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February 21, 2000
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Date: Wed, 16 Feb 2000 11:56:03 -0500
From: James L. Morrison <morrison@unc.edu>
Below is a description of the January-February 2000 (8-1) issue of On the Horizon, which is available at <http://horizon.unc.edu/horizon/online/html/8/1/>
Please forward this announcement to colleagues who can benefit from a print and Web-based periodical that focuses on signals of change on the horizon that can affect educational organizations.
If your organization does not have an online subscription to OTH (see http://horizon.unc.edu/horizon/institutions.asp), you may obtain a trial subscription to OTH Online by completing the form at <http://horizon.unc.edu/horizon/subscribe.asp>
Jim
--
James L. Morrison morrison@unc.edu
Professor of Educational Leadership CB 3500 Peabody Hall
Editor, On the Horizon UNC-Chapel Hill
http://horizon.unc.edu/horizon Chapel Hill, NC 27599-3500
Editor, The Technology Source Voice: 919 962-2517
http://horizon.unc.edu/TS Fax: 919 962-1693
IN THIS ISSUE:
~~~~~~~~~~~~~~
An End to Student Segregation: No More Separation Between Distance Learning and Regular Courses
Murray Turoff, Professor of Computer and Information Science, New Jersey
Institute of Technology
Murray Turoff issues a challenge to distance educators: "It is time to admit that stand-alone distance learning programs are unnecessary and should be eliminated." A committed advocate of new technology, Turoff does not oppose distance learning techniques; rather, he argues for integrating distance learning strategies with traditional instructional methods. Drawing on his experience at the New Jersey Institute of Technology, Turoff describes ways instructors can incorporate asynchronous group communications to change the nature of regular classes, generating 100% participation outside of class lecture hours and ensuring thoughtful in-class contributions by students. Even more intriguing, Turoff describes the transformation in online learning that might be wrought by these radical changes in perspective.
TRENDS AND EVENTS
ENVIRONMENTAL
Linking the Community and the University
Frances Lynn, Director, Environmental Resource Program, University of North Carolina at Chapel Hill
Within the field of contemporary pedagogy, practical education that serves the community has become an increasingly urgent priority. While the United States has a rich history of university-farmer collaborations through cooperative extension, linkages with other community groups and a focus on participatory research are more recent developments. Frances Lynn describes her efforts with the Environmental Resource Program at the University of North Carolina, which has successfully connected students and local grass-roots organizations in working together for the environment for fifteen years.
POLITICAL
Student Outcomes and State Policy in Public Higher Education
Michael Bastedo, Stanford University School of Education
Michael Bastedo notes that as public funding for higher education has increased, the public's demand for a return on its investment has increased accordingly. Public colleges and universities must remain openly accountable for the performance and achievement of their students. Increasingly, trustees for public colleges and universities see their role as an activist one on behalf of society, believing that shifts in institutional policy can and should reflect public needs and interests. Although the actions of activist trustees have often been decried within higher education, their policies may have resonated with the public at large. Bastedo analyzes the causes and effects of this shift in the focus of public higher education.
In Memoriam: Laurence R. Marcus
Edward H. White, Chair, Educational Leadership Department, Rowan University
Ted White salutes the memory of Laurence Marcus, On the Horizon's late political editor. White remembers Marcus's legacy with respect not only to our journal, but also the institutions, students, and causes he served.
COMMENTARY
A Comment on the Interview with UNC President Molly Broad
William W. Van Alstyne, William R. and Thomas C. Perkins Professor, Duke University School of Law
William Van Alstyne takes issue with UNC President Molly Broad's implication that academic freedom is so well-protected by the courts that tenure is no longer necessary. Though acknowledging President Broad's sincerity in her statements, Van Alstyne cites several court rulings suggesting that academic freedom will remain in question as long as the practice of tenuring faculty is jeopardized. For readers intrigued by Laurence R. Marcus's analysis of related issues in "Implications of the Attack on Tenure" (OTH 7.1)--or for those who missed it--Van Alstyne's article adds another dimension to this critical discussion.
To Get to the Future, You Have to Start in the Present
Jonathan Fife, Virginia Tech
Jonathan Fife expresses concern that technological visionaries sometimes fail to examine what needs to be done in the present to get us to the future they predict. Fife identifies lessons that educators need to learn about what specifically needs to be done now to overcome resistance to the changes needed to make the education system more effective. Above all, he advocates scholarship that will "link . . . ideas about the future to the specific root causes and solutions to be found in the present."
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