Task Force on Women, Minorities, and the Handicapped in Science and Technology, Washington, DC. (1988). Task Force on Women, Minorities and the Handicapped in Science and Technology: Executive Session. Report of the Proceedings (Atlanta, Georgia, March 3, 1988). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the meeting. Co-Chairs Dr. Ann Reynolds and Mr. Jaime Oaxaca presided over the meeting. The document includes: (1) introductory remarks; (2) a report of the Subcommittee on Employment; (3) a report of the Subcommittee on Social Aspects; (4) a report of the Subcommittee on Research Support; (5) a report of the Subcommittee on Higher Education; (6) a report of the Subcommittee on Pre-College Education; and (7) preparations for hearings to be held in Boston.   [More]  Descriptors: Access to Education, College Science, Disabilities, Elementary School Science

Briggs, Harold E.; Koroloff, Nancy M. (1994). The DRIVING FORCE: The Influence of Statewide Family Networks on Family Support and Systems of Care. Statewide Family Advocacy Organization Demonstration Project, 10/90 – 9/93 Final Report. This report highlights the progress of the 15 statewide family advocacy projects funded by the Center for Mental Health Services of the U.S. Substance Abuse and Mental Health Services Administration during the 1993 fiscal year. Section 1 provides an historical background and a summary of the interim report. A qualitative description of the progress of each project for the 1992-93 fiscal year is then provided for Georgia, Hawaii, Kansas, Minnesota, Mississippi, Montana, Nebraska, New Jersey, New Mexico, North Carolina, Pennsylvania, Texas, Vermont, Virginia, and Wisconsin. A summary of the collective experiences, barriers, and challenges of the 15 statewide family networks during this period is presented in section 3. Section 4 provides a quantitative assessment of the states' progress over the 3 project years on a selected number of variables chosen by the individual states. The major areas of advancement as well as the major challenges facing each of the statewide family networks are discussed in section 5. These include the need to reach out to underserved populations, to develop resources, to provide family support, to change the system of care, and to develop the infrastructure. An appendix presents details of the quantitative results.   [More]  Descriptors: Advocacy, Child Advocacy, Delivery Systems, Emotional Disturbances

Licata, Christine M.; Morreale, Joseph C. (1997). Post-Tenure Review: Policies, Practices, Precautions. New Pathways: Faculty Career and Employment for the 21st Century Working Paper Series Inquiry #12. This working paper, one in a series about the priorities of the professoriate, explores what is known about campus initiatives with post-tenure review. Part 1 reviews institutional and systemwide policies and outlines operational characteristics, unifying principles, and implementation strategies. The information was gathered from published reports, a review of more than 100 individual policies, and interviews with system administrators, campus officials, and faculty leaders. Part 2 profiles the efforts of nine campuses in implementing post-tenure review, focusing particularly on individual policies in the context of institutional mission and history, implementation of the policy, and an examination of the lessons learned along the way. Information in this section was derived from telephone interviews with campus officials. The schools profiled are: Colby-Sawyer College (New Hampshire), Eastern New Mexico University, Georgia State University, Ithaca College (New York), Old Dominion University (Virginia), University of Colorado-Colorado Springs, University of Hawaii-Manoa, University of Michigan-Dearborn, and the University of Wisconsin-Madison. The report concludes with some general observations and recommendations for the future. Appended to the document are two lists (reference details about the policies cited in the text, and a list of institutions whose policies were reviewed but were not cited in the text.) (Contains 36 references.) Descriptors: College Faculty, Employment Qualifications, Faculty College Relationship, Faculty Evaluation

Social Science Education Consortium, Inc., Boulder, CO. (1996). Enhancing Middle School Science through Community Service: Teacher Impact Evaluation Report. This report presents the findings of an evaluation of a three-year teacher enhancement project from the Social Science Education Consortium (SSEC). Under this project, middle school teachers were recruited and trained to develop and implement integrated science, social studies, and service-learning units in their classrooms. The project offered two cycles of four-week summer institutes for teacher teams from 12 school districts in Colorado, Arizona, and New Mexico. The project also provided staff site visits and other assistance to teachers during the school year following each institute, and offered financial support for participants to attend a project meeting at the National Service Learning Conference held each spring. Using a standardized interview protocol, SSEC evaluators interviewed 55 teacher participants to determine the project's impact on participating teachers. The evaluators used interview responses to determine the effects of project participation on teachers' instruction, their collaboration with their colleagues and the community, and their beliefs about the impact of service learning projects on students' affective and academic learning. This report presents a summary and analysis of participant responses to the following categories of questions: (1) Participant Information; (2) Summer Institute; (3) Unit Implementation; (4) Team Experience and Dynamics; (5) Administrative Support; (6) Personal Impressions; (7) Future Expansion and Workshop; and (8) SSEC Relations and Follow-up. Conclusions and recommendations for future service learning projects are offered.   [More]  Descriptors: Integrated Activities, Middle Schools, Public Service, School Community Programs

Shagam, Janet Yagoda (1996). Developing a Community Based Pre-College Medical Science Collaborative. Designed to assist secondary and post-secondary educators develop community interactive science programs, this manual describes steps undertaken at New Mexico's Albuquerque Technical Vocational Institute to develop pre-college medical science programs that encourage local high school students to consider the college's medical technology program. First, an introduction provides a general description of the pre-college programs and sample comments from program participants. The second part summarizes program objectives from 1994-95 and 1995-96 and indicates that 6 students were served in 1994-95 and 13 in 1995-96. The third part focuses on beginning the process of developing a program, discussing issues related to funding, preparing the proposal, costing out the proposal, hiring support staff, budgeting for contracted services and teachers' salaries, and buying supplies. The fourth part discusses specific considerations in project development related to establishing academic requirements, administrative needs, scheduling and school calendars, student attendance, student activities, ancillary services, developing syllabi, and ordering and storing materials and perishable supplies. The final sections review drawbacks to relying on donations, ideas for organizing guest speakers and field trips, and methods for handling public relations and outreach. Appendixes provide sample course syllabi, examples of program pre- and post-tests, and a sample program abstract used to publicize the project.   [More]  Descriptors: College School Cooperation, Field Trips, Financial Support, High School Students

Turner, Molly; Kober, Nancy (1997). From Thibodaux to Tucumcari: Family Literacy in Rural Libraries. A Report from the Viburnum Family Literacy Project. The Viburnum Foundation, a family foundation based in New York, is currently in the fifth year of giving grants to rural library-sponsored family literacy programs in Louisiana, Mississippi, New Mexico, Oklahoma, and Texas. The libraries involved in the Viburnum Family Literacy Project are in areas with high levels of poverty and illiteracy. The programming, which usually takes place at a library, a Head Start Center, or a school, may include parenting classes for adults, adult literacy and English as a Second Language instruction in classrooms and by tutors, storytelling and reading aloud to children exclusively or for all generations, and bilingual programming for adults and children. This report discusses what makes library-based family literacy programs work, and how policymakers, grantmakers, and community leaders can collaborate to promote family literacy in rural areas. Following an introduction, the body of the report is divided into six main sections in terms of the following topics and subtopics: 1) the rural library as a site for family learning and the rural community as a site for social change; 2) program staff and participants; 3) partnerships; 4) programs (planning, budgeting and spending, program design, content and activities, impacts); 5) grantmaking issues; and 6) critical areas of change. A concluding chapter reiterates the reasons why libraries and literacy programs are critical to the health of society, and outlines difficult challenges to be faced in the near future. Appendices present a Viburnum Foundation project history and list of Viburnum sites.   [More]  Descriptors: Adult Education, Adult Literacy, Budgets, Family Literacy

Task Force on Women, Minorities, and the Handicapped in Science and Technology, Washington, DC. (1989). Changing America: The New Face of Science and Engineering. Final Report. The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. Six goals for the nation dealing with change in the United States, precollege education, higher education, federal research and development, employment, and cultural influences are suggested. Actions are recommended for (1) the President; (2) governors; (3) state legislators; (4) industry; (5) the federal government; (6) universities; (7) school boards; (8) educators; (9) parents; (10) professional societies; (11) the media; and (12) "all Americans" to help alleviate the "looming crisis in the science and engineering workforce." Specific strategies to promote greater participation among Blacks, Hispanics, American Indians, people with disabilities, and White women in the science and engineering workforce are included. Population statistics and predictions are included in several parts of this document. A list of 40 exemplary programs is included. Appendices include lists of the Task Force members, hearing witnesses at the various sites, and a copy of Public Law 99-383.   [More]  Descriptors: Access to Education, College Science, Disabilities, Elementary School Science

Misquez, Ed; McCarthy, Bill; Powell, Barbara; Chu, Lily (1997). University Students with Disabilities Are the Chief On-Campus Accommodation Ingredient. This report describes the rejuvenation of the Barrier Breakers at New Mexico State University, a student group that was designed to ensure that students with disabilities had access to and accommodations for instruction. The new group, the Association for the Concerns of the Handicapped (ACH), provides advocacy for environmental access and program access. The passage of the Americans with Disabilities Act and its enforcement led to the hiring of a disability coordinator to handle requests for accommodations and the development of several service departments at the university. Currently, the coordinator supervises a full-time interpreter and coordinates the following services: a Braille printer; early registration assistance; assistive listening devices; notetaking services; readers; sign language interpreters or oral interpreters; and accommodations for students with disabilities needing extended time, a quiet location, scribes, readers, or other assistance. Services are also provided by Student Support Services and the Center for Learning Assistance. In the process of seeking accommodation, the students learned that it was important to disclose their access needs, to organize and present a united front so that access providers could respond to specific requirements, to maintain a sense of continuity between new members of the group and veteran members, and to be persistent in requests.   [More]  Descriptors: Academic Accommodations (Disabilities), Access to Education, Accessibility (for Disabled), College Students

Western Interstate Commission for Higher Education, Boulder, CO. Western Cooperative for Educational Communications. (1995). When Distance Education Crosses State Boundaries: Western States' Policies. 1995. This report summarizes western states' policies and regulations governing the approval of higher education programs electronically delivered across state lines by institutions in other states. It caps the first year's activities in a 3-year Western Cooperative for Educational Telecommunications project, "Balancing Quality and Access: Reducing State Policy Barriers to Electronically Delivered Higher Education Programs," designed to foster an interstate environment that encourages the interstate electronic delivery of quality higher education programs. The following states are included: Alaska; Arizona; California; Colorado; Hawaii; Idaho; Montana; Nevada; New Mexico; North Dakota; Oregon; South Dakota; Utah; Washington; and Wyoming. The data was obtained through a written survey and request for documents from the states' higher education agencies, and a series of phone interviews with individuals in the state-level offices and in higher education institutions in the West. Also included is a table summarizing the states' policy data, and contact information for each state's higher education agency. Two appendices contain: (1) "Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs," developed by representatives of the states' higher education agencies, higher education institutions, and the regional accrediting community; and (2) "Project Overview and Implementation Options." Descriptors: Access to Education, Accreditation (Institutions), Accrediting Agencies, Distance Education

Task Force on Women, Minorities, and the Handicapped in Science and Technology, Washington, DC. (1988). Task Force on Women, Minorities and the Handicapped in Science and Technology: Executive Session. Report of the Proceedings (Carson, California, January 13, 1988). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the meeting. Co-Chair Dr. Ann Reynolds conducted the meeting. Included are: (1) An opening statement; (2) Task Force member introductions; (3) a report of the Subcommittee on Higher Education; (4) a description of the Task Force; (5) a statement by Governor Deukmejian of California; (6) a report of the Subcommittee on Pre-College Education; (7) a report of the Subcommittee on Research Support; (8) a report of the Subcommittee on Employment; and (9) a report of the Subcommittee on Social Aspects.   [More]  Descriptors: Access to Education, College Science, Disabilities, Elementary School Science

Task Force on Women, Minorities, and the Handicapped in Science and Technology, Washington, DC. (1987). Task Force on Women, Minorities and the Handicapped in Science and Technology: Public Hearing. Report of the Proceedings (Chicago, Illinois, October 29, 1987). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the public hearing. Co-Chairs Mr. Jaime Oaxaca and Dr. Ann Reynolds presided over the hearing. Following opening comments from the chair, speakers at this hearing included: (1) Dr. Jon D. Miller; (2) Dr.  William L Lebold; (3) Ms. Christa Lane Larsen; (4) Dr. Ted Ansbacher; (5) Dr. Elaine Copeland; (6) Dr. Robert Springer; (7) Dr. Anibal Taboas; (8) Dr. Arlene Lennox; (9) Ms. Jane Daniels; (10) Dr. Izaak Wirszup; (11) Dr. Thomas L Martin Jr.; (12) Dr. Yvonne Walker Taylor; (13) Dr. Thomas Kucera; (14) Dr. Marion C. Thurnauer; (15) Dr. Richard Neblett; (16) Dr. Donald Langenberg; (17) Mr. Cecil Curtwright; and (18) Ms. Carolyn Stern.   [More]  Descriptors: Access to Education, College Science, Disabilities, Elementary School Science

Corporation for Public Broadcasting, Washington, DC. (1994). Native Americans' Perceptions of Public Broadcasting. CPB Research Notes, No. 69. In March and April 1994, the Corporation for Public Broadcasting conducted a focus group study of Native Americans to determine how they perceive public television. The focus groups were conducted by American Indian Telecommunications to determine the general viewing habits of Indians, their awareness of television programming, their response to Indian portrayals in media, and their perceptions of public television. Focus group participants were Native Americans age 25 or older, fluent in English, and located in Tahlequah, Oklahoma; Oakland, California; and the Zuni Pueblo in New Mexico, representing rural, urban, and reservation areas. Television viewing is an important part of most American Indian homes, although importance and how it was used varied across the three focus group sites. The most significant findings included: (1) education is public television's outstanding image; (2) public television is recognized for excellent preschool programming; (3) public television portrayals of Indians are fair and ethical; and (4) Native Americans desire more programming with relevance to Native people.   [More]  Descriptors: American Indians, Attitudes, Audience Response, Cultural Pluralism

Native American Preparatory School, Rowe, NM. (1994). Native American Preparatory School. This booklet provides information on the Native American Preparatory School, a residential secondary school in Rowe, New Mexico, for high-achieving Native American students. The school sponsors two programs: a 5-week rigorously academic summer school for junior high school students and, beginning in fall 1995, a 4-year college preparatory program. The programs stress character and cultural development through academics, community service, athletics, and the arts, with the goal of preparing Native American students to be successful in college and to become effective community leaders. The school's philosophy is based on blending Native American and Western education and emphasizing culture, the community, creativity, and challenge. The school is located in the Pecos River valley on land that was sacred to the Paequiu tribe during the 12th century. The curriculum focuses on critical thinking skills, effective communication skills, writing fluency, and computer literacy. In addition, all students participate in athletics and extracurricular activities. Admission is based solely on merit, and financial aid is available. Course offerings and special activities are listed. The booklet lists the board of directors and advisory board members.   [More]  Descriptors: American Indian Culture, American Indian Education, Boarding Schools, College Bound Students

Task Force on Women, Minorities, and the Handicapped in Science and Technology, Washington, DC. (1988). Task Force on Women, Minorities and the Handicapped in Science and Technology: Executive Session. Report of the Proceedings (Washington, D.C., May 24, 1988). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the meeting. Co-Chairs Dr. Ann Reynolds and Mr. Jaime Oaxaca presided over the meeting. Discussions included: (1) An opening statement; (2) policy issues including the federal role in precollege education (Dr. Shirley Malcom), emphasis on specific actions for federal agencies (Dr. Mary Cutter), actions for industry (Dr. Harriet Jenkins), and a statement on racism, sexism, and discrimination against persons with disabilities (Dr. Alan Clive); and (3) a discussion on the style and format of the document to be produced by the subcommittee.   [More]  Descriptors: Access to Education, College Science, Disabilities, Elementary School Science

Wells, Leslie J.; Shapiro, Richard; Felsburg, Robert W. (1977). Schools Located Near Highways: Problems and Prospects. Final Report [and] Case Studies. In this 1977 publication, findings and recommendations are presented from 22 case studies involving the impact on schools adjacent to highway systems in the states of California, New Mexico, Colorado, Texas, Missouri, Maryland, and Virginia. The impacts described include: noise; vehicular and pedestrian safety; air pollution; access; circulation changes in service area; and visual distraction. The cases illustrate the range of perceived impacts associated with various types of school/highway positionings and the range of mitigation measures utilized to minimize negative impacts and their relative success. Positive impacts on schools include increased vehicular and pedestrian accessibility, and visibility from the road. Negative impacts include noise, safety, air pollution, and visual distraction. No perceived positive impacts are reported on the highway system from the school; negative school-to-highway impacts include traffic congestion, circulation, and decreased vehicular safety. Twenty-six broad recommendations are provided to minimize the adverse impact resulting from school/highway juxtapositioning. An appendix provides background and study objectives along with study methodology.   [More]  Descriptors: Air Pollution, Case Studies, Colleges, Educational Environment