Introduction -- [ch.] 1. MnSCU overview -- Mission and Institutions-- Governance -- Funding -- Enrollment -- System-wide admnistrative spending -- [ch.] 2. System office spending and staffing -- Background -- Staffing and spending trends -- Factors affecting system office expenditures -- Possible changes in system office size -- Discussion and recommendations -- [ch.] 3. Key governance and system oversight issues -- Providing system direction -- Monitoring progress toward system goals -- System officials' key relationships -- Possible changes in system office services and oversight -- Funding allocation and system office charges for services -- [ch.] 4. Academic and student affairs issues -- General comments -- Credit transfer -- Student services -- Program development and approval -- Professional development for faculty -- Minnesota online -- Customized training and continuing education -- College faculty credentialing -- Fire/EMS center -- [ch.] 5. Information technology services issues -- Status of recent projects -- Planning process for technology investments -- Project management -- Discussion and recommendations -- [ch.] 6. Other system office issues -- Fiance and Facilities Division -- Human Resources Division -- Office of General Counsel -- Development Division -- Diversity and Multiculturalism Division -- Public Affairs Division -- Government Relations Division -- Office of Internal Auditing -- List of recommendations -- appendix A. Results from survey of MNSCU Presidents -- appendix B. System office spending and staffing, fiscal years 2005 and 2009 -- Agency response -- Recent program evaluations.

In today’s world – whether viewed through a lens of educational attainment, economic development, global competitiveness, leadership capacity, or social justice and equity – diversity is not just the right thing to do, it is the only thing to do! Following the era of civil rights in the 1960s and ‘70s, the 1990s and early 21st century have seen both retrenchment and backlash years, but also a growing recognition, particularly in business and the military, that we have to educate and develop the capacities of our citizens from all levels of society and all demographic and social groups to live fulfilling lives in an inter-connected globe.For higher education that means not only increasing the numbers of diverse students, faculty, and staff, but simultaneously pursuing excellence in student learning and development, as well as through research and scholarship – in other words pursuing what this book defines as strategic diversity leadership. The aim is to create systems that enable every student, faculty, and staff member to thrive and achieve to maximum potential within a diversity framework. This book is written from the perspective that diversity work is best approached as an intellectual endeavor with a pragmatic focus on achieving results that takes an evidence-based approach to operationalizing diversity. It offers an overarching conceptual framework for pursuing diversity in a national and international context; delineates and describes the competencies, knowledge and skills needed to take effective leadership in matters of diversity; offers new data about related practices in higher education; and presents and evaluates a range of strategies, organizational structures and models drawn from institutions of all types and sizes. It covers such issues as the reorganization of the existing diversity infrastructure, building accountability systems, assessing the diversity process, and addressing legal threats to implementation. Its purpose is to help strategic diversity leaders combine big-picture thinking with an on-the-ground understanding of organizational reality and work strategically with key stakeholders and allies. This book is intended for presidents, provosts, chief diversity officers or diversity professionals, and anyone who wants to champion diversity and embed its objectives on his or her campus, whether at the level of senior administration, as members of campus organizations or committees, or as faculty, student affairs professionals or students taking a leadership role in making and studying the process of change.This title is also available in a set with its companion volume, The Chief Diversity Officer.

Introduction -- [ch.] 1. Background -- Creation of MnSCU -- The MnSCU system -- [ch.] 2. Academic affairs -- Credit transfer -- Program oversight -- [ch.] 3. Finance and administration -- General financial management -- Management information system -- Budgeting -- Administrative consolidation and cooperation -- Labor relations -- [ch.] 4. Strategic direction and key relationships -- Progress toward the goals of the merger -- System direction -- Internal support -- Relationships among the board, central office, the presidents -- Support by the legislature and governor -- appendix A. Board of Trustees, fiscal year 2000 -- appendix B. Summary of presidents survey -- Agency response.

Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.

Educators are increasingly using web sites in place of traditional content media and instructional approaches such as texts and lectures. This new teaching philosophy has led to a myriad of questions concerning instructional design principles, learners' cognitive strategies, human-Internet interaction factors and instructional characteristics of Web media that transverse political, geographic, and national boundaries. Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that addresses national and international issues and implications of Web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives.

"This encyclopedia offers the most comprehensive coverage of the issues, concepts, trends, and technologies of distance learning. More than 450 international contributors from over 50 countries"--Provided by publisher.