Public Research Universities: Recommitting to Lincoln's Vision - An Educational Compact for the 21st Century

This is the fifth and final report of "The Lincoln Project: Excellence and Access in Public Higher Education", an initiative of the American Academy of Arts and Sciences. Since it began its work in January 2013, the Lincoln Project has examined the causes and results of reduced state investment in public research universities. A distinguished and diverse project committee met frequently over the past three years to discuss the challenges and opportunities for these important institutions, which educate millions of students, support the cultural and economic vitality of their states, and generate research that creates new knowledge and technology. Project leaders also convened regional forums in Charlottesville, Virginia; Austin, Texas; Atlanta, Georgia; New York, New York; and Chapel Hill, North Carolina, to share ideas with leaders from academia, business, philanthropy, government, and the media. This publication is the culmination of the Lincoln Project committee's work. It draws from previous publications and presents new recommendations for stabilizing and strengthening public research universities at an inflection point in their history. This report calls on the federal government, state governments, corporations, foundations, philanthropists, and, of course, public research universities to come together -- to share responsibility for maintaining these institutions so that they continue to serve their states and the nation for generations to come

Report of the 2014 NSF Cybersecurity Summit for Large Facilities and Cyberinfrastructure

This event was supported in part by the National Science Foundation under Grant Number 1234408. Any opinions, findings, and conclusions or recommendations expressed at the event or in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation

A Case Study in Collaborative Efforts at Spartanburg Community College

The General Assembly of South Carolina radically changed the structure of secondary education with the enactment of the Education and Economic Development Act (EEDA) of 2005. A provision in the legislation requires post-secondary institutions to develop articulation agreements with secondary institutions in their service area(s). Traditionally, articulation agreements between secondary and post-secondary institutions have been few and far between. The question then becomes how articulation agreements are developed from the post-secondary perspective. Spartanburg Community College is one of the sixteen technical/community colleges in South Carolina. The development of articulation agreements is examined at Spartanburg Community College using the lens of path dependence, neo institutionalism, and resource dependency as a guide. History is used as a means of describing the process as a manifestation of the changing environment within Spartanburg County through time

Daily Eastern News: September 07, 1989

https://thekeep.eiu.edu/den_1989_sep/1003/thumbnail.jp

Daily Eastern News: September 07, 1989

https://thekeep.eiu.edu/den_1989_sep/1003/thumbnail.jp

Advancing Postsecondary Success for Men of Color through Policy and Systems Change

Completion of higher education is of particular value to men of color. Through this achievement, they unlock their own potential, improve their career options and lifetime earnings, and enable themselves to best contribute to their families and communities. Beyond individual benefits, completing a postsecondary education is important to the overall prosperity and vitality of our nation, better enabling communities to create, innovate, sustain, and persevere. The skills and experiences acquired through the completion of a higher education degree or credential help to strengthen the nation's labor force and economic systems and contribute to every part of our national fabric. Moreover, children whose parents hold postsecondary degrees have better health outcomes and educational advantages. Often, they maintain or improve upon the economic status of their parents. So, it stands to reason that an investment in increasing the number of boys and men of color who complete higher education is an investment in our future collective and societal well-being