The 2005 Proceedings of the Association for Continuing Higher Education (ACHE) are presented in this publication. This proceedings records the 67th Annual Meeting of ACHE held in Madison, Wisconsin. This year's annual meeting theme, "Designing Our Destiny: Creating Responses to Change in Continuing Higher Education," articulated the Association's call to develop expertise that will benefit its members, in this case by focusing on the structures, programs, technologies and practices that will be integral for designing effective continuing higher education programs. The program was designed to address the critical trends, practices and research that influence the practice of continuing higher education. In response to members, the committee focused on a variety of themes that impact the work of those who reach out to nontraditional students on behalf of their institutions. Part I, Addresses, includes: (1) Continuing Education: Making a Difference (Philip A. Greasley); (2) Does the Wisconsin Idea Have Legs? (Kevin P. Reilly); (3) Continuing Education for What? (Ronald M. Cervero); and (4) Continuing Higher Education: What Is Working; What Is Needed (Susan Porter Robinson). Part II, Concurrent Sessions, includes: (5) Third Age Learners: Here They Come, Ready or Not! (William C. Hine); (6) Building Codes of Enrollment Architecture for Surviving CE Earthquakes (Sallie C. Dunphy); (7) The Core of Effective Outreach: The Well-Organized Advisory Committee Advisory Boards as Change Agents in Continuing Higher Education (Roxanne Gonzales and Walter Pearson); (8) The Art of Advising Adult Learners: 20 Years of Best Practices (Sharon D. Barnes and Dan Dowdy); (9) Active Adults: The New Students on Campus (Joe Nairn); (10) Continuing Higher Education on the Cutting Edge: New Strategies for Meeting the Needs of Diverse Learners (Nancy Gadbow); (11) Frameworks for Best Practices in Continuing Higher Education: Reports from a Yearlong Project Involving CE Professionals (B. Christopher Dougherty and Patricia A. Lawler); (12) Taking Advantage of the Online Evolution (Richard Bothel); (13) Continuing Education for Boomers--Retiring but Not Shy (Christina Butler and Julie Maurer); (14) Market Research: The Key for Keeping Continuing Education at the Cutting Edge (Carol B. Aslanian); (15) Writing for Publication (Barbara E. Hanniford and Patricia A. Lawler); (16) Saturday Scholars[R]: Connecting the Past, Present and Future in Adult Education (Linda Marion and Jeff Hand); (17) Be a Wildcat Wherever You Live! Marketing Continuing Education Programs in a Changing Culture: A Case Study (A. David Stewart, Melinda Sinn, and Kristin Brighton); (18) Winter Intersessions (Philip A. Greasley); (19) Creating a Multi-Institutional Online Certificate Program (Brad Cahoon, Jan Smith, and Mike Healy); (20) The Eight Cardinal Rules for Continuing Education Department Fiscal Management (Marcelle C. Lovett and Steven J. Borowiec); (21) Leadership and Authority in Continuing Education: A Retrospective Look at Changing Roles and Responsibilities (Patricia Brown, Raymond Campbell, Chris Dougherty, Lynn Penland, and Edna Farace Wilson); (22) Addressing the Issue of Online Course Orientations for Students and Faculty Participating in Online Courses for the First Time at a Higher Education Institution (Reginald L. Oxendine, Jr.); (23) Best Practices in Developing Adult-Centered Online Learning Environments (Mary Rose Grant); (24) Kaizen Blitz as a Tool for Operational Innovation (Susan King and Lorilee Sandmann); and (25) Experts in Nontraditional Students: Helping the Campus Understand Its Changing Student Population (Carol Kasworm and Jovita Ross-Gordon). Part III, contains the minutes of Business Meetings and Appendices. Individual papers contain references. [For the 2004 ACHE conference proceedings, see ED485556.].

This is an analysis of higher education in the past half century, a period of dramatic change and democratization. But it is more than that. The author has been a participant in the struggle to stem the decline in higher education, as it moved from an emphasis on classical liberal values toward relativism and ideological extremism. This volume reflects an awareness of what has been lost, but sees hope for a revival of traditional values as technological change and awareness of failure forces institutions to examine their premise. Herbert I. London has provided here fuel for fundamental redirection in American college and university affairs. Decline and Revival in Higher Education is uncompromising in its concerns, but points the way toward a future linked to the best of the past. The work follows the personal evolution of the author, while at the same time, describes the devolution of university standards in such institutions as Columbia, Duke, the University of California at Berkeley, and New York University. While seeing optimistic trends in oases of traditional programming that can serve as a counterweight to campus orthodoxies, London argues that the dramatic transformation of the academy cannot be denied. The social sciences and humanities in particular have become isolated from mainstream requirements in the nation. London deals with concrete concerns, such as the collapse of classic book programs in the contemporary curriculum, the decline and even vigilante raids on opposition in campus publications, the collapse of moral judgment in favor of pure relativism, the transformation of many museums into a storage houses of debris, and the confusion of coarse language with democratization. These developments lead the author to write this book, for if the culture wars are over, the American people may be the losers.

A former chancellor and a lineup of stellar educators offer plans and ideas for making education work better for everyone. College is too expensive for too many. Politicians call for more financial support, but approve less. Underpaid, overworked adjuncts teach vastly more than the star faculty members who drew students to campus. Departments and administrations focus more on protecting their territories than on pedagogy or even management. Technology is extolled and resisted, hyped as the force that will utterly transform or deform education. It seems clear that the American system of higher education is broken. In a series of essays collected and edited by Matthew Goldstein, credited with reviving the vast City University of New York, and George Otte, Director of Academic Technology at CUNY, well-respected and innovative educators offer solutions to the fiscal, administrative, pedagogical, technical, and political problems. Among the solutions: * Break the centuries-old models of brick and mortar education and replace it with online, peer-led, and adaptive learning * Re-envision governance so even reluctant faculty and administrators can once again become invested in education rather than self-interest * Find innovative ways of promoting the changes American education so desperately needs, including figuring out when and where students are most likely to learn With essays from such thought leaders as Cathy N. Davidson, Candace Thille, Ray Schroeder, James Hilton, and Jonathan R. Cole, Change We Must is a must-read for anyone wanting American higher education to succeed and thrive in these challenging times.

The inspiration for this timely book is the pressing need for fresh ideas and innovations in U.S. higher education. At the heart of the volume is the realization that higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students—traditional and nontraditional alike—for success in the coming decades. This collection of provocative articles by leading scholars, writers, innovators, and university administrators examines the current higher education environment and its chronic resistance to change; the rise of for-profit universities; the potential future role of community colleges in a significantly revised higher education realm; and the emergence of online learning as a means to reshape teaching and learning and to reach new consumers of higher education. Combining trenchant critiques of current conditions with thought-provoking analyses of possible reforms and new directions, Reinventing Higher Education is an ambitious exploration of possible future directions for revitalized American colleges and universities.