factor Four—Psychological Counseling Services EFA Factor Five—Veterans Office on Campus Conclusion Concluding Thoughts Appendix A: A Veteran's Essay Appendix B: Example Syllabus References Name Index Subject Index About the Authors     

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Can Assessment Loops Be Closed? A Pop‐Culture–Inspired Assessment of Intercultural Awareness: Reflections from Health Care Education How a Research Faculty Becomes Interested in Assessment A Pedagogical Approach to Assessment Assessment Measures: Developing Surveys of Student Engagement     

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Executive Summary Foreword Acknowledgments Dedications Introduction, Context, and Overview The Importance of Workforce Diversity in Higher and Postsecondary Education Literature and the Integrated Review Chapter Overviews Status of Ethnic and Racial Diversity in College and University Administration Academic Leaders Student Affairs Administrators Conclusion Barriers Encountered by Administrators of Color in Higher and Postsecondary Education Legal and Conceptual Frameworks Established Barriers for Administrators of Color The “Double Burden”: A Barrier Specific to Women of Color Conclusion Factors Influencing Engagement, Retention, and Advancement for Administrators of Color Employment Challenges Success in Corporate America: Lessons for Higher Education Role of Leadership Programs The Importance of Mentoring What Universities Can Do What Individual Administrators Can Do An Emerging Model Conclusion Concluding Remarks Regarding the Importance of a Racially Diverse Administrative Workforce Emergent and Aggregate Challenges for Administrators of Color Directions for Future Research Implications for Practice Conclusion Notes References Name Index Subject Index About the Authors     

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Executive Summary Foreword Acknowledgments The Development of Doctoral Students: Phases of Challenge and Support Why Do We Need to Understand Doctoral Students' Development? Why Have Doctoral Students Been Forgotten? How Do Doctoral Students Develop? A Model of Doctoral Student Development Organization of the Monograph Student Development Theory: A Primer Defining Student Development Psychosocial Development Social Identity Development Racial Identity Development Cognitive Development Conclusion Understanding Doctoral Education Doctoral Degrees and Their Purposes The Structure of the Doctoral Program Today's Doctoral Students Key Constituencies in the Doctoral Program Phase I: Entry Challenge: The Initial Transition Support: Orientation Challenge: Coursework Challenge: Changes in Thinking Challenge: The Transition from Undergraduate to Graduate School Expectations Support: Initial Relationships with Peers and Faculty Student Departure in Phase I Conclusion Phase II: Integration Challenge: Coursework Support: Peer Relationships Support: Advisor Relationship Challenge: Examinations Challenge: Changing Role Student Departure in Phase II Conclusion Phase III: Candidacy Challenge: Transition to Candidacy Challenge: The Dissertation Experience Challenge: Isolation Support: The Dissertation Advisor Challenge: The Job Search Challenge: Transition to Professional Role Student Departure in Phase III Conclusion Summary and Recommendations Implications for Phase I Implications for Phase II Implications for Phase III Implications for Future Research Conclusion Appendix: Details of Research Conducted to Construct the Model References Name Index Subject Index About the Author     

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Executive Summary Foreword Entrepreneurship in the Contemporary Academy Defining Academic Entrepreneurialism Whence Academic Entrepreneurialism? Overview of the Volume Theoretical Traditions of Entrepreneurship Theorizing Entrepreneurship Entrepreneurship, Individuals, and the Environment Summary The New Economy and the Entrepreneurial Academy An Overview of the Entrepreneurial Economy Higher Education in the New Economy Academic Capitalism and Entrepreneurship Critiques of Entrepreneurship in Higher Education Summary Contemporary Issues in the Entrepreneurial Academy Resource Constraints and Dependencies: Research Universities Beyond Research Universities Beyond Profit Seeking: Social Entrepreneurship Beyond Research: Entrepreneurship and the Teaching Mission Summary Entrepreneurship Education The Emergence and Expansion of Entrepreneurship Education Activities and Outcomes of Entrepreneurship Education Summary Professional Implications and Future Research Directions Public Policymakers Institutional Administrators Faculty Students References Name Index Subject Index About the Authors     

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Introduction Levels of Institutionalization Overview of the Volume Intended Audience The Four Domains of Scholarship: Toward a Rethinking of Scholarly Role Performance Perspectives on Scholarship Before Boyer Contemporary Perspectives on Boyer: Concurrence and Criticism Assessment of Faculty Scholarship in Boyer's Four Domains The Scholarship of Application Service to the External Environment Service to the Institution The Function of the Scholarship of Application in the Scholarship Action System Faculty Engagement in the Scholarship of Application The Scholarship of Discovery The Function of the Scholarship of Discovery in the Scholarship Action System Faculty Engagement in the Scholarship of Discovery The Scholarship of Integration What Is the Scholarship of Integration? The Function of the Scholarship of Integration in the Scholarship Action System Faculty Engagement in the Scholarship of Integration The Scholarship of Teaching Perspectives on the Scholarship of Teaching The Teaching Portfolio Post-Boyer Perspectives The Function of the Scholarship of Teaching in the Scholarship Action System Faculty Engagement in the Scholarship of Teaching Factors Affecting the Institutionalization of a Broader Definition of Scholarship Factors Affecting Structural Level Institutionalization Factors Affecting Procedural Level Institutionalization Factors Affecting Incorporation Level Institutionalization Approaches to Altering the Academic Reward System Essential Attributes of Tenure and Promotion Systems Administrative and Faculty Involvement Criteria for Altering the Assessment of Scholarship Specification of Forms of Scholarship for the Four Domains An Initial Recommendation Conclusions and Recommendations for Further Study and for Institutional Policy and Practice Summary and Discussion of Findings Conclusions Recommendations for Institutional Policy and Practice Recommendations for Further Study Closing Thoughts Appendix A: Faculty Professional Performance Study Appendix B: The Inventory of Scholarship     

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Introduction and Overview Who Are BGLT College Students? A Historical Overview BGLT Student History Pre-Stonewall: What Do We Know? Stonewall Approaches: BGLT Visibility and Marginality in the Twentieth Century Stonewall and Its Aftermath: The Birth of the Homophile Movement Transgender Lives and Stonewall BGLT Rights on the College Campus: The Student Homophile Movement Student Movement Snapshots: BGLT Student Activism at Three Institutions Queer Student Activism Today Conclusion: BGLT Student Visibility and Activism After Stonewall Bisexual, Gay, and Lesbian Student Development Since Stonewall Bisexual, Gay, and Lesbian Identity Development Beyond the Monolithic Queer: Developmental Theory in Twenty-First-Century Context Students of Color and Bisexual, Gay, and Lesbian Identity Development Intersectionality and Identity Development Impediments to BGL Student Development in College Conclusion Transgender Student Issues and Development After Stonewall Who Are Transgender College Students? Transgender Students at Women's Colleges Transgender Student Development The Challenge of Transphobia on Campus The Resilience of Transgender Students Transgender Students' Needs and Services Conclusion The BGLT Campus Resource Center The First BGLT Campus Resource Centers: Their Founding and Purposes BGLT Centers Today: Their Purposes and Roles BGLT Students and Campus Climate Assessment Center Leadership: A “New Profession” in Higher Education The Politics of BGLT Campus Resource Centers: Contested Territory Higher Education Student Affairs and BGLT Issues BGLT Issues in Professional Preparation of Student Affairs Practitioners Conclusion Identity and Solidarity: The Next Steps in BGLT Student Inclusion and Equity Collaborative Transformation Conclusion References Name Index Subject Index About the Author     

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Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment Call for Contributions Empowering Faculty and Students with Assessment Data Including Faculty in Accreditation Preparation: Boon or Bane? Relating Students' Grades and Measures of Specific Outcomes Assessment Measures: The AAC&U VALUE Rubrics Community College Strategies: Creating Change and Buy‐In for Assessment through Faculty Learning Communities     

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Executive Summary Foreword Acknowledgments Women's Status in Higher Education: Background and Significance Guiding Assumptions and Questions Historical Context Legislative and Policy Initiatives Women in the Curriculum Scholarship Organization of this Monograph Framing Women's Status Through Multiple Lenses Why Theory? Why Feminist Theory? Multiple Frames Summary Examining Women's Status: Access and Representation as Key Equity Indicators Women's Access to Postsecondary Education Representation of Women Students in Higher Education Cocurricular Representation Graduate Students Faculty Women Staff in Higher Education Women and Governing Boards Summary Examining Women's Status: Campus Climate and Gender Equity Classroom Climate Climate Beyond the Classroom Climate for Women Staff, Faculty, and Administrators Salary Equity Summary Advancing Women's Status: Analyzing Predominant Change Strategies Organizing Schemes Enhancing Gender Equity Summary Implications and Recommendations Recommendations for Further Research Implications Recommendations for Practice Summing Up References Name Index Subject Index About the Author     

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Executive Summary Foreword Overview of Intellectual Property The Framework Impact on Core Academic Functions Organization of the Monograph The Law of Copyrights Copyright Law Copyrights and Faculty, Students, and Staff Chapter Summary Copyright and Fair Use Fair Use Fair Use Challenge to Course Materials: Course Packs Fair Use and Online Instruction Implications About the Debate on Fair Use Chapter Summary The Law of Patents Patent Law The Research Exemption Copyrights and Patents: Computer Software Institutional Patent Policies Questions of Ownership: Faculty Versus Administrators Questions of Ownership: Academe Versus Industry Chapter Summary Patents and Higher Education's Entry into the Market Development of University Patent Activities Debates About University Patent Activities Chapter Summary Shared and Related Concerns About Intellectual Property Trademarks and Trade Secrets The International Setting Sovereign Immunity Chapter Summary Conclusion Notes References Name Index Subject Index About the Author     

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Introduction, Context, and Overview Definitions and Conceptual Framework Major Theoretical Perspectives on Student Success in College Sociological Perspectives Organizational Perspectives Psychological Perspectives Cultural Perspectives Economic Perspectives Summary The Foundation for Student Success: Student Background Characteristics, Precollege Experiences, and Enrollment Patterns Student Demographics Family and Peer Support Academic Preparation and Motivation to Learn Enrollment Choices and Patterns Summary Student Behaviors, Activities, and Experiences Associated with Student Success College Activities A Closer Look at Engagement in Effective Educational Practices Student Characteristics Summary Notes Institutional Conditions Associated with Student Success Structural and Organizational Characteristics Programs and Practices Summary Propositions and Recommendations for Student Success in Postsecondary Education Propositions and Recommendations Needed Research A Final Word Appendix A: Note on Research Methods Appendix B: Indicators of Student Success in Postsecondary Education References Name Index Subject Index About the Authors     

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Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth-Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student-Centered Pedagogy Focus on Problem- or Theme-Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author     

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Introduction Objectives and Approach Framework Organization of the Report Phase One: System-Level Assessment Goals of System-Level Assessment How Systems Establish a Structure for Such Assessment How Systems Identify Misalignments How Systems Allocate Resources Need for Standardized Data and Course Offerings Beyond Assessment: Promoting Workforce Improvement Multiple Benefits Phase Two: Assessing How Well Providers Meet Customers' Needs Model One: Intermediary Assesses or Guides Provider's Process of Assessment Model Two: Intermediary Conducts the Assessment Model Three: Provider Conducts the Assessment Model Four: Student Competencies Are Assessed Strengths and Weaknesses of the Four Approaches Choosing the Right Model for Phase Two Purposes of Assessment Level of Authority Level of Resources Centralization of Operations System Heterogeneity Provider Complexity Within a System Summary Three Steps for Assessing Providers Step One: Identify Goals Step Two: Select Measures Step Three: Evaluate Performance Using Measures Measurement Validity and Reliability Bringing It All Together: Integrating All Three Steps Relevance of the Three Assessment Steps to Assessors Conclusions and Recommendations Phase One Recommendations Phase Two Recommendations Appendices A: Corporate Professional Development and Training B: Process Auditors—Academic Audit C: State Higher Education Boards D: Balanced Scorecard E: Certifiers of Student Competencies F: On-line Sources Notes References     

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Executive Summary Foreword Acknowledgments Dedications Introduction, Context, and Overview of the Volume The National Context: Important Trends in Racial Demographics and STEM Fields The Urgency of Fostering Minority Students' Success in STEM Purpose and Overview of the Volume Key Concepts and Definitions Limitations of the Volume The Current Condition of Minority Students in STEM The Impact of Race and Racism on Minority Students' Success in STEM Factors in K–12 Education That Influence the Success of Racial and Ethnic Minority Students in the STEM Circuit The Link Between Academic Preparedness in K–12 Education and Minority Students' Success in STEM K–12 Contributors to the Insufficient Academic Preparation of Minority Students in STEM K–12 Factors That Promote the Success of Minority Students in STEM K–12 Initiatives That Contribute to Preparedness and Success Among Minority Students in STEM Conclusion Factors That Influence Success Among Racial and Ethnic Minority College Students in the STEM Circuit The Role of Colorblind Meritocracy and Affirmative Action The Impact of Economic Influences The Impact of Minority-Serving Institutions and Selective Institutions The Impact of Campus Environments The Impact of Institutional Agents The Impact of Psychological Factors The Impact of STEM-Specific Opportunity and Support Programs Conclusion Implications for Future Research, Policy, and Practice in STEM Education The Racial and Ethnic Minorities in STEM Model Implications for Future Research Implications for Future Policy Implications for Future Practice Conclusion Notes Appendix: The K–16 STEM Education Model References Name Index Subject Index About the Authors     

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Overview A Profile of Community College Faculty Full-Time Faculty Part-Time Faculty Conclusion Faculty Work in the Context of the Community College The Community College's Missions and Students Role Expectations for Full-Time Faculty Members Role Expectations for Part-Time Faculty In-Service Training and Professional Development Job Satisfaction Conclusion Dimensions of the Community College Faculty Career Preparation to Become a Community College Faculty Member Entry Requirements The Search Process Career Stages Conclusion Institutional Factors Affecting Community College Faculty Work Life Background Collective Bargaining Faculty Involvement in Shared Governance Other Institutional Factors Extrainstitutional Factors Affecting Work Life: Legislative Actions Conclusion Looking to the Future: The Status of Community College Teaching as a Profession Characteristics of a Profession and Professionalization Is Community College Teaching a Profession? Possible Future Influences on Faculty Professionalization Conclusion A Fresh Look at Community College Faculty Challenges in Understanding Community College Faculty Conclusions Note References Name Index Subject Index About the Authors     

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Considering the Third Sector: The New Prominence of For-Profit Higher Education Why Now? Taking Aim The Target Organization of the Volume From the Beginning: Development of For-Profit Higher Education in the United States Eras of For-Profit Higher Education The For-Profit Sector Today Institutional Diversity: Classification of the For-Profit Sector A New Classification Elements of the Classification Types of For-Profit Institutions Continuing Difficulties with Classification Shareholder Owners: Defining an Era History of Shareholder Institutions Current Owners Implications of the Wall Street Era Measure of Success: Students in the For-Profit Sector Historical Perspectives National Datasets Current Trends Student Outcomes Student Motivation, Experiences, and Campus Life Remaining Questions The Academic Mission: Teaching and Learning in the For-Profit Sector Curriculum Faculty Do Students Learn? External Approval: Accrediting the For-Profit Sector Background on Accreditation History Regional Accreditation For-Profit Accrediting Agencies Regional Accreditation of National Institutions Creating the Playing Field: State and Federal Regulation State Oversight Federal Oversight Diploma Mills Current Regulatory Issues Reflections and Future Direction Research Agenda Conclusion Notes References Name Index Subject Index About the Author     

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The Explosion of Distance Education Recent Growth of Distance Education The Digital Explosion Political Initiatives The Changing Marketplace Who Is Interested? Impact on Discussions of Quality What Is Ahead The Significance of “No Significance” State of the Art Recent Criticism of the Research The Critics Criticized What the Critics Reveal Summary Research Basics Source of Studies Absolutes Definitional Dragons Complexity of Research on Learning Theoretical Approaches Summary Research on Technology and Students The Role of Technology The Role of the Learner Summary Research on Faculty and Institutions The Role of Faculty The Role of Institutions Summary The Pursuit of Guidelines Using the Research You Have More Traditional Views The Latest Thinking in Accrediting Distance Education Comparing the Guidelines Faculty Tips and Guidelines Guidelines for Students Growing Acceptance and Criticism Summary Advice to the Confused New Quality Measures Other Models of Quality Attitudes About Quality Empowering the Consumer Using the Guidelines Responsibility for Quality Quality Education Conclusions