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2005-2006 EDUCATION POLICY SEMINARSLarry SingellAssociate Professor and Director of Masters Studies, University of Oregon  "Money for Nothing? The Institutional Impact of Changes in Federal Financial Aid Policy" August 29, 2005 Larry Singell primarily works the field of labor economics. His research focuses on the effects of human capital, race, and gender on opportunities and choices and the role of higher education in the U.S. economy. In one recently published study, Professor Singell uses a unique panel of AEA economists to test for gender differences in promotion in a profession with a well-defined promotion and job hierarchy and where men and women exhibit relatively similar labor-market attachment. Professor Singell teaches core microeconomic theory, econometrics, and labor at the graduate level. At the undergraduate level he teaches labor economics, public economics, and principles of economics.
Professor of Law and Director Consortium on Negotiation & Conflict Resolution, Georgia State University College of Law September 19, 2005 Professor Yarn has served as a facilitator and mediator in hundreds of civil legal disputes and numerous public policy disputes involving issues such as access to health care, land use, and the environment. His publications include, practice treatises on alternative dispute resolution, the authoritative dictionary for conflict resolution, and numerous book chapters and articles. His research interests include international environmental conflict resolution, ADR ethics, conflict management in institutions of higher education, history of English arbitration, dueling codes, apology and forgiveness, biological foundations of conflict resolution, and conciliatory behavior in non-human primates. Professor Yarn teaches in the areas of conflict resolution and professional responsibility and serves as executive director of the Consortium on Negotiation and Conflict Resolution, a leading inter-university, multi-disciplinary theory-building center.
Regent Professor and President Emeritus, Educational Organization & Leadership University of Illinois/Urbana-Champaign September 30, 2005 Dr. Ikenberry has served as president of the University of Illinois at Urbana-Champaign (1979-1995), president of the American Council on Education (1996-2001), president of the Board of Overseers for TIAA-CREF (2000), and presently as Regent Professor and President Emeritus at the University of Illinois. This has given him broad perspectives on higher education in the United States and globally. During his five years at ACE, issues that were examined included public attitudes about higher education, focusing particularly on college costs and prices. Extensive work was also done in the area of access and equal opportunity, including concerns for student aid, diversity and equality of opportunity. Also while at ACE, he focused on ways university presidents and institutions of higher learning could strengthen the quality and relevance of teacher education programs, culminating in a report, "To Touch the Future," that carried specific policy and action recommendations. Upon returning to Illinois, Dr. Ikenberry was asked to lead the University's P-16 Steering Committee with the aim of marshalling and focusing the energies and resources of the University of Illinois's three campuses on issues relating to quality education at every level.
Associate Professor of Educational Leadership and Policy Studies, Indiana University--Bloomington October 24, 2005 Dr. Toutkoushian's work centers around the application of economic theories, models, and quantitative methods to a wide variety of education issues, including faculty compensation, student demand for higher education, and education finances. I teach courses on the economics of education and school finance, and work with the Indiana legislature to examine the equity of school funding at the K-12 level in the state.
Assistant Professor of Public Policy and Higher Education, Peabody College of Vanderbilt University James C. Hearn Professor of Public Policy and Higher Education, Peabody College of Vanderbilt University "The Emergence of New State Policies in Higher Education: Toward an Expanded Program of Research" January 20, 2006 Theoretically and methodologically, the U.S. states provide one of the world's most valuable settings in which to examine policy antecedents and consequences. The states represent fifty units of analysis whose constrained variation across a variety of demographic, economic, political, and institutional dimensions presents an ideal "natural laboratory" for testing propositions about policy formulation, design, and implementation. What is more, the current context provides a particularly opportune time for comparative study of state higher-education policies. The recent adoption of many new and sometimes controversial postsecondary financing and accountability policies, prominently including Georgia's HOPE scholarship, raises critical questions about both the origins and spread of public policies within and across the American states. This presentation will focus on a research program we have undertaken to investigate the determinants of state policy adoption in a number of different areas of higher education. We will describe the conceptual framework we developed for studying state policy adoption, which draws heavily from the innovation and diffusion literature in a variety of disciplines. We will also discuss the database we are building, which contains indicators of demographic, economic, political, and higher-education system characteristics of the fifty states across the past quarter century. We will then present the results of several analyses we have conducted using this database and a variety of statistical techniques, including event history analysis. Finally, we will examine the implications of our research both for data collection and measurement in the states and for the development of a theory of policy adoption in higher education. Michael K. McLendon is Assistant Professor of Public Policy and Higher Education, Peabody College, Vanderbilt University. He holds a Ph.D. in Higher Education from the University of Michigan. McLendon's research focuses on governance, policy, and politics of higher education, particularly the dynamics of policy adoption in the states. His recent projects include studies of performance-accountability mandates for higher education, the determinants of state reform of higher-education governance, policy diffusion in state postsecondary systems, and the impacts of state-mandated openness on the governance of public higher education. McLendon's research has appeared in The Journal of Higher Education, Review of Higher Education, Educational Policy, Higher Education: Handbook of Theory and Research, and Research in Higher Education. He serves as associate editor of Higher Education: Handbook of Theory and Research and as consulting editor for Research in Higher Education. James C. Hearn is Professor of Public Policy and Higher Education, Peabody College, Vanderbilt University. He holds a Ph.D. in the sociology of education and an M.A. in sociology from Stanford University. He also holds an M.B.A. in finance from the University of Pennsylvania (Wharton) and an A.B. from Duke University. Professor Hearn's research and teaching focus on postsecondary education policy and organization. In recent work, he has investigated 1) trends toward marketization and performance accountability in postsecondary-education policy, governance, and management, 2) federal and state policies affecting governance and decision-making in postsecondary institutions, and 3) federal and state policies directed toward access, choice, persistence, and other aspects of student success in postsecondary education. Professor Hearn's research has been published in sociology, economics, and education journals as well as in several books, and he is a past recipient of the Distinguished Research Award of Division J of the American Educational Research Association. Professor Hearn serves as associate editor of Research in Higher Education and he is the co-editor of a recent book, The Public Research University: Serving the Public Good in New Times.
Professor of Sociology, University of California--Riverside February 20, 2006 Steven Brint is Professor of Sociology at the University of California, Riverside, and the Director of the National Science Foundation-supported Colleges and Universities 2000 study. Professor Brint is an authority on comparative education, American higher education, the sociology of professions, and middle-class politics. He is the author of four books: The Diverted Dream (Oxford University Press, 1989), In an Age of Experts (Princeton University Press, 1994), Schools and Societies (Pine Forge/Sage, 1998), and The Future of the City of Intellect: The Changing American University (Stanford University Press, 2002). His work on education, the professions and middle-class politics has appeared in the American Journal of Sociology, Work and Occupations, Sociological Theory, Sociology of Education, and in volumes edited by such scholars as William Julius Wilson, Morris Fiorina, Theda Skocpol, and Terry Nichols Clark. In addition to his many lectures in the United States, he has lectured in Rome, Gothenberg, Vienna, and Amsterdam. Professor Brint's interest in higher education began at UC-Berkeley, where he served as an undergraduate research assistant at the Center for Research and Development in Higher Education. While pursuing his graduate studies at Harvard University, he worked on higher education topics at the Huron Institute in Cambridge, Massachusetts and at the National Institute of Education in Washington, DC. Professor Brint's book on community colleges, The Diverted Dream won the American Education Research Association's "Outstanding Book" award of 1991 and the Council of Colleges and Universities' "Outstanding Research Publication" award the same year. Professor Brint has an essay on the sociology of higher education for the new edition of The Encyclopedia of Sociology. He is currently at work on Cities of Intellect, a study of continuity and change in American colleges and universities since 1970.
Professor of Sociology, University of California Santa Barbara Robby Cohen Professor, Steinhardt School of Education, New York University "Student Radicals and Student Movements across the 20th Century" March 28, 2006 Richard Flacks's teaching areas and research interests include political sociology, social movements, political consciousness, student culture, music and politics. Key publications include Knowledge for What: Notes on the State of Social Movement Studies (2001); Cultural Politics and Social Movements (coeditor, 1995); Beyond the Barricades: The 60's Generation Grows Up (1989); Making History: The American Left and the American Mind (1988). Professor Flacks holds a Ph.D. from the University of Michgan. Robby Cohen, who holds a Ph.D.in History from the University of California, Berkeley, has directed the Department of Teaching and Learning's Social Studies Education program at NYU since 1998. He has also written widely on race, class, and gender conflicts in American history. His most recent publication, The Free Speech Movement: Reflections on Berkeley in the 1960's, is an extensive exploration of the student-led Berkeley Free Speech Movement of 1964. He is also the editor of Dear Mrs. Roosevelt: Letters from Children of the Great Depression.
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