NEARLY 100 YEARS AGO, when North Carolina was still a largely agricultural state, North Carolina State University President Daniel Hill described its mission as developing students who can “skillfully and unhesitatingly lead the industrial progress of our people.” His comment speaks to NC State’s historical commitment to driving the state’s economic growth.
Today, with a bow to our school colors, we express that spirit in slightly different terms: “Red means go!”
THE CALL CAME IN AT 9:22 P.M. ON THURSDAY, APRIL 2, FROM THE Radford University (Va.) EMS team, an all-student, volunteer rescue squad, that there had been a fatal shooting just one block from campus. Dennie Templeton, who directs the school’s Office of Emergency Preparedness, remembers the time exactly, because within 15 minutes he had set up an emergency operations center (EOC) to interact with the outside responders who were fast arriving at the 9,500-student school.
Colleges and universities have long competed for students, faculty, and funding through academic excellence, research success, and athletic prowess. Now, they have a new arena for competition—the size of their carbon footprint. This is a way to measure an aspect of environmental impact through determining the amount of carbon produced by the institution and its activities. Schools wanting to distinguish themselves for being “green” now have hard numbers to back up their claims.
The “cloud computing” trend of replacing software traditionally installed on campus computers (and the computers themselves) with applications delivered via the internet is driven by aims of reducing universities’ IT complexity and cost.
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SINCE WORLD WAR I, FORT ORD IN SALINAS, CALIF., HAD BEEN AN ARMY training facility and artillery target range.
As we look across the landscape of private liberal arts education in the United States, we understand that change comes slowly. Recently there have been a spate of writings about the need to develop more creativity in the graduates of our colleges, and in the faculty and the way they teach at those smaller institutions. Howard Gardner of Harvard writes about the five minds necessary for the future; one of them is “the creative mind.”
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MANY HIGHER EDUCATION institutions rely on external consultants not only for advice but also for help in diagnosing and developing strategies related to common and uncommon challenges in a whole host of areas—such as compensation, l
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Every year the popular press runs articles on the demise of higher education, often pointing the finger of blame at the “liberal bias” of college and university professors.
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THE GOOD NEWS? EVIDENCE from the Society for College and University Planning’s 43rd annual international conference supports the conclusion that there is a whole lot of “smart planning” for higher education going on.
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AT LAST--AFTER SIX YEARS, three Congresses, and 14 extensions of the existing law, the House and Senate finally agreed to legislation reauthorizing the Higher Education Act, and in August President George W. Bush signed it.
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THERE IS A TREMENDOUS opportunity to enhance our global competitive edge that is often overlooked.
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IT SEEMS LIKE EVERYBODY INSIDE and outside of higher learning has a quick fix for what ails public education.
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ONE DOES NOT HAVE TO look far in the news to witness the intense emotions released by academic elections relating to board of trustee matters--such as at Dartmouth.
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<em>FOR SOME PEOPLE, SERVING AS PRESIDENT OF FOUR INSTITUTIONS AND ON THE boards of numerous associations might amount to a full career, but when Philip R.
