Spring 2023

Spring 2023 newsletterhttps://thekeep.eiu.edu/che_newsletters/1000/thumbnail.jp

Report of the Higher Education Study Commission [to the Governor and the General Assembly of Virginia]

This 1965 Report of the Higher Education Commission, appointed by Governor Albertis S. Harrison, Jr., was created to review higher education in Virginia to be used as a basis for long-range planning by the Commonwealth of Virginia. The Commission was led by Senator Lloyd C. Bird and supported by the staff of the State Council for Higher Education. Divided into eleven sections, this 200-page report details information including geographical location of students, library services, and different instructional services.https://scholarscompass.vcu.edu/vcu_books/1005/thumbnail.jp

Tribal Colleges: An Introduction

Tribal Colleges were created over the last 30 years in response to the higher education needs of American Indians, and generally serve geographically isolated populations that have no other means of accessing education beyond the high school level. They have become increasingly essential to educational opportunity for American Indian students, a status they have achieved in a relatively brief period of time. Tribal Colleges are unique institutions that combine personal attention with cultural relevance, in such a way as to encourage American Indians—especially those living on reservations—to overcome the barriers in higher education

Collaborative Development of Open Educational Resources for Open and Distance Learning

Open and distance learning (ODL) is mostly characterised by the up front development of self study educational resources that have to be paid for over time through use with larger student cohorts (typically in the hundreds per annum) than for conventional face to face classes. This different level of up front investment in educational resources, and increasing pressures to utilise more expensive formats such as rich media, means that collaborative development is necessary to firstly make use of diverse professional skills and secondly to defray these costs across institutions. The Open University (OU) has over 40 years of experience of using multi professional course teams to develop courses; of working with a wide range of other institutions to develop educational resources; and of licensing use of its educational resources to other HEIs. Many of these arrangements require formal contracts to work properly and clearly identify IPR and partner responsibilities. With the emergence of open educational resources (OER) through the use of open licences, the OU and other institutions has now been able to experiment with new ways of collaborating on the development of educational resources that are not so dependent on tight legal contracts because each partner is effectively granting rights to the others to use the educational resources they supply through the open licensing (Lane, 2011; Van Dorp and Lane, 2011). This set of case studies examines the many different collaborative models used for developing and using educational resources and explain how open licensing is making it easier to share the effort involved in developing educational resources between institutions as well as how it may enable new institutions to be able to start up open and distance learning programmes more easily and at less initial cost. Thus it looks at three initiatives involving people from the OU (namely TESSA, LECH-e, openED2.0) and contrasts these with the Peer-2-Peer University and the OER University as exemplars of how OER may change some of the fundamental features of open and distance learning in a Web 2.0 world. It concludes that while there may be multiple reasons and models for collaborating on the development of educational resources the very openness provided by the open licensing aligns both with general academic values and practice but also with well established principles of open innovation in businesses

Chairs of Excellence Annual Report 2017

https://digitalcommons.memphis.edu/govpubs-tn-higher-education-commission-academic-programs-workforce-reports/1023/thumbnail.jp

2023 Higher Education County Profile, Hamilton County

https://digitalcommons.memphis.edu/govpubs-tn-higher-education-commission-higher-education-county-profiles/1007/thumbnail.jp

Articulation and Transfer in Tennessee Higher Education 2016-2017

https://digitalcommons.memphis.edu/govpubs-tn-higher-education-commission-academic-programs-workforce-reports/1005/thumbnail.jp

Improving the Pipeline for Tennessee\u27s Workforce, Academic Supply for Occupational Demand Report 2022

https://digitalcommons.memphis.edu/govpubs-tn-higher-education-commission-academic-programs-workforce-reports/1009/thumbnail.jp