The Smart Grid for Institution of Higher Education and the Students They Serve: Developing and Using Collaborative Agreements to Bring Students into STEM
A new metaphor that reflects institutional efforts to develop collaborative relationships tailored to specific institutional, student, and STEM field needs. Colleges and universities can systematically expand sustainable opportunities for student transition, with corresponding exchanges of resources and the introduction of new talent to existing programs. A legally sustainable objective of these collaborations is to increase the participation in STEM higher education of students of all races, genders, and socio-economic backgrounds beyond what other means have made possible.
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Beyond Federal Law: Trends and Principles Associated with State Laws Banning the Consideration of Race, Ethnicity, and Sex Among Public Education Institutions (A. Coleman, K. Lipper, J. Keith)
Addresses significant state law (and related federal court) developments over the course of the past fifteen years on the topic of race-, ethnicity- and sex-related preferences among public education institutions. This guidance provides a framework for assessing access- and diversity-related policies and programs at public colleges and universities in light of these state developments.
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Handbook on Diversity and the Law: Navigating a Complex Landscape to Foster Greater Faculty and Student Diversity in Higher Education
A first-of-its-kind handbook from the American Association for the Advancement of Science (AAAS) and the Association of American Universities (AAU) offers in-depth, cross-referenced legal resources to help promote effective diversity programs for science faculty and students. Set for release on 28 April 2010, the handbook outlines legally sustainable ways to expand diversity on campuses, particularly within science, technology, engineering, and mathematics fields.
For more information, and to download the handbook, visit the Navigating a Complex Landscape webpage.
Standing Our Ground: A Guidebook for STEM Educators in the Post-Michigan Era
Emerging from a recent invitation-only think-tank sponsored by the Alfred P. Sloan Foundation, Standing Our Ground provides legal guidance on two Michigan rulings that affirmed the importance of a diverse learning environment, but struck down the use of race as a quantitative “plus factor” in undergraduate admissions decisions. The mixed Grutter and Gratz messages, issued in June 2003, triggered confusion among academic, non-profit and federal institutions seeking to extend the benefits of education to all.
For more information, and to download the entire report, visit the Standing Our Ground page.
Summary and Highlights of the Handbook on Diversity and the Law: Navigating a Complex Landscape to Foster Greater Faculty and Student Diversity in Higher Education, 2nd Edition
Second edition of the Summary and Highlights of the "Handbook on Diversity and the Law." Includes supplementary guidance based on new federal cases and new resources (2012).