The Clark Kerr Lectures on the Role of Higher Education in Society are administered by the University of California through the Center for Studies in Higher Education on the Berkeley campus. They recognize Clark Kerr, the first Chancellor of the Berkeley campus, serving from 1952 until 1958 and then as President of the University from to 1958 to 1967. The Lectures are supported through generous grants from the Carnegie Corporation of New York and the University of California Office of the President, appropriately recognizing Clark Kerr’s close association with the University of California and then the Carnegie Commission on Higher Education and the Carnegie Council on Policy Studies in Higher Education, which he headed from 1967 until 1979.

Dr. Hanna Gray will present the series of three Clark Kerr Lectures during the week of November 16-20, 2009. The first two lectures will be held on the Berkeley campus in the Art Museum's Theater on November 16th and 18th, while the third lecture will be held on the Davis campus, Vanderhoef Studio Theatre, and beamed back to Berkeley on November 20th (location at UC Berkeley to be determined).

Lecture I: The Uses of the University Revisited

Monday, November 16, 4- 5:30 PM
Berkeley Art Museum Auditorium (lower floor)

The lecture will take up Clark Kerr’s classic work on the “multiversity” and his critique of the state of higher education in his day, with attention also to his view of Robert Maynard Hutchins and to the two different styles of reform and two different ideas of the university put forward by Kerr and Hutchins.

Lecture II: Uses (and Misuses) of the University Today

Wednesday, November 18, 4- 5:30 PM
Berkeley Art Museum Auditorium (lower floor)

This lecture will discuss perceptions of higher education today and take up some significant developments and trends that have emerged in the past several decades to frame the situation of universities at present.

Lecture III: Searching for Utopia

Friday, November 20, 4- 5:30 PM
Vanderhoef Studio Theater, UC Davis
or see it real-time webstream in 768 Evans Hall, UC Berkeley

The concluding lecture will look at the interlinked history of ideas of the liberal arts and ideas of the university as background for an assessment of the state, and potential future, of liberal education in our universities.

BIO
Hanna Holborn Gray is one of the most distinguished and accomplished leaders of American Higher Education. She served as President of the University of Chicago from 1978 through 1993, and now holds the titles of President Emeritus and Harry Pratt Judson Distinguished Professor of History at that university. Her scholarly interests are in the history of humanism, political and historical thought, and politics in the Renaissance and the Reformation. Following education at Bryn Mawr, Harvard and Oxford, as a Fulbright Scholar, her early academic career was at Harvard, the University of Chicago and Northwestern. She was Provost of Yale University from 1974 to 1978, serving also as President of Yale for 1977-78. As one measure of her distinction, she holds honorary degrees from over sixty colleges and universities, including Oxford, Yale, Brown, Columbia, Princeton, Duke, Harvard, the Universities of Michigan and Toronto, and the University of Chicago.

Sponsored by Carnegie Corporation of New York, UC Office of the President, and Center for Studies in Higher Education.

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Abstract
In 1994, CSHE began its consideration of the impact of internet technology on higher education. Now, 15 yeas later, online education has become a permanent fixture of higher education world-wide. However, dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next 15 years. Jumping off from current observable, documented, and quantifiable episodes and trends, this presentation will make predictions about the transformations in higher education that are on the horizon. The implications of social networking technology, open educational resources (OER), Open CourseWare (OCW) and continuous improvement imperatives and techniques, will, among other examples, be logically extended to the future. Current University of California (UC) initiatives including the efforts around a proposed UC cyber-university, wide-spread video capture of lectures, and the Academic Senate call for increased use of low cost OER, will be placed in the broader context of these predictions.

BIO
Gary W. Matkin, Ph.D. has been a research fellow at CSHE for over 30 years. As associate dean at UC Berkeley, Extension, Matkin led the first online learning efforts of the Center for Media and Independent Learning. Beginning in 2000, as dean of continuing education at UC Irvine, he established the UC Irvine Distance Learning Center which produced the first online degree offered anywhere in the UC system. Matkin is a recognized leader in the Open Course Ware (OCW) and Open Educational Resources (OER) movements and has published articles and made numerous presentations on distance and online learning, OCW, and trends in instructional technology. For more information about Gary W. Matkin, visit http://unex.uci.edu/garymatkin.

Abstract
Of the sixty-nine professors fired nationwide for political reasons during the McCarthy Era, nearly half were from the University of California. Revisiting a controversy considered one of the most important crises ever faced by an American university, Bob Blauner, from his latest book, Resisting McCarthyism, brings to life the stories of those who exhibited such civic courage. In a narrative that unfolds like a suspense thriller and with tragically flawed as well as heroic characters on both sides of the conflict, this new look at the beginning of resistance within the California University system reminds us of the importance of free speech and academic freedom in American culture.

BIO
Bob Blauner is Professor Emeritus of Sociology at the University of California, Berkeley. He specialized in Race Relations and the Sociology of Men and authored notable books such as Black Lives, White Lives: Three Decades of Race Relations in America (1989), Alienation and Freedom: the Factory Worker and His Industry (1964), Our Mothers' Spirits: On the Death of Mothers and the Grief of Men (1997), Racial Oppression in America (1872, reissued in 2001), and Resisting McCarthyism (2009).

Abstract:
The US remains a world leader in the prestige and, arguably, the quality of its advanced graduate programs. Yet there is growing evidence that students throughout the world no longer see the US as the primary place to study, that in some form this correlates with perceived quality and prestige in the EU and elsewhere, and further that the trajectory of growth in international students may mean a continued decline in the US market share of international students. There clearly is a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think they will not alter the fundamental dynamics of the new global market which include: The international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; The U.S. will continue to lose some of its market share over time - the question is how quickly and by how much; Without some form of proactive strategy, those nations, such as the US, who are highly dependent on global in-migration of talented students and professionals, are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and a set of policy recommendations for the US at the federal, state, and institutional level. This includes a national goal of doubling the number of international students in the US over the next decade to match that of a group of competitor nations, and recognizing that the US will need to strategically expand its enrollment capacity to accommodate both needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree production rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies.

Research paper posted at: http://cshe.berkeley.edu/publications/publications.php?id=341
Shorter version recently published in Change Magazine: http://www.changemag.org/July-August%202009/abstract-talent-pool.html

BIOs
John Aubrey Douglass is a Senior Research Fellow of Public Policy and Higher Education at the Center for Studies in Higher Education (CSHE) at the University of California, Berkeley and co-editor of Globalization's Muse: Universities and Higher Education Systems in a Changing World (Public Policy Press 2009), and author of The Conditions for Admissions and The California Idea and American Higher Education (both Stanford University Press).

Richard Edelstein is a research associate at CSHE and managing director of Global Learning Networks. This study is part of a larger research project on how nation-states and their universities are approaching globalization.

Abstract
There is a large literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university’s later performance. For example, could it be that the high achievement of Berkeley, Stanford, and Caltech today is explained partially by the string of noted scholars who have led many of California’s top institutions? This study looks at the relationship between university performance and leadership. By constructing a new longitudinal dataset, I find that on average the research quality of a university improves some years after it appoints a president who is a distinguished scholar. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six heads in universities in the United States and United Kingdom. The findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations.

BIO
Amanda Goodall is a Research Fellow at Warwick Business School at the University of Warwick in the UK. She works on leadership and productivity. Her work on leaders of research universities is being published in a book by Princeton University Press and in the journal Research Policy in autumn 2009. Amanda has held Visiting Fellowships at Cornell University and the University of Zurich. (Her work is available at www.amandagoodall.com.)

Abstract
During the past decade, Continental Europe’s higher education systems have undergone far-reaching institutional changes. Germany has led the flurry of reform activity by flanking the adoption of the BA/MA-degree structure under the Europe-wide Bologna Process with an extensive set of domestic policy changes: 1) Organizing two rounds of a so-called “Excellence Initiative” that was supposed to spur local initiative in newly autonomous universities and lead to more differentiation between higher education institutions; 2) introducing a new national remuneration system for professorial staff at public institutions (including creating an entry-level Junior-Professorship); as well as 3) passing a reform of Germany’s federalist governance system that strongly restricts the role of the national government in matters of higher education.

The talk uses current research in political economy and economic sociology to analyze the politics behind the introduction and implementation of these measures. This provides the basis for an assessment of the reforms’ effect on meeting the twin goals of improving scientific excellence and broadening access to higher education in Germany.

BIO
Tobias Schulze-Cleven is a PhD Candidate in UC Berkeley’s Political Science Department and a Research Associate at the Berkeley Roundtable on the International Economy (BRIE). In his research, Tobias studies how the advanced democracies adjust their labor market and education institutions to new social and economic challenges. Having conducted extensive fieldwork for his dissertation in Europe, Tobias has been associated with the Center for Studies in Higher Education as a visiting scholar during the academic year 2008-2009. This summer he will conduct interviews in Washington DC. In addition to his academic work, Tobias has been an active participant in discussions about higher education reforms in Germany as the North American Representative of the German Scholars Organization (GSO).

Abstract
What is the role of the continuing education organization in the university? According to the Department of Education, non-traditional students currently account for 73 percent of enrollments in U.S. colleges and universities. Increasing numbers of adult students are looking to universities for professional and higher education. Given the shifting demographics, continuing education providers are well-positioned to help build a knowledge economy workforce, advance economic development, and promote global competency. However, we should do this in alignment with the University’s goals – where are we aligned and where do we conflict?

Adult students and others are looking to higher education as a way to survive the economic crisis. This is also an opportunity for market-driven continuing education organizations to respond by offering our most innovative and entrepreneurial ideas in support of the students and of the university.

The seminar will start with a presentation of major issues facing continuing education and will be followed by wide-ranging discussion.

History and Current Status of UC Berkeley Extension
University Extension, the continuing education arm of the University of California Berkeley, has provided professional education and public service on behalf of the university since 1891.

Extension now offers 1,600 courses annually in subjects ranging from the humanities, art and design to business and management, engineering, computer information systems, K-12 teacher training, behavioral health sciences, pre-medical/pre-health studies, and sustainability studies. Its enrollments number 30,000 annually.

Extension currently offers courses online and onsite around the Bay Area, including Berkeley, San Francisco, and Redwood City.

Bio
Diana Wu has been the Dean of the University of California Berkeley Extension since July 2008 and was the Acting Dean since February 2007. She holds a doctorate in higher education and a master’s in educational psychology from UCLA. Her undergraduate degree is in psychology from Stanford University.

The Student Experience in the Research University Project, based at the Center for Studies in Higher Education at UC Berkeley, will hold the 3rd SERU Research Symposium on Friday May 1, 2009 on the UC Berkeley campus.

The symposium will gather scholarly and policy oriented researchers to present papers focused on the undergraduate experience at major research universities. It is our goal to encourage research, analysis, and discussion on the current state of, and possible methods for improving, the undergraduate experience that results in publishable papers via the SERU Project or other scholarly and policy outlets.

For Program Highlights, Registration Information, and

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Abstract
Looking toward the San Francisco Bay in 1874 from his family’s cottage in UC Berkeley’s Faculty Glade, Joseph N. Le Conte recalled, "The whole sweep..was one unbroken prairie with here and there at perhaps half-mile intervals scattered farm houses." A similar observation might have been voiced by UC Merced's pioneer faculty and students as they stood on the University's partly finished tenth campus during the 2005-06 opening year. Now guiding a 2700-student enterprise and looking forward to the May 16 graduation of the first four-year class, UC Merced’s leaders are reflecting on the early years and envisioning what the future will be. Provost Keith Alley has been responsible for recruiting faculty and planning academic programs. For Vice Chancellor for Student Affairs Jane Lawrence, the challenge has been attracting students, then supporting them in their quest for a UC degree. Come hear them address the following questions:

1. What were the greatest challenges at the outset? How did the campus overcome them? What were the greatest surprises represented by the student body during the first four years?

2. How is UC Merced fulfilling its promise to enfranchise Central Valley residents with benefits of higher education in a research University setting? How has the Sierra Nevada Research Institute been living up to expectations?

3. How is the current state budget crisis being dealt with and what are the implications for immediate and long-term development of the campus?

4. Now that UC Merced is entering its fifth year, what makes a student's experience there distinctive? How does UC Merced set it self apart from other campuses? These questions will be answered in the context of the just-completed Long Range Development Plan, which captures the vision for UC Merced’s academic future and underlines the physical development issues facing the campus.

5. What is the vision for the future of UC Merced as it grows from its current enrollment to 25,000 students in the coming decades? How are the critical features of health, environment, poverty, and education in San Joaquin Valley likely to influence UC Merced’s development in ways that have implications for the State and the world beyond?

BIOs
Keith E. Alley holds a D.D.S. and a Ph.D. in Anatomy and Neuroscience from the University of Illinois. Prior to coming to UC Merced in 2002 as Vice Chancellor for Research and Dean of Graduate Studies, he held a professorship in Oral Biology at Ohio State University, where he also served as President of the Ohio State University Foundation, Senior Associate Vice President in the Office of Research, and Associate Dean for Research and Graduate Studies in the College of Dentistry. He was appointed Executive Vice Chancellor and Provost at UC Merced in 2006.

Jane Fiori Lawrence holds a Ph.D. in History from the University of Maryland. Prior to coming to UC Merced in 2001 as Vice Chancellor for Student Affairs, she served as Vice Provost for Undergraduate Education at the University of Vermont, Director of the University Honors College at Washington State University, and Director of the University Honors Program at the University of Maryland, College Park. Together with Karen Merritt, she edited and contributed to From Rangeland to Research University: The Birth of the University of California, Merced.

Abstract
This study examined quality management in Greek universities up to 2006. The reason for this timeframe was that in 2007 the context changed considerably when a new law was adopted regarding quality assurance in higher education, and consequently the national system for quality assurance in higher education made its first public appearance. In order to realize organizational change in Greek higher education, it is vital to observe whether I can scout about these types of changes (quality management) at various levels. As I utilized neo-institutional theory, there was a need to detect all pressures (coercive, normative, mimetic), if any, that higher education undergoes in order to adopt quality management. The university’s characteristics became a focal point in determining the possibilities influencing organizational change as well. The results were obtained from several sources and participant perceptions in Greek universities. The goal of this study was to find elements to answer the quality enigma in Greek higher education at the macro, meso, and micro levels and to paint a picture of quality management for the first time. This study examined quality management by using a mixed methods design. Like a scaffold, each method of this research was built on and was designed to harmonize with other methods.

BIO
Antigoni Papadimitriou, teaching-research staff member for the Department of Economics, Aristotle University, Greece, is also a PhD candidate at the Center for Higher Education and Policy Studies, University of Twente, The Netherlands. Her forthcoming dissertation, related to quality management in Greek higher education, is entitled "The enigma of quality in Greek higher education: Mixed method studies into Greek higher education institutions, introduction of quality management". In addition to teaching management courses, she is the department coordinator for the "Practical Training Program for Business Students", and a member of the quality assurance committee. Her main areas of interest are related to quality assurance systems, quality management, assessments in teaching and learning, and comparative higher education. She was selected as a European representative and invited to be a Fellow for the 2008 National Summer Data Policy Institute on the National Center for Education Statistics (NCES) and National Science Foundation (NSF) databases organized by AIR (Association for Institutional Research.)

Abstract
Lately the Taiwanese and Korean governments have taken the policy of university corporations in Japan as an important reference to developing policy of governance. As a team member working on the project of university corporations in Taiwan, the speaker is concerned about this application. Is this application from a different cultural context still workable within our country?

By consulting with both Deans and every-day participants from four Japanese universities of different scales and types about the influence of their policy and interviewing representatives from MEXT (the Ministry of Education, Culture, Science and Technology, Japan), the speaker hopes to understand the regulations and implementation of their policy.

In Taiwan, the study facilitator belongs to the team responsible for adapting and implementing a project to its own national universities. By working with a vast and mixed array of stakeholders involved in the daily affairs of the project, the speaker observed the phenomena and influences of transnational policy reform in a practical, natural setting. In this study, the speaker will propose certain important issues worth considering in regards to the higher education system in Taiwan and in Japan.

Bio
Administrator since 2006 in the Ministry of Education (Taiwan), Department of Higher Education and Political Deputy Minister's Office, Flora conducted a series of projects, including higher education service of the World Trade Organization (WTO) and regulations and audits of universities’ funds and budgets. In addition, Flora had responsibility of the reorganization of governance in national universities and their financial evaluations. Recently, she has been working in the Deputy Minister’s Office.

As Director of Public Relations and Education Department of the largest zoological park in South East Asia, Taipei City Zoo, 2003 to 2006, Flora was in charge of domestic and international education projects, media diffusion, funding, and marketing. A team member in Asia's Representative of the International Zoo Educators’ Association, an organization consisting of members from 5 continents during 2004 to 2007, Flora's team held an education workshop in Vietnam and joined cross-border education projects initiated from the Dutch.

During Flora’s initial position in 2003-2004 as a public officer in Taipei City Government, Department of Education, she conducted international education exchanges and assisted with municipal education policy strategy.

Abstract
What is the place of business schools in the history of the American university? How do business schools fit in with or accommodate to the inherited conception of a university? The history and associations of the two business schools are quite different, and that would provide a good understanding of the variety and development of the American university, in this case one private and one public institution. How different are the patterns actually and have convergences appeared?

There are two presenters: Robert Brandfon, who was educated at Harvard in American history; and Sandra Epstein, who has had a varied and important career in the for-profit and non-profit sectors of the economy. The seminar will start with short presentations of major points and will be followed by wide-ranging discussion.

"Wallace B. Donham, the Harvard Business School and the Modern American University," a study of the relationship of the corporate world to Harvard.

Robert Brandfon has been exploring the archives of Harvard University, and the Harvard School of Business, principally the papers of Thomas S. Lamont of J.P. Morgan, to flesh out the earliest years of what was the very first graduate school of business in the nation. The leading figure was Wallace B. Donham, Dean of the Harvard Business School since its inception in 1909. Donham was a leading figure in bringing the business community into the academic world.

"The Founding and Early History of the Haas School of Business."

While the Harvard Business School was the first such graduate institution, professional business studies were actually named in the Organic Act of 1868 which created the University of California. A College of Commerce was founded that preceded what we know to be the Haas School of Business. By the end of the nineteenth century San Francisco had emerged as the largest and wealthiest city in the American West, and the College was regarded as an important ally in the preparation of University of California graduates for responsible positions in the burgeoning realms of commercial activity.

BIOs

Robert Brandfon has a doctorate from Harvard in American History and has taught at Harvard, the University of Keele (UK), Oberlin, MIT and Worcester Polytechnic Institute. His publications include works on American economic history, and he is currently writing on the history of the Harvard Graduate School of Business.

Sandra Epstein holds a doctorate from UC Berkeley and has a special interest in the history of professional education. Her career has been in both the public and private sectors. She is the author of a history of Boalt Hall School of Law, and she is presently doing research on a history of the Haas School of Business, which the Haas School has commissioned her to write.

BIO
Professor Takeshi Sasaki was born in the northern Japanese prefecture of Akita. He received his undergraduate and graduate degrees from the University of Tokyo, and joined the faculty there in 1968. A student of Kan’ichi Fukuda, Professor Sasaki specialized in political science and the history of Western political thought. From an initial focus on Machiavelli, Bodin, and Plato, Professor Sasaki broadened his scope to the U.S., and moved on from there to become a noted commentator on Japanese politics. A prodigious and prolific author, Professor Sasaki has published multiple books in each of his areas of expertise, ranging from The Political Thought of Machiavelli (1970), Contemporary American Conservatism (1984), What Can Politics Achieve? (1991), Plato’s Curse: Philosophy and Politics in the 20th Century (2000), to The Mysterious System Called Democracy (2007). In parallel with his rising stature as a political analyst, Professor Sasaki served in a number of high-profile administrative positions, including dean of the Faculty of Law and Politics, and, from 2001 to 2005, as 27th president of the University of Tokyo. He is currently professor of politics at Gakushûin University, Tokyo. Along with his academic activities, Professor Sasaki has served on government commissions on higher education and the imperial house law, as well as on corporate boards including the Eastern Japan Railway Co. and Tôshiba Corporation.

Sponsored by Center for Studies in Higher Education and Center for Japanese Studies.

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BIO
Professor Takeshi Sasaki received his undergraduate and graduate degrees from the University of Tokyo, specializing in political science and the history of Western political thought. He joined the faculty in 1968 and is now a noted commentator on Japanese politics. From 2001 to 2005, Professor Sasaki served as the 27th president of the University of Tokyo. He has also served on government commissions on higher education and the imperial house law, as well as on corporate boards including the Eastern Japan Railway Co. and Tôshiba Corporation.

Reservation required.

Contact: cjs@berkeley.edu

Sponsored by Center for Studies in Higher Education and Center for Japanese Studies.

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Abstract
I will offer reflections and speculations on the circumstances and prospects of universities (especially public flagships). How are we to understand the changes in the technical and political environments that seem to be putting the quality of U.S. public universities at risk, and what might we do about it? Answers to both of these questions will be incomplete and speculative (as we would expect from an experienced administrator) and will be informed by my experience as an economist, a provost, and a university librarian. The university librarian part turns out to be more important than one might think a priori, because changes in information technology and associated markets become apparent in the library before they become apparent in the Dean’s office. I hope to stimulate vigorous discussion of these and related matters. And I might also talk a little about the phenomenon that is known as grade inflation.

BIO
Paul N. Courant is the University Librarian and Dean of Libraries at the University of Michigan. He is also Harold T. Shapiro Collegiate Professor of Public Policy, Arthur F. Thurnau Professor of Economics, Professor of Information, and Faculty Associate in the Institute for Social Research at the University of Michigan. From 2002-2005 he served as Provost and Executive Vice-President for Academic Affairs, the chief academic officer and the chief budget officer of the University. He has also served as the Associate Provost for Academic and Budgetary Affairs, Chair of the Department of Economics and Director of the Institute of Public Policy Studies (which is now the Gerald R. Ford School of Public Policy).

Courant has authored half a dozen books, and over seventy papers covering a broad range of topics in economics and public policy, including tax policy, state and local economic development, gender differences in pay, housing, radon and public health, relationships between economic growth and environmental policy, and university budgeting systems. More recently, he is studying the economics of universities, the economics of libraries and archives, and the changes in the system of scholarly communication that derive from new information technologies.

Paul Courant holds a BA in History from Swarthmore College (1968); an MA in Economics from Princeton University (1973); and a PhD in Economics from Princeton University (1974). He rides a BMW R1150R motorcycle.

Sponsored by University Library, School of Information, and Center for Studies in Higher Education.

Abstract
This paper began as an effort to fill a void one influential commentator spotted in the widely noticed 2006 report of the Modern Language Association Task Force on Evaluating Scholarship for Tenure and Promotion. Shortly after it appeared, Catherine R. Stimpson - Dean of the Graduate School of Arts and Science at NYU, and former Director of the McArthur Foundation Fellows program -- remarked that what she found missing in an otherwise rich and important document was "a passionate yet logical definition and defense of tenure that I might use for several audiences - the tuition-paying students who quickly turn to instant messaging in a class taught by a member of the Dead Wood Society, the trustees who wonder why academics should have job security when almost no one else does." Stimpson herself did not attempt to fill the void, nor name names of other audiences she believes need persuading. But she did go on to say provocatively that "if tenure matters - and an implicit conviction of the MLA task force is that it does - then that defense must emanate from all of us who believe in it."

The resulting essay is not a "passionate yet logical definition and defense of tenure," so much as an historian's effort to explore several issues I believe would have to be addressed in fashioning such a statement. With one significant exception - the history of tenure - these issues should be familiar to anyone with more than a passing understanding of American academic tenure. I also should say that, like Stimpson, I number myself among those who believe that tenure matters. But for reasons this essay should make clear I find it difficult to identify myself as 'passionate' in this belief. Part of my quandary is that when I look at "tenure" what I see is not one thing, but several things. Or more precisely, what I see is a complex academic practice, rather than a single concept. And when I look closely at the several elements that define the practice, it is by no means obvious they all fit together logically, let alone that each deserves a passionate defense.


Complete paper available at http://cshe.berkeley.edu/events/teichgraeber.html


BIO
Richard F. Teichgraeber III is Professor of History at Tulane University, where he is also Director of the Murphy Institute. He is the author of "Free Trade and Moral Philosophy: Rethinking Sources of Adam Smith's Wealth of Nations" (Duke UP, 1986 and "Sublime Thoughts/Penny Wisdom: Situating Emerson and Thoreau in the American Market" (Johns Hopkins UP, 1995). His current work focuses on the growth and consolidation of modern American academic culture.

Abstract
Amid still fast-growing global higher education enrollment overall, the spectacular growth of private higher education demands particular attention. In great contrast to the picture a couple of decades back, the private sector now claims almost one in three enrollments and almost no country is without a private sector. Although the expanse and blend of causal factors varies by country and region, it is possible to identify a set of commonly prominent factors. The private higher education explosion fits broad global changes in political economy, prominently including marketization, a partial shift from the state’s central role, and a revamping of private-public interfaces.

Notable differences in private weight appear by region, with East Asia and Latin America often leading the way, followed by post-communist countries, Africa, and most recently the Middle East. The U.S. also sees profound private-public shifts, including rapid growth of for-profit higher education. In addition to variation by geographical region, there is significant variation in the forms that private higher education takes.

BIO
Daniel C. Levy (Ph.D. political science, University of North Carolina, Chapel Hill) is Distinguished Professor, SUNY. His home unit is the Department of Educational Administration & Policy Studies, with university affiliations in 3 additional departments. Levy directs the Program for Research on Private Higher Education, the world’s first and foremost research center on private higher education globally. His seven authored books have been published by the university presses at California, Chicago, Indiana, Oxford, Pittsburgh, as well as with Praeger and Westview. His articles appear in an array of professional journals. Levy’s main research interest is how educational institutions fit into the wider interface between civil society and the state. Starting at Yale University pioneering research programs, he has now spent over 25 years on this broad subject matter, increasingly working on private higher education in its relationship to the public sector. Levy has lectured at almost all of the leading U.S. universities and he has also lectured and worked in six continents. He is a consultant for international foundations, development banks, and academic agencies. Dr. Levy teaches graduate students mostly in the social analysis of education, especially higher education.

Abstract
The Carnegie Foundation for the Advancement of Teaching* has embarked on an ambitious research effort to study preparation for the professions in five fields—including law, engineering, the clergy, medicine, and social work—as well as teacher preparation. These studies are collaborations with educators and practitioners in each profession with the aim to better understand and describe the state of professional education in each field.

The Foundation’s study of engineering education aims to describe and analyze both typical and exemplary approaches to teaching and learning engineering at the outset of the new century. It addresses the major questions of what engineering education looks like and how it prepares practitioners by exploring what lies inside the “black box” of preparation for the engineering profession. These questions are addressed in ways that will assist educators, students, university leaders, and practicing engineers to prepare future engineers more effectively. The study also provides an important point of linkage to foster an exchange of insights and best practices among and between disciplinary fields, and both graduate and undergraduate programs.

The recently published Educating Engineers: Designing for the Future of the Field is the final report from the Foundation’s study of engineering. As described in the report, the study’s examination of curricular and teaching strategies yielded questions about the alignment of engineering programs with the demands of today’s professional engineering practice. While describing engineering education from within the classroom and the lab, the report offers new possibilities for teaching and learning.

As the Senior Scholar at the Foundation leading the study on engineering education, I will describe the dominate model of engineering education we observed, outline improvements to better align educational practices with the needs to today’s engineering professionals, and propose an alternate (and fairly radical) model suggested by new understanding of how people learn. Ample time will be allotted in the session for Q&A, and discussion.

*The Carnegie Foundation for the Advancement of Teaching focuses on the scholarship of teaching and seeks to generate discussion and promulgate sustainable, long-term changes in educational research, policy and practice. The Foundation’s programs are designed to foster deep, significant, lasting learning for all students and to improve the ability of education to develop students' understanding, skills and integrity. The study described in this talk was funded by The Carnegie Foundation for the Advancement of Teaching and The Atlantic Philanthropies.

BIO
Sheri D. Sheppard, Ph.D., P.E., is the Carnegie Foundation for the Advancement of Teaching Consulting Senior Scholar principally responsible for the Preparations for the Professions Program (PPP) engineering study, the results of which are in the report Educating Engineers: Designing for the Future of the Field . In addition, she is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design-related classes at Stanford University, she conducts research on weld and solder-connect fatigue and impact failures, fracture mechanics, and applied finite element analysis. In 2003 Dr. Sheppard was named co-principal investigator on a National Science Foundation (NSF) grant to form the Center for the Advancement of Engineering Education (CAEE), along with faculty at the University of Washington, Colorado School of Mines, and Howard University. She was co-principal investigator with Professor Larry Leifer on a multi-university NSF grant that was critically looking at engineering undergraduate curriculum (Synthesis); one of her key contributions in Synthesis was the development of a pedagogy called mechanical dissection.

Sheri served as co-director of Stanford's Learning Lab (1997-1999), was Chair of Stanford’s Faculty Senate in 2006-2007, and since September of 2008 has served as Associate Vice provost of Graduate Education. For the last ten years she has been the faculty advisor to the Stanford graduate student group MEWomen .

Sheri is a fellow of the American Society of Mechanical Engineering (ASME), the American Association for the Advancement of Science (AAAS), and the American Society of Engineering Education (ASEE). She was awarded the 2004 ASEE Chester F. Carlson Award in recognition of distinguished accomplishments in engineering education, and the 2005 ASEE Wickenden Best Journal of Engineering Education Paper Award. Before coming to Stanford University, she held several positions in the automotive industry, including senior research engineer at Ford Motor Company's Scientific Research Lab. Dr. Sheppard's graduate work was done at the University of Michigan.

Abstract
Doctoral education has not escaped globalization. For the first time, conditions exist for the emergence of an international system of doctoral education. This talk is based on the results of two NSF funded international workshops organized by the Center for Innovation and Research in Graduate Education (CIRGE) at the University of Washington in 2005 and 2007. It will be argued that globalization has brought a number of common trends to graduate education worldwide, “converging practices; ”and it also has different effects on different regions and the increasingly diverse graduate student population. Due to globalization, graduate education today has to fulfill a dual mission: that of building a nation’s infrastructure of professionals and scholars, and of educating domestic and international graduate students for participation in a global economy and an international scholarly community. This dual mission is often experienced as a tension.

Globalization cannot be avoided but institutions of higher education can respond proactively in preparing its doctoral students adequately for times of globalization and an increasing national interest in the role of doctoral education for the knowledge economy. We need to educate our students to be able to define and solve societal problems both at home and abroad, collectively, in trans-, multi- and interdisciplinary and international groups. We need to operationalize the slogan: think globally and act locally in truly internationalizing our campuses at home.

BIO
Maresi Nerad is the founding director of the national Center for Innovation and Research in Graduate Education (CIRGE), Associate Dean of the Graduate School, and Associate Professor for Higher Education in the Educational Leadership and Policy Studies Program College of Education, all at the University of Washington, Seattle. She received her doctorate in higher education from the University of California-Berkeley in 1988. From 1988 until 2001, Dr. Nerad directed research in the Graduate Division at the University of California-Berkeley and spent the six months in 2000 as Dean in Residence at the Council of Graduate Schools. In 2005 she was nominated for the Miegunyah Fellow by the University of Melbourne, Australia, and spent three months at the University of Australia.

She is the author or editor of four books on higher education: Towards a Global PhD? Changes in Doctoral Education Worldwide (2008,) The Academic Kitchen: a Social History of Gender Stratification at the University of California (1999), Graduate Education in the United States (1997), and Feministische Wissenschaft und Frauenstudium. (Feminist Research and Women's Studies in the U.S.) (1982).

Abstract
Vice President Emeritus Hershman will review historical data on the University of California, including trends in (1) student enrollment, (2) student fees and financial aid, and (3) UC budgets. In his presentation, he will discuss the State fiscal situation, including the short term financial crisis and the longer term structural problems. The discussion will also focus on State budget priorities. Finally, he will explore options for the University of California, the California State University System, and the California Community Colleges in coping with both the current fiscal emergency and the longer term structural problem. These options include possible reductions in quality, reductions in access, and other strategies such as increased reliance on alternative funding sources.

BIO
Larry Hershman is Vice President – Budget, Emeritus, of the University of California. He retired in October, 2007 after 40 years with the University. He was responsible for the UC Budget for 30 years, serving under six UC Presidents. During his 40 years, UC has grown to be the greatest university in the world. He will share his views on how this occurred and why higher education in California is facing an uncertain future.

Abstract
The ‘entrepreneurial university’ has been proclaimed the most decisive feature of the ‘second academic revolution’, in which contributing to the economy is added to the education and research functions of universities. Some advocates of this entrepreneurial turn go to the point of suggesting that the ‘University of the Future’ will be a business incubator entirely, technology transfer and business incubation being permanent activities taking place in each and every department. Others, however, have been more cautious and highlight the controversial effects of this turn as universities experience contradictions and conflicts of various kinds.
It will be argued that power issues have been absent in the analysis of the ‘entrepreneurial university’ and that one needs to shift from generalized accounts of science and university to the study of local practices, revealing how local research groups connect with their particular contexts and the internal tensions and contradictions they experience. That is, instead of approaching ‘the university as an organization’ (the entity or distal view), the analysis should focus on the local, complex and often contradictory organizing processes involved in performing the link with industry and their effects (the proximal view), as well as the new technologies of government associated with such an entrepreneurial turn. This will be illustrated with examples from recent involvements of universities in partnerships with industrial firms.

BIO
Manuel Graça (PhD in Behavior in Organizations, Lancaster University) is associate professor of management and organization at the University of Porto, Portugal, and Visiting Scholar at the Center for Studies in Higher Education, UC Berkeley. His current research interests are centered on the widespread adoption of management fads and fashions in higher education, namely entrepreneurialism.

John Douglass will discuss recent findings from a research project on tuition and fees trends in the US and EU with Ruth Keeling - CSHE Research Associate and Coordinator of the European Education Policy Network based at the University of Cambridge - and will offer for discussion an alternative tuition and fee model for the University of California.

Globally, fees and tuition are growing as an important source of income for most universities and with potentially significant influences on the market for students and the behavior of institutions. Thus far, however, there is no single source on the fee rates of comparative and often competitive research universities, nor information on how these funds are being used by institutions. Research on tuition pricing has also focused largely on Bachelor's degree programs, and not on the rapid changes in professional degrees. This paper offers a brief scan of pricing trends among a sample group of 24 public and private research universities in the US all with a wide array of graduate and professional programs, and a small sample group of EU universities. John Douglass and Ruth Keeling trace a pattern of convergence between not only US public and private institutions, but also EU universities (or at least an indicator that this is occurring). They theorize that pricing among major research universities is increasingly influenced by a sense of what the market will bear, and a convergence in pricing driven in part by the perception that price equals quality for consumers, and hence prestige. The focus in their paper is on pricing, and hence does not delve into the complex issue of bursaries and related costs for the student such as room and board.

This presentation is based on a contribution to the CSHE Research and Occasional Paper Series, available at: http://cshe.berkeley.edu/publications/publications.php?s=1

In 2000, the initiative to create a European Research Area (ERA) was heralded with much fanfare as part of the Lisbon Strategy to boost Europe’s competitiveness in a global knowledge-driven economy. In the interim, however, progress has proven to be slow and piecemeal owing to a number of persisting cultural and structural barriers to an ‘internal market’ in research and higher education, including an ambivalent response from national governments. More recently, the EU Commission has taken new steps to re-energize the process of deepening and widening pan-European coordination and cooperation of national activities in this area. Against this background, this lunch talk will provide an assessment of past activities to establish a European Research Area as well as an analysis of current challenges. Employing a neo-institutional perspectives, the interplay between national governments, the EU Commission and the emerging universe of EU-wide networks and intermediary organizations will be highlighted.

Sponsored by Institute for European Studies and Center for Studies in Higher Education.

Detailed planning for the new University of California School of Global Health has been underway for a year. This new school will be the University's first multi-campus school. Although UC has substantial experience with multi-campus research units, institutes and centers, it has very few multi-campus academic programs and no multi-campus schools. Ellen Switkes, Coordinator of Planning, will describe the initial impetus for this school and describe the plans to date. She will also describe some of the remaining problems, primarily complex administrative and budgetary issues, and would like to discuss possible solutions.

Ellen Switkes was appointed as coordinator of planning for the University of California School of Global Health in August, 2007 after a 27 year career as Assistant Vice President of Academic Advancement in the UC Office of the President. Her initial appointment at the University of California was as Assistant Professor of Chemistry at UC Santa Cruz. She has a degree in inorganic chemistry from MIT.

Professor Zhou is currently a Fulbright visiting scholar at Stanford University, directs a College Students Learning Survey in China, and is pursuing research on the evaluation of higher education in that nation's rapidly growing education system. He is also the Director of Humanities and Social Sciences and Executive Deputy Director of the Institute of Higher Education at Beijing Normal University.

Sponsored by Institute of East Asian Studies and Center for Studies in Higher Education.

Some findings from the UC Experience Survey

Sponsored by Center for Studies in Higher Education and Institute for the Study of Social Change.

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Strengthening Precollegiate Education in Community Colleges (SPECC) was a multi-site action research project organized by the Carnegie Foundation for the Advancement of Teaching. The eleven participating California community colleges extended local programs, built on local strengths, and worked with the Carnegie team to learn from their experiences.

As part of the work, each campus created a faculty inquiry group. Faculty Inquiry is a form of faculty development where teachers work together to shape questions about student learning and then gather and analyze evidence to address those questions. The answers come back to the classroom in the form of new curricula, new assessments and new pedagogies, which in turn become subjects for further inquiry.

This presentation will be based on the new contribution to the CSHE Research and Occasional Paper, and as part of the Center's Student Experience in the Research University (SERU) Project available at: http://cshe.berkeley.edu/publications/publications.php?s=1

A number of national studies point to a trend in which highly selective and elite private and public universities are becoming less accessible to lower-income students. This paper explores the divide between poor and rich students, comparing a group of selective institutions and their number and percentage of Pell Grant recipients, and offers an analysis of the high percentage of low-income undergraduate students within the University of California system - who they are, their academic performance and other experiences using data from the University of California Undergraduate Experience Survey and institutional data.

There have been few studies on the range of backgrounds and academic experiences of low-income students, or comparisons of their university lives with those of more wealthy students. Among the conclusions: The University of California has a relatively high number of low-income students when compared to a sample group of twenty-four other selective public and private universities and colleges, including the Ivy Leagues and a sub-group of other California institutions such as Stanford and the University of Southern California. Indeed, the UC campuses of Berkeley, Davis, and UCLA each have more Pell Grant students than all of the eight Ivy League institutions combined. One out of three lower-income students enrolled at UC have at least one parent with a college degree, indicating that these students are not all first-generation college students as is widely believed. Low-income students, and in particular Pell Grant recipients, at UC have only slightly lower GPAs than their more wealthy counterparts in both math, science and engineering, and in humanities and social science fields; have generally the same academic and social satisfaction levels; and are similar in their sense of belonging within a campus community. However, there are some marginal differences between campuses, with students being less satisfied at UC campuses where there are more affluent student bodies and where lower-income students have a smaller presence.

For more information on the SERU Project, see: http://cshe.berkeley.edu/research/seru/

Sponsored by Institute for the Study of Social Change and Center for Studies in Higher Education.

A longstanding business practice at universities and colleges hides the cost of faculty research under the accounting category of “Instruction.” This is especially misleading for research universities in their communications with students, legislators and the general public about financial matters. A proper cost analysis for the University of California shows that undergraduate student fees here are now at 100% of what the institution actually spends, averaged per-student, for that mission. This result contradicts the official claim that student fees cover only 30% of the cost of their education. Estimates of this discrepancy are also provided for some other research universities, both public and private. This has broad implications for public policy regarding higher education.

Since retirement, Professor Schwartz has supplemented his research in theoretical physics with critical studies of University administration, mostly focusing on financial matters. His writings may be found on the web site http://socrates.berkeley.edu/~schwrtz

Abstract
As women comprise an increasing majority of college students—up to 57 percent nationwide—the “gender gap” in higher education has garnered renewed public interest. Unfortunately, focusing on the gender gap solely in terms of a zero-sum admissions game overlooks the role that gender plays once students are enrolled. How do male and female college students differ from each other in terms of their backgrounds, characteristics, and dispositions? And more importantly, does gender influence the way in which they experience college? Do women and men benefit equally from their engagement with the campus environment? Do interactions with peers and faculty have the same consequences for both genders? Are women and men affected in the same ways by their membership in student clubs, participation in sports, or exposure to racial, ethnic, or cultural diversity? Despite decades of research on how students are affected by their college experiences—research that tends to focus on all students rather than subgroups of students—we actually know quite little about the answers to these questions.

In this presentation, Dr. Linda Sax will share the results of a study that addressed each of these questions using longitudinal survey data on over 10,000 women and 7,000 men attending 200 colleges and universities nationwide. The complete study is revealed in The Gender Gap in College: Maximizing the Developmental Potential of Women and Men (2008, Jossey-Bass).

Bio
Linda J. Sax is Associate Professor of Higher Education in the Graduate School of Education & Information Studies at UCLA, where she teaches graduate courses in research methodology, evaluation of higher education, and gender issues in higher education. An author of more than 50 publications, her research focuses on gender differences in college student development, specifically how institutional characteristics, peer and faculty environments, and forms of student involvement differentially affect male and female college students. She is the author of The Gender Gap in College: Maximizing the Developmental Potential of Women and Men (2008, Jossey-Bass). Dr. Sax is also currently principal investigator on a nationwide study of the effects of single-sex secondary education. She is currently a Fellow with the Sudikoff Family Institute for Education & New Media. She is also the recipient of the 2005 Scholar-in-Residence Award from the American Association of University Women and the 1999 Early Career Award from the Association for the Study of Higher Education.

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Fourth Annual Dale Tillery Summer Institute for Community College Leadership

Sponsored by Graduate School of Education.

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Anna Zimdars is a Research Fellow in the Institute for Social Change, University of Manchester, UK. Her research focuses on stratification of students in different undergraduate institutions in the UK. Anna’s doctoral work was a case study of student admission and progression at the University of Oxford and her work in progress includes a study of access to the legal profession. Her most recent paper ‘Testing the spill-over hypothesis: meritocracy in enrolment in postgraduate education’ was published in Higher Education, Volume 54, Number 1, July 2007 (19). Dr. Zimdars holds a doctorate from the University of Oxford and has been a visiting scholar at the Steinhardt School of Education, NYU.

The Student Experience in the Research University Project, based at the Center for Studies in Higher Education at UC Berkeley, will hold the 2nd Annual SERU/UCUES Symposium on Thursday May 8, 2008 on the UCLA campus. The SERU Project is fostering an ongoing research program on student life, culture, and perspectives and developed the University of California Undergraduate Experience Survey (UCUES), an on-line census survey of all undergraduates at UC.

The symposium will gather scholarly and policy oriented researchers to present papers and findings focused largely on the undergraduate experience at the University of California, but open also to scholars doing work at other major research universities. It is our goal to encourage research, analysis, and discussion on the current state of, and possible methods for improving, the undergraduate experience that result in publishable papers via the SERU Project or other scholarly and policy outlets.

Sponsored by UCLA Office of Vice Chancellor Student Affairs and UC Office of the President - Vice President for Student Affairs.

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Abstract
During the last quarter of the the 20th century, Taiwan has been transformed from an agriculture-based to a technology-driven economy. This economic progress has provided the needed resources and stability for political reform. Thus Taiwan has advanced from an oligarchy to a democracy, a first in China's 5000 years history. Taiwan's development model was a subject of considerable interest worldwide.

What has powered these transformations? What are the underlying causes of the "Taiwan Miracle?" Are there lessons to be learned for countries or economies that at present exist in a state similar to the Taiwan of the 1970s? Many analyses have suggested the key role played by the national innovation system (NIS) in Taiwan. The innovation system has enabled the institutional players to work efficiently with synergy.

This seminar will attempt to present the key elements of the innovation system in Taiwan and the leadership role it play in the development.

Bio-sketch

Prof Otto C. C. Lin worked for the Industrial Technology Research Institute (ITRI) in Taiwan during 1983-94, the last six years as its President. ITRI was the leading technology organization dedicated to technology and innovations and generally recognized as the craddle of hi-tech industry in Taiwan. After his retirement from ITRI, Professor Lin returned to the academia and was appointed vice president in 1997 of the newly established Hong Kong University of Science and Technology. At HKUST, he was active in building research infra-structure, promoting innovations, entrepreneurship and university-industrial cooperatioin in the Greater Pearl River Delta region.

Sponsored by Center for Studies in Higher Education and Institute of East Asian Studies.

Presentation and discussion leaders: Presentation and discussion leaders:

John Aubrey Douglass, Senior Research Fellow, CSHE, UC Berkeley, and author of The California Idea and American Higher Education


Lester F. Goodchild, Education and Counseling Psychology, Santa Clara University


Benjamin Allen, UC Student Regent 2007-08, Boalt Law School


The seminar is only open to graduate students at UC Berkeley and Santa Clara University who confirm their attendance in advance by contacting Nathalie Lajarige at lapiz@berkeley.edu. Limited seating.

Abstract
Globalization, in the sense that the term is most often used in the corporate context, has had little impact on American higher education thus far. However, a number of considerations point to increasing pressures for globalization on American higher education. These include a barely-functioning business model for American higher education, increasing higher education opportunities globally, and the decreasing global economic and technological dominance of the US. By contrast, in the for-profit higher education sector, firms such as Laureate and Kaplan have been aggressively experimenting for some time with models of higher-ed globalization. These experiments are increasingly involving close partnerships with traditional non-profit institutions of higher education. I will discuss aspects of globalization of higher education generally, the evolving role of the for-profit sector in this domain, and issues relating to self-definitions of higher education that are brought into focus by the pressures of globalization.

Bio
Lloyd Armstrong, Jr., Professor, University of Southern California, and holds appointments in the Rossier School of Education and the College of Letters, Arts and Sciences. His research focuses on the research university of the future, with particular emphasis on the globalization of higher education.

Dr. Armstrong was Provost and Senior Vice President for Academic Affairs of the University of Southern California from August, 1993 until June, 2005. He led strategic planning for the university, and produced the 1994 Strategic Plan for the University, a 1998 update of that plan, and the 2004 Strategic Plan for the University: Building Strategic Capabilities for the University of the 21st Century.

He served on the NSF Advisory Committee for Physics (1985-88), and as a member of the Committee of Visitors of the Physics Division of the NSF (1991). He also has served on a large number of boards and committees of the National Academy of Sciences/National Research Council. He was a member of the Advisory Board of the Institute for Theoretical Physics in Santa Barbara (1992-96, chair 1994-95), of the Institute for Theoretical Atomic, Molecular and Optical Physics at Harvard (1994-97), and the Advisory Board of the Rochester Theory Center for Optical Science and Engineering (1996- 98, chair 1997-98). He has also served on the boards of directors of the California Council of Science and Technology (1994-2005), the Southern California Economic Partnership (1994-2000), and the Pacific Council on International Policy (1996-2005). He is a member of the Pacific Council on International Policy, and the Council on Foreign Relations. He also serves on the advisory board of InsideTrack.

Armstrong received a Ph.D. in physics from the University of California at Berkeley in 1966.

The symposium will share both statistical information on dimensions of undergraduate diversity and individual student accounts of experiences of diversity at Cal as reported on the spring 2007 Berkeley University of California Undergraduate Experience Survey (UCUES). The combination of student reports and extensive new statistical data will provide new perspectives on undergraduate diversity and help inform our efforts to enhance the undergraduate experience for all our students.

This event is coordinated by Academic Support and Enrichment Services. It is co-sponsored by the Center for Educational Partnerships, the Divisions of Equity & Inclusion, Undergraduate Education, and Student Affairs, the College of Letters and Science, and the Center for Studies in Higher Education.

Register for the symposium at http://education.berkeley.edu/symposium/index.html. Space is limited. We encourage you to register as soon as possible.

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A discussion co-chaired by Robert Gabriner, Vice Chancellor for Institutional Advancement, San Francisco City College, and Anne MacLachlan, Senior Researcher, CSHE. Eva Schiorring, Senior Researcher, and Lorraine Giordano, Researcher, Center for Student Success, Research and Planning Group, California Community Colleges, and Dr. Andreea Serban, former president of the RP Group, and Vice Chancellor at the South Orange County Community College District, will open the discussion speaking about issues around transfer. Each is involved in one of the two CCC transfer projects. We would like to have a conversation from all institutional perspectives and cordially invite all those from UC and CSU who have an interest in transfer to attend.

Eva Schiorring is a Senior Researcher with the Center for Student Success (CSS) of the Research & Planning Group of the California Community Colleges, and also works as an independent consultant specializing in evaluation of educational programs and institutions. Since the CSS's inception in 2001, Eva has been a lead researcher on ten CSS projects, including two current statewide research projects on two-to-four year transfer: The Transfer Leadership Center, and The Career & Technical Education Transfer Project. Eva has also served as lead researcher on four projects that identified and investigated promising practices in California Community College health occupations programs. In 2001, Eva co-authored We Could Do That, the CSS's award-winning diversity manual for community colleges. In addition to the two transfer studies, Eva is presently evaluating WestEd’s Strategic Literacy Initiative for community colleges, a nursing program, and three career and technical education programs. Eva earned a BA in Political Science from UC San Diego and a Masters Degree in Public Policy from Harvard University.

Dr. Lorraine Giordano is a researcher with the Center for Student Success of the Research & Planning Group of the California Community Colleges and specializes in workforce development. Previously, Dr. Giordano was Executive Director of the Information Technology Consortium which included City College of San Francisco and six non-profit employment training organizations in the design and implementation of career pathway training for IT and IT-related occupations. She has served as the Tech Prep Project Director for the Peralta Community College District and as Project Director at the National Center for Research in Vocational Education for a study of comparative labor markets for graduates of community colleges. She is the author of Beyond Taylorism: Computerisation and the ‘New’ Industrial Relations.

Andreea M. Serban is the Vice Chancellor for Technology and Learning Services at South Orange County Community College District (SOCCCD). She also serves as the project director for the Transfer Leadership Center project. Prior to joining SOCCCD, she was the Associate Vice President for Information Technology, Research and Planning at Santa Barbara City College in Santa Barbara, California. Dr. Serban also had research, planning, and faculty positions at University of Redlands, Rockefeller Institute of Government, State University of New York System Administration, Institute for Educational Sciences, and University of Bucharest. She wrote about and made presentations on performance funding, reporting, and measurement, assessment of student learning outcomes, enrollment management, planning, state budgeting for higher education, knowledge management and conversions to relational database systems. Dr. Serban participated in several major statewide projects, including the development of the AB1417 accountability framework, the environmental scan for the statewide strategic planning for California Community Colleges and is one of the co-authors of the Center’s most recent work, Basic Skills as a Foundation for Student Success in California Community Colleges. She is currently a member of the Action Planning Groups for Goals B.1 Basic Skills and B.4 Intersegmental Transfer of the Statewide Strategic Plan for California Community Colleges and one of the authors of the basic skills effective practices literature review commissioned by the State System Office.

Professor Roger Brown is going to talk about the similarities in the demands being made on the US and UK systems in terms of student demand, value for money, accountability, economic relevance, accessibility etc. He then wants to look at the contrasting responses.

Roger Brown was Vice-Chancellor of Southampton Solent University between July 2005, when the Privy Council granted Southampton Institute university title, and July 2007; he had been Principal of Southampton Institute since April 1998. In June 2004 he was awarded the title of Professor of Higher Education Policy. Prior to 1998 he was Chief Executive of the Higher Education Quality Council (HEQC); Head of Research and Strategy at the Committee of Vice-Chancellors and Principals (CVCP); Chief Executive of the Committee of Directors of Polytechnics (CDP); and Secretary of the Polytechnics and Colleges Funding Council (PCFC). He also worked at the Department of Trade and Industry, the Cabinet Office, the Department of the Environment, and the Office of Fair Trading. Between 1969 and 1976 he was an officer of the Inner London Education Authority. As well as writing and lecturing frequently on higher education matters, he has published a book on the post-war planning of further and higher education in London. His second book “Quality Assurance in Higher Education: the UK experience since 1992” was published in February 2004. He has been a Visiting Professor at Middlesex University, Goldsmiths’ College, the University of London Institute of Education, Curren the University of Surrey Roehampton, the University of East London and City University. He is currently a Visiting Professor or equivalent at London Metropolitan University, Napier University Edinburgh, the Oxford Centre for Higher Education Policy Studies and the University of Southampton. He is a Board member of both the Higher Education Policy Institute and the University Vocational Awards Council. He is also a member of the Learning and Skills Council for Hampshire and the Isle of Wight. He has served on many national committees and boards.

Sponsored by Institute of International Studies, Center fro British Studies, and Center for Studies in Higher Education.

In the last few weeks scholarly communication issues at Berkeley and nationally have made headlines:

** The Vice Chancellor for Research and the University Librarian announce the Berkeley Research Impact Initiative (BRII) which provides subsidies for authors who wish to make their research publications freely available to the public.

** President Bush signs into law appropriations bill (HR 2764) which includes a groundbreaking open access mandate that will provide public access to NIH-funded research findings.

** Harvard Arts and Sciences faculty vote unanimously to adopt an open access mandate for its faculty members’ research publications.

** UC Berkeley hosts the SCOAP3 U.S. focal group meeting to explore how to dramatically reshape the funding and access models for peer-reviewed journals in high energy physics.

Join your colleagues for a conversation about what these recent headlines portend for the future of scholarly communication both here at Berkeley and within the University of California as a whole. Professors Mike Eisen (Molecular & Cell Biology), Nick Jewell (Public Health) and Randy Schekman (Molecular & Cell Biology) will share their thoughts. University Librarian Tom Leonard will moderate.

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This event is co-sponsored by the Academic Senate Library Committee, The Library, the Librarian's Association of the University of California, Berkeley (LAUC-B) and the Center for Studies in Higher Education (CSHE).

Accreditation has recently moved into the forefront of efforts of policy makers to promote greater accountability in higher education. The Spellings Commission, followed by a failed negotiated rule making process, attempted to require accrediting agencies to address graduation rates and learning outcomes in unprecedented ways. These efforts, in turn, have led to a backlash restricting the Secretary of Education’s authority in the proposed Higher Education Act. Nonetheless, for the past fifteen years the Department of Education has increased accountability expectations and all accreditors now make assessment of student learning central to the accrediting process. The presentation will review past trends, recent challenges, future direction and possible alternatives for accreditation in addressing accountability issues.

Ralph Wolff was appointed Executive Director of the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC) in 1996, after serving as Associate Executive Director since 1981. The Senior College Commission accredits 149 institutions serving over 800,000 students in California, Hawaii, Guam and the Pacific Basin. As Executive Director, Ralph has led the region in developing new models of self-study and team visits and in visioning a new framework for accreditation. The model shifts WASC from primarily a regulatory agency to a capacity building leader in regional and national discussions about quality, quality assurance, and ways to develop and institutionalize cultures focused on student and organizational learning. The changes have influenced accrediting processes in several other regions and have led a national reform effort in accreditation. Mr. Wolff has written and spoken extensively on assessment, diversity, and the redefinition of accreditation to serve more directly the public interest. Prior to joining the Commission staff, Mr. Wolff was on the law faculty of the University of Dayton Law School. Previously, he was a founder of the Antioch School of Law, the first law school expressly designed to prepare lawyers to serve in public interest or poverty law positions. He received a bachelor's degree in history from Tufts University and a J.D. degree, with honors, from the National Law Center of George Washington University.

The Peder Sather Symposium represents an ongoing collaboration between the governments of Norway and Sweden and the University of California, Berkeley. The goal of the symposium is to promote the understanding of political, economic, and cultural issues. The event is designed to foster interdisciplinary discussion among scholars and policymakers from Europe and the U.S. on global and national issues of mutual concern.

This year's Peder Sather Symposium will discuss issues in higher education. Panelists include:
Jens Revold, State Secretary, Ministry of Research and Higher Education, Norway
Peter Honeth, State Secretary, Ministry of Education and Research, Sweden
Professor Judson King, Director, Center for Studies in Higher Education, UCB, former Vice President of the University of California, and former Dean of College of Chemistry, UCB

Co-sponsored by the Institute of International Studies, the Center for Studies in Higher Education, the Swedish Consulate, and the Norway Consulate.

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In which science and its university proprietors confront a new set of questions. Whether in the later phases of the Cold War or in the early phases of the Terror War, universities find themselves witnessing a replay of the old battle between science, which would prefer to have everything open, and security, which would like to have some of it secret. Struggles in the early 1980's regarding application of arms control regulations to basic data resulted in some solutions that some hoped would be permanent. But after 9/11 a host of new issues surfaced. Not limited to arms control considerations, the new concerns included the publication of data or methods that might fall into the wrong hands. At the same time, science was confronting a different kind of security problem: instead of being employed to decide policy, science was being manipulated or kept secure in order to justify preferred policy outcomes.

Sponsored by Center for Studies in Higher Education and Carnegie Corporation.

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Introductions by Executive Vice Chancellor and Provost George Breslauer

Moderator, C. Judson King, Director, Center for Studies in Higher Education

This lecture addresses the recent and rapid growth in Chinese higher education, and seeks to view it in the light of earlier systems of learning in China and other international revolutions in higher education, particularly in Europe and North America. It argues that Chinese, European and American universities share many common objectives and common problems. It focuses on efforts to revitalize undergraduate education, and the often-contested role of the humanities as part of the “general education” of undergraduates at leading universities, seeking to educate individuals with the capacity for critical leadership, rather than students trained in skills that will become obsolete in their lifetimes.

Sponsored by the Institute of East Asian Studies and co-sponsored with the Center for Studies in Higher Education, the Institute of Slavic, East European, and Eurasian Studies, and the Institute of European Studies

Abstract:
Far too few Californians are earning college degrees for the state to compete successfully with leaders in the global economy. In order to reach the education levels of the most competitive economies, the number of students earning college degrees each year (associates and bachelors) would have to increase by more than fifty percent. The community colleges are indispensable to any effort to educate more Californians because they serve the majority of undergraduates in the state, including large shares of the students who go on to pursue a bachelors degree in the state’s universities. The colleges are particularly important to increasing education levels among the growing Latino population. But current completion rates of community college students are low. This presentation will explore how changes in public policies can help the California Community Colleges produce more educated Californians.


Bio:
Nancy Shulock is Director of the Institute for Higher Education Leadership & Policy at Sacramento State University, and a professor of Public Policy and Administration. The Institute conducts applied policy research to help state policymakers and educators improve California higher education. Principal areas of focus include accountability, community colleges, and higher education performance, finance, and governance. She has authored numerous reports and articles on higher education, policy analysis, strategic planning, and legislative decision making. Prior to the establishment of the Institute in 2001, Nancy was associate vice president for academic affairs at Sacramento State. She began her state policy work with the California Legislative Analyst’s office, where she worked on K-12 and higher education issues.

Each year both UC Berkeley and Stanford have between 75 and 100 incoming freshman who are from under-represented racial and ethnic groups begin their university experience with the hope of going to medical school and becoming a physician. At both campuses, by the end of the sophomore year a substantial proportion of these students report having lost much of their interest in continuing as pre-med. In interviews conducted with them, the principal reason for their loss of interest is their experience in the chemistry classroom.

For more than 100 years, premedical students have been expected to begin the study of chemistry, biology, and physics early in their college career. For admissions committees of most medical schools, a student’s performance in these required courses is a principal determinate of whether the student is seen as fit to study medicine. Yet it is these same sciences courses, especially chemistry, that lead large numbers of otherwise qualified minority students to “leak” out of the premedical pipeline. The state and national policy consequences of this leakage are substantial.

Prof. Barr will discuss the data he has gathered on premedical students at Berkeley and Stanford, and will describe his historical analysis of why, nearly 100 years after they were identified in The Flexner Report as necessary components of premedical education, we still rely on a student’s performance in chemistry, biology, and physics as a principal predictor of his or her potential skill and success as a physician.

Donald Barr is currently a Visiting Scholar at the Center for Studies in Higher Education. He is an Associate Professor of Sociology at Stanford University, and is the founder and director of Stanford’s undergraduate curriculum in health policy. He received his M.D. from the University of California, San Francisco and his Ph.D. in Sociology from Stanford University.
Dr. Barr’s current research interests include his ongoing study of factors associated with higher rates of attrition from premedical studies among minority students at Stanford and UC Berkeley; and the study of racial and ethnic disparities in health status and health care access in the U.S.
In June 2003 Dr. Barr was awarded the Lloyd W. Dinkelspiel Award for Distinctive Contribution to Undergraduate Education at Stanford University. In May 2006 he received the University’s Miriam Aaron Roland Volunteer Service Prize for his integration of teaching, scholarship, and volunteer service to society. The second edition of his book, "Introduction to U.S. Health Policy: The Organization, Financing, and Delivery of Health Care in America," was published by Johns Hopkins University Press in 2007. His new book, “Health Disparities in the U.S. – Social Class, Race, Ethnicity and Health” will be published by Johns Hopkins University Press in spring 2008.

The Korean rate of progression to tertiary education has recently reached to 81%, the highest in the world. Korea has also become one of the first countries to have nearly universal completion of secondary education, and this rate of growth was the highest of any of the OECD countries. As recently as 2000, Korean high school graduates were 5% more likely to pursue tertiary education in one form or another than their counterparts in the U.S., a leading country of universal higher education in the whole world. The transition from elite to universal access to tertiary education has attained in less than three decades, an achievement that took the U.S. almost half a century.

The main driving force behind the rapid expansion of higher education was not a concerted central planning effort by the government, but rather parents’ zeal and willingness to financially support their children’s studies. Extreme over-privatization has led to the unprecedented simultaneous transition to universal access to secondary and tertiary education. More than 80% of students are currently at private universities and colleges in Korea. 83% of the education budget for higher education comes from family funds. The idea of “tertiary education for all” is closer to reality in Korea than in any other countries. Is it a victorious story? The costs and consequences of unprecedented reality remain to be answered. Some answers would unearth valuable insights, policy implications and conditions under which tertiary education for all can be attained by other countries.

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In which science and its university proprietors confront a new set of questions. Whether in the later phases of the Cold War or in the early phases of the Terror War, universities find themselves witnessing a replay of the old battle between science, which would prefer to have everything open, and security, which would like to have some of it secret. Struggles in the early 1980's regarding application of arms control regulations to basic data resulted in some solutions that some hoped would be permanent. But after 9/11 a host of new issues surfaced. Not limited to arms control considerations, the new concerns included the publication of data or methods that might fall into the wrong hands. At the same time, science was confronting a different kind of security problem: instead of being employed to decide policy, science was being manipulated or kept secure in order to justify preferred policy outcomes.

Sponsored by Center for Studies in Higher Education and Carnegie Corporation.

John Aubrey Douglass will discuss the history he researched for his new book, The Conditions for Admission: Access, Equity, and the Social Contract of Public Universities (Stanford University Press, 2007).

Daniel Sabbagh

Affirmative action à la française: A Color-Blind Alternative or Subterfuge?

In the United States, ‘affirmative action’ refers to a wide array of measures that grant some (more or less flexible) kind of preferential treatment in the allocation of scarce resources – jobs, university admissions and government contracts – to the members of groups formerly targeted for legal discrimination (African Americans, Hispanics, Native Americans, women, sometimes Asians). In France, by contrast, because the 1958 Constitution incorporates a principle of ‘color-blindness’ stated in most explicit terms, the main operational criterion for identifying the beneficiaries of affirmative action policies is not race or gender, but geographical location: residents of a socio-economically disadvantaged area will indirectly benefit from the additional input of financial resources allocated by state agencies to that area as a whole. In this respect, the first affirmative action plan recently designed in the sphere of higher education by one of France’s most prestigious elite institutions, the Institut d’études politiques de Paris, while not departing significantly from this broader pattern of redistributive, territory-based public policies, has given rise to a controversy of an unprecedented scale, some features of which may actually suggest the existence of a - yet unacknowledged - convergence between French and American affirmative action programs.

Agnes van Zanten

Affirmative action and outreach policies in higher education in France: are new institutional linkages reducing the impact of social and ethnic segregation?

Elite higher education institutions in France have started to develop new affirmative action and outreach policies since 2000. Although these policies differ on the issue of maintaining competitive examinations at entry for everyone or creating new recruitment procedures for disadvantaged students most of them rely on the development of new links with disadvantaged secondary schools to reach immigrant and French student with low socioeconomic status. The first questions that this presentation will address concern the underlying hypothesis and values behind this choice, the new geography of feeder schools that it has produced and its impact on the range of schools sending students to elite HE institutions. A second set of questions that will be addressed concerns the selection and self-selection of students within each secondary school both from the point of view of their social, ethnic and academic profile and from the point of view of the processes involved.

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In which universities, having been partly weaned from federal support, are recognizing new sources of help. Their quest is assisted by a new concern from the government: the money being spent on basic research is producing more prizes then patents. Congress finds a solution: in the Bayh-Dole Amendments of 1980 it foreswears collection on intellectual property rights resulting from university research it supports. The result is a dramatic growth in academic centers devoted to patenting and licensing faculty inventions. This brings in new money, accompanied by new challenges: should the university go ihto business with its faculty? Can it retain equity of treatment across disciplines. Perhaps most significant, had the enclosure of the Endless Frontier created economic property rights that will change the character not only of science but of academic life?

Sponsored by Center for Studies in Higher Education and Carnegie Corporation.

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With the advent of electronic publishing, the scholarly communication landscape at universities has become increasingly diverse. University “publications” not only include those of the university presses and society journals but can also include forms as diverse as preprints, digital library collections, databases, personal webpages, and lecture webcasts. The discussions will consider the possibilities that the academic community, in some structure, could take over essentially many, if not all, aspects of scholarly publishing. This is a complex issue and one that can profit from the attention of persons who have comprehensive experience with university and pan-university organizations, as well as the nature of and needs for scholarly publication.

This event is part of the CSHE research project funded by the A.W. Mellon Foundation on The Future of Scholarly Communication, which is under the direction of C. Judson King and Diane Harley.
http://cshe.berkeley.edu/research/scholarlycommunication


Institutional Roles in Evaluation, Quality Assessment, and Selection

Laura Brown, Senior Advisor, Ithaka; Former President, Oxford University Press, Inc.
Donald Kennedy, President Emeritus, Stanford University; Editor-in-Chief, Science
Mark J. McCabe, Visiting Assistant Professor, School of Information; Lecturer, Ross School of Business, University of Michigan
Kate Wittenberg, Manager of Electronic Publishing, Center for Digital Research and Scholarship, Columbia University
Diane Harley, Senior Researcher, CSHE, UC Berkeley (moderator)


Structuring and Budgeting Models for Publishing within the University Community

James L. Hilton, Vice President and Chief Information Officer, University of Virginia
Donald Kennedy, President Emeritus, Stanford University; Editor-in-Chief, Science
Mark Rose, Professor, English Department, UC Santa Barbara; Director Emeritus, UC Humanities Research Institute
Ellen Wartella, Chair, UC Systemwide Library and Scholarly Information Advisory Committee; Executive Vice Chancellor and Provost, UC Riverside
C. Judson King, Director, CHSE, UC Berkeley (moderator)

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In which President Roosevelt asks Vannevar Bush and others,-including may helpers and some revisionists, to transplant the federal governments apparatus for wartime science into the infrastructure for growth of research in the nation's universities. The result is not what Bush originally hopes -- a single Foundation responsible for all of the nation's science -- but it ushers in a period of extraordinary growth and transformation. Universities deal with the challenges of allocating and rebalancing new reasources of unexpected scope, but the twenty days after war's end resource growth flattens and new challenges appear: federal support brings more control, and a new generation has new questions about the value of science.

Sponsored by Center for Studies in Higher Education and Carnegie Corporation.

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Prof. Leandro R. Tessler will discuss:
Affirmative Action at Unicamp
Brazilian higher education institutions have used an entrance test (vestibular) as the sole selection criterion for admission since their beginning. The use of entrance test is regarded as a fair procedure by the society as a whole. On the other hand, organized social movements have claimed quotas for both Brazilians of African ascent and students from public schools, used as a proxy for social condition.Several Brazilian public universities rushed to adopt racial and/or social quotas, either by own decision or as consequence of state laws. At Unicamp we carried out a study to determine if the entrance test was the only reliable predictor of future performance. We found that having studied in a public school was also a reliable predictor of performance for most of our students. As a consequence we adopted an affirmative action program based on bonus points for public school students and for both African-Brazilians and Native-Brazilians. The academic results of the cohorts admitted in 2005 and 2006 indicate that indeed the benefited students present higher improvement of the academic performance than the others. In many courses they present higher grade averages. The consequences for affirmative action programs and admission processes will be discussed.

Renato H. L. Pedrosa will discuss:
Sao Paulo Master Plan
The state of São Paulo is the most populated and developed of the 27 states in Brazil, with 22% of the population and responsible for about 1/3 of the total GNP (U$1.4 trillion total). São Paulo also has the most developed HE system, including both public (state and federal) and private institutions, accounting for about 1.25 million FTE undergrad students. The main issue is that the whole system only absorbs about 16% of HE age population (18-24), well below international standards (OECD average is about 30%). But two structural problems complicate this general picture: 1) the public system is relatively small (about 15% of total enrolment) and 2) very concentrated on the research type institutions (the 3 state universities, with some 27 campi, are in the group of only 5 Brazilian HE institutions included in the Shangai 500 hundred). There are plans, still being developed, to at least double the public system in the next 15-20 years, which brought to the forefront of the debate the issue of institutional diversification, motivated, in particular, by the decision by recent state administrations to intensively develop a net of vocational (3-year) institutions, already responsible for about 15% of the public enrolment. We'll present the main proposals of the plan under development and the problems and challenges facing its approval and implementation.

Abstract
Donald Barclay came to UC Merced in 2002 to help create a research library for a research university that, at the time, had no students, faculty, or buildings. The tabula rasa or, more accurately, terra incognita, that was UC Merced allowed those involved in planning the library to think in terms of “What is it we want to do?” rather than in terms of “How are we going to do X?” Which is another way of saying that they thought about the ends before they even considered the means. The result of this thinking was that they embraced some things that academic libraries have traditionally done while, at the same time, tossing out other library traditions. The substance of Donald Barclay's talk will be on why they did what they did and what their decisions may, or may not, portend for the future of academic libraries in general.

Bio
Donald Barclay was raised in Boise, Idaho where he attended public school and college, financing the latter by fighting wildfires for the U.S. Forest Service. He went on to earn an M.A. in English from UC Berkeley and then teach college English in Boise for several years, only to return to UC Berkeley in 1989 to pursue an MLIS. His professional library career began at New Mexico State University in 1990, where he was the Coordinator of Library Instruction. After six years in New Mexico, he spent a year with the University of Houston Library followed by five years at the Houston Academy of Medicine, Texas Medical Center Library where he ended up heading the library systems department. In 2002 he succumbed to the intriguing proposition of helping to create a brand-new library at a largely imaginary research university in Merced, California. Barclay states that the on-going job of building a library ­as well as a campus­ at UC Merced has been the most rewarding, mind-expanding, terrifying, and endlessly interesting experience of his professional life.

Abstract
The Bologna process, which aims to produce a common European higher education system by 2010, implies reforming national systems drastically. This transformation can be seen as a gigantic field experiment. In particular, the shift towards a unified system of formal degrees by adopting the Anglo-American Bachelor and Master scheme poses serious challenges to all 46 countries involved. Germany is a very interesting case in that the implementation of the Bachelor and Master reform has happened at a surprisingly rapid pace. Apparently, a higher education system, which by most observers is characterized as being resistant to radical changes, can quickly embrace the Bologna process. In this lecture, the main driving-forces underlying the reform process in Germany are identified with the assistance of some conceptual tools from organizational analysis. Among the organizations involved, the state as a coercive actor - is identified as the single most important driving-force. In addition, a stronger role for accountability and leadership in universities and the emergence of new regulatory actors like accreditation agencies, raising further questions about the long-term effects of the Bologna process on higher education in Germany.

Bio
Georg Krücken (*1962) is professor of “Science Organization; Higher Education and Science Management” at the German University of Administrative Sciences in Speyer. After undergraduate und graduate studies in sociology, philosophy, and political sciences at Bielefeld University and the University of Bologna, he received his Ph.D. in sociology from Bielefeld University, where he worked as an associate professor until 2006. From 1999 to 2001 he was a visiting scholar at the Department of Sociology at Stanford University. He taught as a guest professor at the Institute for Science Studies, University of Vienna, and at the Centre de Sociologie des Organisations, Sciences Po, Paris. His research interests include science studies, organizational studies, the management of higher education, and neo-institutional theory. Recent publications include:
- Towards a Multiversity? Universities between Global Trends and National Traditions. (ed., with Anna Kosmützky and Marc Torka). Bielefeld 2007, transcript-Verlag.
- Information, Cooperation, and the Blurring of Boundaries – Technology Transfer in German and American Discourses (with Frank Meier and Andre Müller), in: Higher Education, 53 (6), 2007: 675-696.
- Turning the University into an Organizational Actor (with Frank Meier), in: Gili Drori/John Meyer/Hokyu Hwang (eds.), Globalization and Organization. World Society and Organizational Change. Oxford 2006, Oxford University Press: 241-257.
- Organizational Fields and Competitive Groups in Higher Education: Some Lessons from the Bachelor/Master Reform in Germany, in: Management Revue, 18 (2), 2007: 187-203.


Endowed Chair for Science Organization, Higher Education and Science Management
German University of Administrative Sciences Speyer
Freiherr-vom-Stein-Str. 2
67346 Speyer
Germany
Phone: +49 - (0)6232 - 654 - 0
Fax: +49 - (0)6232 - 654 - 208
Email: kruecken@dhv-speyer.de

General Education in the 21st Century: A Report of the University of California Commission on General Education was published this year. The report contains an extensive analysis of the factors surrounding general education in American universities at the present time, and presents a number of recommendations that focus on UC campuses. The Commission was chaired by Michael Schudson (UCSD) and Neil Smelser (UCB).

On Wednesday September 12, a panel discussion of the report will be directed at the northern California UC general campuses (Berkeley, Davis, Santa Cruz, and Merced).

Members of the Panel will be:

-Neil Smelser, Commission Co-chair, Professor Emeritus Sociology, UC Berkeley
-Diane Harley, Senior Researcher, CSHE, UC Berkeley
-Bill Ladusaw, Vice Provost & Dean of Undergraduate Education, UC Santa Cruz
-Christina Maslach, Vice Provost, Undergraduate Education, UC Berkeley
-Patricia Turner, Vice Provost, Undergraduate Studies, UC Davis
-Keith Williams, Vice Chair, Academic Senate, UCEP
-Jud King, Director, CSHE, UC Berkeley, Moderator

The forum will:

-Explain the history and context of the UC Commission and its activities.
-Review the results of the work of the commission, focusing on specific findings and recommendations for the various constituencies of the university.
-Review ways in which the several northern campuses are proceeding with respect to general education reform.
-Outline ways in which the Office of the President, the administrations of the several campuses, and the Academic Senate can respond effectively to the recommendations of the Commission.

See the project hompage for more information.

Stanford University Press, University Press Books, and the Center for Studies in Higher Education
Invite You to an Author Event

John Aubrey Douglass, author of

The Conditions for Admission:Access, Equity, and the Social Contract of Public Universities

In an expansive historical and contemporary analysis, The Conditions for Admissions offers the first comprehensive examination of admission policies and practices at public universities. Using the University of California, the nation's largest public research university and among its most selective, as an illuminating case study, the book explores historical and contemporary debates over affirmative action, gender, class, standardized testing, the growing influences of privatization and globalization, and the purpose and future of these important public institutions.

The United States has been the world leader in developing mass higher education, using its pioneering network of public universities to promote socioeconomic mobility and national economic competitiveness. But the author warns that access and graduation rates have stagnated and may even be declining, particularly among younger students. Other countries, including key members of the European Union, along with China, India, and other developing nations, are aggressively reshaping and expanding their higher education systems. The "American advantage" of a high-quality and high-access higher education system is waning. The author will discuss his closing chapters which explore why this is the case and the consequences within an increasingly competitive global economy.

"The Conditions for Admission expands our understanding of America's pioneering breed of public universities and confronts the real and often ignored differences between public and independent universities," states David Ward, President of the American Council on Education. John Thelin, author of a recent history of American higher education, states that, "The Conditions for Admission connects past and present in the enduring policy debates about who goes to college and where . . . a serious analysis of American educational institutions and society." Robert Berdahl, President of the American Association of Universities, notes that, "California has been in the eye of the storm regarding university admissions, access, and affirmative action . . . Douglass has been studying these issues for years and in his new book provides a penetrating analysis of how changing access to the University of California has altered the historic social contract between higher education and the state. It should be read by everyone concerned about the question of equity and access to higher education in America."

John Aubrey Douglass is a Senior Research Fellow at the Center for Studies in Higher Education, UC Berkeley. He is the author of The California Idea and American Higher Education and numerous articles on access and equity, international comparative higher education systems, and the evolving role of universities in national and supra national economic and science policies. He has been a visiting fellow at the Oxford Centre for Higher Education Policy Studies, University of Oxford and more recently a visiting professor at Centre de Sociologie des Organisations (Sciences Po et CNRS).

Dr. Sanyal was one of the Executive Editors of the World Report on Higher Education 2006 and the Guest Editor of the same for the year 2007, both published by Palgrave MacMillan and the Global University Network for Innovation (GUNI). Formerly he was Special Adviser, Director General of UNESCO in higher education.

Abstract

For several decades, educators and practitioners in the civil engineering community in the United States have been calling for reform of civil engineering education. In 1995, at the American Society of Civil Engineers (ASCE) Civil Engineering Education Conference (CEEC ’95), some of the leaders of the profession believed that the time was right to begin the long road to reformation. Their call for action ultimately resulted in the passage of ASCE Policy Statement 465 which states that, in the future, education beyond the baccalaureate degree will be necessary for entry into the professional practice of civil engineering. An ASCE Board-level committee was formed to study and implement the actions that would be necessary to achieve this vision for civil engineering. The purpose of this talk is to discuss ASCE’s current plan for implementing these actions including its development of a revised Civil Engineering Body of Knowledge (BOK), modified accreditation criteria, improved civil engineering curricula, and licensure issues.

Biography

Over the past 18 years, Professor Jeffrey S. Russell has established himself as a leader in education, research, and service to the civil engineering profession through championing diversity, leadership, innovation, and enhanced education for future civil engineers. He is a Professor and Chair in the Department of Civil and Environmental Engineering at the University of Wisconsin. He received his BS degree in Civil Engineering from the University of Cincinnati and his MS and PhD degrees from Purdue University and is a registered professional engineer in Wisconsin.

Dr. Russell is a co-founder of the Construction Engineering and Management program at UW-Madison, one of only 7 programs accredited by the Accreditation Board for Engineering and Technology (ABET). In the last 18 years, he has advised over 60 graduate students including 18 Ph.D. students, and mentored over 45 undergraduate and 15 graduate female students. He has been a principal or co-principal investigator for over $14,000,000 of publicly and privately funded research. He has published nearly 200 technical papers in the areas of contractor failure, prequalification, surety bonds, constructability, automation, maintainability, warranties, and quality control/quality assurance. He has published two books—Constructor Prequalification (1996) and Surety Bonds for Construction Contracts (2000)—and is currently under contract to complete a third book in the area of design for constructability and maintainability. His research has been recognized by his peers through his selection for over 11 national and regional awards and 5 best paper awards. Awards include the National Science Foundation Presidential Young Investigator (1990), American Society of Civil Engineers (ASCE) Collingwood Prize (1991), ASCE Edmund Friedman Young Engineering Award (1993), ASCE Walter L. Huber Civil Engineering Research Prize (1996), ASCE Thomas Fitch Rowland Prize (1996), Outstanding Researcher of the Construction Industry Institute (2000), ASCE President’s Medal (2003), NSF Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (2004), Engineering News Record Newsmaker (1996 and 2005), ASCE William H. Wisely Civil Engineer Award (2005), and NSPE Engineering Education Excellence Award (2005).

Russell served as editor-in-chief of the ASCE Journal of Management in Engineering (1995-2000) and as founding editor-in-chief of the ASCE publication Leadership and Management in Engineering (2000-2003), during which time he organized special issues on diversity, public policy, career management, globalization, and information technology. He served on the ASCE Board of Direction (1997-2000), and he is active with the student chapters of ASCE and Chi Epsilon, the civil engineering honor society. Under his guidance, UW students hosted the 1996 National Concrete Canoe competition, the Bi-Annual Chi Epsilon Conclave (2000), and the first-ever ASCE National Student Conference (2002).

He is presently Chair of the ASCE Committee on Academic Prerequisites for Professional Practice (CAP^3). The Committee is charged with defining the future education requirements necessary to practice civil engineering at the professional level.

The Student Experience in the Research University Project, based at the Center for Studies in Higher Education at UC Berkeley, will hold a one-day research symposium on Wednesday, April 25, 2007 on the Berkeley campus. The SERU Project is fostering an ongoing research program on student life, culture, and perspectives and has developed the University of California Undergraduate Experience Survey (UCUES), an on-line census survey of all undergraduates at UC.

The symposium will gather scholarly and policy-oriented researchers to present papers and findings focused largely on the undergraduate experience at the University of California, but open also to scholars doing work at other major research universities. It is our goal to encourage research, analysis, and discussion on the current state of, and possible methods for improving, the undergraduate experience.

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Abstract: The Digital Library Federation seeks to provide scholars, particularly social and cultural historians, literary scholars and scholars working in interdisciplinary fields, with consistent access to digital library collections pertaining to nineteenth and twentieth century United States social history across numerous institutional boundaries through it's DLF Aquifer initiative. The project is designed to address the difficulty humanities and social science scholars face in finding and using digital materials that are often located in a variety of environments with a bewildering array of interfaces, access protocols and usage requirements. By gathering distributed collections and integrating them into a variety of local environments, the project will bring the resources to the scholar and make material from remote repositories available through locally supported tools. This presentation will describe the initiative, which is in the project planning stage and solicit suggestions from participants for successful implementation.

Bio: Katherine Kott is the director of the Digital Library Federation's DLF Aquifer program. Her professional career has included a wide range of responsibilities in libraries and information services. Prior to beginning her work with the Digital Library Federation in 2005, Kott was the head of cataloging and metadata services at Stanford University, where she is based. Before arriving at Stanford, she led the implementation services department at Innovative Interfaces, Inc., managing the installation of integrated library systems around the world. She has promoted the idea of leveraging resources through collaboration throughout her career, including work as a systems librarian at Bates College and in law library technical services at Duke University.

In his newly published book entitled Mathematics at Berkeley: A History Calvin Moore describes how this institution evolved from a single faculty member at a financially-troubled private college into a major research center that is ranked among the very best in the USA and in the world. Moore's account spans from its origins in the 1850s to the establishment and early years of the Mathematical Sciences Research Institute (MSRI) in the early to mid 1980s.

Calvin Moore has been on the Berkeley mathematics faculty since 1961, and has served as Chair of the Mathematics Department, as Dean of Physical Sciences, and was founding Deputy Director of the Mathematical Sciences Research Institute. He also served in the Office of the President of UC as Associate Vice President for Academic Affair. Although he "retired" in 2004, he has remained active in research and writing and in Academic Senate affairs.

Abstract: Judith M. Gappa, Professor Emerita of Higher Education Administration and former Vice President for Human Relations at Purdue University, will discuss her new book, Rethinking Faculty Work: Higher Education’s Strategic Imperative.* She will describe the challenges colleges and universities face today – fiscal constraints, escalating competition, demands for greater accountability, expansion of new technologies and increasingly diverse faculty members and appointments – that call for rethinking faculty work and workplaces. Then she will discuss the book’s framework for rethinking faculty work, and its five key elements (equity, academic freedom, flexibility, collegiality, and professional growth), and highlight a few of the book’s recommendations. These examples of how to attract and retain excellent faculty who are committed to their institutions illustrate why today’s very different working conditions make rethinking faculty work and workplaces a strategic imperative.
*Co-authored with Ann E. Austin and Andrea G. Trice, and published by Jossey-Bass, Inc. 2007.

Brief Summary of Career:
• Professor Emerita, Purdue University. Currently live in Santa Rosa, CA.
• Professor, Higher Education Administration, Purdue University, 1998-2006. Taught graduate courses in Human Resources Management, Legal Issues, Public and Policy Environments, Organization and Administration, Access and Equity.
• Vice President for Human Relations and Professor, Purdue University, 1991-1998.
• Associate Vice President for Faculty Affairs/Dean of Faculty and Professor, San Francisco State University, 1980-1991.
• Director of Affirmative Action and Equal Opportunity Programs, Utah State University, 1975-1980.
• Research and publications have focused on two major areas: faculty employment and equity issues in higher education.

Discussion Topic:
Gappa, Judith M., Austin, Ann E., and Trice, Andrea, G. Rethinking Faculty Work: Higher Education’s Strategic Imperative (2007) Jossey-Bass, Inc.
Our recently published book documents the profound changes and challenges for colleges and universities – fiscal constraints, escalating competition, demands for greater accountability, growing enrollments, expansion of new technologies and increasingly diverse faculty members and faculty appointments—that call for rethinking faculty careers and working conditions. We describe a model or framework of academic careers with five key elements (equity, academic freedom, flexibility, professional growth and collegiality). These elements are aimed at attracting superb faculty who are committed to the institutions where they work. The book describes how individual colleges and universities can use the model to rethink their academic workplaces and incorporate the essential elements.

On March 27 and 28, 2007 the Center for Studies in Higher Education will celebrate its 50th anniversary. Since its establishment, CSHE has been an important source for encouraging an international comparative perspective on tertiary institutions and systems.

The one-and-a-half day conference will be both an academic and celebratory event that will reflect on the influence of globalization—past, present, and future—on higher education systems and institutions, incorporating past and current research and viewpoints of scholars and leaders, many who have current and past CSHE affiliations.

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ABSTRACT:
In 2000, 2003, and 2006, Ithaka and JSTOR conducted nationwide surveys of faculty members in an effort to understand their attitudes and perspectives towards new technologies for finding, accessing, and communicating information. One of the most important broad findings from these studies has been about the importance of discipline in driving faculty attitudes and needs. At the same time, the cultures of specific disciplines are not static, but have quite clearly been evolving over the past six years. This presentation will focus on several specific disciplines and the changes afoot within them in their attitudes towards electronic journals, the transition away from print format, the role of the campus library, preservation and archiving, and more. Some limited comparisons will be made with a related survey of academic librarians, and significant discussion of our findings and their implications will be encouraged.

BIO:
Roger Schonfeld is Manager of Research for Ithaka , a not-for-profit organization working to help higher education transition take advantage of advances in information technologies. Roger is the author of JSTOR: A History (Princeton University Press, 2003), which examines business models for the shift to an online environment for scholarly texts by focusing on how JSTOR developed into a self-sustaining not-for-profit organization. He has also published The Nonsubscription Side of Periodicals (Council on Library and Information Resources, 2004) and, with Brian Lavoie, the most comprehensive examination of the systemwide print book collection, "Books without Boundaries: A Brief Tour of the System-wide Print Book Collection," Journal of Electronic Publishing, 2006. Previously, Roger was a research associate at The Andrew W. Mellon Foundation.

Professor Sheldon Rothblatt will discuss his new book, Education's Abiding Moral Dilemma: Merit and Worth in the Cross-Atlantic Democracies, 1800-2006. The book is the outcome of his Bishop Waynflete Lectures at Magdalen College, Oxford University given in 2002. It is a comparative historical study of the tangled and troubled relationships between elite systems of education, higher and lower, and the growth of plural democratic societies. The countries covered are the United States, England and Scotland. Topics include a discussion of competing conceptions of human worth, affirmative action, the standards controversies and the use of high stakes examinations in selection.

Tom Kalil will discuss a program he has started that provides support for more than 40 student-led initiatives at UC Berkeley, such as clubs, competitions, field work, research, and greater student involvement in shaping future research, education, and service activities. Kalil will discuss the impact that these activities are having in areas such as clean energy, safe drinking water, entrepreneurship, global public health, campus intellectual property policy, and curricular innovation.

Elements of the program include: an annual $100K competition for new student ideas, an online marketplace for student projects, seed funding, and various other forms of assistance, including teaching students how to have influence without authority.

Tom Kalil is the Special Assistant to the Chancellor for Science and Technology. From 1993-2001, he served on the White House National Economic Council, most recently as the Deputy Assistant to President Clinton forTechnology and Economic Policy.

For more details, see http://bigideas.berkeley.edu and http://contest.berkeley.edu .

The talk will explore the ramifications for higher education (and for schooling in general) of the well-known declining birth rate in Japan, recent governing strategies for coping with a once-hugely successful system of university feeder-schools, the budgetary implications of all of this, and the special difficulties being experienced by Japan's low-income families and minority populations. The last group is particularly interesting because most observers of Japan's provision for education do not remember that the population is not quite so ethnically homogeneous as commonly imagined.

Professor Gordon's Biography:
Ph.D. in Educational Leadership and Policy Studies, University of Washington. Dissertation: "Why Students of Color Are Not Entering the Field of Teaching: Reflections from Minority Teachers." Chair: Dr. John I. Goodlad. (1992)
M.Ed. in Adult Education, Western Washington University. Thesis: "Minority Culture-based Programming in the Six Public Four-year Institutions of Higher Education in Washington." Chair: Dr. Richard Feringer. (1990)
B.A. in East Asian Studies, Stanford University. First interdisciplinary major in East Asian Studies (anthropology, economics, history, political science, art, and Chinese language). Chair: Dr. Lyman Van Slyke. (1973)
Japan Foundation Research Fellowship, “Newcomers in Japan: Schooling and Identity Negotiation,” Osaka University. (2006).

Current work: Educating Japan’s Marginalized Youth.
Books: The Color of Teaching (2000) and Beyond the Classroom Walls (2002).
Recent Articles: "A Shoelace Left Untied: Teachers Confront Class and Ethnicity in a City of Northern England." Urban Review (2003).
“Assigned to the Margins: Teachers for Immigrant Communities in Japan.” Teaching and Teacher Education: An International Journal of Research and Studies (Australia) (2006)
“From Liberation to Human Rights: Challenges for Teachers of the Burakumin in Japan.” Race, Ethnicity and Education (2006).
“The Crumbling Pedestal: Changing Images of Japanese Teachers.” Journal of Teacher Education (2005).
“Inequities in Japanese Urban Schools.” The Urban Review (2005).

Abstract: The Digital Library Federation seeks to provide scholars, particularly social and cultural historians, literary scholars and scholars working in interdisciplinary fields, with consistent access to digital library collections pertaining to nineteenth and twentieth century United States social history across numerous institutional boundaries through it's DLF Aquifer initiative. The project is designed to address the difficulty humanities and social science scholars face in finding and using digital materials that are often located in a variety of environments with a bewildering array of interfaces, access protocols and usage requirements. By gathering distributed collections and integrating them into a variety of local environments, the project will bring the resources to the scholar and make material from remote repositories available through locally supported tools. This presentation will describe the initiative, which is in the project planning stage and solicit suggestions from participants for successful implementation.

Biography: Katherine Kott is the director of the Digital Library Federation's DLF Aquifer program and the interim Executive Director for DLF. Her professional career has included a wide range of responsibilities in libraries and information services. Prior to beginning her work with the Digital Library Federation in 2005, Kott was the head of cataloging and metadata services at Stanford University, where she is based. Before arriving at Stanford, she led the implementation services department at Innovative Interfaces, Inc., managing the installation of integrated library systems around the world. She has promoted the idea of leveraging resources through collaboration throughout her career, including work as a systems librarian at Bates College and in law library technical services at Duke University.

Presentation Slides

Discussions of the current state of scholarly communications tend to be binary, with Open Access advocates lining up on one side against their foes in the traditional publishing world, often called “toll-access publishing.” Within the traditional world, however, there is an important distinction between the for-profit and not-for-profit organizations. The future of scholarly communications is likely to have all three kinds of activity - sometimes operating independently, sometimes competing, and often working together. The aim of this seminar is to propose what kind of activities are best suited for each publishing venue and to make a case for renewed support of not-for-profit toll-access publishing.

Joseph J. Esposito is President of Portable CEO, an independent consultancy providing strategy assessment and interim management to the information industries. Over the course of his career, Mr. Esposito has been associated with various publishers in all segments of the industry and was involved from an early time with new media publishing. He has served as an executive at Simon & Schuster and Random House, as President of Merriam-Webster, and CEO of Encyclopaedia Britannica, where he was responsible for the launch of the first Internet service of its kind. Mr. Esposito has also served as CEO of Internet communications company Tribal Voice and SRI Consulting, both of which he led to successful exits. Among Mr. Esposito's clients have been such technology companies as Microsoft and Hewlett Packard, various publishers of all stripes, and a growing number of not-for-profit organizations (e.g., Ithaka Harbors/JSTOR, the University of California Press, and the American Nationals Standards Institute). Recent projects range from business development for a large not-for-profit institution, electronic textbooks, The Processed Book Project (experimental interactive texts), and consultation on mergers and acquisitions. He has participated in numerous trade shows and has written extensively in trade magazines and journals. He is currently researching new economic models for a post-copyright age and can be reached at espositoj@gmail.com.

A critical examination of the governance of the University of California and the academy generally in the context of major issues facing higher education, such as funding, access, recruitment and retention, and political legitimacy.

Who governs the modern university and who should govern it? What should be the relationships among the major stakeholders: administration, faculty, students, alumni, taxpayers and their representatives? What should be the relationship of the central administration and individual campus at a multi-campus university like UC and are the prevailing relationships still appropriate given the changed structure of funding?

Confirmed participants include:

William Bagley, former member, Board of Regents, UC
Steven Brint, Professor, Sociology, UC Riverside
Bruce Cain, University of California, Washington Center
Jack Citrin, Institute of Governmental Studies, UC Berkeley
Lawrence Coleman, Vice Provost, Research, and former Academic Senate chair, UC
John Douglass, Center for Studies in Higher Education, UC Berkeley
Tim Gage, former director, California Department of Finance
Donald Gerth, President Emeritus, CSU, Sacramento
Judson King, Director, Center for Studies in Higher Education, UC Berkeley
Velma Montoya, former member, Board of Regents, UC
Karl S. Pister, former chancellor, UC Santa Cruz
Lawrence H. Pitts, former chair, Academic Council, UC San Francisco
William Zumeta, Professor, Public Affairs/Educational Leadership and Policy Studies, University of Washington

Sponsored by Institute of Governmental Studies and Center for Studies in Higher Education.

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Although the creation of a so-called common European "area" for research and higher education is currently a central European policy goal, few people know what such an area entails. This paper will argue that there are at least three different ways to create this area: by adopting common standards, by collaborating, or by creating new institutions. It will demonstrate that, despite their differences, these three ways are all aiming at creating a European space by essentially increasing coherence and cohesion between universities. Yet, this paper will go further to defend the thesis that this underlying model of coherence and cohesion is currently being challenged by a new paradigm that wants to create a competitive European research and education space by increasing differentiation between universities. This paper ends by trying to anticipate possible problems that this recent shift towards differentiation may cause.

Wim Weymans is a postdoctoral visiting Fulbright scholar (Fall 2006) at the Department of History and at the Center for Studies in Higher Education at UC Berkeley. He studied in Leuven, Köln, and Cambridge and obtained his Ph.D. in 2005. Research topics include contemporary French (political) theory, the future of public institutions and, more recently, European higher education policy.

English Language Learners and students with English as a second language now comprise a substantial proportion of California's K-12 schools. Very little is known about their progress into the higher education system. In this talk, we will bring together what we know about the academic performance of the second language population in K-12, and propose a research agenda for better understanding their pathways into and through the higher education system.

Kenji Hakuta is Professor in the School of Education at Stanford University. He was previously founding Dean of the School of Social Sciences, Humanities and Arts at UC Merced. George C. Bunch is Assistant Professor of Educational Linguistics at UC Santa Cruz. His research interests include education of language minority students and transition of underrepresented students to higher education.

Presentation Slides

Presentation Notes

Scholarship is built on the cumulative record of the past and the well-tended, authentic, and readily accessible data of the present. Current federal efforts to build a digital information preservation infrastructure at the Library of Congress and the National Archives assume that research institutions responsible for producing large quantities of research data, such as the University of California, will take responsibility for ensuring its long-term access. Is that a reasonable expectation? What is at risk if they do not?

Abby Smith is a historian and consulting analyst with special interest in the creation, preservation, and use of the cultural record in a variety of media; the impact of digital information technologies on cultural heritage institutions; and the evolving role of information as a public good. Until her recent relocation to the Bay Area, she was director of programs at the Council on Library and Information Resources in Washington, DC. Prior to that, she worked at the Library of Congress managing programs relating to preservation of and access to cultural heritage collections.

She currently works with the Library of Congress’s National Digital Information Infrastructure and Preservation Program (NDIIPP) in development of its national strategy to identify, collect, and preserve digital content of long-term value. She is an advisor to the ACLS Commission on the Cyberinfrastructure for the Humanities and Social Sciences and serves as Senior Advisor to the Scholarly Communications Institute at the University of Virginia. She consults with several universities on identifying content of long-term value, understanding various risk factors to its persistence, and analyzing organizational strategies for its long-term access.

She holds a doctoral degree in history from Harvard University and has taught at Harvard and Johns Hopkins Universities. She has published most recently on the Library of Congress’s digital preservation initiative (“Distributed Preservation from a National Perspective: NDIIPP at Mid-Point,” in D-Lib Magazine). Other recent publications include: Access in the Future Tense; New-Model Scholarship: How Will It Survive?; Strategies for Building Digitized Collections; The Evidence in Hand: Report of the Task Force on the Artifact in Library Collections; and Authenticity in the Digital Environment.

Building UC Merced involved much more than hiring faculty and creating academic programs. In the 10 years between site selection and the opening of the campus to students, the state's budget cycled from a surplus of $24 billion to a deficit of $13 billion. The resources necessary to open a campus were called into question repeatedly. The site was approved in 1995, the fairy shrimp was listed as an endangered species in 1996. The regulatory environment to be negotiated included, at the federal level, the EPA, the Clean Water Act administered by the Corps of Engineers, and the Fish and Wildlife Service. This federal triumvirate was flanked by similar state and regional agencies. A small group of environmental organizations were woven into the mix. The UC system clearly saw the need for a 10th campus, but the state's resource constraints soured the welcome of a new sibling at the table. Obtaining resources destined for the Central Valley in a state ruled by the populous coastal regions pitted the "haves" against the "have nots" . Overcoming these significant obstacles had to proceed in parallel with attracting quality scholars to serve on the faculty and creating academic programs.


Carol Tomlinson-Keasey is the Founding Chancellor of the UC Merced campus, having served from 1999 to 2006. Her life at the University of California includes a doctorate from UC Berkeley, a faculty stint and deanship at UC Riverside, being Vice Provost of Faculty Relations at UC Davis, and serving two years at the Office of the President as Vice Provost for Academic Initiatives. Her student, faculty, and administrative experiences at both large and small campuses, and her years at the system headquarters, gave her a unique background to shepherd the 10th campus into being.

For five years, the Bush Administration had very little to say about higher education. Then, to the surprise of nearly every outside observer, the Secretary of Education last year sought direction by naming a 15-member Commission on the Future of Higher Education. That Commission has now completed its deliberations, and the Secretary has responded by pointing to some future initiatives. Is this a turning point for any aspect of the postsecondary education enterprise? Is it something to celebrate, fear, or ignore? A former education aide to President Clinton will offer his perspective and invite discussion.

Robert Shireman is also President of The Institute for College Access and Success (TICAS), Inc.
http://www.ticas.org/

Professor of chemistry at the University of Oklahoma and a Congressional expert witness at the hearings on women faculty in science, technology, engineering, and mathematics.
Author of the Nelson Reports, the first national comprehensive analysis of tenured and tenure track women and minority faculty in the "top 50" science and engineering departments which demonstrate the severity of their underrepresentation.

Sponsored by NSF CAMP, UC LEADS, UC Berkeley Chapter of Sigma Xi, The Coalition for Excellence and Diversity in Science, Math, and Engineering, and the Graduate Diversity Program and Center for Studies in Higher Education.

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What can universities, postdocs, and PIs do to improve the postdoctoral experience? The Sigma Xi Postdoc Survey, a survey of 7,600 postdocs at 47 institutions (including UC Berkeley), set out to answer this question. An analysis of the results shows that a handful of straightforward and inexpensive measures appear make substantial differences in postdocs' research productivity, levels of satisfaction, and relations with their advisors. Davis will present his analysis, give an overview of the measures that have an impact, and discuss possible reasons for the observed benefits. In addition he will present new on women postdocs and on non- citizen postdocs. For more information, see Tale of two surveys (Nature v434, n539, March 2005) and Doctors Without Orders: Postdoc Survey Highlights

Geoff Davis is a mathematician who received his Ph.D. from New York University's Courant Institute. He has been a professor at Dartmouth and Rice, a researcher at Microsoft Research, and a fellow at the Labor and Life Program at Harvard Law School, among many other activities.

In this paper we analyze over 270,000 test scores from 38 countries in order to identify the impact of tracking on (in)equities in students' achievements across socioeconomic classes. Previous studies have shown that a stratified school system which separates students into different school types worsens the equity in performance. In contrast to other papers, we explicitly control for class tracking (aka streaming, ability tracking, advanced placement) as well. The findings indicate that class tracking may also aggravate the parity in students' achievements.

Roland Amann is a CSHE visiting scholar and a Ph.D. candidate at the University of Konstanz, Germany; Gabriela Schütz is from the Institute for Economic Research, Munich.

Sponsored by Science, Technology, & Society Center, Center for Studies in Higher Education, and Center for Middle Eastern Studies.

The speaker will discuss the demanding and complicated challenges that face higher education systems worldwide, and will relate to her work in the framework of the Fulbright New Century Scholars Program. She will refer to the following pairs of contrasting trends: widening access - enhancing excellence; increasing institutional diversity - harmonization of higher education systems; national and international quality assurance mechanisms - increased institutional autonomy; government steering - entrepreneurship; competition - collaboration; preserving local culture - globalization; teaching local students - transnational students; social and market needs - research per se; intellectual property - intellectual philanthropy; institutional interests - being part of a national or international system.

In this study, we examine bachelor and first professional degree attainment rates in Canada, Australia and the USA across time to determine the extent of sex segregation by field of study at the point when graduates are ready to enter the labour force. By employing an index of association (Bradley, 2000; Charles, 1992) that measures the under- or over-representation of women in a particular field relative to the gender composition in all fields, we provide a detailed account of the extent to which fields and sub-fields have become more or less gender-traditional from a comparative perspective. This study will extend previous and current analyses on university enrolment and graduation in Canada, Australia and the USA.

The goal of the Stanford Encyclopedia of Philosophy (SEP) project is to produce an authoritative, comprehensive, and open access dynamic reference work in philosophy that will (a) be useful both to academics and the general public and (b) stay responsive to new research. In this seminar, Zalta describes how the key elements of the SEP's publishing model and funding model will help us to reach this goal. The publishing model guarantees high quality and revisable content, but efficiently produced with a low overhead. (1004 volunteer authors and 101 volunteer subject editors are managed by a staff of 1.7 FTE, using a web-content management system built and customized with grants from the NEH and NSF.) The funding model constructs a true partnership between Stanford University and the world-wide library community, to build a protected operating fund for the SEP so as to maintain permanent free access. I outline how the protections and perks for the libraries built into the partnership work to the libraries' advantage. Finally, Zalta says a bit about the success they have encountered thus far in implementing their funding model.

Sponsored by William & Flora Hewlett Foundation, Center for Information Technology Research in the Interest of Society (CITRIS), and Andrew W. Mellon Foundation.

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This informal talk will present some thoughts about changes in conceptions of accountability in American higher education over the past several hundred years with a particular emphasis on the most recent decades and the present period of ferment. Why are the traditional approaches that emphasized accreditation by academics and oversight by leading citizens at the institutional and, more recently, the state level no longer regarded as adequate? Must public accountability in the contemporary context be mostly about "bean counting" of institutional "outputs" or is a broader, richer conception possible? Can universities afford to ignore or readily deflect the new calls for accountability, or can they turn these to any advantage? (For example, What are implications of the recent negotiations in Virgina?) Is any kind of constructive resolution possible that preserves key academic values while convincing public leaders and interested citizens that public colleges and universities are worth supporting?

Sponsored by Andrew W. Mellon Foundation, Center for Studies in Higher Education, and Ford Foundation.

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The speaker will focus on the general challenges that the country faces today concerning increasing the representation of those groups that have been traditionally underrepresented in mathematics, science, and engineering. He will share relevant formative experiences encountered along his life's journey as a publically educated first generation Mexican American from the barrios of Los Angeles to a Rice University Mathematics Professor and a President Clinton appointee to the National Science Board. As the Director of the Rice mathematical and engineering sciences program, a program well recognized for its production of minority PhD's, he will describe challenges, successes , and lessons learned along the way. Particular attention will be paid to the role of mathematics and mathematicians.

Alex McCormick and Chun-Mei Zhao will discuss their work revising the Foundation's influential Classification of Institutions of Higher Education. Topics will include the benefits of moving to a more complex and flexible classification framework, with examples drawn from California; and challenges that arise from (1) misalignment of the classification's purposes and contemporary uses, (2) expectations that empirically-based "classification at a distance" can accurately capture each institution's identity, ethos, and unique circumstances.

Sponsored by Graduate School of Journalism and Center for Studies in Higher Education.

David F. Labaree is the president of the History of Education Society; vice president, Division F, of the American Educational Research Association; and professor and Associate Dean for Student Affairs of the School of Education at Stanford University.

The American University of Armenia has been a joint project of the University of California, the Armenian General Benevolent Union and the government of Armenia. The university (http://www.aua.am/) opened in 1991 and has Masters-level programs in Engineering, Business, Public Health, Law, Political Science and English- Language Instruction, as well as several research centers. It provides education in the western style in a country that was formerly part of the Soviet Union. The speaker has served as Chair of the Board of the American University of Armenia Corporation for eleven years and recently spent a week at the university in connection with graduation, accreditation and government meetings. He will describe the university and issues that it has encountered.

Television Producer John Merrow's recent PBS documentary "Declining By Degrees: Higher Education at Risk" sounded an alarm about the declining quality of the nation's undergraduate education. Merrow shows clips from the documentary and discusses reactions from students, parents, and colleges. The Emmy-nominated Merrow hosts PBS's Merrow Report, a premier series on youth and education.

Sponsored by Center for Studies in Higher Education and Graduate School of Journalism.

There are two peaks in the annual media reporting on the Nobel Prize: initially the first week in October when this year's prizes are announced, and later around December 10 when the Prizes are physically awarded in Stockholm and in Oslo. Each year new critical voices are heard. Is there a pattern to this criticism? The lecture will discuss some of the most common objections raised each year against the Nobel Prize. It is argued that the criticism is interesting, not so much for what it tells us about views on the Nobel Prize, but as a mirror in itself of 20th-century science and culture.

Sponsored by Center for Studies in Higher Education and Office for History of Science and Technology.

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From the UC Office of the President, Jerry Kissler, Assistant Vice President, Budget Planning & Finance, and Ellen Switkes, Assistant Vice President, Academic Advancement, recently participated in a conference at the Cornell Higher Education Research Institute entitled "Assessing Public Higher Education at the Start of the 21st Century”. They will summarize the presentations from 10 states, including their paper, "The Effects of A Changing Financial Context on the University of California."

Markets or market-like mechanisms are playing an increasing role in higher education (HE) in most Western countries. This has had visible consequences both for the regulation of HE systems, as well as for the governance mechanisms of HE institutions. However, despite the market-friendly attitudes of many governments, it remains to be seen if HE markets have been really implemented or, instead, if markets are only a rhetorical device. Economists have always been tempted to apply their reasoning about the material world to the educational realm. Despite some hesitations about the meaningfulness of applying economic theory to educational issues, those applications led eventually to the emergence of the economics of education as an applied field. In this paper we start by briefly overviewing the views of three of the founding fathers - Adam Smith, John Stuart Mill and Alfred Marshall, and the main aspects of their work that had a lasting influence in the views of contemporary economists on education. Then we analyse the developments in terms of higher education policy that illustrate both the rising strength of market mechanisms in higher education worldwide, and a certain ambivalence generated by these developments. We conclude by assessing how far reflections of economics’ founding fathers have nurtured and shaped the views of contemporary economists towards education and introduced important nuances in the application of economic principles to educational issues.

Symposium Objectives: share national perspectives on how research universities are developing and supporting academic environments that integrate civic engagment; present national and UC specific data (including UCUES data) on student civic and academic engagement; discuss system-wide reports and white papers addressing current UC best practices in community-based learning and research; and discuss future innovative academic initiatives within the UC

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Brian C. Donohue (donohue@berkeley.edu) is a licensed attorney with an MBA in information technology and the Business Contracts Administrator of the University of California Berkeley campus. Linda Howe-Steiger (lkhs@berkeley.edu) is Director of the Technology Transfer Program at the Institute of Transportation Studies, University of California Berkeley.

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Moderator: C. Judson King, Director, Center for Studies in Higher Education, Provost and Senior Vice President - Academic Affairs (systemwide), Emeritus, and Professor of Chemical Engineering, Emeritus

Panel: Patrick Callan, National Center for Public Policy and Higher Education, Karl Pister, Chancellor Emeritus of UC Santa Cruz and former VP of Educational Outreach for UC, and Bruce Darling, Senior Vice President of University Affairs, UCOP

Sponsored by Institute of Urban and Regional Development and Center for Studies in Higher Education.

Remarks by David P. Gardner, former University of California President
Moderator: C. Judson King, Director, CSHE
Panelists: Lawrence Hershman, Vice President, Budget Office, UCOP; Karl Pister, UC Santa Cruz Chancellor Emeritus, Dean & Roy W. Carlson Professor of Engineering, Emeritus, UC Berkeley; Neil Smelser, Professor of Sociology, Emeritus, UC Berkeley; and, Wilson Smith, Professor of History, Emeritus, UC Davis

Sponsored by California Alumni Association, UC Press, and University Library.

Peter Schrag, Sacramento Bee columnist, and former editorial page editor, Kathy Baron, KQED radio, Pamela Burdman, former San Francisco Chronicle education writer

Saul Fisher is Associate Program Officer at the A.W. Mellon Foundation, where he works on the Teaching and Technology program, the Research in Information Technology program, and on special projects with American universities abroad. He joined the Foundation's staff in 1998. He is currently working on a monograph concerning the Foundation's Cost-Effective Uses of Technology in Teaching projects (with David Stern, UC Berkeley). Fisher received an AB in Political Science and Philosophy from Columbia University, an MA in Philosophy from Rice University, and a PhD in Philosophy from the Graduate School and University Center of The City University of New York. He also studied at the CNRS in Paris on a Fulbright grant.

Commentators: Robert Gabriner, Dean, Office of Research, Planning and Grants, City College of San Francisco; and, Warren Fox, CSHE Visiting Research Fellow, past director California Postsecondary Education Commission

Sponsored by Information Systems & Technology.

Commentator: Martin Trow, Professor Emeritus, Goldman School of Public Policy, and former Director, CSHE

Sponsored by Institute for the Study of Social Change.

Sponsored by Institute for European Studies.

Sponsored by Institute for European Studies and UC Education Abroad Program.

Sponsored by Institute of Governmental Studies.

Commentator: John Douglass, Senior Research Fellow, CSHE

For information about the National Longitudinal Survey of Youth, 1997 Cohort, visit http://www.bls.gov/nls

Professor Chris Curran is engaged in a review of institutional strategies for e-learning in universities in Europe and the United States and will discuss this topic with particular reference to context and cost aspects.

Sponsored by Graduate Affirmative Action Advisory Committee (GAAAC) of the Graduate Division and the Graduate Assembly.

Professor Deussen will provide both an overview of the German Federal Government's sponsorship of 22 notebook universities in Germany and a description of specific projects at his own e-learning environment, Notebook University Karlsruhe.

Sponsored by Center for Studies in Higher Education and Educational Technology Services (ETS).

Discussant: Professor David Hollinger, History, UC Berkeley

An Assessment of the first period of the European Union's efforts to strengthen internal cooperation and external competition in science and research

Sponsored by Center for German and European Studies, DAAD (German Academic Exchange Service), and Graduate School of Education.

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With specific reference to UC library initiatives, the talk will discuss a layered service model that promises to enhance onsite library collections and services while enabling libraries more successfully to confront the dual challenges posed by hyperinflation in the number and cost of scholarly publishing. References include documents from http://www.slp.ucop.edu/initiatives/current.htm including "Advances in Resource Sharing" and the text and slides of "One University, One Library"
Prior to joining UC, he was Director of the Digital Library Federation in the US and founding director of two networked information services working on behalf of the UK’s universities and colleges. He holds degrees from the Universities of Pennsylvania and Oxford and began his career as a senior lecturer in history at the University of Glasgow

Sponsored by School of Information Management and Systems (SIMS) and Bancroft Library.

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Sponsored by Department of Mathematics.

The Swiss government has responded to the dire shortage of women faculty at Swiss universities by funding a very large national program to increase the current 7% of women professors to 14% by 2007. Every university has created an Office of Equal Opportunity which focuses on mentoring, childcare, and incentives to hire women and offers a variety of training to men and women. Dr. Meyerhofer was instrumental in developing the mentoring program and currently is its director in Zürich.

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Co-sponsored with the Institute of Governmental Studies

Sponsored by Institute of Governmental Studies.

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Sponsored by Graduate School of Education and Institute of Governmental Studies.

Sponsored by Center for Studies in Higher Education and College of Chemistry.

Sponsored by Center for Korean Studies, Center for Southeast Asia Studies, Center for Studies in Higher Education, and Geographic Information Systems Center.

Sponsored by Office of Undergraduate Affairs.

Sponsored by Center for Chinese Studies, Center for Information Technology Research in the Interest of Society (CITRIS), Center for Studies in Higher Education, East Asian Library, and Electronic Cultural Atlas Initiative (ECAI).

Sponsored by Center for Chinese Studies, Center for Studies in Higher Education, and Geographic Information Systems Center.

Moderator:
Karl Pister, Chancellor Emeritus, UC Santa Cruz; Dean Emeritus, College of Engineering; and current CSHE Interim Director

Patricia Pelfrey served 32 years in the Office of the President as assistant to five UC presidents. Her research focuses on issues related to UC administration, and she is in the process of revising and bringing up to date A Brief History of the University of California, written in 1968 as part of the University's centennial celebrations.

Sarah Guri-Rosenblit focuses on comparative higher education, with a special focus on distance education. In her book, Distance and Campus Universities: Tensions and Interactions (Pergamon and IUA Press, 1999), Dr. Guri-Rosenblit compared higher education systems in the UK, Germany, Spain, Canada, and Israel, and examined the overt and intricate relations between traditional and distance teaching universities. Her current research deals with the differential impacts of the information technologies on various higher education sectors.

David Gruber, Director of the Workforce Strategy Center
Regina Stanback-Stroud, Vice President, Skyline College
Amy Dean, Member, Board of Governors for CA Community Colleges; Founding Director, Working Partnerships USA;
and, Executive Officer, South Bay Labor Council
Moderator: Linda Collins, Past President, Academic Senate for California Community Colleges

A conference at the UC Berkeley campus, April 25-26, involving participants from throughout the ten-campus University of California will focus on the history of the UC system. It will include an opening session on strategic management that features two past UC presidents and past chancellors at Berkeley, Irvine and Santa Cruz: David Gardner, Jack Peltason, Karl Pister, and I. Michael Heyman. Neil Smelser, professor of sociology and a past chair of the Berkeley academic senate will also participate.

All were recent participants on an oral history project on the UC presidency recently completed by the Regional Oral History Office at the Bancroft Library, UC Berkeley.

Other sessions will include Clark Kerr (former UC president), Robert Sinsheimer (former chancellor at UC Santa Cruz) and David Gardner focused on the process of writing their memoirs; and another will feature the authors of major campus histories.

The event will also mark the development of a major new websource that provides access to biographies of past UC faculty and administrators dating back to 1928. Part of a new University of California History Digital Archives (UCHDA) based at CSHE and The Bancroft Library, this project has digitized over 2,500 biographies published over the years in the Academic Senate's annual In Memoriam.

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Sponsored by boalt.org: a Boalt student group working for the public interest in technology law and Center for Studies in Higher Education.

Dorothy Perry, Chair of the systemwide Board of Admissions and Relations with Schools and
Calvin Moore, Chair of the Berkeley Division Committee on Admissions, Enrollment, and Preparatory Education
Moderator: David Dowall, Chair UC Berkeley Division of the Academic Senate

Sponsored by Center for Studies in Higher Education and Academic Senate, Berkeley Division.

Sponsored by Association for Undergraduate Women in Computer Science and Electrical Engineering (AUWICSEE), Center for Studies in Higher Education, Virtual Development Center, and Women in Computer Science and Electrical Engineering.

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Speakers: Dorothy Perry, Chair, UC Board of Admissions and Relations with Schools, Professor, Dentistry, UC San Francisco
Saul Geiser, Research and Planning, Student Affairs, UC Office of the President
David Freedman, Professor, Statistics, UC Berkeley
Moderator: John Douglass, Senior Research Fellow, Center for Studies in Higher Education, UC Berkeley

Sponsored by Academic Senate, Berkeley Division and Center for Studies in Higher Education.

Fourth Meeting of the CCC/UC Forum
Guest Speaker(s): California State Senator Jack Scott (D-Pasadena), former President of Pasadena City College, former President Cypress Community College, and former president of the Association of California Community Colleges; current Chair of the Senate Revenue and Taxation Committee, the Subcommittee on Higher Education; a member of the Senate Committee on Education, and the Select Committee on College and University Admissions and Outreach.

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Sponsored by Center for Studies in Higher Education, EECS Center for Undergraduate Matters, L&S Computer Science Advising, Math/Science Network, Mills College, and Women's Studies Department.

Second Meeting of the CCC/UC Forum

By Invitation Only

Sponsored by Andrew W. Mellon Foundation, Center for Studies in Higher Education, and William & Flora Hewlett Foundation.

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Organized by Susanne Lohmann, Department of Political Science - UCLA

Sponsored by UCLA Center for Governance, Ford Foundation, and Center for Studies in Higher Education.

First Meeting of the CCC/UC Forum

This conference is designed to expand diversity in the scientific workforce by encouraging young women, and particularly young women of color to pursue scientific careers. It combines a broad recruitment conference coordinated with schools and organizations for high school girls and undergraduate women with a scholarly conference analyzing the extent to which women have obtained power in scientific employment situations and control over their working life.

Both conferences offer large disciplinary area and special topic panels in which two analytical papers will be presented along with one or two papers on the speaker's experience as a scientist. The panels will be chaired by distinguished women scientists.

Scholarly Conference

The Scholarly Conference will examine how successful women have been in various scientific and technical careers in terms of position and prestige within their respective areas. The sessions will analyze the structures that essentially govern the structure of science such as academic departments, industrial research and development, schools, federal scientific agencies, national labs, scientific journals, scientific policy organizations and explore the extent to which women participate in powerful positions within these organizations.

Career Outreach Conference

The Outreach Conference is offered to encourage greater participation of young women and especially women of color in scientific careers. It combines a program of analysis with one of personal stories about how women, particularly those of color, who earned doctorates in science shaped their careers and why. The sessions present many of the organizations that support girls and women in science by providing information about careers, science education programs, support, access, and so on.

Many of the speakers in the Career Outreach Conference come largely from a current research project on minority success in science and engineering Ph.D. programs in the University of California system. The speakers have up to 20 years experience in the scientific workforce and have much to say about their careers and personal choices.

Sponsored by Center for Studies in Higher Education and Math/Science Network.

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Moderator: David Gardner - President Emeritus, University of California
Panel Members: Barry Munitz - President, The Getty Foundation and former Chancellor of the California State University System; David Ward - President Emeritus, University of Wisconsin and Visiting Scholar at the Center for Studies in Higher Education, UC Berkeley; Blenda Wilson - Former President, Cal State Northridge

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See the recent article in Change magazine (Jan/Feb 2001) co-authored by Karl Pister, Leann Parker and David Greenbaum on this topic.

Sponsored by Center for Studies in Higher Education and Office for History of Science and Technology.

Sponsored by Graduate Division.

Speaker(s): Harry R. Matthews - IET, Director of Mediaworks, member of Academic Computing Coordinating Council; P.I. Mellon project, creator of an innovative "on-line" course, and the new faculty director of the UCD Instructional Technology & Digital Media Center; Janette Dickens - IET/Classroom Support Manager; Pat Kava - Manager of Technology Coordination, IET; co-chair of Library-IET Joint Operations Committee; Barbara Sommer - Program Coordinator, Teaching Resources Center.

This symposium is being organized by the Center for Studies in Higher Education and is a part of its ongoing research program in the governance of higher education.

May 2001 will mark Clark Kerr's 90th birthday as well as the expected publication of the first volume of his memoirs. We hope this will be both a celebratory event and an opportunity to discuss a number of major strategic issues facing American higher education today.

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Sponsored by Center for Studies in Higher Education and Office for History of Science and Technology.

Sponsored by Center for Studies in Higher Education and School of Information Management and Systems (SIMS).

10:30-12:00: "The Digital Chem 1A Experiment: What We Have Learned So Far"
Diane Harley, Flora McMartin, Mark Kubinec, Shannon Lawrence, Marytza Gawlik, and Jonathan Henke of the UCB Digital Chem 1A Project

1:00-2:30: "Managing Evaluation of Complex Projects to Enhance Local and Systemic Results"
John Nash - Associate Director, Evaluation, SLL; Carolyn Ybarra - Research Scientist, SLL; Helen Chen - Research Scientist, SLL; Frances Montell - Research Scientist, SLL; Evonne Schaeffer - Research Scientist, SLL; Sigrid Müller - Research Scientist, SLL

Should the university assert itself in the commercial world, competing with better knowledge products, or stay behind the campus walls and concentrate on research and teaching?

Gordon Freeman will discuss whether universities should go beyond their walls and help set the standard by which all on-line education is judged.

Gordon Freedman is a consultant and Executive Vice President of Prometheus.com, an open-source courseware management system developed at George Washington University. His expertise is in helping universities conduct business operations in the commercial world and in helping corporations and .coms do business with universities. His consulting projects with universities and museums include the start-up campus Cal State Monterey Bay, the California Academy of Sciences, Britannica.com, and HungryMinds.com. Freedman has a rich background as a television news producer, television and film entertainment producer, and writer. He has worked professionally with people as diverse as physicist Stephen Hawking and financier Michael Milken.

In addition to his work at Prometheus.com, Gordon Freedman is Founder of Knowledge Base, LLC, (www.knowledge-base.com), a transformation, busines development, and consulting firm. Knowledge Base, LLC provides strategic advice and relationship-building to all of the key components of the emerging e-learning and knowledge spaces.

Sponsored by Institute for European Studies.

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The March event is the beginning of an ongoing series of conversations we will be organizing for leading thinkers and experts in this area. The proceedings of these meetings will be made public on the World Wide Web.

The Higher Education in the Digital Age program provides a venue for international scholars to collaborate in discussion and investigation of the broad contextual, structural, organizational, financial, and policy implications of new modes of technology creation and transfer for the institutions of higher education.

The dimensions we will be examining in both this larger program and in the March symposium will include:

I. What is a Virtual University? Organization and Future Scenarios

II. Education as a Commodity: Costs, Benefits, and Socio-Economics

III. Virtual Education for Whom? Social and Cultural Implications

IV. Planning for an Uncertain Future: Policy Implications

V. High Speed Networks: Challenges and Future Research

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In 1895, at the suggestion of Berkeley architect Bernard Maybeck, Phoebe Hearst agreed to sponsor an international architectural competition to select a master plan for the University of California at Berkeley. This important competition attracted worldwide interest. Over one hundred entries were received, and from this group eleven submitted revised entries for judging in San Francisco in the fall of 1899. The grand plan subsequently adopted by the UC Regents was then modified and implemented under the guidance of architect John Galen Howard, forming the core set of buildings for the UC Berkeley campus.

On February 10th, 2000 the symposium “Designing the Campus of Tomorrow” celebrated the Hearst legacy. Held in conjunction with the exhibition "Roma/Pacifica” at the Berkeley Art Museum, the symposiumcreated a forum for architectural historians, campus planners, administrators, faculty, students and others to discuss the importance of the Hearst Plan, and to investigate campus design in post-World War California. This included a panel on the contemporary effort to develop a New Century Plan at Berkeley, and the design challenges of creating a tenth UC campus at Merced.

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In 1949, during the Cold War, the Board of Regents of the University of California imposed a requirement that all University employees sign an oath affirming not only loyalty to the state constitution, but a denial of membership or belief in organizations (including Communist organizations) advocating overthrow of the United States government. Many faculty, students, and employees resisted the oath for violating principles of shared governance, academic freedom, and tenure. In the summer of 1950, thirty-one "non-signer" professors--including internationally distinguished scholars, not one of whom had been charged of professional unfitness or personal disloyalty--and many other UC employees were dismissed. The controversy raised critical questions for American higher education.

On October 7-8, 1999, historians, University administrators past and present, non-signers, and opponents of the oath reflected on the significance of the loyalty oath and academic freedom. Collected here are historical documents relating to the controversy. Check back soon for conference proceedings, including video segments from the panels and interviews with conference participants recalling their experience on UC campuses during this period.

Sponsored by Academic Senate, Berkeley Division, Bancroft Library, Center for Studies in Higher Education, and William & Flora Hewlett Foundation.

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This conference provides a scholarly forum to present papers and discuss the past and future role of R&D investment in economic growth. Papers on this subject, broadly defined, are invited. Subject areas may include, but are not limited to: the role of research universities in shaping agriculture and new technology driven sectors of the economy; national R&D investment and "new growth" theories of post-World War II economic development.; case studies of R&D investment in industry; the role of public law and patent policy in R&D and technological innovation; and national and international comparative studies of R&D policy and their relationship to economic growth.

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This event will provide a forum for discussing the purpose, methodology and impact of ranking studies, including "The Rise of the American Research University," the past and upcoming National Research Council study of doctorate programs, U.S. News and World Report’s ranking of graduate and professional programs, and ScienceWatch and similar studies focused on citation analysis.

Participants:
Moderator: Arnold Leiman (Center for Studies in Higher Education)
Hugh Graham (Vanderbilt University) and Nancy Diamond (Goucher College) – authors of The Rise of American Research Universities
Charlotte Kuh (National Research Council)
Amy Graham (Director of Data Research - U.S. News and World Report)

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On October 1st, the Center for Studies in Higher Education at UC Berkeley will commemorate the 40th anniversary of the National Defense Education Act (NDEA) and the establishment of NASA. Entitled "Federal Support for University Research: Forty Years after the National Defense Education Act and the Establishment of NASA," the event will provide a forum for discussing the past, present, and future of federal and private support for basic research in America’s research universities necessary to retain the nation’s market advantage in science and technology.

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