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The Academic Workplace
SPRING 1998 — VOLUME 9, NUMBER 1 In This Issue
To Our Readers: Look for our special NERCHE 10th Year Anniversary issue in Fall, 1998.
Letter from the Director
When we began looking for a cartoon to anchor this issue of The Academic Workplace devoted to students, we found students pictured as
slackers, boozers, and moneymad. These pictures of students, even if they are drawn in baggy pants and nose rings, are somehow familiar. Where have we seen them before? In
movies and television, novels and stories about "Fun College." At Fun College, students exist in a world of their own. They hang around sloshed
with their friends, looking for the next party. Almost always they are very young, well-off, nicelooking — and white.
Every once in a while they crack a book at the last minute for some pesky exam, and occasionally they take in a play or concert.
What's missing from this picture? Faculty. Classrooms. Administrators. Staff. And the real lives of students. Now it is true that surveys and too
many sad stories show that large numbers of students are drinking themselves to oblivion and even death. But the Busby Berkeley image of
Fun College does a disservice not only to all of us who labor in colleges and universities; it does a disservice to the students who study in them. In
this picture I do not find the single parent who is juggling day care, a job or two and a fulltime courseload. I do not find the impoverished youngster
who made it through a lousy high school and a brokendown neighborhood. Nor do I see the tens of thousands of students working in
soup kitchens, shelters for AIDS victims, or in demonstrations in support of affirmative action. There are aspects of students that are not in the cartoons, news and
entertainment media. For instance, 26 percent of undergraduates nowadays are minority, and 42 percent are 25 years old or older (NCES,
1996). Fortyfive percent are the first in their families to attend college (The Education Resources Institute,1997). Despite enormous obstacles, these
students struggle on in the colleges and universities across the country. Even at Fun College, on a weekday anyway, you will find students in
classes, in the library, talking to faculty, working at their computers. The featured article in this issue of The Academic Workplace by Lee
Burdette Williams tells the stories of students through images. A poetically written piece, "Simple Truths and Complicated Lives:
Understanding Students and Their Stories," is hardly about Fun College. We can see the faces of the students with whom she works, and theirs
are the struggles of the "real" world -- sexual abuse, homophobia, family problems, and overwork. She reminds us of the complexity of these
students' lives, and in the process reminds us of the complexity of ours. Bright College Years: Inside the American Campus Today by Anne
Matthews treats all of us together --- students, faculty and administration. In Janice Green's review, this book provides ammunition to critics of higher
education for "many unpleasant realities," but it also presents the complicated circumstances of life on campuses today. For the past ten
years, NERCHE has engaged these circumstances and the people who labor within them -- unsung heroes whose work has been inspired by
explorations of the realities of life -- both on campus and off. Our think tanks, funded projects and outreach generate ample evidence to counter
the tabloid images of students and higher education in general. As more colleges and universities look to the outside world to
demonstrate their value and to help improve civic life in America, they would do well to also look closely at their students. For it is the students,
after all, who are most intimately connected to the outside world, and they bring that world into our institutions, like it or not. If families are having
trouble making ends meet, we can be sure that students will be having the same trouble. If workers are anxious about the security of their jobs, so
will our students be. If community and civic life are in a state of flux in this country, our students will reflect these shifts. It is a conceit of ours,
perhaps, to think that once they enter our campuses, they leave the world behind. We have much to learn from them about the state of the society, if only we know how to look and ask. Zelda F. Gamson SIMPLE TRUTHS AND COMPLICATED LIVES:
UNDERSTANDING STUDENTS AND THEIR STORIES
by Lee Burdette Williams, Senior Research Associate, Division of Student Affairs and Adjunct Assistant Professor, College of Education, Appalachian State University Legal Issues Seminars
On April 9, NERCHE Associate, Nancy Thomas, JD, EdD, will offer a seminar to think tank members and their guests about the role of legal
counsel in developing policies and procedures to head off potential litigation. The session is designed as a working group for participants, who
are invited to bring specific cases from their campuses. The premise of this seminar is that attorneys should practice preventive law as an ongoing
process of education and legal counseling in order to address issues and potential problems before a crisis hits. The topic will be students,
including academic and nonacademic conduct, student rights and responsibilities, the catalog as contract, and tort liability.
This seminar is the second in a series that began last fall with a discussion of legal issues pertaining to faculty. Think tank members and
guests explored promotion, tenure, peer review, and post tenure review, using instances from their own campuses.
Come join us for coffee, conversation, and a chance to catch up with and meet new colleagues from around New England. Contact NERCHE for more information.
The New England Resource Center for Higher Education is devoted to strengthening higher education's contributions to society through
collaboration. It does this by working on a continuing basis with colleges and universities in New England through think tanks, consultation,
workshops, conferences, research, and action projects. On a postit note near my desk is a scribbled reminder to myself. It is a
quote from Robert Kegan, the developmental theorist: "Greater than the inequality of social class or achievement test scores is the unequal
capacity of students to interest others in them." It is a prompt, a blinking cursor, that helps me keep my place in my
daytoday interactions with students. I am new to this campus, and I watch the students with awe, wondering just how many variations of
hairstyle and color exist on earth, how many pieces of jewelry a single face can hold. I like them, for the most part. They are an interesting assortment, drawn
here to this institution by its beautiful surroundings as often as its academic offerings. Some are very, very intelligent. Some probably struggle with the University's bus route schedule.
And their lives are complicated. That is my mantra — the words I say to myself that help me be patient, curious, compassionate. I cannot possibly
know the struggles they deal with everyday, or the stories they bring with them to this campus. Recently, I was in a retreat with a group of peer
diversity educators. We did a familiar exercise: "Lifelines." Each student illustrated the important points of his or her life on a piece of newsprint,
and then narrated it for the others. As I have so many times, I listened with amazement. One student spent the first seven years of her life in
Vietnamese refugee camps, waiting for church sponsorship to bring her and her family to the United States. Another had been a model youth in his fundamentalist church — selected
"Youth of the Year" repeatedly, even garnering the award on a national level one year. At the age of 19, though, his sexual orientation, which was
not exactly in keeping with church teachings, was discovered by church members. He was forced to write letters of apology to various groups, and
then was dismissed from the church that had "nurtured" him since he was a toddler. A third student has been pursued by the 40year old father of a friend who
insists that he loves her and wants to marry her. His pursuit began when she was 16, and has yet to cease, despite a restraining order.
In her recent book, Bright College Years, Anne Matthews writes that "college students today seem immature in some ways, very old in
others." What I find so interesting is that often those adjectives describe the same student. The historian Helen Lefkowitz Horowitz is a little more
detailed: "Young people have come to college from widely divergent backgrounds and with very different life histories...[and] bring to their
higher education a great deal of baggage from their short pasts." It is this baggage that is easy for us to lose sight of amid the complexities
of our own lives. My own professional life is bifurcated: I spend part of my time in the classroom, playing the traditional role of professor, and part of
it as a student affairs administrator, advising students and student groups, planning leadership activities, helping out with the occasional program.
The latter part of my professional existence provides me with numerous informal opportunities to learn about my students.
One week I had occasion to have long conversations with three different students. Each is a student one might pass by in a hallway, sit beside in
a campus coffeehouse, buy a book from in a campus store. There is nothing about any of them that demands attention from the busy faculty
member or administrator. They're just going about their lives and their education, with minimal fanfare. Each is unique, like all of our students. Each is very much like all of our students.
There is Lydia, whom I have met through several student groups. She is a tall, gregarious AfricanAmerican woman. I knew this about her before: she
is a Resident Assistant, a lesbian, Jewish, intelligent, motivated. After a long discussion, I learned the following: she is majoring in music industry
studies with a concentration in studio management. She has a 3.6 GPA. She is an accomplished classical guitarist. She is working on her second
bachelor's degree, having completed a B.S. in chemistry at another college, graduating at the age of 19. She took a year off after that
experience to travel around Europe, working in bars and coffeehouses to support herself. She is involved in half a dozen student organizations,
playing a leadership role in several. She is determined to succeed in the cutthroat New York music business upon her graduation in May and has
already lined up a summer internship with Sony in London. There is Eric, kind and thoughtful, conscientious, a fraternity member and
an officer in a club I advise. I knew these things. And then he told me about his alcoholic father who has been in the hospital for a month with
diabetesrelated problems, who has been downsized from jobs twice, and was unemployed for a year, with whom Eric has a strained relationship
("It's more like a business transaction," he told me). He told me about his mother, edging toward a nervous breakdown because of the stress of her
husband's illness, job uncertainty, and generally bad behavior. He told me about moving often as a child, which he feels has prepared him for a
career in marketing and sales. He can talk with anyone, he believes, and as proof told me proudly about his success as a waiter at the Olive
Garden, where he routinely was the best at selling desserts and other "addons" to his customers. He told me too that he has many women
friends, because he understands that "girls sometimes just want to talk about their problems, and most guys, when they hear them, want to fix
things. But they don't always want things fixed. They just want someone to listen." I found myself inordinately pleased to hear such wisdom from a
college junior, a fraternity member, a child of a demanding alcoholic. And then there is Ellen, whose description of her life left me vowing never
to call myself "busy." She is a fulltime student, married to another fulltime student. The two of them reenrolled together, fifteen years after
the first time they started together, leaving a year before finishing to get married and go to work. They are also parents of five children, ranging in
age from seven to fourteen, soccer players and a cheerleader among them. Ellen is a 38year old honor student, a scholarship winner, president
of the management honor society. She is on schedule to graduate with a degree in human resource management in May, along with her husband, a
history/philosophy double major. She can then return to some semblance of a reasonable life with her children, who have, by her admission, "eaten
a lot of microwave meals." And, she hopes, she will have the employment opportunities she desires, opportunities that will offer her children a better financial future.
Ellen's professors are unlikely to know much about her life. "I hate excuses," she says, "but sometimes I wonder if they think I don't care
because I haven't done the reading." For that matter, few of Eric's or Lydia's professors are likely to know what I have learned about them, and
not because faculty are an uninterested and unfeeling lot — often the opposite is true. Sometimes it is just plain difficult to find the time and the
opportunity to learn so much about so many students, beyond one's advisees (and sometimes even those students are walking black boxes).
At the beginning of each semester, I look out at a sea of mostly unfamiliar faces, trying to match name and body, hoping they remain in the same
seat long enough for me to memorize their names. I have, at that moment, a hundred things on my mind — the details of my syllabus, the
unregistered students seeking a seat, the reading packet's availability at the print shop. I am wondering if I will like this class. Will they like me?
Will the new material I've decided to cover resonate with meaning and pull them into this arena with enthusiasm? Or not? I have no time, I think, to
ponder their existence as individuals, to consider my responses to their inevitable requests ("I work until 5:00 and can't get here until about 5:30;"
"I'm going to have to miss three classes because of family commitments," "I have a learning disability, and need extra time on my exams.").
And yet behind each face in this room is a story, a life whose complexities I can barely begin to understand at this point. They are
plugging away, just like I am, trying to make their way in the world. In some ways, they offer me more than I'll offer them. I am mindful of what
Parker Palmer says in his thoughtful treatise, To Know As We Are Known, that educators must have humilitythat "humility is the virtue that
allows us to pay attention to 'the other' — be it student or subject — whose integrity and voice are central to knowing and teaching in truth."
I try to find that humility as I stand in front of them. It's not all that hard, really. These students teach me. They instruct me about a summer spent
working in Poland, training for and just missing a spot on an Olympic team, raising a disabled child as a single mother, losing a sibling to
suicide. They teach me also about my colleagues, because I try and ask them, when they stop by my office, to tell me what they are learning in
their other classes. I learn about DNA experiments, recentlyuncovered scrolls, new methods of earthquake prediction.
They remind me that I am one link in the chain of their education, and this means I am linked to all others in this community of educators. Here we
are, held together by the lives of our students — lives incredibly fragile, remarkably hardy, complicated and challenging, ours to know and understand for the asking.
. . . it is just as easy, sometimes, to overlook their baggage, to remain unaware of the delicate balances they maintain, the frustrations and
heartaches and incredibly complicated responsibilities and burdens some of them shoulder. Lee Burdette Williams,
Senior Research Associate, Division of Student Affairs and Adjunct
Assistant Professor, College of Education, Appalachian State University They remind me that I am one link in the chain of their education, and this
means I am linked to all others in this community of educators. Funded Projects
Letter from the Director
Program on Faculty Professional Service and Academic Outreach
NERCHE's Program on Faculty Professional Service and Academic Outreach takes a comprehensive look at faculty as providers of service to
the community. Currently, the Program consists of three projects that address 1) the need for campus infrastructure to support and channel
faculty service 2) the need for training and skills in working with community groups, and 3) the need for documentation to capture the
scholarly nature of this work. The Program's University of Massachusetts Boston Advisory Council comprises faculty and administrators with a
strong commitment to the institution's urban mission and faculty professional service. The Council reviews the work of the Program,
comments on research results and policy implications and suggests future directions for work. Members are Ellie Kutz, Graduate College of
Education; Barbara Luedtke, Anthropology; Jean MacCormack, Administration and Finance; Ismael RamirezSoto, College of Public and
Community Service; Elizabeth Sherman, Women in Politics and Government; Lee Teitel, Graduate College of Education; Marion Winfrey,
College of Nursing; Robert Woodbury, John W. McCormack Institute of Public Affairs.Faculty Professional Service Project
The Faculty Professional Service Project is the cornerstone of all of NERCHE's work with academic outreach and focuses on the structures
and policies that support this work. See NERCHE News for information about recent publications based on the Project's research. Project staff
are expanding alliances with regional Campus Compacts: this fall, with Maine Campus Compact, we established a think tank for chief academic
officers involved in faculty professional service in Northern New England. We also participated in a peer review process for the Massachusetts Campus Compact AfterSchool Grant Program.
Project Colleague
Project Colleague Associates and staff met for four days at a retreat last summer to design workshop curricula. Part institute and part studio, the
group devised experiential exercises, cases, and assessment tools for two new workshops: "Building CollegeCommunity Partnerships" focuses
on developing and refining skills for creating effective community partnerships. Using case studies, this workshop takes faculty and
administrators through a carefully designed series of steps from identifying "the community" to negotiating agreements and carrying out projects in
partnerships with external groups and organizations. "Instituting a Faculty Service Project" helps faculty and administrators build interinstitutional
alliances, training them as community organizers on their own campuses. Participants learn how to build longterm support and garner resources for
community based projects. Faculty Associates presented this latter workshop to 30 faculty and administrators in a preconference session at
the January 1998 American Association of Higher Education Forum on Faculty Roles and Rewards Conference. Portfolio Project
The first phase of the Kellogg Foundation financed project on the documentation of faculty professional service will culminate in a guide for
faculty and administrators working on institutional policies and procedures regarding faculty professional service. The guide will feature the service
portfolios of the sixteen participating faculty members set in a context of chapters about documentation and evaluation by project directors, Amy
Driscoll, of Portland State University, and NERCHE's Ernest Lynton. Rather than offering a blueprint for documentation, the guide will suggest a
range of approaches to developing portfolios. The next phase of the Project involves dissemination through regional conferences and
workshops for institutional teams, onsite technical assistance, and presentations at national meetings of disciplinary and other professional associations.
For more information on the Program on Faculty Professional Service and its projects, contact Cathy Burack, Project Director, at (617) 2877745. Sponsors
The New England Resource Center for Higher Education has received support from the Graduate College of Education, the Office of Graduate
Studies and the Division of Continuing Education at the University of Massachusetts Boston; Pew Charitable Trusts, the Exxon Education
Foundation, Kellogg Foundation, Mellon Foundation, The Education Resources Institute; John S. and James L. Knight Foundation and anonymous gifts. Eileen Kenneally References:
Horowitz, H.L. (1987). Campus Life. Chicago: University of Chicago Press, p. 11. Kegan, R.(1982). The Evolving Self. Cambridge: Harvard University Press, p. 19.
Matthews, A. (1997). Bright College Years. New York: Simon and Shuster, p. 199. Palmer, P. (1983). To Know as We Are Known. San Francisco: Harper Collins, p. 108. Think Tanks
This year, the Academic Affairs Think Tank is examining the relationship
between higher education and society under the rubric, "University as Citizen." The group, led by Zelda Gamson, of NERCHE, and Joseph
Mark, Dean of the College at Castleton State College, spent its first meeting mapping the territory to be covered for the year.
Members read selected articles from the January/February 1997 issue of Change, "Higher Education & Rebuilding Civic Life," which stimulated a
robust and wide ranging conversation. Using a case study, the group discussed the fundamental role of colleges and universities as corporate
citizens, the ways in which higher education should and should not relate to various publics, and the specific approaches it uses to prepare students
to become active in civic life. All agreed that university/community collaboration is a twoway street, in which the assets of both universities
and communities must be treated equally and respectfully. Members debated the question of whether and how colleges and universities
embrace student community service. There was consensus on the importance of helping students make connections between what they
learn in the classroom and the rest of their lives. This question is reflected, as one member pointed out, in the debate within the disciplines between pure and applied research.
Such observations led the group to consider institutional cultures at their second meeting, led by Ann Lydecker, Provost and Vice President for
Academic Affairs at Bridgewater State College, and Louis Manzo, Academic Vice President and Dean at Stonehill College. In preparation for
this discussion, members read selected articles from the Summer/Fall 1997 issue of the Educational Record, entitled, "College & Character:
Preparing Students for Lives of Civic Responsibility." Among the questions that the group explored were: How does the culture
of your institution shape the discussion of its role as citizen? Does your curriculum, especially your general education curriculum, attempt to
prepare students for civic engagement? What is the "hidden curriculum" that might influence students' engagement in civic life? How do we, as
senior academic officers, engage the faculty on these issues? Is there a conflict between preparing students for civic engagement and the
disciplinarybased research culture so many faculty bring with them? Future meetings will focus on subjects such as faculty professional
service and outreach, initiating new public service programs, building partnerships with colleges, universities and community groups, and policy
implications of higher education's role in society. Members of the Academic Affairs Think Tank 19971998
Michael A. Baer, Provost & Senior Vice President for Academic Affairs, Northeastern University; Luke Baldwin, Provost, Lesley College; Selma
Botman, Vice President for Academic Affairs, University of Massachusetts; David Buchdahl, Academic Dean, Community College of
Vermont; Theodore DiPadova, Dean, College of Arts & Sciences, University of New England; Carol Eaton, Academic Dean, Manchester
CommunityTechnical College; Walter Eggers, Provost & Vice President for Academic Affairs, University of New Hampshire; Malcolm Forbes, Vice
President for Academic Affairs, Roger Williams University; Zelda Gamson, NERCHE; Edward Glynn, Provost & Chancellor, Academic Affairs,
University of Massachusetts Boston; Hannah Goldberg, Provost & Academic Vice President, Wheaton College; Robert Golden, Vice
President for Academic Affairs, Keene State College; Albert Hamilton, Vice President for Academic Affairs, Salem State College; David Harnett,
Provost & Vice President for Academic Affairs, Sacred Heart University; Nancy Hensel, Vice President for Academic Affairs & Provost, University
of Maine at Farmington; Sue Ann Huseman, Vice Chancellor for Academic Affairs, University of Maine; Steven Ingram, Dean of Academic Affairs,
Vermont Technical College; David Kale, Vice President for Academic Affairs & Academic Dean, Eastern Nazarene College; Bonnie Kind, Vice
President for Academic Affairs, Worcester State College; Lanny Kutakoff, Vice President & Dean of the College, Dean College; Mark Lapping,
Provost & Vice President for Academic Affairs, University of Southern Maine; William Lopes, Senior Vice President for Academic Affairs,
Westfield State College; Ann Lydecker, Provost & Vice President for Academic Affairs, Bridgewater State College; Louis A. Manzo, Academic
Vice President & Dean, Stonehill College; Tamar March, Dean of Educational Programs, Radcliffe College; Joseph Mark, Dean of the
College, Castleton State College; Janet Schulte, Vice President & Academic Dean, Bradford College; George Smith, Academic Vice
President & Dean, Maine College of Art; Charmian B. Sperling, Provost & Dean of Faculty, Middlesex Community College; Paul Tero, Dean of
Academic Affairs, Lyndon State College; John Weston, Vice President for Academic Affairs, Newbury College The Associate Academic Deans Think Tank, coled by NERCHE's
Deborah Hirsch and Milton Kornfeld, Associate Dean at Brandeis University, has often focused on associate deans as mediators between
academic administration and faculty, and among, faculty, administrators and students. This fall the group concentrated on the latter, considering
the associate dean's role in articulating or translating institutional and curricular goals for students. At the first meeting, the group looked at the state of general education on
their campuses, and, specifically, how general education goals get interpreted to students. In contrast to findings published in the National
Association of Scholars report last spring, many think tank members reported that general education is alive and well on their campuses.
Richard Weeks' article, "The Academic Major As a Model for General Education" provided a context for a discussion in which members
described new efforts to examine general education, create new programs, and reinvigorate existing core curricula. Not surprisingly, they found that
the keys to communicating the value of the general education core to students are advising and facilitating student reflection on their educational
experience. Central to the discussion was the importance of curricular coherence that conveys the implicit value of general education to
students, and combats the perception that general education is merely a set of distribution requirements. In December, Malcolm Hill, Associate Dean of Undergraduate Affairs at
Northeastern, led the group in an exploration of "learning communities" as a methodology for creating collaborative educational environments for
students and faculty. Among the readings for this session was "Creating Learning Communities" by Roberta Matthews, Barbara Leigh Smith, Jean
MacGregor, and Faith Gabelnick. Mark Freeman detailed Holy Cross' First Year Program which thematically joins courses with outofclass
experiences. Other members described programs such as conceptually linked courses, residences organized around intellectual themes and
common courses, block scheduling, and capstone courses which effectively create community and enhance the intellectual culture of the college.
In February, Susan Lane, Associate Dean at Lesley College's School of Education and Diane D'Arrigo, Assistant Dean at the University of
Massachusetts Boston's Graduate College of Education, led the group in a discussion of leadership roles of associate deans and the strategies that
they employ to create linkages across the institution. Members of the Associate Deans Think Tank 19971998
MaryAnn AlexanderEllis, Associate Dean, School of Undergraduate
Studies, Lesley College; Connie Bosse, Associate Dean, Babson College; Casey CoakleyKopec, Associate Dean of the Colleges, Tufts University;
Diane D'Arrigo, Assistant Dean, Graduate College of Education, University of Massachusetts Boston; Thomas Edwards, Associate Academic Dean,
Castleton State College; Mark Freeman, Associate Dean of the College, College of the Holy Cross; Carol Hurd Green, Associate Dean, Arts &
Sciences, Boston College; Malcolm Hill, Associate Dean of Undergraduate Affairs, Northeastern University; Deborah Hirsch, NERCHE;
Wendy Hirsch, Associate Dean, Bennington College; Milton Kornfeld, Associate Dean for Academic Affairs, Brandeis University; Susan Lane,
Associate Dean, School of Education, Lesley College; Dorothy Laton, Associate Dean for Undergraduate Studies, Assumption College; Myra
Lerman, Director of Undergraduate Affairs, Sawyer School of Management, Suffolk University; David Levinson, Associate Dean for
Social & Behavioral Sciences, Massachusetts Bay Community College; James McCroskery, Associate Dean, Faculty of Arts & Sciences, Rhode
Island College; Victoria McGillin, Dean, Wheaton College; Robert Martin, Dean, Undergraduate Studies, Westfield State College; Sandy
MillerJacobs, Interim Dean for Academic Personnel, Fitchburg State College; Lois Nuñez, Associate Dean, Academic Affairs, Sargent College,
Boston University; Sr. Mary Daniel O'Keeffe, Associate Dean, College of Arts & Sciences, Boston College; Melissa Read, Dean for Advising &
Academic Support, Dean College; Sarah Rockett, Assistant Academic Dean, University College, University of Rhode Island; Gwendolyn
Rosemond, Associate Dean, Academic Advising, Salem State College; John Tumiel, Assistant Dean, College of Arts & Sciences, University of
New England; John Waggett, Associate Academic Dean, Trinity College; Jean Woodbury, Assistant Dean for Academic Affairs, Framingham State College
The Department Chairs Think Tank is led this year by Janice Green, NERCHE Senior Associate, and Nancy White, Chair, Social Sciences
Division, Pine Manor College. Membership has increased both in size and institutional diversity, with representation from specialized institutions and
community colleges. This year, the group will focus on the department chair's role relative to campus constituencies, such as academic administration and junior faculty.
At its first meeting, members discussed the topic, "The Department Chair and the Dean: Allies or Antagonists." The group grounded this discussion
in an article by Robert Diamond, "What is Takes to Lead a Department," and the April 1996 issue of Pew's Policy Perspectives, dealing with shared
governance. Issues raised included the chair's role as interpreter of institutional directives and mediator between administration and
department. Among the questions that members tackled were: Is the chair's first obligation to the administration or to the department? How can
the chair reconcile departmental priorities with conflicting institutional directions? What is the chair's role as interpreter of administrative policies and directives?
At the following meeting, guest speaker, JoAnn Moody, Vice President of the New England Board of Higher Education and NERCHE Visiting Fellow,
facilitated an examination of the chair's role as mentor and monitor of newly appointed women and minority faculty. The group considered both
the departmental and institutional role in mentoring these faculty. JoAnn has published extensively on the topic of assisting junior faculty, in
particular, women and minorities, in coping with the stresses and demands of their new positions. Especially helpful to the conversation was
her forthcoming article, "Helping Junior Faculty, Especially Nontraditional Newcomers, Thrive." A round robin discussion of cases highlighting specific departmental
problems lead to identification of the topic for the next meeting, "Managing Conflict Within the Department," led by Donald Armfield, Chair of the
Sociology Department at Bridgewater State College. Department Chairs Think Tank 19971998
Donald B. Armfield, Chair, Sociology & Anthropology, Bridgewater State
College; Barbara Beaudin, Chair, Math & Science, Hillyer College, University of Hartford; Diana Brigham Beaudoin, NERCHE; Gail Carney,
Director of Undergraduate Education Programs, Women's College, Lesley College; Jacque Carter, Chair, Life Sciences, University of New England;
Charles Combs, Chair, General Education, Berklee College of Music; Iain Crawford, Chair, English, Bridgewater State College; Ronnie Elwell,
Director of Human Services & Social Sciences, Lesley College; Elaine Francis, Chair, Special Education, Fitchburg State College; Donna Jean
Fredeen, Chair, Chemistry, Southern Connecticut State University; Don Gorder, Chair, Music Business/Management, Berklee College of Music;
Robert Gerst, Chair, Critical Studies, Massachusetts College of Art; Janice Green, NERCHE; John M. Hancock, Chair, Behavioral Sciences,
Fitchburg State College; Ruth Hannon, Chair, Psychology, Bridgewater State College; Ronald M. Jarret, Chair, Chemistry, College of the Holy
Cross; Ellen Kosmer, Chair, Visual & Performing Arts, Worcester State College; Tony Laramie, Chair, Economics, Merrimack College; Barbara
Larson, Chair, Anthropology, University of New Hampshire; Barbara J. Maccarone, Chair, Computer & Information Sciences, North Shore
Community College; Robert Owczarek, Chair, Arts & Communication, Pine Manor College; James Phillips, Chair, Biology, Westfield State
College; David Tanner, Acting Director, Division of Arts & Sciences, Massachusetts College of Pharmacy & Allied Health Sciences; Nancy
White, Chair, Social Sciences Division, Pine Manor College; Kathy Yardley, Chair, Elementary/Early Childhood Education,
University of Maine at Farmington
The Student Affairs Think Tank, coled by Tammi Lenski, Interim Vice President for Student Affairs, Trinity College of Vermont, and NERCHE's
Cathy Burack, is exploring the theme, "Leadership/Management Strategies: Ways to Improve Effectiveness in Achieving Outcomes." At the
first meeting, the discussion, facilitated by Karen Haskell, Dean of Students, Roger Williams University, centered on enrollment management
and student retention. Several members described collaborations with outside consultants, such as NoelLevitz and Vincent Tinto, to identify
atrisk students as well as programs to serve them. The group also stressed the importance of broad institutional, and especially faculty,
involvement in retention efforts. One campus has formed an "Enrollment Cabinet" of representatives from various parts of the institution in order to
make retention an institutional issue. This year the Student Affairs Think Tank inaugurated a new series: "Mini
Topics in the Management of Student Affairs." These short, focused discussions target specific management issues, and the first, led by Judy
Ryan, Vice President for Student Development at the University of Southern Maine, concerned the pros and cons of outsourcing services such as food, health and counseling.
At the second meeting, the discussion, facilitated by Elizabeth True, Assistant Dean for Campus Life at Castleton State College, dealt with
leadership and management strategies regarding diversity. In advance of the meeting, members read "Why Diversity is a Smokescreen for
Affirmative Action," by Samuel L. Myers, Jr. and "Diversity, Walk the Walk, and Drop the Talk," by Clifford Adelman. Members discussed
recent diversity issues on their campuses — their intended and unintended outcomes and the leadership and management challenges
that arise. The conversation ranged from identifying problem areas to suggesting specific ways to foster relationships within and beyond the
institution. During the mini topic segment, led by Leila Moore, Vice President for Student Affairs at the University of New Hampshire,
members looked more closely at the problems and benefits inherent in building coalitions with external community groups.
Next on the agenda for the Student Affairs Think Tank is benchmarking — using data from peer institutions to inform organizational decisionmaking — as a leadership/management tool.
Members of the Student Affairs Think Tank 19971998
Sue A. Alexander, Dean of Students, Wheaton College; Doris Arrington,
Dean of Students, Capital Community Technical College; Denise Bilodeau, Vice President of Student Affairs, Endicott College; Cathy
Burack, NERCHE; Ron Chesbrough, Dean of Students, Johnson State College; Anne Fitzmaurice, Dean of Students, University of Hartford;
Marlene Godfrey, Dean of Students, Lesley College; Richard Hage, Dean of Student Affairs, Plymouth State College; John Halstead, Vice President
for Student Affairs, University of Maine; Karen Haskell, Dean of Students, Roger Williams University; Barbara Hazard, Dean of Students, University
of New England; Delina Hickey, Vice President for Student Affairs, Keene State College; Joseph Horton, Dean of Students, St. Anselm College;
Joyce Judy, Dean of Student Services, Community College of Vermont; Mary Kay Kennedy, Vice President for Student Affairs, Champlain
College; Sharon Kipetz, Dean of Students, University of Connecticut; Cindy Kozil, Vice President for Campus Life, Dean College, Tammy
Lenski, Acting Vice President for Student Affairs, Trinity College of Vermont; Tim Maciel, NERCHE; Leila Moore, Vice President for Student
Affairs, University of New Hampshire; Sheila Murphy, Dean for Student Life, Simmons College; Marva Perry, Vice President for Student
Development, Wheelock College; Charles Ratto, Vice President of Student Affairs, Fitchburg State College; Karen T. Rigg, Vice President for
Student Affairs, Northeastern University; Patricia Rissmeyer, Dean of Students, Emmanuel College; Janet Robinson, Vice Chancellor of Student
Affairs, University of Massachusetts Boston; John Rubino, Dean of the College, Husson College; Judy Ryan, Vice President for Student
Development, University of Southern Maine; T. Neil Severance, Dean for Student Affairs, Rhode Island School of Design; Maureen Smith, Vice
President/Dean of Student Affairs, Laboure College; Elizabeth True, Assistant Dean for Campus Life, Castleton State College; Constance
Wilds, Dean of Students Affairs, Western Connecticut State University NERCHE is pleased to announce a new think tank, created in partnership
with the Maine Campus Compact. The Northern New England Think Tank for chief academic officers is designed to improve collaboration and build
expertise among top administrators who are interested in community outreach. The think tank is part of a larger initiative by the Maine and New
Hampshire Campus Compacts to advance faculty service and servicelearning in rural areas. As faculty professional service and student
servicelearning become more significant aspects of faculty work and the curriculum, issues arise about the nature of service scholarship; levels of
institutional support; promotion and tenure procedures; and impact on student learning. Through examination of these issues, the think tank
aims to increase institutional support for faculty endeavoring to integrate service with academic study and scholarship.
The group, coled by Nancy Hensel, Vice President of Academic Affairs and Provost, University of Maine at Farmington and NERCHE's Cathy
Burack, selected "The Role of Faculty With Respect to Community Engagement" as its first theme. At the inaugural meeting, hosted by
Bates College, members took a general tack, exploring the question, Why Service? The group discussed the multiple meanings of and motivations
for service from the unique perspectives of their campuses. There was strong agreement about the transforming effect of service on student
learning and faculty work. More problematic was the question of how institutions endorse service activities. Some members reported that
institutional support for service is sometimes weak or uneven on their campuses. At its next meeting, the group will turn to support for faculty
service, specifically, faculty workload, reward and evaluation systems. The meeting will be hosted by Central Maine Technical College and facilitated
by Betty Robinson, Dean of Lewiston Auburn College. Members of the Northern New England Think Tank 19971998
Janice Blankenstein, Assoc. Vice President of Academic Affairs, NH Community Technical CollegeNashua; Richard Borden, Academic Dean,
College of the Atlantic; Cathy Burack, NERCHE; Karin Cogswell, Vice President for Academic Affairs, Hesser College; Timothy Crowley, Vice
President, Northern Maine Technical College; Martha Crunkleton, Vice President for Academic Affairs, Bates College; Theodore DiPadova,
Academic Dean, University of New England; Walter Eggers, Provost & Vice President, Academic Affairs, University of New Hampshire; Douglas
Gelinas, Vice Provost for Undergraduate Education, University of Maine; Dan Goehring, Provost, Unity College; Susan Henderson, Assoc. Vice
President, Academic Affairs, New Hampshire Community Technical College Claremont/Nashua; Nancy Hensel, Vice President for Academic
Affairs & Provost, University of Maine at Farmington; Susan Henthorne, Vice President for Academic Affairs, White Pines College; Sue Ann
Huseman, Vice Chancellor, Academic Affairs, Maine Technical College System; Judy Kemp, Vice President for Academic Affairs, University of
Maine at Machias; Mark Lapping, Provost & Vice President for Academic Affairs, University of Southern Maine; Richard Lee, Vice President/
Academic Dean, Central Maine Technical College; Mary Ellen Murphy, Dean of the College, St. Joseph's College; Glenn Nichols, Vice President
for Academic Affairs, University of Maine at Presque Isle; Mary Nickerson, Vice President of Academics, Andover College; Denis Normandin, Vice
President, Kennebec Valley Technical College; Liz McCabe Park, Director, Maine Campus Compact; Gary Rhodes, Vice President/Academic Dean, York County Technnical College; Betty
Robinson, Dean, LewistonAuburn College, University of Southern Maine; Suzan Schafer, Vice President for Academic Affairs, Daniel Webster
College; Jean Servello, Vice President for Academic Affairs, Castle College; George Smith, Vice President for Academic Affairs, Maine
College of Art; William Warren, Vice President/Academic Dean, Southern Maine Technical College; William Willan, Dean of Academic Affairs,
University of Maine at Fort Kent; Susan Wyckoff, Vice President for Academic Affairs, New England College One of NERCHE's hallmarks is its Think Tanks for faculty and
administrators from New England colleges and universities. Think tanks meet five times a year for intense discussions of the most serious issues facing higher education.
Academic Affairs Think Tank
Cathy BurackStudent Affairs Think Tank member, Del Hickey, and Academic Affairs Think Tank members, Robert Golden and Nancy Hensel,
chat with NERCHE's Deb Hirsch last June at NERCHE's "Creating Community in the Midst of Change," part of an ongoing series of events for
think tank members and their guests. X The Academic Workplace Northern New England Think Tank
Cathy BurackStudent Affairs Think Tank members, Charles Ratto and
Rosalind Andreas, "Creating Community in the Midst of Change," which featured University of Vermont President, Judith Ramaley in June 1997. Spring 1998 X Come Celebrate NERCHE's 10th Anniversary
Community Building: An Agenda for
Higher Education and Its Communities
November 12, 1998
John F. Kennedy Library, Boston NERCHE was founded at a time of severe cutbacks in
state support for higher education, but it has thrived because it created hope and shared resources. It did this by building a sense of community and collective accountability.
In the past decade, NERCHE has convened thousands of faculty and administrators in ongoing substantive discussions about the things that
matter to them on campus and to the larger society in its "think tanks." Often for the first time, people in higher education in the region encounter
their counterparts in institutions very different from their own — public and private, rich and poor, urban and rural, two and fouryear. They soon learn
that what they had thought were unique problems and characteristics are widely shared. They recognize that they can help one another. And they
can carry the value of what they learn back to their institutions. NERCHE's work on faculty service and community outreach extends the
notion of community beyond the academy. NERCHE's projects have uncovered campus based communitybuilders who skillfully connect their
knowledge and institutional resources with community issues and problems. In the process of working with local organizations they learned
how to bring those skills back to campus to rebuild a sense of campus community and civic life. Much has been made about the condition of civic life in America — from
its distressing decline to its remarkable creativity. "Social Capital" — the trust, norms and networks that allow people to work together — is crucial
to a vibrant and effective civic life both within and beyond campus boundaries. A symposium marking the 10th anniversary of NERCHE will bring
together people from campuses, grassroots organizations, and state and local governments to consider the state — and fate — of community in
higher education. Participants will explore the benefits of combining skills and resources in the pursuit of community building and civic renewal. This
symposium is dedicated to creating more social capital. Speakers include . . . Hodding Carter, President & CEO
John S. and James L. Knight Foundation Alison Bernstein
Vice President, Education, Media, Arts & Culture
Ford Foundation Mel King
Professor Emeritus, MIT Frances Moore Lappé, Director
Center for Living Democracy Funded Projects NERCHE Consultation & Outreach
NERCHE consultants provide services to colleges and universities in New
England and across the country. NERCHE prides itself on working closely with campus contacts to best meet institutional needs. We also offer a number of "traveling" workshops.
For more information on NERCHE services, please call us at (617) 2877740, or return the form on NERCHE's Back Page. Here's a sampling of what we have been doing recently:
This January, Sharon McDade began a yearlong Executive Leadership Development Program for senior administrators for the Commonwealth of
Massachusetts Board of Higher Education. Participants attend monthly sessions and will take part in a weekinresidence program scheduled for
next July. In December 1998, NERCHE will award Certificates to participants who have successfully completed the program.
Susan Brady and Stephen Nelson are working with Merrimack College in Massachusetts to assist with a review of the faculty governance structure.
Arthur Chickering helped Bradford College in Massachusetts to devise a planning and transition process. Zelda Gamson spoke about the "Seven Principles for Good Practice in
Undergraduate Education" to a faculty development retreat at the New England Institute of Technology. Janice Green was a keynote speaker and workshop facilitator at a kickoff
event marking a yearlong review of general education program at the University of Massachusetts Lowell. At Boston College, Ernest Lynton facilitated a workshop for faculty on
creating service portfolios. Zelda Gamson delivered the keynote address entitled "The Civic Role of Higher Education: Sociology's Special Place," at the regional meeting of
the New England Sociological Association. Peter Langer assisted the University of Maine Farmington with their general education review. Book Review
Bright College Years
Inside The American Campus Today
Matthews, Anne. NY: Simon and Schuster, 1997, 288 pages. A tabloid review of this new book would predictably be headlined "Anne Matthews tells all! The truth about
American colleges and universities!" Critics of higher education will find powerful ammunition in these pages. Practitioners will recognize many unpleasant realities, but
will also take comfort in positive messages. In short, Matthews presents a forthright, comprehensive picture of the good, the bad, and the dubious in the nation's fouryear institutions.
The author knows whereof she speaks. Raised on the University of Wisconsin campus, she is a journalist, researcher, university teacher, and
former administrator. Her investigations took her to fiftynine campuses representing the spectrum of institutions, from prestigious research
universities to a struggling native American college. She interviewed faculty, administrators, staff, students, and alumni; studied reams of
documents provided by foundations, libraries, and institutions; and drew upon major studies of higher education.
Matthews' study shows institutions struggling with the conflicting desires of remaining true to the traditional practices and principles of academe
while recognizing the need to address newer and emerging societal realities and demands. The list of challenges is endless and readers of this review will be familiar with all of them.
Appropriately, the book's seven chapters track the course of the institutional year from season to season. Beginning with an anecdotal
report of a May college fair in New York City, moving on to an account of student learning in and out of the classroom in fall semester, a winter
focus of faculty assessment of their achievements, failures, and tendencies, the administrative view of the campus in spring, the study
concludes with an early summer picture of alumni memories and roles. Narrative, conversations, and descriptive passages are supported by hard
data and interspersed with essaylike sections on, for example, the history of higher education, teaching and learning, and student demographics.
Matthews pull no punches. When she writes of the "night campus," with its scenes of drunkedness, date rape, and destruction of property, its
incidences of sexually transmitted diseases and campus crime, her language is graphic. Parents will think several times about sending a son
or daughter to a residential campus, particularly one with a party school reputation. Juxtaposed, however, with this unsavory picture are other
realities: the fact that 70% of students nationally do not engage in undesirable behavior; that computer labs bustle with activity throughout
the night; that many institutions are striving mightily to overcome the problems of the night campus.
Chapter Three, titled "Through the Groves," focuses on two points: 1) the incredible menu of choices offered by American colleges and universities,
as nowhere else in the world, and; 2) the eternal question of the point of higher education. What is it for? What should be the benefits? The first
campus, says Matthews, established by Plato c. 390 B.C.E. provoked questions as to purpose: "To perfect the self? Train leaders? Create
intelligent citizens?" (p.115) Today we would add queries regarding job preparation, globalization, and technological knowhow. The central issue
of mission and purpose, however, still unresolved after two millennia, is likely to remain always in flux, reflecting shifting societal needs and values.
A chapter titled "Important Minds" offers a vivid picture of those we refer to collectively as "the faculty." In fact, its members are as diverse as the
institutions at which they teach. Their common interests lie in protecting academic freedom, tenure, empowerment, and personal autonomy.
Matthews makes it plain that academe is a place unto itself, with its special culture and traditions, a place where a few shine gloriously, many
are disappointed, and most would not choose another way of life. A day in the life of the president of the College of Charleston provides a
microcosmic view of institutional administration, its scope, challenges, and pitfalls. A few of the tasks described: raising money and deciding how
best to spend it; setting policy and standards; attracting students; planning for the future and for inevitable change. And always, keeping folks happy!
A view of the summer campus takes us to a Princeton reunion, defined as "a longterm development event" (p.251). Amidst the hoopla and the
nostalgia, the bottom line is written in dollar signs. The nurturing of alumni support is essential to institutional wellbeing, whether at Princeton or at
the local small college. But along with the wining and dining, the small talk and gossip, a noteworthy event takes place just as it has for twenty
years. Several dozen alumni gather with their professor of comparative literature to read and discuss a canto of The Divine Comedy. Concluding
on a high note, Matthews leaves the reader feeling that all is not lost, but rather that there is much to be pleased about on the American campus. I
recommend this book highly. It is readable, insightful, and panoramic in its portrayal of undergraduate education.
In short, Matthews presents a forthright, comprehensive picture of the good, the bad, and the dubious in the nation's fouryear institutions. Reviewed by Janice S. Green,
Senior Associate, NERCHE . . . Matthews leaves the reader feeling that all is not lost, but rather that there is much to be pleased about on the American campus. Congratulations to:
Former Academic Affairs think Tank member and Provost at Bentley College, Phil Friedman has accepted the position of Provost & Vice
President for Academic Affairs at Golden Gate University in San Francisco.Paula Gagnon, former Student Affairs Think Tank member and Vice
President of Student Affairs at New Hampshire Technical Institute, is now Dean of Students at York County Technical College in Maine.
Hannah Goldberg, a founding member of the Academic Affairs Think Tank, has announced her retirement, effective July 1998, from the position of
Provost & Academic Vice President at Wheaton College. She will join NERCHE as a Senior Associate next fall. Liberal Learning Think Tank member, George Humphrey, has become
Vice President of the College at Massachusetts College of Pharmacy & Allied Health Sciences, where he was formerly Director of Arts & Sciences.
Robin Jacoby, former Academic Affairs Think Tank member and Provost at Lesley College, is now Chief of Staff at Partners Health Care System, Inc. in Boston.
Associate Dean Think Tank member, Susan Lane, former Associate Dean of the Massachusetts College of Art, is now Associate Dean at Lesley College's School of Education.
Former NERCHE Senior Associate and faculty member in the Sociology Department at Bridgewater State College, Howard London, is now Dean of
Arts & Sciences at Bridgewater State College. Department Chair Think Tank member, Robert Martin, is Dean of Undergraduate Studies at Westfield State College, where he was formerly
Acting Senior Vice President for Academic Affairs. NERCHE News
The Ernest A. Lynton Award for Faculty Professional Service & Outreach
At the annual meeting of the American Association for Higher Education's Forum on Faculty Roles and Rewards NERCHE presented the second
annual Ernest A. Lynton Award for Faculty Professional Service to Mark Chesler, Professor of Sociology and Project Director of the Center for
Research on Social Organization at the University of Michigan. The Award recognizes a faculty member who connects his or her expertise
and scholarship to community outreach in sustained and innovative ways. This award is presented in the name of NERCHE Senior Associate,
Ernest Lynton. To Ernest, the concept of service embraces collective responsibility, with colleges and universities as catalysts not only in the
discovery of new knowledge but also in its application throughout society. Mark Chesler personifies this ideal. In the words of his department chair:
"He has been a model for and leader of a growing community of actionresearchers, students and scholars who derive their work from and
feed it back into service programs and campaigns for social justice and equality. He sees scholarship and social action (or social service) as an
interactive system... He has played an active role in helping to generate, translate and use social scientific knowledge to help create progressive
change on this campus, and in many other educational and community settings." When we issued an invitation for nominations early in the fall, we received
46 cv's, glowing letters and detailed documentation for faculty in 22 disciplines and all kinds of colleges and universities across the country
and Canada. The work of these faculty — biologists, sociologists, historians, English professors, physicists, and education and business
faculty — is aweinspiring. Unlike many whose work is invisible to their institutions, these faculty were nominated by chairs, deans, provosts and
presidents, along with directors of centers and service learning programs. To select only one recipient out of this exemplary pool was, to say the
least, daunting, so we have elected to include the names of seven "runnersup." Albert Camarillo, Professor of History, Stanford University; Hiram
Fitzgerald, Professor of Psychology, Chair, Applied Developmental Science Program, Michigan State University; Frances Johnston,
Professor, Anthropology, University of Pennsylvania; Patricia O'Connor, Assistant Professor of English, Georgetown University; David Orr,
Professor and Chair, Environmental Studies and Politics, Oberlin College; Geneva Smitherman, University Professor of English and Director of
African- American Language and Literacy Program, Michigan State University; Bird Stasz, Director of Elementary Education, Wells College.
For more information about this award, please contact Cathy Burack, Project Director, (617) 2877745; email: nerche@umb.edu
In January 1997, Zelda Gamson, along with Project Colleague Associate Peter Kiang of the University of Massachusetts Boston, coedited a
special issue of Change Magazine, entitled, "Higher Education and The Renewal of Civic Life" — a compendium of articles on the current
discourse on civic life; the ways in which higher education contributes to the renewal of civic life through research, teaching and service; and the
impact of diversity and affirmative action on higher education. The issue includes practical suggestions along with a list of resources to support them.
Sharon Singleton, Deborah Hirsch, and Cathy Burack's chapter, "Organizational Structures for Community Engagement," will be published
in 1998 by Allyn & Bacon in Universities as Citizens. This volume, edited by Robert G. Bringle of Indiana UniversityPurdue University Indianapolis
and Edward Malloy, CSC, of Notre Dame, is dedicated to raising the level of discourse about Ernest Boyer's notions of the scholarship of service,
application, and engagement. The chapter looks at faculty serviceenclaves as practical mechanisms for advancing institutional
commitment to community engagement and service scholarship. A shorter version of this piece, entitled "Faculty Service Enclaves," appeared in the April 1997 AAHE Bulletin.
Higher education is a mammoth industry characterized by significant inequalities across the spectrum of private universities, liberal arts
colleges, and community colleges. Zelda Gamson's article, "The Stratification of the Academy," in the Summer 1997 issue of Social Text,
discusses the growing gap between highly selective, affluent institutions and those that the majority of students attend.
This fall, NERCHE published a new working paper, The Status of Faculty Professional Service and Academic Outreach in New England by Sharon
Singleton, Deborah Hirsch, and Cathy Burack, which looks at the relationship between institutional statements about and supports for
faculty professional service in New England colleges and universities. Diana Brigham Beaudoin has served as both Interim Vice President of
Student Affairs and Interim Vice President for Academic Affairs at Bryant College and has been the executive assistant to presidents at a range of
colleges and universities in the region. Diana teaches and writes about performance evaluation of college presidents, leadership and governance
issues, organizational behavior, student and campus cultures, and values education. A former member of both the Student Affairs and Academic
Affairs Think Tanks, Diana is collaborating with NERCHE on developing closer relationships between student and academic affairs.
Charles Combs has taught theater to students from the secondary to the graduate level and has edited a number of theatre journals. Since 1990, he
has chaired the General Education Department at the Berklee College of Music and is currently a member of NERCHE's Department Chairs Think
Tank. A consultant on general education, Charles has been a member of NERCHE's General Education Resource Network and coordinates an
annual symposium on General Education in the Professional College Curriculum. John Cooper has 20 years of experience in higher education budgeting
and financial management. He has held senior positions at a private research university, a statewide coordinating board for a public higher
education system, and a small graduate professional institution. John has also been a corporate trainer in communications and human resources
and is currently a lecturer in management at Merrimack College and Emmanuel College. He is working with NERCHE to develop a new think tank for chief financial officers in New England.
Prior to the establishment of Donnelly and Associates in 1985, Brian Donnelly worked as President of Fisher College. He has served as special
consultant to the presidents of community colleges, professional schools, and research institutions. Brian has been a featured speaker and
presenter at national and international meetings on higher educational academic and management issues and served on the US President's
Commission on Lifelong Learning and Technical Training. Paul Gagnon's experience in Student Affairs spans 20 years and a range
of institutions. Currently, she is Dean of Students at York Technical College in Maine. Paula has worked with students from all types of
backgrounds and writes about leadership development of women students. She has been a part of the Student Affairs Think Tank and has helped
NERCHE plan and implement several symposia. Paula is currently involved in developing workshops based on the Seven Principles of Good
Practice in Undergraduate Education for NERCHE's Consulting Series. Over the past 25 years, Tim Maciel has worked in the US, Asia, and
Europe as a Fulbright Lecturer, a refugee worker, teacher, and educational consultant. Tim has taught in a range of public and private institutions and
is currently Interim Associate Dean of the College at Smith College. Tim's research addresses interactions between international and domestic
students on US college campuses, diversity issues, faculty involvement in student development, and pedagogy in college classrooms. This year, Tim
is a member of NERCHE's Student Affairs Think Tank. Since 1988, JoAnn Moody has worked with hundreds of New England
graduate students, junior and senior faculty, department chairs, and graduate deans as director of the New England Board of Higher
Education's (NEBHE) diversity work. JoAnn's most recent publications for new and junior nonmajority faculty largely derive from her work with
NEBHE's New England Doctoral Scholar's Program and Dissertation ScholarsInResidence Program. JoAnn is working with NERCHE think tanks on faculty mentoring issues.
The Doctoral Program in Higher Education Administration, designed for New England working professionals, is in its fifth year at the University of
Massachusetts Boston. Its 62 students hold positions in student services, enrollment management, teaching and academic administration in a wide
range of public and private institutions. Approximately 20 percent of the students are currently writing dissertations.
Program faculty have had a busy year. Linda Eisenmann edited The Historical Dictionary of Women's Education in the United States
(forthcoming, 1998, Greenwood Press). Sandra Kanter and Zelda Gamson coauthored (with Howard London) General Education in a Time of
Scarcity: A Navigational Chart for Administrators and Faculty (1997, Allyn & Bacon). Bernard Harleston was appointed a member of the Board of
Trustees of Lesley College and a member of the Bunting Institute Final Selection Committee at Radcliffe College. A new faculty member, Mitchell Chang, currently working on an AERA
funded initiative to understand and extend research regarding race and intergroup relations in colleges and universities, will be on campus this spring.
The Doctoral Program accepts 12 students a year and employs a cohort model in which students take courses and do field work together. Classes
are held every Friday during the fall and spring semesters and three weeks in June. To receive an application or other information, please contact the
program secretary, Virginia MacKay, at (617) 2877601; email:mackay@
umbsky.cc.umb.edu News from the Doctoral Program
Cathy Burack Project Colleague Faculty Associates, Barbara Paul-Emile, Ann Larkin, Cass Turner, Peter Kiang, Hugh Lena, Diane Zannoni, and
Dan Lloyd at the Colleague Summer Institute held in Sturbridge, Massachusetts. Fall/Winter 96/97 X Spring 1998 X Web Sites
Visit NERCHE's Web Site at www.nerche.org
for information about our services, events, and publications!
Internet resources for Student Affairs professionalsNational Association of Student Personnel Administrators:
http://www.naspa.org
Journal of Student Affairs Administration online, conference information, NASPA networks, special projects
American College Personnel Association:
http://www.acpa.nche.edu
publications, professional development, conference information, internshipsStudent Affairs Virtual Compass:
http://www.StudentAffairs.com
comprehensive index of resources for college student affairs professionals,
links to over 600 listservs and web sites, a search capacity with links to Internet search engines and an interface to the ERIC databaseStudent Affairs Journal Online:
http://www.sajo.org
digest of published work by and for student affairs professionals,
paraprofessionals, and preprofessionals, professional development services, writing workshop, research forum Directory of Student Affairs Offices On The Internet:
http://www.ukans.edu/~upc/sa_list.html
directory of homepages of student affairs offices
Student Affairs Research:
http://www.uncc.edu/stuaffairs/sarlinks.html
links to college and university offices that specialize in student affairs research, links to other related resourcesThe Student Union Page:
http://dolphin.upenn.edu/~oslaf/unions.html
directory of student unionsTopLinks:
http://www.university.toplinks.com
a student site — activism, careers, lifestyles, education Working Paper Request Form GENERAL EDUCATION SERIES
Working Paper #5:
Sandra Kanter, Howard London and Zelda F. Gamson
Implementing General Education: Initial Findings
Fall 1990 Working Paper #9:
Sandra Kanter
The Buck Stops Here: Outside Grants and the General Education Curriculum Change Process
Fall 1991 Working Paper #14:
Sandra Kanter
Case Study #1 — Weservall University
Fall 1991 Working Paper #15:
Sandra Kanter
Case Study #2 — Littleton State College
Fall 1991 Working Paper #16:
Sandra Kanter
Case Study #3 — Mystic College
Fall 1991 FACULTY LABOR MARKET SERIESWorking Paper #2:
Zelda Gamson, Dorothy E. Finnegan and Ted I.K. Youn
Assessing Faculty Shortages in Comprehensive Colleges and Universities
Fall 1990 Working Paper #6:
Dorothy E. Finnegan
Opportunity Knocked: The Origins of Comprehensive Colleges and Universities
Winter 1990 Working Paper #7:
Sandra E. Elman
The Status of Black and Hispanic Faculty in Massachusetts Colleges and Universities
Spring 1991 Working Paper #10:
Ted I.K. Youn
The Characteristics of Faculty in Comprehensive Institutions
Spring 1992 Working Paper #12:
Ted I.K. Youn and Zelda F. Gamson
Organizational Responses to the Labor Market:
A Study of Faculty Searches in Comprehensive Colleges and Universities
Spring 1992 PROFESSIONAL SERVICE SERIES
Working Paper #4:
Ernest A. Lynton
New Concepts of Professional Expertise:
Liberal Learning as a Part of CareerOriented Education
Fall 1990 Working Paper #3:
Abram B. Bernstein
"Knowledge Utilization" Universities: A Paradigm for Applying Academic Expertise To Social and Environmental Problems
Spring 1994 Working Paper #8:
Ernest Lynton
The Mission of Metropolitan Universities in the Utilization of Knowledge: A Policy Analysis
Spring 1991 Working Paper #17
Deborah Hirsch and Ernest Lynton
Bridging Two Worlds: Professional Service and Service Learning
Fall 1995 Working Paper #18
Edward Zlotkowski
Does Service Learning Have a Future?
Winter 1995 Working Paper #19
KerryAnn O'Meara
Rewarding Faculty Professional Service
Winter 1997 Working Paper #20
NERCHE Staff
The Status of Faculty Professional Service & Academic
Outreach in New England
Summer 1997 Working Paper #21
NERCHE Staff
Organizational Structures for Community Engagement
Winter 1997 ORGANIZATIONAL CHANGE SERIESWorking Paper #1:
Sandra Elman
The Academic Workplace:
Perception vs. Reality
Fall 1989 Working Paper #11:
David H. Entin
TQM in Higher Education:
A Preliminary Look at Ten Boston Area Institutions
Spring 1992 Working Paper #13:
David Entin
Whither TQM: Has Higher Education Interest Peaked? Ten Boston Area Colleges One Year Later
May 1994 Please circle the NERCHE Working Paper(s) you would like to receive. There is a $5.00 charge per paper, prepaid (discounts
available for bulk orders). Please make check payable to NERCHE Working Papers and mail to: New England Resource Center for Higher Education
University of Massachusetts Boston
Graduate College of Education
100 Morrissey Blvd.
Boston, MA 021253393
Telephone (617) 2877740
FID# 04 3167352 (UMB) Name:
Affiliation:
Address:
City: State: Zip:
Phone: ( )
email address:
NERCHE'S Back Page
NEW SERVICES
NERCHE has ten years of experience assisting colleges and universities with organizational change. Our consultations and workshops are
designed to meet the specific needs of your institution.REVITALIZE YOUR GENERAL EDUCATION PROGRAM Short term consultations — onetime presentations designed to stimulate,
motivate, share information and provide resources for designing and planning curriculum change. Mid term consultations — provide state of the art information about
general education curriculum, national trend data, and assist campuses in setting clear and realistic expectations and strategies.
Long term consultations— focus on fiscal, political and substantive issues inherent in curriculum change. From inception through
implementation and evaluation, NERCHE experts provide support and resources for participants and leaders of the curriculum change process. MAKE FACULTY PROFESSIONAL SERVICE A PRIORITY AT YOUR CAMPUS
Faculty Professional Service Project addresses institutional policies and structures that endorse and encourage faculty professional service.
Definitions and Conceptual Issues in Professional Service and Outreach — explores the domain of faculty service and institutional issues that arise.
Making the Link Between Scholarship and Service — focuses on identifying the scholarly aspects of service. Organizing for Collaborative Faculty Work -- based on NERCHE's
research on service enclaves and how to identify and strengthen them. Project Colleague focuses on the specific skills that faculty and
administrators need to develop and sustain effective outreach projects. Initiating a Service Program — trains faculty members and
administrators as community organizers on their own campuses. Building CollegeCommunity Partnerships — examines the steps
necessary to carry out projects in partnership with external groups and organizations. Portfolio Project addresses issues of documentation and evaluation of service scholarship.
Community Based Faculty Work: Definition, Documentation and Evaluation — investigates what qualifies as legitimate academic outreach
Recognizing and Rewarding Professional Service in the Promotion and Tenure Process — prepares faculty, department heads and administrators to rigorously evaluate service scholarship.
PLEASE SEND ME MORE INFORMATION ABOUT NERCHE:
NERCHE's Back Page
If you would like more information on NERCHE Working Papers or other NERCHE offerings, please return the form below to: New England
Resource Center for Higher Education, University of Massachusetts Boston, Graduate College of Education, 100 Morrissey Boulevard, Boston,
MA 02125-3393. Telephone: (617) 287-7740; Fax: (617) 287-7747 |
