ROPS 2006

Why Study Users? An Environmental Scan of Use and Users of Digital Resources in Humanities and Social Sciences Undergraduate Education

Diane Harley
Jonathan Henke
Shannon Lawrence
2006

This paper presents an overview of a two-year study funded by the Andrew W. Mellon and the William and Flora Hewlett Foundations that (1) mapped the universe of digital resources available to undergraduate educators in the humanities and social sciences (H/SS) and (2) examined how a better understanding of the variation in use and users can benefit the integration of these resources into undergraduate teaching.

Universities and the Entrepreneurial State: Politics and Policy and a New Wave of State-Based Economic Initiatives

John Aubrey Douglass
2006

The convergence of US federal science and economic policy that began in earnest in the Reagan administration formed the first stage in an emerging post-Cold War drive toward technological innovation. A frenzy of new state-based initiatives now forms the Second Stage, further promoting universities as decisive tools for economic competitiveness. State governments have largely become the political environment in which new policy ideas are emerging, influenced by a sense of increased competition among states and other international economies for economic growth.

Race, Income, and College in 25 Years: Evaluating Justice O'Connor's Conjecture

Alan Krueger
Jesse M. Rothstein
Sarah Turner
2006

In Grutter v. Bollinger (2003), Justice Sandra Day O’Connor conjectured that in 25 years affirmative action in college admissions will be unnecessary. We project the test score distribution of black and white college applicants 25 years from now, focusing on the role of black-white family income gaps. Economic progress alone is unlikely to narrow the achievement gap enough in 25 years to produce today’s racial diversity levels with race-blind admissions.

Accountability in Higher Education: A Public Agenda for Trust and Cultural Change

David E. Leveille
2006

This timely report focuses on accountability -- the current lingua franca of higher education -- and the question of the public trust as a reflection of the respect and confidence of the people that are served by the nation's colleges and universities.