Thomas Edison State College (TESC) and Colorado State University (CSU) offer significant contrasts in institutional culture, student demographics, faculty and institutional priorities and approaches to distance education course development and delivery. This article offers case studies showing that widely disparate program design and delivery…

Online asynchronous courses constitute a significant portion of Tulane University's School of Continuing Studies (SCS) curriculum. Online instruction is sufficiently important to the School of Continuing Studies that it merited special attention in the form of a two-year review to ensure its quality. The review identified and implemented different…

The success of the US economy has always been its ability to innovate, create, invent, and commercialize groundbreaking discoveries. Today, Americans seem to be losing their edge and have begun to suffer an "innovation deficit." The authors say re-engineering the entire US educational system in order to foster and enhance necessary creativity and…

Many college and university summer session deans and directors face significant challenges in providing quality summer courses. At research institutions, for example, the number of regular tenured and tenure-track faculty who want to focus on research, scholarship, and other activities during summer, affects the composition of the summer session…

Faculty instructional time is a critical resource at all universities, but particularly in a major research institution like Harvard. Operating on the periphery of the Faculty of Arts and Sciences, Harvard's division of Continuing Education is often at a disadvantage when attempting to recruit senior faculty. However, through its distance…

Asserts that many faculty resist distance education, especially for undergraduates; they regard face-to-face as necessary but ignore its quality; they consider good teaching to be faculty centered; their property rights claims seek to preserve their professional role rather than the syllabus itself. (SK)

Interviews with 10 faculty participating in a collaborative bachelors' degree program involving 5 nursing schools identified elements of the program's success: initial agreement, faculty control, initial curriculum focus, management of ambiguity, iterative process, objective facilitation, institutional autonomy, and assertive conflict management.…

Discusses how a fundamental disagreement between the values of distance education and traditional academics could be bridged by a mutual commitment to education driven by quality, access, integrity, responsiveness, and a central role for faculty. Notes adoption of distance education could be enhanced by integrating theories of organizational…

Explains the issue of qualifying university technical assistance providers. Addresses the differences among universities, businesses, and governmental organizations. Recommends specific practices directed toward the ultimate goal of improving university-based technical assistance and service. (CH)

According to usable responses from 328 of 500 University of Illinois faculty, they view public service as activities using their expertise to address societal needs directly or to help others do so, for the benefit of the public; it is distinct from other types of professional services. Senge's model can be used to illustrated the dynamic…

Of 258 business schools, responses from 85 that have management development programs showed no relationship between revenues or staff size and age of the program. Most were noncredit, and 96% targeted middle management. Most have specific policies on use of internal/external faculty and on rate of faculty pay. (SK)

Responses from 153 faculty and 146 undergraduates (including 35 nontraditional students) indicated that faculty viewed nontraditional students as different and better learners. Although faculty said critical thinking/problem solving were top goals, students felt instructors used lecture and emphasized subject matter. Students, especially…

Interviews with 22 faculty teaching in off-campus programs showed (1) teacher role changed because of compressed time frame, student expectations, and existence of cohort groups; (2) professional and personal satisfaction diminished because of time pressures, diminished interaction with on-campus colleagues; and (3) faculty needed consistent…