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Lessons Learned from FIPSE Projects [microform] : 15 Directors of Reform Projects in Postsecondary Education Draw Conclusions about What Worked, What Didn't, and Why / Dora Marcus, Ed
Bib ID 5564050
Format BookBook, MicroformMicroform, OnlineOnline
Author
Fund for the Improvement of Postsecondary Education (ED), Washington, DC
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1990 
93 p. 
Summary

This monograph describes what worked and what did not in 15 college and university programs sponsored by the Fund for the Improvement of Postsecondary Education from 1984 to 1987. Each description includes information on the project's purpose, innovative features, evaluation, impact or changes from the grant activities, what worked unexpectedly, what did not work, available information, and what has happened to the program since the grant ended. The programs and colleges are: (1) Alverno College (Wisconsin): High/Middle School-College Teaching Partnerships; (2) Atlanta University (Georgia): Integrating Computerized Bibliographic Services into Historically Black Schools; (3) University of California-Los Angeles: A Value-Added Approach to Institutional Excellence; (4) Carnegie Mellon University (Pennsylvania): A Learner-Centered Computer Environment for Critical Reading, Reasoning, and Writing; (5) DePaul University (Illinois): Equal Educational Opportunity for Learning Disabled College Students; (6) DePaul University: Master of Arts Program for Practicing Professionals; (7) Georgetown University (District of Columbia): Interdisciplinary Education for Advanced Technology and International Public Policy; (8) Long Island University (New York): The Hellman Academy for Mathematics and Science Teacher Education Retraining; (9) Madonna College (Michigan): Educational Access for Hispanic Youth; (10) University of Missouri-Columbia: Integrating Dispute Resolution into First Year Law School Curriculum; (11) University of Missouri-St. Louis: Gateway Writing Project-Composing, Computers and Contexts; (12) University of Oregon: Microcomputing Laboratory for Integrative Learning in Physiology; (13) Salisbury State College (Maryland): The Mathematical Competition in Modeling; (14) Southern Regional Education Board: Improving the Pass Rate of Minority Students on Teacher Certification Examinations; and (15) University of Virginia: Teacher Training through Computer Simulation. (JB)

Notes

ERIC Note: For a related document, see HE 026 957.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Access to Education.  |  Bibliographic Databases.  |  Black Colleges.  |  College School Cooperation.  |  College Students.  |  Computer Assisted Instruction.  |  Higher Education.  |  Hispanic Americans.  |  Institutional Mission.  |  Law Schools.  |  Learning Disabilities.  |  Masters Programs.  |  Minority Group Teachers.  |  Models.  |  Physiology.  |  Program Descriptions.  |  Program Design.  |  Program Effectiveness.  |  Public Policy.  |  Teacher Education.  |  Teacher Improvement.  |  Writing Skills.  |  Fund for Improvement of Postsecondary Education  |  Alverno College WI Atlanta University GA Carnegie Mellon University PA DePaul University IL Georgetown University DC Long Island University NY Madonna College MI Salisbury State College MD Southern Regional Education Board University of California Los Angeles University of Missouri Columbia University of Missouri Saint Louis University of Oregon University of Virginia
Form/genre Reports, Evaluative.
Other authors/contributors Marcus, Dora, editor  |  Fund for the Improvement of Postsecondary Education (ED), Washington, DC
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