This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Chris Benson, Sonia S. Cowen, Fred Lillibridge, Berry Ives, Portales. Eastern New Mexico Univ., Robert Wilkinson, Sonia Cowen, Suzanne Forrest, Clyde Eastman, and Penelope Stowell.
(1975). Impact of Mining Development on an Isolated Rural Community: The Case of Cuba, New Mexico. New Mexico Agricultural Experiment Station Research Report 301. When it commenced operation in 1971, the Nacimiento Copper Mine provided 135 new jobs. This was about half of the 278 new permanent jobs created in Cuba, New Mexico, from 1970 to 1974. Concurrent and independent development of the Checkerboard Health Clinic and expansion of the school system accounted for most of the remaining new employment. Population of Cuba and the immediate surrounding area increased some 55 percent from 819 to about 1,270. Average personal income increased substantially over the period. Gross business receipts increased from an average of $125,000 per month in 1969-70 to more than $300,000 per month since 1971. A few new businesses were established and many were expanded or improved their appearance with new facades. Most community services handled the increased population with minimum strain. Exceptions were the water and sewage systems. Municipal revenues increased rapidly enough to allow the city to operate in the black every year. Municipal officials, school administrators, mine officials, businessmen, ranchers, teachers, clergy, students, retirees, civic groups, and others were almost unanimous in their favorable reactions to the Nacimiento Mine operation. Some relatively minor reservations and concerns were expressed. Most Cuba residents favored development on the scale of that since 1970. [More] Descriptors: Business, Community Attitudes, Community Development, Community Services
(1990). Annual Report on Higher Education in New Mexico, 1990. Accountability Data. This annual report provides an overview of major initiatives and accomplishments of the New Mexico Commission on Higher Education in implementing the policy directions identified in "Planning for the Class of 2005: A Vision for the Future." It begins with a specification of Commission responsibilities and outlines its legislative agenda for 1991. It discusses underrepresentation of minority students, transfer activity, funding formulas, budget data, and enrollments. Data on accountability of public postsecondary institutions are then presented, focusing on: (1) changes in participation rates; (2) student retention; (3) faculty involvement in student advisement; (4) percentage of developmental courses taught by full-time faculty; (5) percentage of lower division courses taught by full-time faculty; (6) student participation in sponsored research programs; (7) institutions where graduate students received their undergraduate degrees; (8) student outcome assessment; (9) placement data on graduates; and (10) student transfer from two-year and four-year institutions. Five-year plans submitted by the public postsecondary institutions are reviewed in terms of institutional histories and missions, external and institutional environments, programs, distance learning, cooperative education, enrollment management, faculty, capital resources, and resource planning. The report includes a map and list of institutions, a list of grantees of the Eisenhower Mathematics and Science Grants Program, and a description of proprietary school initiatives. [More] Descriptors: Accountability, Budgets, College Faculty, College Outcomes Assessment
(1987). The New Mexico Association of Community, Junior and Technical Colleges Position Paper on the Important Issues Facing New Mexico's Two-Year Colleges. The recommendations contained in this report represent the positions of the New Mexico Association of Community, Junior and Technical Colleges concerning important issues facing the state's two-year institutions. In each of 12 areas, a discussion of key issues is followed by a series of recommendations. These areas are: (1) the continuation of low tuition charges; (2) the potential role of community colleges in economic development; (3) local autonomy in program approval; (4) licensure of vocational instructors; (5) developmental education; (6) the development of a welfare reform program linked to education; (7) recognition of the associate degree in nursing as the minimum educational requirement for licensure examination and entry into practice; (8) cooperative education programs; (9) two-year college involvement with the Job Training Partnership Act; (10) state legislation giving counties a 2% share of the revenues generated from property taxes; (11) state-level promotion of two-year institutions to the public; (12) the inclusion of two-year colleges in any statewide plan for the initiation of "prestige professorships." Descriptors: College Faculty, College Programs, Community Colleges, Cooperative Education
(1995). New Mexico State University at Carlsbad Report, Book Four: Plan for Assessing Student Academic Achievement. Prepared as Book Four of a focused evaluation report submitted to the North Central Association, this document provides a plan for assessing student academic achievement at New Mexico State University's two-year branch campus at Carlsbad. First, a narrative is provided describing the plan and its role in overall institutional assessment and detailing its three major components: (1) data on institutional outcomes; (2) on occupational, general education, or transfer programs; (3) and on individual courses. The narrative also describes methods used to collect information, including pre-enrollment assessment and tracking transfer, employment, and licensure outcomes to gather institutional data; tracking enrollment trends, equipment needs, cost effectiveness, and full-time faculty recommendations for program outcomes; and pre-course assessments of student expectations, writing evaluations, and standardized tests for course outcomes. The bulk of the report then provides 18 appendixes providing organizational charts of institutional assessment; institutional intake, continuing, and follow-up survey instruments; placement test cut scores; a student placement waiver form; data on developmental versus non-developmental student outcomes and general program outcomes; a description of program clusters; a timeline for assessing graduates; a summary of graduate outcomes by program; a chart of achievement criteria for graduates; sample program review forms; a faculty assessment activity list; assessment forms for individual courses; college vision statements; descriptions of desired graduate outcomes and defining characteristics; and a description of campus-wide initiatives from 1993. [More] Descriptors: Academic Achievement, Accreditation (Institutions), College Outcomes Assessment, College Planning
(1993). Three-Year Strategic Plan for New Mexico State University-Alamogordo, 1993-1996. This report, emanating from New Mexico State University-Alamogordo's (NMSU-A) Institutional Assessment and Strategic Planning (IASP) process, presents information pertinent to NMSU-A's planning process for 1993-1996. Following a brief introduction and the IASP Committee cover memo, the report highlights seven high-priority institutional issues: (1) inadequate state funding in certain categories, particularly instruction, academic support, and physical plant; (2) double-digit student enrollment growth and resulting stresses on human, fiscal, and physical resources; (3) the need for new and/or remodeled classroom and administrative space and an increased level of maintenance for the physical plant; (4) the continued allocation of human and fiscal resources to IASP; (5) the need to revise the IASP process to make it more effective and responsive to institutional needs; (6) the need to establish a set of administrative computing policies and procedures to guide planning, acquisition, technical support, and staff training; and (7) continuation of the emerging pattern of decentralization of the acquisition of audiovisual equipment and tape libraries. The final section presents a list of 18 vital campus issues identified during the IASP process, a list of 80 potential new and expanded campus programs and processes, charts showing 39 personnel requests and 43 equipment requests by unit, and outlines of campus space utilization and computing needs and projects. [More] Descriptors: Accountability, College Outcomes Assessment, College Planning, Community Colleges
(1995). New Mexico State University at Carlsbad Report, Book One: Focus Visit. Prepared as Book One of a focused evaluation report submitted to the North Central Association (NCA), this document describes activities undertaken by New Mexico State University's two-year branch campus at Carlsbad to respond to concerns and suggestions from a 1992 NCA site visit. Following introductory materials on the process used to prepare the evaluation, actions taken to address 21 NCA concerns are described, including concerns related to the failure of the college mission to play an adequate role in planning; an unclear relationship between the state and local boards; a perceived lack of autonomy at the local level, hampering institutional effectiveness; the existence of course syllabi that do not reflect the development levels expected of postsecondary education; unstructured and voluntary faculty responsibilities for academic advisement; the lack of a comprehensive plan to attract students; the need to link program assessment more directly into the planning and budgeting processes; the lack of concrete data collection on entering students' goals and skills; and occupational and transfer program reviews that do not follow standard processes. College responses are then provided for 10 NCA suggestions, including the following: the college mission statement and purposes should be formally reviewed, the college should develop better documentation of teacher effectiveness; a standard form for course syllabi should be considered; more student counseling should be provided; the registration process should be more responsive; and professional development should be enhanced. [More] Descriptors: Accreditation (Institutions), College Planning, Community Colleges, Educational Improvement
(1985). Outcomes and Impacts: A Student Tracking Study for Eastern New Mexico University. AAHE Assessment Forum Paper. An outcomes study for Eastern New Mexico University is proposed that would track every third freshman class from the time of arrival until about 3 years after leaving the university. After contact with the new freshmen, the contact again occurs at the end of the sophomore year and at the time of graduation. Students who do not return will be contacted to determine reasons for withdrawal. Fifteen possible research questions that the study could answer are identified. Time frames for collecting data for persisting and withdrawing students are considered. Expenses associated with tracking one class using American College Testing (ACT) program forms are estimated. Data collection instruments of the College Board/National Center for Higher Education Management System (NCHEMS) and the ACT program are most appropriate for the study. Appended are: the NCHEMS and College Board's "Entering-Student Questionnaire," the "Continuing-Student Questionnaire," the "Program-Completer and Graduating-Student Questionnaire," the "Former-Student Questionnaire," the "Recent-Alumni Questionnaire," and the "Long-Term Alumni Questionnaire" and ACT's "Entering Student Survey,""Student Opinion Survey," the "Alumni Survey," and the "Withdrawing/Nonreturning Student Survey." [More] Descriptors: Academic Persistence, Alumni, College Graduates, College Students
(1990). Results of the 1990 Survey of Literacy Service Providers, State of New Mexico. The New Mexico Coalition for Literacy conducted a statewide literacy survey in May and June, 1990. Of 78 questionnaires distributed to programs believed to offer some adult literacy service, 34 responses were received, including those from 6 adult basic education programs, 1 adult education program on a reservation, 21 community-based and/or volunteer-based literacy programs, and 6 special population programs. Program data are presented in two groups: those of 24 community-based organizations (CBOs) and those of 10 non-CBO respondents. Because not all respondents answered each question, a list of organizations responding is presented with each question. Information presented includes the following: organization name; years founded; fiscal year dates; sponsoring agency and services provided; service area (rural or urban); teacher/tutor demographics and training; role of program coordinators; student characteristics; instructional methods used; instructional strategies and curricula used; funding sources; instructional sites and hours of operation; and areas currently of greatest need. (MSE) [More] Descriptors: Adult Basic Education, Adult Literacy, Curriculum Design, Educational Assessment
(1995). New Mexico State University at Carlsbad Report, Book Three: Appendix to Book One and Book Two. Prepared as Book Three of a focused evaluation report submitted to the North Central Association (NCA), this document presents 18 appendixes to Books One and Two, describing activities implemented by New Mexico State University's two-year branch campus at Carlsbad (NMSU-C) in response to a 1992 NCA evaluation. The following items are presented: (1) the evaluation team's report from the 1992 NCA accreditation visit, highlighting general institutional requirements, evaluative criteria, and recommendations; (2) lists of NCA special committee members; (3) NMSU-C's mission and goals statements; (4) the itinerary for a 1994 follow-up visit by an NCA accreditation consultant; (5) a report on NMSU-C's internal governance system, describing the responsibilities of eight committees and their membership; (6) a description of 1993 college-wide improvement initiatives, focusing on planning and budgeting, communication, instruction, scholarship, public service, and faculty development; (7) a 1994 proposal for a reorganization of NMSU-C's academic program; (8) a standard syllabus format, prepared in response to NCA concerns; (9) a 1994 NMSU-C advisory board meeting agenda and a sample articulation agreement; (10) a list of expected graduate outcomes; (11) the college vision statement; (12) organizational charts; (13) a student success flow chart; (14) a new student orientation guide, prepared in fall 1994; (15) a 1994 campus security bulletin; (16) a description of NMSU-C advisory committees; (17) a college wellness plan and brochures; and (18) data on learning assistance center participants from 1981 to 1995 statistics. [More] Descriptors: Accreditation (Institutions), Administrative Organization, Advisory Committees, College Planning
(1990). [Developing a Career Center.] A Career Center Handbook for New Mexico's High School Counselors. Based on a pilot project that promoted statewide career guidance awareness through the establishment of a high school career center, this guide shows New Mexico high school counselors how to develop career centers in their schools. The booklet takes counselors through the process of establishing a career center, providing suggestions for the following activities: (1) assessing present career programs; (2) creating a local advisory board; (3) determining the objectives of the center; (4) planning the initial budget; (5) planning space, location, equipment, and resources; (6) gathering career materials; (7) determining methods of identifying and filing career materials; (8) establishing operational procedures; (9) planning ongoing reassessment by staff, students, and advisory committee members; and (10) planning publicity and dissemination of career center information. The center is planned to be developed through three levels: (1) basic needs; (2) acquisition of additional resources; and (3) fully trained staff, state-of-the-art equipment, resources, and computerized information. Equipment and resources as well as support services are suggested for each level. Resources listed include 10 newsletters and journals, 9 books, 6 associations, 4 sources for audiovisual aids, 6 sources for books, 2 sources for career counselor resources, 4 sources for career interest inventories, and 6 sources for miscellaneous career materials. Appendixes include forms for a career center assessment project staff survey, a student questionnaire, a faculty request form, a student intake form; and a list of 55 references. Descriptors: Career Centers, Career Counseling, Career Guidance, Career Information Systems
(1997). Networking across Boundaries, Bread Loaf Rural Teacher Network Magazine. This theme issue focuses on the challenges and opportunities of online technology as it is used by teachers and students in rural classrooms in Alaska, Arizona, Colorado, Georgia, Mississippi, New Mexico, South Carolina, and Vermont. "Computer Country" (Cynthia Baughman) is an overview of online collaborations of teachers in the Bread Loaf Rural Teacher Network. "Rural Teachers and Students: Connecting and Communicating" (Rocky Gooch) answers teacher questions on the classroom use of BreadNet, Bread Loaf's telecommunications network. "Student, Teacher, and Community Growth at Ganado Intermediate School: An Interview with Susan Stropko" (Chris Benson) describes professional development, technology implementation, student involvement, and goals of a Navajo school in the Bread Loaf network. "Native American Literature and Learning: A Multicultural Sharing" (Lucy Maddox) reports on the networking of Native American teachers. "Walking in Two Worlds: Poetic Explorations across Distances and Differences" (David Koehn) describes how a poem by a Navajo poet galvanized Alaska students to begin an online inquiry into the experience of biculturalism. "Writing with Telecommunications: Crossing Institutional Boundaries" (Ceci Lewis) describes collaborative writing projects that link high school and college students. "Rural Challenge Network: Reaching Out" (Anthony Kennedy, Natasha O'Brien) relates how principals and teachers in Alaska use networking for school reform and a pedagogy of place. "Cross-Age Conferencing: A Literary Inquiry" (Michelle Wyman-Warren) describes online discussion of Joseph Conrad's "Heart of Darkness" by New Mexico high school students and Massachusetts college freshmen. "Listening to Students in the Connections Project" (Patricia Parrish) reports on an online writing exchange between middle-schoolers and preservice English teachers. Other brief articles include "Teacher Networking and Professional Development in Alaska: An Interview with Annie Calkins"; "Teacher Networks at Bread Loaf: The Endless Summer" (Diana Jaramillo); "Stepping Aside To See Ourselves" (Scott Christian); "Research for Action Submits Four-Year Report on BLRTN"; "'Exchanging Lives: Middle School Writers Online': A Review" (Chris Benson); "You Have Mail with Telecommunications" (Emily Quirion); "Between Two Schools: Poetry, Magic, Connection" (Doris A. Ezell-Schmitz); "Maple Syrup and Desert Sand: A Heritage Exchange" (Carol Zuccaro); "New Mexico and Alaska Border Jumpers" (Dianna Saiz); and "Andover Bread Loaf Writing Workshop Makes Annual Visit to BL" (Lou Bernieri). Includes 1997-98 announcements abut members, notes from state network meetings, 39 book and online resources on technology and education, and lists of rural teacher fellows. [More] Descriptors: American Indian Education, Class Activities, Computer Mediated Communication, Computer Networks
(1989). The Preservation of the Village: New Mexico's Hispanics and the New Deal. New Mexico Land Grant Series. This volume, fourth in a series, is devoted to a study of the depression years of the 1930s, a crucial period in the history of the Hispanic land-grant-villages. It places northern New Mexico in a broad regional and national context, examining the major currents of social and political thought in American society that influenced Hispanic New Deal programs. During the Depression, the land reform villages had experienced grant land alienation, environmental degradation, and the contraction of economic opportunities, all of which combined to create a life-threatening crisis. The New Deal's emergency relief programs saved the Hispanic villages from outright starvation and set into motion social and economic changes that shaped these communities as we know them today. The national political arena and the philosophies of Anglo-American New Deal administrators are discussed. The study examines the inherent, conflicting goals of the New Deal: preserving the cooperative village values and Hispanic American culture while developing a modern economy. The New Deal emphasis on native crafts, revitalized agriculture, and communitarian values ignored the area's inherent lack of economic resources and the increasing reliance on technology in the larger culture. The New Deal's ultimate failure is demonstrated by the termination of programs and surviving economic realities in the villages, including dwindling resources and hardships associated with rural decline. This book contains a bibliographic essay, an index, maps, and photographs. Descriptors: Developmental Programs, Economic Change, Federal Programs, Government Role
(1987). ACT COMP Test Data, Fall 1986. Eastern New Mexico University. AAHE Assessment Forum Paper. Results of assessing Eastern New Mexico University students' cognitive outcomes are presented as one component of research being conducted by the Student Impacts and Outcomes Committee. The impact of general education studies on undergraduates' integration and utilization of knowledge is being assessed using the American College Testing Program's College Outcomes Measures Program (ACT COMP) objective test. The test consists of six subtests: functioning in social institutions, using science and technology, using the arts, communicating, solving problems, and clarifying values. First semester freshmen are required to take this test; 704 students were tested in September 1986. The total ACT COMP score for the average freshman (0-29 cumulative credit hours) was at the 43rd percentile when compared to national norms. Percentiles for ENMU and the national sample are also reported for the six subtests. Charts present ACT COMP subtest results on: university-wide percentile rankings; percentile rankings for the advising center and for four colleges within the university; and comparisons of scores for five ethnic groups. [More] Descriptors: Aesthetic Values, Art Appreciation, Cognitive Development, College Students
(1995). Short-Term Economic Impact of New Mexico State University at Grants on the Cibola County Service Area. A Report to the Citizens of Cibola County, New Mexico. A study was conducted by the Grants Campus of New Mexico State University to determine the campus' economic impact on its service area. Data from the 1993-94 academic year were gathered from state, county, and institutional reports, and surveys conducted of students and college employees. Economic data were analyzed on three levels: level I funds, representing sources of funds received by the college and including tuition and fees, grants, and state appropriations; level II funds, representing expenditures by the college within the local service area, such as local purchases and salaries; and level III funds, measuring various economic effects of the college on local government, business, and society. Study findings included the following: (1) in 1993-94, a one mill tax in the county generated $93,439 for the college, while level I funds amounted to $1,816,236, primarily from state and federal funding; (2) level II expenditures by the college within the county, including salaries, amounted to $2,308,778; (3) using a conservative multiplier of 1.8, it was estimated that the local business volume generated $1,951,752; and (4) approximately 116 equivalent local jobs were generated in the county because of the presence of the college, while local student income from financial aid was $679,450. (Tables of key economic indicators, a chart of economic variables with dollar amounts, and definitions of measures are appended.) [More] Descriptors: Community Colleges, Economic Impact, Educational Economics, Expenditures
(1982). Declining Enrollment: Implications for Public Education in New Mexico. Report of a Survey of New Mexico Superintendents Regarding the Impact of Declining Enrollment. Sixty New Mexico school district superintendents responded to a survey regarding reduction of personnel and educational programs, impacts of decline on quality of education, and desirability of alteration of the funding formula to recognize impacts of declining enrollments. Three groups of districts emerged: those where reduction had occurred (32); those expecting reduction in the next several years (15); and those not expecting reduction (13). Not only were small districts affected by decline, but some larger ones as well. While teacher reduction was most likely at the secondary level, reduction in instructional aides was more likely at the elementary level. Sixteen superintendents felt that reduction should be addressed in the funding formula, 13 said it should not, and 27 favored continued study of the situation (4 did not respond to the question). Superintendents did not target any particular program for real or anticipated reduction, rather they chose several areas, particularly fine arts, enrichment courses, extracurricular activities, and interscholastic sports. Since some superintendents felt their districts' quality of education had improved in the past few years, program modification and reduction forced by decline can bring opportunities to school districts. [More] Descriptors: Coping, Declining Enrollment, Educational Administration, Elementary Secondary Education