Page 19 - American Higher Education - Book Index_V3

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California’s great research institutions, 260; online education,
293; high degree of selectivity, 310; 316
Starkey, John (photography), 177–180
State Board of Higher Education, Georgia, and: focus groups, 173
State Council of Higher Education for Virginia (SCHEV), and: state
goals for higher education, 207
State Goals: Virginia’s restructuring plan
(sidebar), 205
State Higher Education Executive Officers (SHEEO), and:
Paul Lingenfelter, 154, 155, 162; Pennsylvania’s declining
appropriations for public higher education, 226
State Student Assistance Commission of Indiana, and: Indiana’s 21st
Century Scholars program, 178
State Student Incentive Grant (SSIG), and: reauthorization of federal
Higher Education Act, 297
State University of New York (SUNY), 20; and: Empire State
College, distance learning, 47; state-funded online instruction
program, 92; Nelson A. Rockefeller Institute study of
performance measures, 142; unprecedented enrollment, tuition
spike, 221; plummeting state allocations, changing demographic
of students, 222; expansion of research, four-year degrees, 223;
cost-cutting measures, collaboration with other institutions, 224
State University of New York (SUNY), campuses: Albany, 223;
Binghamton, 127, 211, 223; New Paltz, 222; Stony Brook, 222,
State University of West Georgia, 167
State University Presidents Association, 197
Staudt, Kathy, 61
Staver, Kallisti, and: St. John’s College, 7
Steady Growth at LaGuardia: Update
(July 2008) (William
Trombley), 83
Stefansson, Pamela, and: Frank LloydWright School of
Architecture, 11, 14
Stigers, Karen, and: Rio Salado College, 75
stimulus, federal: andMetropolitan State College of Denver,
investment strategy, 129; as a short-term solution for higher
education institutions, 130; and projects at Metro State, 131,
132; and Oregon’s Opportunity Grant program, concerns over
worsening economy, 175; and protecting Ohio’s universities
from state budget shortfall, 185; and California’s budget crisis,
217; and need for additional federal support in California, 220;
and New York, majority of funds allocated to K–12 schools,
222; and Pennsylvania, allocation to state universities and
community colleges, 225; and Obama administration policies,
249; and temporary doubling of federal spending on higher
education, 250; and use by only half of states to reduce tuition,
251; and the Keynesian economic model, uncertain future, 272,
273; as a short-term answer to state budget cuts, 322
Straayer, John, and: opposition to Colorado’s College Opportunity
Fund, 157; deferred maintenance at Colorado State, 158;
changing political climate, 178
Strahorn, Eric, and: faculty contracts at Florida Gulf Coast
University, 19, 24
Strickland, Ted, and: Ohio public higher education, 181; boards of
trustees and lobbyists, 182; meeting with university and college
presidents, 182; creating the University System of Ohio, 183;
(photo), 184; protecting education from budget cuts, 185
Stuart, Cynthia, and: identifying students in danger of dropping out,
Stuart, David E., and: University of NewMexico’s Graduation
Project, 109; (photo), 110; attracting re-entry students, 110;
Graduation Project’s lean budget, 111; lack of imitators
nationally, 112; current students in danger of leaving college,
student loans: and effect of growing debt on students’ decision to
drop out of college, 104; and Oregon’s Shared Responsibility
Model, 173; and effect of Opportunity Grants, 174; and
University System of Maryland, efforts to reduce debt for low-
income students, 211; and paying for tuition increases, 215; and
private for-profit institutions, 224; and top-up tuition policy at
British universities, 229, 235; and spiraling debt among British
students, 230; subsidies, and expense to British government,
230, 236; and aversion to debt among lower socioeconomic
groups, 235; and Obama administration reform, direct
government lending, 250, 251; and high default rate at for-profit
universities, 252; and transferring from for-profit to nonprofit
institutions, 253, 254; and concerns that students are borrowing
too much, 317
Students who sacrifice to get an education learn more and appreciate
their education
(chart), 316
Sullivan, Timothy X., and: Virginia higher education restructuring,
203; relationship between state funding and tuition increases,
204; (photo), 205; preference for charter status for the College of
William andMary, 208
Summers, Larry, and: controversial remarks, academic freedom,
State University of New York
Swentzell, Ralph, and: St. John’s College, 5; (photo), 6
Swift, Jonathan, and: Trinity College, 239
Symington, Fife, 77
Syracuse University, 104
Colorado Taxpayer’s Bill of Rights
Taft, Bob, 182
Taiz, Lillian, and: unpaid furloughs at California universities, 217;
opposition to Chares Reed, 219; tax policy, 220
Taliesin, TaliesinWest, and: Frank LloydWright School of
Architecture, 9; Taliesin Fellowship, 10; Taliesin inWisconsin,
11; funding from visitors, 13; changes and renovations, 14
Tallahassee Community College, 213
Tanner, Kara, and: WGU, 52, 53; (photo), 55
Taylor, Brian, and: WGU, 50
Taylor, Mark, and: Georgia HOPE scholarship, 168
teacher education: andWGU teachers college, 45; and U.S.
Department of Education grant, WGU, 46; and National
Council for Accreditation of Teacher Education, 49; and College
of Education at University of Texas-El Paso, 60, 61, 62; and
WoodrowWilson National Fellowship Foundation, teaching
fellowships, 69–72; and post-baccalaureate degree at Rio
Salado College, 76; at Cal State University, 121, 122; and North
Kentucky University, 125, 126; at Metropolitan State College
of Denver, master’s degree program, 132; and South Carolina’s
“performance indicators,” 143, 144; under Florida’s “seamless
system,” 198; and University of Phoenix, 288, 289; and online
learning, 292, 293
technology: and development of online courses at Florida Gulf
Coast University, 21; andWestern Governors University, 45–47;
and degree program at WGU, 51; and El Paso Collaborative
for Academic Excellence, U.S. Department of Education grant,
57; and master’s degree program at University of Texas-El
Paso, 61; and institutional gains at Rio Salado College, 76; and
use in classrooms at LaGuardia Community College, student
mentors, 83; and programs at Virginia community colleges,
87, 88; and national effort to redesign large university classes,
Center for Academic Transformation, 89, 90; and acceptance
by pioneering faculty, 91–93; and use in math and other
quantitative courses, 94; andMath Emporium at Virginia
Tech, 95, 97; and use to mitigate effects of budget cuts, 97; and
Mathematics Technology Center at University of Alabama,
98; use in redesigned reading and math classes at Tennessee
community colleges, 99–102; as substitution for labor, 129; and
Rightsizing with Technology initiative at Metropolitan State