Foster, Donald L. (1981). Classification and Cataloging. Library Science 427. An introductory letter, a list of general instructions on how to proceed with a correspondence course, a syllabus with examples of title pages and catalog cards, and an examination request form are presented for a correspondence course in classification and cataloging offered by the University of New Mexico's Division of Continuing Education and Community Services. The course is a general introduction to the cataloging and classification of books and other media, and it familiarizes students with the organization and administration of cataloging operations in libraries of various types and sizes. The texts used are Donald Foster's Managing the Catalog Department and the latest edition of the Anglo-American Cataloging Rules. Use of the Sears List of Subject Headings and the Dewey Decimal Classification is also included. The Syllabus contains 30 lessons. Questions and exercises assigned in the lessons are designed to examine the student's grasp of specific readings covered in the text, and to give the student practice in using cataloging tools and doing descriptive cataloging and subject classification. Descriptors: Assignments, Cataloging, Classification, Continuing Education

Haley, Roger M.; And Others (1990). A Handbook for Contracts, Promotion, and Evaluation. A Faculty Handbook. In January 1986, the faculty and administration at New Mexico State University at Alamogordo (NMSU) decided that the Senior Faculty Advisory Committee would serve as the Branch Promotion and Tenure Committee to advise the administration in the awarding of specific temporary contracts, continuous contracts (tenure), and promotions. The Committee was also given responsibility to implement and monitor a system for the evaluation of tenure-track faculty. While recognizing that policies and procedures can be regularly modified, the Committee developed this six-part faculty handbook as a guide for subsequent faculty and administrators working in the areas of contracts, promotion and evaluation. Following a brief introduction, sections two through five outline the rationale behind, and implementation of temporary contracts, continuous contracts, promotions, and faculty evaluations. The evaluations section then provides the following information for faculty who are preparing an evaluation document for their promotion: (1) guidelines for the listing of teaching and research goals that should include statements of the time required for goal completion, the means to be employed, and the standards used to determine if the goals have been met; (2) sample goals each followed by lists of sample activities; (3) sample teaching, research, and professional service objectives; (4) sample objectives with results; and (5) a review of the evaluation rating system to be employed. Section six includes a month-by-month calender of contract and promotion activities developed to help insure faculty participation in evaluation procedures. Descriptors: College Faculty, Contracts, Employment Practices, Evaluation Methods

Easterly, Jean L., Ed. (1994). Promoting Global Teacher Education: Seven Reports. This book addresses the following questions from a number of perspectives: (1) what is global education? (2) what does "globally aware" mean? (3) what does it mean to teach with a global perspective? and (4) what must teacher educators do to prepare themselves and their students for an increasingly more complicated world order? After a foreword by Leonard Kaplan and introduction by Jean L. Easterly, specific ways to enhance the global awareness of teacher educators in both higher education and public and private K-12 schools are suggested in the following reports: (1) "'Going Global,' One Teacher Education at a Time" (Trudi A. Osnes-Taylor); (2) "The Many Values of International Teaching and Study Experiences for Teacher Education Majors" (James M. Mahan and Laura L. Stachowski); (3) "New Mexico/New Zealand Faculty Exchanges To Enhance International Awareness" (Elaine Jarchow); (4) "Egypt, Metaphors, and Alternative Perspectives" (Linda G. Lambert and Morgan Dale Lambert); (5) "Preparation of Inservice Teachers for an International Study Experience: A Case Study" (Patricia Betts Roach); (6) "Study of World History in a Multiethnic Classroom" (Diane Sudbury); and (7) "Implementation of Global Education in the Classroom: A Comparison of Swedish and American Educators" (Audrey E. Wright). The concluding essay is "A Look Across the Reports to a Global Horizon: Concluding Comments" (Brad West). Appendices provide excerpts from a global education questionnaire (Sweden) and a listing of selected international education organizations and contacts.   [More]  Descriptors: Cultural Awareness, Elementary Secondary Education, Foreign Countries, Global Approach

Skupaka, Betty M., Ed. (1972). The "Holding Power" Workshop. In August 1971, a large number of Indian leaders, youth, and lay citizens participated in a workshop designed to develop skills and knowledge which public school personnel could use to improve Indian attendance and retention patterns in New Mexico. The workshop yielded much information relevant to Indian students in public schools. Speakers emphasized that many of the problems that confront Indian students arise from the differences between their cultural values and the cultural values which they encounter in public schools. Statistics relevant to Indian education were cited. Topics presented and discussed dealt with numerous aspects of Indian education including: reservation problems; school drop-out; parent involvement; education and culture; self-image of the Indian student; academic achievement; school-community relations; research pertaining to Indian education; stereotypes of the American Indian; teaching, counseling, and administration as they pertain to Indian students; and the development of Indian leadership in education. High school and college students voiced their viewpoints in panel discussions. Workshop recommendations for improving "Holding Power" revolved around two major concerns: making school more relevant to Indian youth; and improving school-community relations. Chapter II summarizes the speeches made by Indian leaders. Appendix A consists of a program of scheduled events, and Appendix B contains an evaluation of the workshop. Descriptors: Administrator Role, American Indian Education, American Indians, Bias

Baird, Lucille (1978). Library Media Institute for Paraprofessionals. A training institute was held by the School of Education at Eastern New Mexico University to increase the library and audiovisual media skills of elementary school library media aides in this sparsely populated area, where many school media technicians have little or no college training. The institute was designed to increase competencies of library aides in six areas: (1) graphics production and display, (2) information and materials processing, (3) operation and maintenance of instructional equipment, (4) clerical tasks related to the ordering and receiving of materials, (5) circulation and use of materials and equipment, and (6) working directly with students and teachers. The training period was divided into two parts: a 5-week summer session at the university and a 16-week on-the-job training program at participating schools in a 7-county target area. Twenty library aides were registered for participation; 19 completed the program. One of the two faculty members employed to teach at the institute specialized in media production and utilization, and the other in selection and processing of library materials. An external evaluation indicated the program was successful in improving the competency and self-confidence of the participants; several aides showed interest in continuing college training.   [More]  Descriptors: Audiovisual Centers, Elementary Education, Learning Resources Centers, Library Education

Suarez, Tanya M.; And Others (1991). The Use of Sanctions with Low Performing School Districts. Although state takeover of low-performing schools is not a new phenomenon in American education, it has seldom been exercised. Takeover actions exist in 11 states–Arkansas, Georgia, Illinois, Kentucky, New Jersey, New Mexico, New York, Ohio, South Carolina, Texas, and West Virginia–but only New Jersey and Kentucky have exercised steps leading to takeover. This paper provides background information on state takeovers and recommendations for the North Carolina State Board of Education as it develops state policies regarding sanctions for low-performing school districts. The first part offers an overview of sanction policies in general, including state takeovers of low-performing districts. The second part summarizes the takeover experience in Kentucky, which shares demographic similarities with North Carolina. In Kentucky, the takeover process met with local resistance and deteriorated in court legislation. A review of research and a look at the stormy outcomes of "last resort" sanctions in New Jersey and Kentucky indicate that takeovers often do little to move districts toward long-term educational improvement. Seven recommendations are offered for conducting a "clear, fair, and open" takeover process" under the following categories: (1) ensuring fairness and equity; (2) addressing building-level failure; (3) establishing an improvement-oriented sanctions process; (4) maintaining local control of schools; and (5) creating a method for quality control. The National Study Group of the Office of Education Research and School Improvement, U.S. Department of Education, advises state officials to consider a broad range of help, proceed in fair and well-defined stages, and establish a blue-ribbon independent body.   [More]  Descriptors: Accountability, Elementary Secondary Education, Performance, School Districts

Norman, Ralph D. (1971). A Study of Some Attitudes towards the Doctor of Arts Degree in the Southwest. To ascertain interest in and need for the Doctor of Arts (DA) degree in Southwestern institutions of higher education, a questionnaire was sent to the presidents of all accredited institutions, as well as recognized candidates for accreditation in New Mexico, Arizona, Utah, Colorado, Wyoming, and Texas. In addition to the questionnarie, the presidents received a 3 page enclosure with information on the D.A. degree. Of the 181 institutions contacted, 151, or 80.7 percent returned useable replies. The majority of the responses were favorable to questions concerning approval of the degree; willingness to hire, pay, and promote D.A. holders on an equal basis with Ph.D.'s; allowing D.A.'s to teach all disciplines at all 4 undergraduate-year levels; adequacy of preparation for undergraduate teaching; and administrator-perceived prestige. Four out of 5 respondents felt that the Ph.D. dissertation was not a sine qua non for undergraduate teaching. Only in faculty-perceived prestige did the D.A. fall considerably below the Ph.D. Among the levels of institutions, the doctoral institutions were least favorable and the 2-year colleges most favorable in their attitudes toward the D.A.   [More]  Descriptors: Administrator Attitudes, Administrators, Attitudes, College Faculty

Lillibridge, Fred; And Others (1993). NMSU-Alamogordo Institutional Assessment and Strategic Planning (IASP) Process: A Handbook. (Version 1.1). New Mexico State University-Alamogordo's (NMSU-A) Institutional Assessment and Strategic Planning (IASP) process is designed to identify what the institution is doing, what the community is doing that may affect NMSU-A, how well NMSU-A is achieving its mission and purposes, and what the college should do in the future. The IASP is an integrated process involving the assessment of institutional effectiveness, institutional research, and strategic long-range planning. Data are collected from student surveys and focus sessions, a student long-range tracking system designed to follow student cohorts through NMSU-Alamogordo, as well as from faculty, staff, and the external environment. This handbook describes each component of the IASP, including flow charts and relevant forms. After tracing the development of the IASP process, the handbook details the assessment of the institutional effectiveness component. This component identifies institutional strengths and concerns and generates a series of action plans through a multi-step process of institutional evaluation and assessment. Steps in assessing instruction, student services, and instructional/institutional support are detailed. The next section focuses on the institutional research component, providing a schedule and brief descriptions of seven activities of the IASP committee ranging from the review of existing data and information reports to the contemplation of emerging trends. Finally, the strategic planning component is outlined. A schedule of activities for each component and a set of IASP forms conclude the handbook. A 44-item list of suggested reading is included.   [More]  Descriptors: Accountability, College Outcomes Assessment, College Planning, Community Colleges

Eastern New Mexico Univ., Portales. (1985). Student Impacts and Outcomes Committee. A Report to the Campus. AAHE Assessment Forum Paper. Objectives and progress of the Student Impacts and Outcomes Committee created in the summer of 1985 at Eastern New Mexico University are reported. The committee was formed to measure and assess the impact that 4 years of college have on a student, and intends to track an entire entering freshman class from the time the students apply until they leave, with a follow-up 2 to 5 years later. It will then track every fourth entering freshman class, i.e., as one class enters its senior year, the new entering freshman class will become the study population. Five subgroups were formed to consider knowledge outcomes, skills outcomes, attitudes and values, relationship with the university, and occupational outcomes. Each subgroups will identify the most appropriate data to collect and possible data collection instruments. Updates of the progress of each of the five subgroups are presented. Two recommendations are offered: (1) to measure general knowledge outcomes, the short form of the American College Testing Program's College Outcome Measures Program Examination (ACT COMP) should be used for pre- and post-testing; and (2) the ACT Entering Student Survey, the ACT Withdrawing/Non-returning Student Survey and the ACT Student Opinion Survey should also be employed. Two policy recommendations are also offered: the mission statement should be rewritten, and the philosophy of the general education component is needed in writing.   [More]  Descriptors: College Students, Data Collection, Education Work Relationship, Educational Assessment

Stone, Elaine J. (1976). A Report of an Evaluation Design for the School Health Curriculum Project. Effects of a Prototype Health Education Curriculum Model on Locus of Control, Perceived Vulnerability, and Health Attitudes of Fifth Graders. The effects of the fifth grade unit of the School Health Curriculum Project (SHCP) were investigated in a multicultural setting in Albuquerque, New Mexico. One of the purposes of the study was to design and test portions of an evaluation model that could be expanded and used by other school districts which are involved with SHCP. The second paper describes the effects of the unit on five areas related to health attitudes and behavior: locus of control, perceived vulnerability to illnesses and accidents; attitudes toward health concepts; self esteem; and attitudes toward smoking. SHCP was found to affect attitudes toward illness, going to the doctor, dental care, and smoking; but had minimal effect on locus of control, vulnerability to illness and accidents, or self esteem.  Certain student characteristics–such as sex, ethnic group, income, and reading level–were associated with higher risks regarding preventive health behavior and smoking. Descriptions of tests used, criteria for assessing student growth, and sample management forms and records are appended. Descriptors: Attitude Measures, Curriculum Evaluation, Economic Status, Ethnic Origins

DATAWave (1995). DATAWave, Volume 1, Numbers 1-16. The DATAWave is a weekly publication of the Assessment Resource Office of Eastern New Mexico University (ENMU). Its purpose is to inform the campus community and broader constituencies about assessment issues and practice at ENMU. The issues of this first volume cover the following assessment topics: (1) introduction to the newsletter and report on the College Outcomes Measurement Program; (2) why students choose ENMU; (3) students' values and attitudes; (4) results of the Collegiate Assessment of Academic Proficiency (CAAP); (5) CAAP results by College and ethnicity ; (6) students' perceptions of their remedial needs; (7) academic expectations of freshman students; (8) exploration of CAAP results in writing-I; (9) exploration of CAAP results in writing-II"; (10) exploration of CAAP results in mathematics"; (11) campus environment as measured through first time students; (12) highlights of North Central Association annual meeting; (13) a discussion of student retention; (14) preliminary results from the Student Satisfaction Inventory; (15) summary of volume I; and (16) an assessment questionnaire for the volume. (Contains 17 tables and 42 figures.)   [More]  Descriptors: College Choice, College Environment, College Students, Educational Assessment

Cavalluzzo, Virginia A. (1988). Teaching Teams To Enhance Microcomputer Communications between School and Family, 1986-1988. Final Report. This report describes the goals, objectives, activities, and outcomes of a project developed at the University of New Mexico Children's Psychiatric Hospital's Mimbres School to demonstrate the use of the microcomputer as a tool for establishing positive communication between emotionally-disturbed children and their parents. The project was designed to involve the parents as active participants in the computer learning experiences of the children, who ranged in age from 4 to 14. It was found that participation with teachers, child care workers, clinicians, and parents in teaching/learning teams facilitated the development of self-worth among the emotionally-disturbed children. The report concludes with a description of requirements for replicating the project, highlighting the need for a full-time teacher coordinator. Included in the appendixes are demographic data on the hospital; a sample project teacher resume; a project time line; inservice staff workshop schedules; and examples of items purchased with grant funds, assessment tools, and written communications from the project.   [More]  Descriptors: Computer Literacy, Cooperative Learning, Elementary Secondary Education, Emotional Disturbances

Cowen, Sonia S. (1995). Vision into Reality: Planning and Budgeting Processes Implemented at NMSU-Carlsbad through the Year 2000. Prepared for a site visit by the North Central Association (NCA), this report describes the goals and vision of New Mexico State University's two-year branch campus at Carlsbad (NMSU-C) through the year 2000. The first section states the mission, goals, and purposes of NMSU-C, while the second describes six campus-wide initiatives to be completed by the year 2000 and related implementation strategies. The next section provides the vision statements and college planning model for academic affairs, while the fourth section reviews a proposal to organize academic programs into related clusters to allow greater faculty input into decision making and make it easier for students to obtain faculty expertise and sponsorship outside of the classroom. The next four sections describe the resulting four academic program clusters: (1) communication arts, business studies, teaching, and developmental studies in language arts; (2) nursing, allied health, and wellness; (3) science, mathematics, computer systems, and engineering, environmental, and manufacturing technologies; and (4) social sciences, international relations, and special studies. For each cluster, a mission statement, projected number of students for the year 2000, program strategies, the role and scope of the cluster, and a budget for 1994-95 are provided. The final sections present a travel budget for professional faculty development for 1994-95 and an overview of student services at the college, including a flow-chart of student success.   [More]  Descriptors: Administrative Organization, College Planning, Community Colleges, Institutional Mission

New Mexico State Univ., Las Cruces. (1985). Teaching, Technology, and the Future. Research findings on college instruction and technology and the future are discussed in 15 papers from the first Regional Conference on University Teaching at New Mexico State University. Titles and authors are as follows: "Technology, Teaching, and the Future" (William F. May); "Bauhaus Experience: A Team Method of Teaching Technology" (Euguene W. Balzer); "Advance Organizer: An Effective Pre-Instructional Strategy" (Moon K. Chang); "Teaching, Technology, and the Meditative Pause" (Jim W. Corder); "The Concept of the Rio Grande Institute" (George A. Cowan); "Reaching for the Potential" (Paul R. Dingman); "Integrating Information Technologies into Learning: Decision Criteria for Faculty and Administrators" (David R. Holmes); "Hands-On Program of IBM-PC Training at Los Alamos National Laboratory" (Ruth Lier); "Educating the Information Society, Revised" (Gary M. Moulton); "Artificial Intelligence and the University Covenant: Speculations about the Impact of Technology on the Purposes of Education" (Eugene Potter); "Teaching, Technology, and the Future" (Eugene Ross); "'Magatrends' in Higher Education" (James W. Schreier); "A Bright Future for Instructional Television through Technology" (Darrel Schroder, Anthony Tarquin, Lionel Craver); "Can Computer Attitudes Inhibit Teaching to Potential" (Sara Dawn Smith); and "Instructional Television Fixed Service: The Challenge to Educational Institutions (Kim B. Walker). Descriptors: Advance Organizers, Artificial Intelligence, College Instruction, College Science

Spolsky, Bernard; And Others (1983). The Sociolinguistics of Literacy: An Historical and Comparative Study of Five Cases. Final Report. The development of literacy in selected bilingual societies was investigated. Historical and comparative studies were conducted of medieval Jewish communities, the Navajo community, a northern New Mexico village, and the countries of Paraguay and Tonga. The goal of the case studies was to develop a model for the development of literacy in the vernacular that can then be applied to the education of minority populations. Papers generated during the course of the studies are reprinted in nine chapters. The implications of the case studies for the choice of a language for initial literacy in bilingual education are discussed. It is concluded that a sociolinguistic model for vernacular literacy should include such factors as (1) the nature and language of literacy introduction, (2) the status of those accepting literacy, (3) the functions for which it is used, (4) the existence of political independence and control of the educational system, and (5) the continued use of the language. Necessary conditions for vernacular literacy include acceptance by traditionally influential members of the community, use for native functions, and maintenance by a locally controlled educational system.   [More]  Descriptors: Bilingual Education, Bilingualism, Case Studies, Guarani