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Ohio University, and: cooperation with Ohio State University, 184;
degree-completion agreement with Columbus State, 184; 188
Ohio’s Brain Drain: Reform of public higher education is intended
to change perceptions and retain graduates
(May 2010) (Jon
Marcus), 181–185
Olin College, 25–31
Olin College: Update
(April 2009) (Todd Sallo), 28–29
Online Instruction Proliferates on Campus: Update
(July 2008)
(Todd Sallo), 92–93
online learning: at Florida Gulf Coast University, faculty concerns,
20, 21; at Ohio State University, and limited faculty enthusiasm
for, 21; at Western Governors University, and spreading
popularity of, 45, 46, 48; at Empire State College, 47; and
curriculum from for-profit providers, 47; and accreditation of
WGU’s teachers college, 49; andWGU Indiana, 51, 52; and Rio
Salado College, 73, 76; and working adults, 75; and reliance
on part-time faculty, 75; and availability of instructors, 76; and
student “e-portfolios” at LaGuardia Community College, 83;
at Virginia community colleges, 87; and redesigned courses at
Cal Poly Pomona, 89; and national effort, Center for Academic
Transformation, 89; and advantages of, 90; and faculty support
for, 91; and national proliferation of, 92–94; and Virginia Tech’s
Math Emporium, 95; and faculty opposition in Tennessee,
188; and increased enrollment at California University of
Pennsylvania, 227; and Obama administration policy to boost
graduation rates, 251; and profitability of, 289; and workforce
development, overcoming obstacles to college attendance,
291; and growing popularity of, 292, 293.
See also
education, technology
The Online Learning Boom: Tailoring college to the needs of working
(spring 2003) (Gene I. Maeroff), 291–293
Opportunity Grants, Oregon, and: higher education vouchers, 152;
full implementation, popularity, 173, 174; worsening economy,
program cutbacks, 174–176; funding from private donations,
Oregon Student Assistance Commission (OSAC), and: lack of
funding for Opportunity Grant program, 174, 175; lobbying by
Oregon Business Council, 176; privately funded scholarships,
Oregon University System (OUS), 156, 173; and: Opportunity
Grant, 174; funding cuts, 176
Orfield, Gary, 169
Organization for Economic Cooperation and Development
(OECD), Ireland, and: economic value of higher education,
237; consequences of rising incomes, 238; literacy rates, 246;
conference on austerity measures, 248
Oregon Student Assistance Commission
Oregon University System
“Outcome Funding”: Tennessee experiments with a performance-
based approach to college appropriations
(May 2011) (Robert A.
Jones), 147–150
Overcrowded and Underfunded: New York’s public university
systems, and beleaguered students, are an extreme example of
national trends
(December 2009) (JonMarcus), 221–224
Owens, Bill, and: blue ribbon panel on higher education, 151, 158;
support for Colorado voucher plan, 152; requested budget
increase, 160
Oxford, University of, and: establishment of fixed tuition, 230;
lobbying for differential tuition, 231; increase in number of
foreign students, 231; increase in graduate enrollment, 232; elite
universities charging maximum tuition, 235; 236, 240; Tariq
Ramadan, 277, 278
Pacheco, Arturo, and: University of Texas-El Paso, 58; teacher
education, El Paso Collaborative for Academic Excellence, 60,
61; higher education and K–12, 62; (photo), 62
Padrón, Eduardo, (photo), 214; and: open-door policy at
community colleges, 214; tuition, low-income students, 216
Padron, Nicole, 175
Pallavacini, Maria, and: UCMerced, 33–35; (photo), 34
Palmer, Charlotte, and: increased fees at British universities, 234,
Paquin, Adrienne, (photo), 167; and: Georgia HOPE scholarship,
Paquin, Brenda, (photo), 167; and: Georgia HOPE scholarship, 167
Paquin, Michelle, (photo), 167
Parra, Alicia, and: El Paso Collaborative for Academic Excellence,
58, 62
Parson, Jack, and: South Carolina Commission on Higher
Education 141; performance-based budgeting, 146
participation: and low rates among male students, 117; in
California, and declining rates, racial gap, 135; in Colorado,
and attempts to increase, 151; among low-income and minority
students, and Colorado’s voucher program, 153, 155, 158, 159;
and Oregon’s Opportunity Grant program, 173; in Oregon, and
low rankings, 174; in Indiana, and efforts to increase, 177; in
England, and debt as a deterrent for low-income students, 230;
and demand for university-educated workers in England, 232;
in Ireland, and elimination of tuition for undergraduates, 237;
as an accountability indicator, 306
partnership: and El Paso Collaborative for Academic Excellence,
57; between K–12 and postsecondary education, 60, 62;
between school districts and historically black colleges, 67;
agreements between Rio Salado College and area employers,
corporations and government agencies, 74, 76; between
Rio Salado College and four-year institutions, 77; between
Tidewater Community College and major auto manufacturers,
87; among Ohio universities for high-tech research, 184; among
Irish universities and corporations, 240, 244; linking colleges
with corporations, Obama administration policy, 251, 255;
between universities and venture capitalists, 282; between
federal and state governments for need-based grant programs,
297; andWest Virginia higher education policy, 305–307.
Pass Rates on Mathematics Proficiency Exams: El Paso Collaborative
for Academic Excellence
(chart), 60
Pass Rates on Reading Proficiency Exams: El Paso Collaborative for
Academic Excellence
(chart), 59
Pataki, George, 104
Paterson, David, 223, 224
Patterson, Brett (photography), 173–176
Patton, Paul, and: Kentucky higher education reform, 191, 192, 194,
Paul, Jay (photography), 85, 87, 88, 95–98
Pauly, Susan, 144
Pavlak, Thomas, and: Georgia HOPE scholarship, 169
Payne, Wade (photography), 99–102, 147–150
Pegler, Westbrook, 277
Pell grants: and tuition at Western Governors University, 53;
and erosion in value, 116; and private nonprofit colleges in
Colorado, 159; and numbers of recipients in Illinois, 164; and
Georgia HOPE scholarship program, 168–170; as an offset
for state shortfalls, 175; and increased funding under Obama
administration, 250, 251, 253, 254; and private, for-profit
schools, 252; and Republican opposition to expansion of, 256
Penley, Larry, and: Colorado’s College Opportunity Fund, 159
Penn State (Pennsylvania State University); and: grant fromCenter
for Academic Transformation, 89; quasi-independent, quasi-
state status, 225; diminishing state support, 226, 228; high
tuition, 226; efforts to reduce energy costs, 226
Pennsylvania Higher Education Assistance Agency (PHEAA), 228