Summary of reform: This contains the most detailed information related to the reform including a definition, content of reform, i.e., what it entails, characteristics, goals, focus and scope of reform, and pros and cons. This category essentially defines and explains the reform.
Connection to other reforms: Lists the other reforms/movements that are related, similar or connected to this movement. For example, collaborative learning and learning communities are two separate movements that are closely associated.
Model institutions: Names of institutions that have been written about, studied or serve as models for this particular reform. These institutions are rich sources of information about the reform and can be contacted later for reports and detailed information.
Types of institutions: Gives institution types that are most involved with this reform.
Source list of institutions: We are trying to collect resource documents that list institutions known to be involved in the reform. In some instances we may not have the document but this category describes how one could obtain such a list. These lists will be helpful for identifying institutions for case study. In addition, they will be a helpful resource if people call the center about undergraduate reforms.
Contact for further information: Most of these reforms/movements have leaders that help to spread and institutionalize these changes. This category lists individuals who tend to have an in-depth understanding about the movement and can provide detailed information and contacts.
Website: Many of the reforms have websites that link to institutions that are involved.
Duration: Approximate number of years that this reform has been part of the reform dialogue.
Level of institutionalization: This category attempts to delineate two specific areas related to reforms: 1) it describes the types of changes necessary within the institution to make change, and 2) describes the level at which this change seems to be taking place on campuses, e.g., is it only among the administration, faculty, certain disciplines, etc. Level of institutionalization helps us to assess the permanence of reforms (and therefore the likelihood of existing in the future). This also helps to understand where to explore the reform in the case studies.
Outcomes: In order to understand how this reform might be assessed, it is important to understand the intended outcomes and to try to understand some of the unintended outcomes, if this is known. This category describes mostly the type of student, and to a lesser degree, institutional outcomes that are proposed by proponents of the reform.
Process: In order to understand how to measure outcomes it is also important to understand the processes impacted so that these processes can be taken into account in exploring the impact of the reform. This category describes the type of process changes that are proposed within the reform.
Target of reform: Most reforms are targeted at improving the quality of education for student, so the target of reform does not relate to who receives an impact; instead, target relates to what actors are involved to make changes happen. This helps us to understand if there is any pattern in terms of who is being asked to initiate or be involved with reform.
K-12 parallel: Many of the current reforms/movements have parallels within the secondary school arena. Where parallels are evident, they have been documented in order to illuminate other areas of research to explore. This category also illustrates the ways that education is being seen as a seamless web in which changes in one forum might require changes in another.
Origination of reform: This category describes the level at which the reform appears to have begun and spread from. This will help us to better understand how these movements have occurred and perhaps what mechanisms help such movements to grow.
Support: Most reforms require some resources in order to be developed and expanded. There are many great ideas that are never supported; therefore, it is important to understand what the funding sources are and if there are any patterns in terms of funding.
Linking characteristics: As stated earlier, one of the primary goals of this portion of the project is to enrich the dialogue about reform. One way to assist in this process is to analyze the characteristics different reforms share.
Assessment: This category attempts to summarize whether these different reforms are being assessed in any way. This is important to link to the broader goals of Project 5.
Description of assessment: Describes the type of assessment taking place at the national and institutional levels related to the reform.
Resistances: Reforms are often faced by challenges. As a result, we believe it is important to understand the types of resistances that reformers are facing in order to assess the possibility that a given reform may fail or never become widespread. Resistance might also prove important to understanding the information collected during the case studies.
Evolution/History: Since many reforms are not new or wholly original, this category attempts to link current reform ideas with past reforms. This is important since many of these ideas have been tried and perhaps already failed in the past. Also identifies past areas of literature to reference.