Fund for the Improvement of Postsecondary Education - Comprehensive Program

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FY 2000 Abstracts (Page Three of Three)
Archived Information

University of Arizona  (AZ)

Title:  "Sharing What We Have Learned:  Experiences in Institution Building, Innovation, and Student Learning"

Provides an opportunity for seven student-centered colleges to develop operational plans for a consortium focused on sharing what they have learned with each other and with the larger postsecondary community.  The institutions involved in the one-year project are: Evergreen State College, Fairhaven College of the University of Washington, Arizona International College of the University of Arizona, Hampshire College, New College of the University of South Florida, Alverno College, and Pitzer College.

Contact: Edward Pope, University of Arizona, Tucson, AZ, 520626-0637,; Edwin Clausen, Daemen College, Amherst, NY 716-839-8480,

University of Arkansas - Little Rock (AR)

Title:  "An Enriched Graduate Physics Education Methodology"

Enriches the graduate physics curriculum to prepare graduates to work in industrial technology settings rather than only academic or research environments. Team work and team leadership development is imbedded in the project.  Students will work in interdisciplinary groups in 3 courses, which include Advanced Device Design, Advance Device Commercialization, and Intra/Entreperneurship of Technology.  Students in Business and Engineering will also enroll in these courses which will model interdisciplinary industrial groups and practice.

Contact: Greg Salamo, University of Arkansas, Fayetteville, AK, 501-575-5931,

University of California, Davis  (CA)

Title:  "Beyond the Classroom Walls: Individualized Second Language Learning"

Allows instructors to follow and document all phases of students' language learning and academic achievement on the Internet.  To do this, the project will use ColdFusion which combines html commands to create a Web interface with other commands to retrieve and pass information to and from components of a relational database. Content for the database will be adapted from existing Web-based and content driven Spanish courses, supplemented by a plug-in to a synchronous chat program already developed by the institution in a previously funded FIPSE project.  A third dimension of the content will include a recently published Spanish-language CD-ROM designed by the project director for the purpose of teaching Spanish distance learning courses.  The intent of this project is to test this relational database approach to creating a Spanish-language learning Web site and then to adapt it for the teaching of other strategically important world languages.

Contact: Robert Blake, University of California, Davis, CA, 530-752-1052,; Maria Victoria Gonzalez Paegaci, Univeristy of Californai, Santa Cruz,CA, 831-459-4262,

University of California, Irvine  (CA)

Title: "Grammar from the Group Up"

Assesses the effectiveness of a new, interactive Web-based grammar program, Grammar from the Ground Up, designed to improve the writing skills of students enrolled in lower division writing courses.  The online tutorial in this one-year evaluation project asks students to generate writing rather than studying rules and taking tests, and uses academic support personnel in the evaluation of student writing.  Students from a four-year institution and a community college will be assessed according to two outcome measures: sentence-level correctness (measured by performance on the grammar program) and the fluency of writing (measured according to a scoring rubric developed jointly by writing instructors and humanities core faculty).   Improvement in grades and evaluation by instructors will also be used to determine whether the students' work in the online program transfers into a greater ability to write grammatically correct sentences when asked to do cognitive work.

Contact: Susan Cross, University of California, Irvine, CA, 949-824-4191,

University of California, Los Angeles  (CA)

Title:  "Honoring Our Origins and People through Native Theater, Education, and Community Development (Project HOOP)"

Develops a comprehensive program to enhance the offerings of tribal colleges in theater, literature, and Native Studies, in cooperation with the Institute for American Indian Arts (NM), Sinte Gleska College (SD) and the College of the Menominee Nation (WI).

Contact: Hanay Geigamah, UCLA, Los Angeles, CA, 310-825-7315,

University of California, Los Angeles  (CA)

Title:  "Community College Academic Consortium"

Create a partnership between UCLA and three ethnically diverse community colleges, West and East Los Angeles Colleges and Compton College, to strengthen community college curricula in the gateway disciplines of math, science, and writing; and deal more effectively with academic underpreparation and inadequate academic counseling.  The model is based on academic excellence not remediation, addresses transfer issues from an academic affairs perspective rather than student affairs, and from the onset, fully involves the academic senates and academic support personnel of the colleges.  The partners seek to create a climate of academic excellence to raise academic standards and performance, and increase minority student transfer rates to academically rigorous four-year institutions.  Three faculty disciplinary work groups and an academic support working group will be formed to develop new courses and counseling programs that encourage students to "think excellence" and "think transfer."  The 30 California community colleges participating in UCLA's Transfer Alliance Program are part of broader state and national dissemination strategies.

Contact: Raymund Paredes, UCLA, Los Angeles, CA, 310-206-7411,

University of California , Los Angeles  (CA)

Title:  "Incubator for Community Law Practice"

Develops a program to educate law students and lawyers in the knowledge and skills necessary to establish and operate profit-making community law practices serving underrepresented populations.

Contact: Richard Abel, UCLA, Los Angeles, CA 310-825-7392,

University of California, Los Angeles (CA)

Title:  "Asynchronous, Web-based Geriatric Educational Resources and Integrated Expert-based Faculty Consultation System for Medical Student Education"

Transforms medical education at UCLA and several collaborating western medical schools by integrating geriatrics throughout the curriculum. Print-based and Web-based modules, "virtual clinical visits", cases, mini-lectures, learning guides and other teaching materials will be created, along with faculty development activities.  Policy support and infrastructure will be provided by a local multidisciplinary committee, as well as a national advisory board.  A complementary grant from the Association of American Medical Colleges demonstrates national need and support for this pioneering effort, which will serve as a model for the nation in addressing existing shortages of physicians prepared to offer geriatric medical services.

Contact: Robert Trelease, UCLA, Los Angeles, CA, 310-206-9971,

University of California, Riverside (CA)

Title:  "Enhancing Teacher Quality through a Teacher Education Continuum"

Enhances teacher quality and retention through an extended six-year teacher education program that begins with the freshman year and continues through the second year of teaching. The program combines the advantages of both undergraduate and graduate credential programs by offering an accelerated four-year route to full-time teaching combined with extended graduate-level teaching and support.

Contact:  Athena Waite, University of California, Riverside, CA, 909-787-5590;

University of Findlay  (OH)

Title:  "Education + Experience = Intergenerational Success"

Develops an intergenerational graduate program that integrates coursework across the two disciplines of early childhood education and gerontology with student-designed experiential learning internships and practicum experiences.  In response to the national need for better trained caregivers for both young children and senior adults, this program creatively provides a cross-training approach within the new discipline of intergenerational studies that prepares individuals for careers in the intergenerational field that include teaching as well as political advocacy, social policy, research and evaluation.  Students participating in the program will work with professionals who will serve as mentors at intergenerational sites across the country.  In addition, the program will develop a video training series for adaptation at other institutions.

Contact:  Vicki Rosebrook, University of Findlay, Findlay, OH, 419-424-6951,

University of Hawaii at Manoa (HI)

Title:  "Sustainable Tourism and the Environment Program (STEP)—University partnerships (UP): Working toward Integrative Learning and Service"

Disseminates a service learning program that gives students access to a potentially rich cross-section of professional experiences.  STEP-UP (Sustainable Tourism and the Environment—University Partnerships) exposes students to the multidimensional, cross-disciplinary nature of issues related to tourism and the environment, enabling students to function creatively within their current academic and future professional endeavors.

Contact:  Samuel Lankford, University of Hawaii at Manoa, Honolulu, HI 808-956-8025,

University of Hawaii at Manoa (HI)

Title:  "Pacific Asian Consortium for International Business Education and Research (PACIBER) Joint Masters Diploma Program"

Establishes, on behalf of the 28-member Pacific Asian Consortium for International Business Education and Research (PACIBER), a joint Master's program in international business.  Students complete a semester abroad at another institution in the consortium and undertake an internship or field project with a foreign organization in the Pacific-Asia area.  Student exchanges are multilateral, eliminating some of the constraints of bilateral exchanges.  The project includes four Web-based courses taught by teams of international faculty and stresses increased student proficiency in a second language.  This project supports only the U.S. participation in the program.

Contact: Shirley Daniel, University of Hawaii at Manoa, Honolulu, HI, 808-956-3249,

University of Idaho (ID)

Title:  "A New Model for General Education Programs at Land-Grant Universities"

Develops a new core curriculum for land grant institutions, emphasizing the involvement of professional colleges in designing yearlong, interdisciplinary core discovery courses in the freshman year, thematic clusters of courses in the sophomore year, and senior-level capstone courses.

Contact: Bill Voxman, University of Idaho, Moscow, ID, 208-885-5220,

University of Kansas (KS)

Title:  "The Digital Photobiology Compendium"

Develops a technological learning tool that will allow undergraduates, graduate students, and professionals in biology, chemistry, physics, medicine, and agriculture to customize their learning in the interdisciplinary field of photobiology.  The learning tool (the Digital Photobiology Compendium) will be developed by content specialists who are also knowledgeable about computer/Web implementation.  An instructional Web site will be implemented for instructors and learners who can access the compendium for its use or add to its development.  More than 24 institutions and 500 learners will be involved in this initial effort.

Contact: Dennis Valenzeno, University of Kansas, Kansas City, MO, 913-588-7416,

University of Kentucky (KY)

Title:  "Multidisciplinary Models for Women's Health Education"

Develops a multidisciplinary core curriculum in women's health for five colleges of health sciences: medicine, dentistry, pharmacy, nursing, and allied health.  In the school of medicine, the work modifies and expands an earlier project to integrate women's health across the medical curriculum; borrowing from that idea, the present project integrates women's health across the health sciences.  The primary teaching methodology is to use "standardized patients", trained actors who simulate medical conditions, to present cases for discussion.  Each of the participating colleges will carry out its own beta testing and dissemination of materials to a total of 15 collaborating professional schools across the country.

Contact: Deborah Kwolek, University of Kentucky, Lexington, KY, 859-257-5241,

University of Maryland College Park  (MD) 

Title:  "Technology Accelerators Project: Content-Driven Strategies for Minority-Serving Institutions"

Disseminates the International Communication and Negotiation Simulations (ICONS) program to twenty minority-serving institutions.  Based on a successful classroom technology initiative, this project will use proven area studies content to train instructors at Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs) to integrate simulation activities in curriculum content.

Contact:  Jonathan Wilkenfeld, University of Maryland, College Park, MD, 301-405-4160,; Brigid Starkey, University of Maryland, 301-405-7857,

University of Michigan  (MI)

Title:  "Great Lakes Area Supported Education (GLASER) – Dissemination and Replication"

Disseminates the Great Lakes Area Supported Education (GLASER) program to four states.  This program addresses the needs of adults with mental illness who want to pursue or return to postsecondary education.  The program will help adapting institutions improve their institutional knowledge and skills to make reasonable accommodations required under ADA, and also develop capacities for early intervention to minimize student attrition due to mental illness.

Contact: Carol Mowbry, University of Michigan, Ann Arbor, MI, 734-763-6578,

University of Michigan    (MI)

Title:  "A Global Concentration in Engineering"

Designs, develops, and implements a global concentration in engineering to enable undergraduate and graduate students to integrate international education into the engineering curriculum.  The global engineering curriculum will involve international course work in the United States and abroad.  Students will be involved in an international industrial team project.  China, the United Kingdom, and Mexico will form the focus regions with the US for this project.

Contact: James Bean, University of Michigan, Ann Arbor, MI, 734-647-7090,

University of Michigan   (MI)

Title:  "Seeing the Body Elsewise: Connecting the Health Sciences and the Humanities"

Develops an interdisciplinary minor that integrates the humanities into the health sciences for pre-medical and pre-nursing undergraduates.  Its purpose is to increase students' knowledge of the connections between cultures and health, to increase their understanding of the various members of the multicultural society, and to improve their ability to offer effective health care.  Faculty development, curriculum refinement, piloting at three institutions, and thorough evaluation for improved student learning are all major components of the project.  Partners include Wayne State University and Michigan State.

Contact: Jonathan Metzl, University of Michigan, Ann Arbor, MI, 734-647-0782,

University of Michigan - Dearborn  (MI)

Title:  "A Capstone Course to Integrate Science and Sustain Professional Development in Elementary Science Education"

Develops an innovative science capstone course for pre-service elementary teachers with a laboratory component designed to assist students in forming deeper understandings of important scientific concepts and practice in classroom research.

Contact: Gail Luera, University of Michigan, Dearborn, MI, 313-593-3762,

University of Minnesota (MN)

Title: "Using Study Abroad to Internationalize Professional Degree Programs"

Expands a small-scale study-abroad program at the University of Minnesota to internationalize professional school and science undergraduate degree programs at four institutions.  The consortium, including University of Minnesota, Northwestern University, Purdue University, and University of Wisconsin,  will focus on undergraduate majors that do not normally integrate study abroad experiences into the curriculum: technology, engineering, human ecology, consumer and family studies, business and management, and nursing.  The project will develop special materials for faculty and students, a website, and training workshops for academic advisors.

Contact: Al Balkcum, University of Minnesota, Minneapolis, MN, 612-626-9000,

University of Missouri - Rolla (MO)

Title:  Taking the Next Step in Engineering Education: Integrating Educational Software and Active Learning"

Develops interactive educational software and active learning strategies for three sophomore/junior-level engineering courses with high enrollments: Statics, Dynamics, and Mechanics of Materials.  The project aims to improve students' problem-solving, increase their understanding of engineering concepts, and retain student interest in engineering as a profession.  The innovation in this project lies is the comprehensive approach taken.  Web-based multimedia presentations of basic theory, audio and video content, animations, simulations, and real-life applications are combined with a computer-based system for homework and quiz administration.  The resulting package frees up faculty so that classroom time can be used to address topics involving higher-order thinking skills and answer questions.

Contact: Timothy Philpot, University of Missouri, Rolla, MO, 573-341-4285, philpot@umr,edu

University of Missouri - Columbia (MO)

Title:  "Production and Dissemination of the Digital Literacy Portfolio Series"

Develops and tests additional modules in the Digital Literacy Portfolio Series, initially funded under a previous FIPSE project.  The project will complete up to five modules for use with preservice teachers in postsecondary teacher education programs.  With the previously developed three modules the portfolio series represents an innovative set of video and text-based case studies on CD-ROM that can be customized.  They provide a range of differences in children's literacy ability, linguistic tradition, gender, socioeconomic status, and ethnicity.  Bilingual Asian, African American, and European American children are included.

Contact:  Elizabeth Baker, University of Missouri, Columbia, MO, 573-882-6572,; Judy Wedman, University of Missouri, Columbia, MO, 573-882-6572,

University of New Hampshire (NH)

Title:  "The Dissemination and Development of Academic Programs in College Teaching"

Disseminates an innovative academic program in college teaching and the responsibilities of college faculty to six institutions: the University of Connecticut, Howard University, University of Maine, Syracuse University, Tufts University, and the Colleges of Worcester Consortium.

Contact: Lee Seidel, University of New Hampshire, Durham, NH,

University of Oregon  (OR)

Title:  "Planning for a Global Future: Developing Curricular Tools for International Education"

Helps foreign language teachers customize their teaching to include cultural as well as linguistic content by using the software tool, Proficiency, Efficiency, and Planning (PEP) augmented by the use of Dynamic Activity Templates (DATs).  The software tool is an existing database which allows teachers to identify standards, set objectives, and create lesson plans.  The innovative aspect of the project is the development of the DATs which, through downloading by teachers, will provide the content for customization by language teachers. The languages selected for this project are Spanish and Japanese.  The University of Oregon will pilot the DATs with teachers from the Eugene School District and will work with the American Council for the Teaching of Foreign Languages and the National Foreign Language Center to make these technological curricular tools available to teachers nationwide.

Contact: Carl Falsgraf, University of Oregon, Eugene, OR, 541-346-5715,

University of Oregon (OR)

Title:  "Agents of Change: Teaching Future Architectural Technology Teachers"

Develops, implements and evaluates a model for training teaching assistants in architectural technology. The model focuses on case studies in environmental architecture in which students assess completed buildings regarding issues of energy use, environmental design, and human response through post-occupancy surveys.

Contact: Allison Kwok, University of Oregon, Eugene, OR, 541-346-2087.

University of Pennsylvania (PA)

Title:  "Penn's Pilot Curriculum:  An Experiment in Assessment and Reform of General Education"

Develops an alternative curriculum for general education requirements; uses an empirically-based strategy to build faculty consensus; and promises to be instructive to the curricular reform discussions of other colleges around the country.  Although the emphasis of this project is on the process, evaluation, and dissemination of reform, the project will continue development of an innovative alternative curriculum which will be interdisciplinary and taught by teams of two to three faculty from different departments.  Two symposia, one convened at the onset of the project and the other at the end, will shape this project and disseminate it as a model of reform.

Contact: Richard Beeman, University of Pennsylvania, Philadelphia, PA, 215-898-7867,

University of Puerto Rico, Mayaguez  (PR)

Title:  "Pre-calculus for Engineers: Using Innovate Pedagogy and Internet Technology to Improve Preparation and Retention]

Proposes to develop and implement a pre-calculus course with an integrated internet-based component. The four components of the project include a "just in time" Web-based review, internet-based tutorials and tests, engineering content, and three dimensional visualizations tools.  The project will develop a textbook and an integrated Internet review database and is designed to support students in engineering who have weak pre-college mathematics preparation to give them greater opportunities to succeed calculus courses.

Contact: Rafael Martinez-Planell, University of Puerto Rico, Mayaguez, Puerto Rico, PR, 787-265-3848,

University of Rochester  (NY)

Title:  "Development of a Comprehensive "Professional Competence" Assessment of Medical Students"

Develops a comprehensive assessment program to improve the capacity of medical schools to assess the professional competence of medical students.  A two-week assessment, allowing for the analysis of long cases, will occur at the end of the third year of medical school to measure clinical reasoning, the practice of evidence-based medicine, teamwork, self-reflection, and overall actual student practice as opposed to capability.  This schedule allows for remediation in the fourth year.  One of the ultimate project goals is to help set new national standards of professional competence for physicians.

Contact: Lindsay Henson, University of Rochester, Rochester, NY 716-275-771,

University of Southern California (CA)

Title:  "Safety Abroad First—Education Travel Information (SAFETI) Clearinghouse Student Orientation Project"

Develops an on-line clearinghouse and an interactive student orientation program on issues related to student exchanges. Building upon the success of the Safety Abroad First -Educational Travel Information (SAFETI), this project will develop further resources to prepare U.S. students for international study, international students to study in the United States, and both to prepare for re-entry to their home countries. The project integrates the SAFETI on-line Clearinghouse, a new international on-line clearinghouse, 10 new interactive multimedia on-line cross cultural orientation modules, 5 re-entry and 5 training modules as well as 30 country-specific student orientation training websites.  These modules will be designed to be taken at a distance or taught at any college or university in the United States or abroad.

Contact: Gary Rhodes, University of Southern California, Los Angeles, CA, 213-740-7933,

University of Washington  (WA)

Title:  "Sciences and Tribes Educational Partnerships (STEP)"

Prepares Native American students for academic and professional success through a linked program that places secondary math/science curricula in tribal contexts, provides secondary work-study in tribal fishery and forestry operations, and develops integrated secondary curricula in math, science, history, and language arts.  College retention efforts will also be supplemented through service learning and natural resource research programs with the tribes.

Contact: Kathryn "Nan" Little, University of Washington, Seattle, WA, 206-616-6255,

University of Washington  (WA)

Title:  "A Hands-on Two-Year Electrical Engineering Curriculum for Distance and Home Learning"

Creates and implements a two-year lab-based distance education curriculum in electrical engineering that will enable students at two universities, two community colleges, and at-home learners to earn a complete Associate in Science degree.  Course laboratory activities are based upon a low cost electronic kit, which will enable students to perform the entire range of experiments and discovery activities necessary for the degree.  The test sites and home students are located in Washington and Alaska during the development phase, but scale up activities will bring the curriculum to the entire nation.  An electronics manufacturer/marketer and a publisher are significant partners.

Contact: Mani Soma, University of Washington, Seattle, WA, 206-685-3810,

University of Washington  (WA)

Title:  "UW Worldwide: A Multinational Project-based Approach to the Transformation of Undergraduate Education"

Transforms undergraduate education at a large research university through the creation of multinational, multidisciplinary, faculty/student projects between the University of Washington and Sichuan University in Chengdu, China.  This program incorporates Chinese language instruction, community service opportunities, and a year of study and work abroad for United States and Chinese students in multidisciplinary undergraduate subjects common to the State of Washington and the Sichuan Province such as biodiversity, forestry, natural resource management, hydrology, and environmental engineering.  This program will create a new four-year undergraduate program that spans five separate colleges at the University of Washington.

Contact: Gretchen Kalonji, University of Washington, Seattle, WA, 206-543-1115,

University of Wisconsin-Madison  (WI)

Title:  "Asynchronous Distance Education (ADE) for Health Care in Underserved Populations"

Creates community-based, Asynchronous Distance Education degree programs for nurse practitioners, so that underserved communities can develop local health caregivers' abilities to better serve their communities.  RNs are often the only health care professionals available to some 62 rural communities in Wisconsin, and up to 3,000 nationwide.  Providing them the means to develop their knowledge and abilities and qualify as nurse practitioners would greatly improve the health care for millions of people if this project were adopted nationwide.

Contact: Jeannette McDonald, University of Wisconsin-Madison, Madison, WI, 608-263-5170,

Utah Valley State College (UT)

Title:  "Disseminating Ethics Across the Curriculum – A Proven Reform"

Creates a new consortium of institutions, each experimenting with integrating ethics across the curriculum.  The group will meet periodically to exchange expertise, evaluate impact, and plan further dissemination of the concept, and of teaching materials and faculty development strategies.  One goal of the collaboration is the institution of a new organization to promote the integration of ethics within existing academic, vocational and professional curricula.  The collaborators, Miami-Dade Community College, Plattsburgh, SUNY, and Utah Valley State College, are three different types of institutions, in three widely separated regions of the country. In addition to collaborating, each will make a distinctive contribution to the effort: Utah Valley State College will be responsible for outreach and inclusion of former grantees with related interests, and will launch a national journal which focuses on ethics across the curriculum.

Contact: Elaine Englhardt, Utah Valley State College, Orem, UT, 801-222-8129,

Virginia Commonwealth University  (VA)

Title:  "Preparing Future Faculty in the Professions: A Comprehensive Project of Faculty Preparation and Development"

Develops a model course series on Preparing Future Faculty in the Professions (PFFP) for students in professional schools.  The series includes a transprofessional seminar in pedagogical methods; a seminar in teaching a specific profession, divided into four sections (fine arts, applied social sciences, applied physical sciences, and health sciences); and an internship.  The project will also conduct an annual faculty workshop and an annual spring conference serving as both a capstone experience for students and a vehicle for disseminating the project.

Contact: Jack Harr, Virginia Commonwealth University, Richmond, VA, 804-828-8856,

Washington University    (MO)

Title:  "Introduction to a Multidisciplinary Approach to Primary Care"

Develops multidisciplinary team concept to be integrated into first-year medical school.  The goal of the project is to increase the knowledge of medical students about how to work in multidisciplinary teams and the roles that non-physician practitioners play in contemporary medical treatment.  The project also enhances the skills and positively influences the attitudes of medical students regarding how to work as contributing team members.

Contact: Alison Whelan, Washington University, St. Louis, MO, 314-362-7800,

Wayne State University (MI)

Title:  "Conflict Management in Higher Education Resource Center"

Establishes a new Web-based resource center of materials supporting the teaching and use of conflict management in higher education.  An updated database of model programs and policies, a searchable bibliography, briefing papers and full-text articles, assessment tools, skill-building resources such as cases and role-playing exercises, networking opportunities, and professional development and learning materials will be available through this electronic library.  In addition, a bi-monthly online periodical will be published.

Contact: William Warters, Wayne State University, Detroit, MI, 313-993-7882,

Western Interstate Commission for Higher Education  (CO)

Title:  "Technology Costing Methodology: Completing the Toolbox"

Expands and improves the Technology Costing Methodology project begun with a FIPSE grant two years ago. This additional grant will permit testing and refinement of the methodology at more sites across the country, alignment with other costing initiatives, training of personnel to apply the methodology, and a national summit on this issue.

Contact: Russell Poulin, WICHE, Boulder, CO, 303-541-0305,

Western Interstate Commission for Higher Education (CO)

Title:  "Ties That Bind: Connecting the Higher Education Community in North America"

Uses the Internet and other advanced technologies to support a growing North American higher education community.  This project will increase faculty, student, and administrators' access to information regarding North American higher education collaboration. It will build an on-line clearinghouse on trilateral activities and partnerships, common curricular development, collaborative research, and North American student mobility.

Contact: Francisco Marmolejo, Consortium for North American Higher Education, University of Arizona, Tucson, AZ, 520-621-7761,; Margo Stephenson, WICHE, Boulder, CO, 303-541-0270,

Western Interstate Commission for Higher Education (CO)

Title:  "Feasibility Study for Creation of the North American Tuition Bank"

Implements a feasibility study for the development of a North American Tuition Bank.  The initial part of the feasibility study will focus on creating greater higher education collaboration among the North American countries, the United States, Canada, and Mexico, through the development of a North American advisory committee, a review of current international reciprocity agreements, a survey of higher education institutions, international education organizations, faculty and students.  The result will be whether or not as tuition agreement can be built along the lines of similar interstate agreements established by WICHE. 

Contact: Dewayne Matthews, WICHE, Boulder, CO, 303-541-0211,

Wolf Ridge Environmental Learning Center (MN)

Title:  "An Environmental Field Campus for Midwestern Colleges: Superior Studies at Wolf Ridge"

Establishes a consortium of liberal arts colleges to save costs and improve education in environmental studies by collaborating in the support of a "field campus" on Lake Superior.  Rotating faculty from the member colleges will provide credit-bearing experiential courses, internships, research opportunities for students and faculty, and faculty development every summer and fall.  The program will enable each institution to offer a full program in environmental natural and social sciences without duplicating resources.  The consortium has a plan for expanding beyond the seven founding institutions, and a business plan for ensuring permanence and self-sufficiency.

Contact: Gary Deason, Wolf Ridge Environmental Learning Center, Finland, MN, 218-353-7414,


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Last Modified: 03/13/2008