The Quality imperative: Match ambitious goals for college attainment with an ambitious vision for learning

Facing an avalanche of evidence that the United States no longer leads the world in postsecondary attainment, educational leaders at all levels have begun a far-reaching effort to increase significantly the number of students entering and completing higher education. This is a top priority for the Obama administration, for policy leaders and philanthropy, and for colleges and universities. The Association of American Colleges and Universities welcomes and strongly supports the emerging national commitment to expand appreciably both access to college and successful completion. We are especially concerned that higher education provide equitable access and expanded opportunity for groups and communities that continue to seek full participation in the promise of American democracy. Taken alone, however, the headline terms for this effort—“Access and Completion”—threaten to perpetuate what this association has long described as a “dangerous silence” on the most fundamental question of all: what do college students need to learn and be able to do

Meeting Minutes

Meeting regarding American Association of State Colleges & Universities, mail services, salary savings and budget

Rising Expectations in Business Education

The article comments on the rising expectations in business education. It explains the term liberal education. It mentions the Liberal Education & America\u27s Promise Campaign launched by the Association of American Colleges & Universities in 2005. The article also notes that integrative learning is particularly relevant because it melds students\u27 professional and liberal educations

Winthrop Chosen to Participate in Student Growth Initiative

The Association of American Colleges and Universities has selected Winthrop University as one of 18 institutions to participate in a leadership project

Access Threatened: A Comparison of the 2003 and 2009 Recessions

State-level community college coordination and governance structures are highly varied across the 50 states. Some states have two separate governing boards, one for community colleges and another for the other public higher education institutions; others have one higher education governing and/or coordinating board for all public higher education institutions. A few states have one statewide board that coordinates elementary and secondary education and also coordinates community colleges. (Tollefson, Garrett, Ingram, & Associates, 1999). Despite these significant differences in structure and governance, members of the National Council of State Directors of Community Colleges (NCSDCC) are well-positioned to comment on issues of funding and access in their own sectors specifically, and other sectors of education including elementary and secondary, public regional universities, publicly controlled Historically Black Colleges and Universities (HBCUs), and public flagship universities as well. No sector of the American postsecondary system serves more students who are the first generation in their families to be enrolled in higher education, more racial and ethnic minorities, and more low income families than do the nation’s community colleges (American Association of Community Colleges website, 2010)

Meeting of Historians

"The 1925 meeting of the Pacific Coast Branch of the American Historical Association will be held in Seattle during the Thanksgiving Day recess of the colleges and universities.

Integrity in and beyond contemporary higher education: What does it mean to university students?

Research has focused on academic integrity in terms of students' conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility. We collected and analyzed qualitative responses from 127 students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university. Consistent with the current literature, our data showed that integrity was predominantly taken as "not plagiarizing (in school)/giving appropriate credit when credit is due (in the workplace)", "not cheating", and "completing tasks independently". The survey, though, also revealed further perceptions such as, in a university context, "not manipulating data (e.g., scientific integrity)", "being honest with others", "group work commitments", "conscience/moral ethics/holding true to one's beliefs", "being honest with oneself", "upholding a strong work ethic", "going against conventions", and "reporting others", as well as, in a workplace context, "power and responsibility and its implications", "professionalism", and "representing or being loyal to an organization". The findings suggest that some students see the notion of integrity extending beyond good academic conduct. It is worthwhile to (re)think more broadly what (else) integrity means, discover the gaps in our students' understanding of integrity, and consider how best we can teach integrity to prepare students for future challenges to integrity and ethical dilemmas

Meeting Minutes

Meeting regarding personnel issues, accreditation, retreat, American Association of State Colleges & Universities dues, faculty hiring procedures, part-time faculty benefits, equal treatment of students, fellowships and budget

UMM presence during AAC&U Conference in Washington, D.C.

Three administrators from the University of Minnesota, Morris will present during the Association of American Colleges and Universities (AAC&U) Annual Meeting in Washington, D.C., January 23-26

Fourth Annual Student Undergraduate Research Showcase Promises to Be the Largest Ever

Quick Facts Set for Friday, April 20, this year\u27s SOURCE will feature more than 250 students and projects, representing at least 30 departments and programs from all five colleges. SOURCE celebrates and encourages all facets of undergraduate research, which is considered a high-impact practice as identified by the American Association of Colleges and Universities