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This paper reports an exploratory study that is the second in a series concerned with measuring Internet visibility as it influences colleges and universities. The purpose was to examine one possible source of Internet visibility, the association of eminent alumni with particular colleges and universities. College-educated U.S. presidents were chosen as the objects of study. Key variables studied were Internet search engine hits on presidents and their alma maters, measures of overlapping Internet visibility between presidents and alma maters, an overall measure of presidential eminence derived from a C-Span survey of professional historians, and historical recency. Results suggest that while eminence and recency are both associated with Internet visibility, their joint influence differs for living and nonliving presidents. For nonliving president, eminence and recency are distinct and independent sources of association with the Internet presence of the eminent alumni studied, presidents. For living presidents, eminence appears to be invisible as a factor in Internet visibility. The most recent presidents enjoy a huge advantage in Internet presence that corresponds with the rapid growth of the Internet itself. Regarding the association with Internet visibility of alma maters, it appears that eminence, while not yet a significant factor in this Internet age, appears to have a detectible role in the Internet presence of colleges and universities that were alma maters of nonliving presidents. The results are discussed in the context of the need to understand new conditions that might have been created in the Internet age in comparison with conditions that have remained relatively constant. (Author/SLD)

This study selected 25 private colleges and universities and 14 public colleges and universities in Virginia. Internet search engines were used to record the number of hits they reported for each of the schools, as a measure of the institution's visibility in the Internet world. Findings indicated that there was a high correlation between visibility on the different search engines, and that visibility varied widely between larger and smaller institutions. (Includes tables showing number of "hits" for each college.) (EV)

One of the objectives of the Strategic Planning Commission at Virginia Wesleyan College was to enhance alumni loyalty. To that end, a survey was developed to study alumni loyalty, beginning with developing a definition of a loyal alumnus/a as one who acknowledged the unique contributions of the college in his or her personal and professional growth and who maintains an active interest in the college. The survey was administered to 66 alumni, and correlations among variables were determined. The respondents represented a group that was more committed than the average graduate as evidenced by a higher than average alumni giving rate. Survey results suggest that sustaining loyalty can be more problematic for alumni who reside far from the college, where the institution is less well known. Data suggest that efforts to keep alumni informed about the college, available courses, and events for alumni enhance interest and support. Survey findings also suggest that emphasis on a customer service orientation will increase alumni interest. As a whole, survey results confirm that there is more than one way of being loyal, and there is probably no one way to promote loyalty. (SLD)

This study investigated whether changes occur frequently in the ratings of colleges by "U.S. News and World Report." The annual rankings of colleges receive considerable publicity and are taken quite seriously by the media and the public. The three lowest tiers of colleges are not ranked. The study was intended to determine how much movement occurs in those ratings, whether rising or falling. Ratings for 6 years (1996 through 2001) were studied for 162 nationally ranked 4-year liberal arts colleges, and the study was replicated with colleges from Southern Region that offered master's level programs. At the national level, change occurred in 14% of the opportunities, so that most of the year-to-year comparisons showed no change. There were very few institutions that appeared less than six times in the rankings. At the regional level, change occurred in 19% of the opportunities. In general, there was sufficient stability within the rankings to make one take a skeptical view of efforts to improve an institution's rankings. At the same time, the findings bode well for those institutions that are satisfied with their rankings. (Contains 9 figures and 13 references.) (SLD)

The writing skills of 71 college seniors were assessed at a medium-sized public university. Blind scoring, a standard scoring guide, and trained graders were used. Curricular writing emphasis was assessed through a syllabus study, yielding a curricular emphasis score. The academic records of these students revealed the number of courses taken in each discipline, and a weighted sum was derived for each student with weighting by the percent of syllabi for courses taken that showed "strong emphasis" in writing in each discipline. Controlling for entry-level skill in writing, writing score and curricular emphasis were highly correlated. Implications for assessment practice are discussed. (SLD)

This paper presents a new method to test for grade inflation. Defining grade inflation as the decreasing value of grades in the coin of student achievement, the study avoids the assumption that a rise in mean grade is a necessary condition of grade inflation. The study, which was conducted at a single university, also sought to determine whether grade inflation could be demonstrated if mean grades have leveled off. To measure general academic abilities, Graduate Record Examination (GRE) data was used. Data was grouped into three time spans (1976-80, 1984-88, and 1992-96). To examine the influence of students' majors, data were also separated into two broad groups, "humanistic" and "scientific," because literature had shown roughly that the former revealed more grade inflation than the latter. Findings suggested grade inflation relative to GRE total and verbal scores, but no evidence of grade inflation when GRE quantitative or GRE analytical scores were used, and it is postulated that this is a result of declining academic standards in the sense that verbal reasoning ability associated with grade point average is lower than it used to be. Differences were also found between disciplines, with some evidence of grade inflation found for science majors. (Contains 17 references.) (RH)

This study examines rankings of four-year liberal arts colleges by "U.S. News and World Report," focusing on whether institutional improvement efforts are likely to result in higher rankings. The paper explores how often changes in rankings occur; whether they tend to improve; and whether positive movements are as likely as negative ones. The study examined the 162 ranked colleges and their tier assignments to identify cross-tier movements over four time periods (1996-97, 1997-98, 1998-99, 1999-2000). Year-to-year comparisons showed no statistically significant change, and the study concludes that once included among the "best liberal arts colleges," an institution is likely to stay there. Over the study period, 104 institutions showed no movement at all; what movement there was is characterized as "zero sum," with the upward movement of some balanced by the downward movement of others. The paper concludes with two caveats: First, that it is important for institutions to determine their approximate rank and to decide whether any efforts to improve are likely to prove fruitful; and second, in the absence of ratings, would institutions continue to expend the same amount of effort on institutional improvement. (CH)

This study examined whether conditions affecting intellectual challenge and course difficulty experienced by students were associated with the severity of grading standards. A policy by a university academic unit that reduced the number of high grades awarded by one of its departments provided an opportunity to test a research-based prediction related to this issue. It was predicted that mean grades would fall while courses would deliver greater intellectual challenge to students. Data were obtained from university records of grade distributions and surveys of student evaluations of instruction related to course difficulty and course challenge. It was found that after the policy reducing the number of high grades awarded to students was implemented, mean grades fell significantly while ratings of course challenge and difficulty rose significantly in relation to other courses. The results supported the hypothesis that monitoring grades given by faculty members can create changes that increase both the perceived difficulty and the challenge of the course. (Contains 18 references, notes and 3 tables.) (MDM)

An alternative system of course delivery, wholly online computer-managed instruction, was evaluated to estimate its contribution to total full-time-equivalent (FTE) students two years after its implementation at Christopher Newport University (Virginia). CNU ONLINE offers eight online courses and one online degree program. In Spring 1997, nearly 500 students were pursuing studies in 34 offerings through CNU ONLINE. Online students completed a survey eliciting their reasons for online enrollment and whether those reasons precluded taking the classroom equivalent. Most frequent student reasons for taking online course work included a preference for online media; interaction with online colleagues; development of online skills; reduced travel expenses; and reduced travel time. Other analyses examined the campus-wide relationship between course load and commuting distance from campus, comparing pre- and post-implementation semesters. Results supported the hypothesis of a net FTE gain, as opposed to FTE redistribution. The results suggest the potential of online instruction to reduce negative effects of distance and scheduling. The survey is appended. (Contains 12 references.) (JLS)

This assessment plan is being developed to provide evidence of the effectiveness of the implementation of CNU Online, the online course delivery system of Christopher Newport University (Virginia). The evaluation of the program is designed to satisfy appropriate standards for methodological rigor and scholarly integrity. There are three focuses to the assessment: (1) student outcomes; (2) course-based comparisons of online and classroom courses; and (3) program outcomes. Student outcomes, the traditional subject of evaluation, are the basis for the assessment, and were generally defined as the courses were established. Course-based comparisons will usually be in terms of the student outcomes, with special attention to the knowledge and skills taught in the course. The practical arrangements for comparisons will depend on circumstances, particularly in situations where the same course is taught online and in the classroom by the same professor or by different professors. In considering program outcomes, it is necessary to look at the program of online instruction as well as the specific degree program pursued. At present, only one degree program is offered online. As the evaluation progresses, development of an appropriate reporting mechanism is needed. An appendix contains the instructional evaluation survey for the assessment. (SLD)

CNU Online is the computer-managed instructional delivery system of Christopher Newport University (CNU) (Newport News, Virginia). Fully functional to deliver online courses since fall 1994, CNU Online has undergone a thorough assessment as required in its original assessment plan. In the 1994-95 school year, the online population did not differ greatly from the university's student population as a whole: it was a diverse group of predominantly nontraditional adult learners. The assessment data collected were consistent with the view that courses taught online are becoming a more established alternative form of instruction at CNU. The courses appeared to be as rigorous, or more rigorous, than classroom courses, and student satisfaction and performance data, where available, were comparable to data from students enrolled in classroom courses. Students with prior online experience were more likely to choose the online option, and made better progress when they did. There was a relatively high withdrawal rate in online classes, which improved somewhat in the spring semester. Those who persisted in the online experience were usually satisfied, but they did report that it was intensive and demanding. The report also reveals that a reasonable attempt was made to follow the guidelines established for a phased implementation of the online course system. Eleven appendixes present additional information about online course takers and their achievement. (Contains 4 tables and 5 appendix tables.) (SLD)

CNU Online is the computer-managed instructional delivery system of Christopher Newport University. Fully functioning to deliver wholly online courses since fall 1994, CNU Online has been using an officially approved assessment plan since January 1995. The plan is presented as a useful example for others developing online instructional delivery. The goal of the plan is to provide evidence of effectiveness in meeting the goals of CNU Online by using accepted standards of assessment that are consistent with state and regional guidelines. CNU Online must meet the defined state and regional standards for all on-campus programs with regard to assessment goals and quality. The levels of assessment include: (1) online program and institutional efficiency; (2) learning outcomes; (3) teaching effectiveness; and (4) student satisfaction with course delivery. Goals are defined for each of these areas, and methods for evaluation are outlined. These include standard surveys and more innovative approaches to evaluation. Some collateral assessment activities are suggested. Appendixes present an instructional evaluation survey, and a rating scale for peer group-based juried review of aspects of instructors' message logs. (SLD)

Previous studies on use of library materials based on borrowing behavior failed to address the issue of how the measurement of library book use might be expanded to a broader definition of use, specifically to include browsing behavior. The development of a non-obtrusive and accurate measurement for browsing behavior has remained a challenge. Research involved an adaptation of a counter-espionage technique, called a "tell-tale": small unobtrusive slips of paper were placed in selected library volumes. Movement or loss of the tell-tale indicated browsing within the volume. Sampling technique for the 133 volumes chosen is outlined. Browsing data from tell-tale displacement is provided in tables for both 6 week and 20 month time lapses. Results showed the "browsing ratio" (number of volumes indicating browsing divided by total volumes accounted for) appeared to be several times greater (six to seven times) than the proportion checked out. While the ratio increased over time, there was no observed steady rate of browsing as a function of time. Discussion of the results includes the lack of evidence of "repeat browsing," failure to locate items due to misshelving, and recommendations for increased accuracy of results. However, this research demonstrated that evidence of browsing could be objectively and unambiguously determined and measured. (MAS)

The frequency with which students borrow works of literature that can be called eminent or great works from a university library was examined in two studies that are interesting for their methodology and their findings. An operational definition of great or eminent works was developed, and a list of such works was derived from three sources on Western culture. In the first study, circulation records for 45 eminent novels from the list were studied for the last 10 years, and a rate was developed from dividing the number of checkouts by the elapsed time in years since the first circulation stamp during the 10 years. Obtained ratios for each volume of the same work were simply together. In the second study, the same sample of works was studied through the library's online circulation system for the recent past. The only difference between the two studies was in the method of obtaining the basic data (i.e., an automated or online system in the second study rather than the older manual system in the first study). Library material borrowing results were quite comparable for the two methods, suggesting methodologies that enable the comparison of rates of checkout by students. Tables present the borrowing rates by both methods, and a list of the 16 most selective works. (SLD)

To determine where given Virginia institutions of higher education stand in the aggregate regarding administrators' salaries among similar institutions, salary information provided by chief academic officers of eight senior public-supported institutions in Virginia for their administrative faculty was compared with data from other United States colleges and universities designated as "peers." Using conventions already being applied in Virginia to instructional faculty salaries, a methodology was developed which resulted in an easily analyzed and interpreted set of data to determine equity on the institution-wide level. The formula determines whether the aggregate appropriation for the Virginia institutions' positions is sufficient to support each of the positions at a given percentile of the salary amounts for corresponding positions at peer group institutions. Interpretation of the data found that appropriation amounts placed Virginia administrators between the 38th and 75th percentiles of corresponding positions at peer institutions. Includes one reference. (JDD)

How can physical location be used as a clue to defining the identity of a college or university? This paper presents the experience of one college, Virginia Wesleyan College, exploring two issues related to this question that arose from its special circumstances of physical location with respect to surrounding municipalities. Virginia Wesleyan straddles the border between two large cities, Norfolk and Virginia Beach in the South Hampton Roads region of extreme southeast Virginia. Two issues were investigated. The first was whether Virginia Wesleyan is unique in its location's attributes. A careful and disciplined inquiry comparing the locations of 20 eligible candidate-city pairs suggests that the College is in rare, if not unique, circumstances in that respect. The second issue was whether findings could provide clues in the quest to clarify the identity of the college. It is anticipated that exploration of these issues will be the basis of a general reflection on College identity. An appendix contains details of the campus map/border situation at the College. (SLD)

Recent surveys of creativity research have stressed the wide variety of criteria employed by investigators and have pointed out the theoretical and philosophical differences among investigators. Few surveys, however, have questioned whether investigators intended the same, or different, definitions for creativity. Although as many as 26 distinct definitions have been identified, this review of creativity research divides the definitions into two areas--the behavioristic (which identifies creativity with novelty and originality) and the existential (which associates creativity with genius). It is concluded in this review of the literature that the behavioristic-existentialistic dichotomy derived by Stark (1965) is useful when applied to the psychological literature, but it is questionable whether or not Stark's discussion truly reflects all the differences in conceptions of creativity. (RB)

At a small liberal arts college, interviews were conducted with 24 current employees who had graduated from the college. The study was intended to be a source of insight into why these individuals enrolled at the school and why they stayed at the college. An additional focus was on how student affairs and academic affairs staff collaborated on issues that have applicability anywhere. The interviews were a rich source of insights about the student experience. Most of these students felt that faculty and peer relationships had helped them decide to stay at the college, and those who said they had never thought of leaving felt comfortable on campus and thought that they were making good progress toward their goals. Some issues are identified for the college's Enrollment Management Commission, including the concerns of black students and commuter students, the role of extracurricular activities, and the educational environment. The interview protocol is attached. (SLD)

Developed and conducted three surveys: Graduate Survey of Educational Gains (GSEG), administered to 309 graduates of Christopher Newport University (CNU); Career Relevance Survey, administered to 163 graduates who completed GSEG; and Employer Perception Survey, administered to 34 employers of CNU graduates. Most significant finding was that graduates and employers found skill dimensions of liberal arts education extremely important. (NB)

This report presents the results of the International Studies Survey of state-supported and independent institutions of higher education in Virginia designed to establish the state of international studies programs, and explore related issues among the various colleges and universities in Virginia. A secondary goal was to make this information available to the concerned institutions in published form. The survey consisted of seven parts: (1) Background Information, (2) International Studies Curricular Offerings, (3) Faculty Involvement in International Curricular Requirements, (4) Student Involvement in International Studies, (5) Curricular Requirements, (6) Organization and Collaborative Networks, (7) Funding. Copies of the survey were sent to 81 sites, of which 73 replied for a response rate of 90%. The results are presented in tabular form with commentary provided in a separate section. The various institutions are broken down into five types and the conclusions drawn from the data are expressed as they apply to each type. A copy of the survey is appended. (GLR)