Urban Education Commons^™

Institutional Transformation As Scholarly Activity: The Experience Of Portland State University, Charles R. White, Judith A. Ramaley

Public Administration Faculty Publications and Presentations

In American higher education, change is continuous but occurs most often at the margins, generally taking the form of piecemeal or isolated efforts and programs. Only rarely are change projects comprehensive in their scope and transformative in their effects. In this chapter we describe the context for comprehensive curricular change at Portland State University and offer a more general theoretical construct about institutional change in higher education. That there are so few examples of comprehensive institutional change in American higher education is indicative of the complex mix of internal and external factors that constrain change efforts. We have found that …

A Study Of The Effectiveness Of Selected Aspects Of The Developmental Education Program At An Urban Multicampus Community College, Michael Anthony Barton

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to examine the effectiveness of developmental/remedial education at an urban multi-campus community college. The study sought (1) to identify the number and demographic characteristics of students served by developmental studies, (2) to determine the academic achievement and persistence of these students, and (3) to assess the performance of developmental English students in regular college English.

Data were obtained for a two year period on all new students who enrolled in the fall of 1980. The study employed two approaches: (1) a descriptive analysis of the variables of age, sex, race, enrollment status and day/night …

The Portland State University Educational Center: A Study Of A New Approach To Off-Campus Education, Harvey L. Rice

Dissertations and Theses

The P.S.U. Educational Center is an attempt to facilitate the access of Portland's inner city residents to higher education. It is an attempt to overcome the bitterness, defeatism and mistrust that many of these people feel toward education. In its four year history the Center has grown rapidly. The number of people served by the Center per term has risen from 15 in 1969 to 1,300 in 1972. Course offerings have increased from 5 to nearly 30. The Center offers both college credit and other types of courses at nominal fees. An evaluation of the Center--based in part on a …