Clifton Conrad

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Educational Leadership & Policy Analysis
School of Education
UW-Madison
253 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
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Professor Clif Forbes Conrad

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Professor Clif Forbes Conrad

Vilas Distinguished Achievement Professor, Professor of Higher Education, and WISCAPE Affiliate
Educational Leadership & Policy Analysis (ELPA)

270-J Education Building  binoculars icon
1000 Bascom Mall
Madison, WI 53706-1326
Office: 608/263-3411
Fax: 608/265-3135

conrad@education.wisc.edu
Curriculum Vitae

Personal Biography

Clifton (Clif) Forbes Conrad is Vilas Distinguished Achievement Professor, Professor of Higher Education, and an Affiliate in the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) at the University of Wisconsin-Madison. He earlier served on the faculty at the University of Denver, The College of William and Mary, and the University of Arizona—where he also served as a department chair and as associate dean for academic affairs. In broad strokes, his scholarship is aimed at advancing knowledge and understanding of college and university curriculum—at the undergraduate and graduate levels, in the liberal arts and sciences as well as across professional fields—in ways that help enrich the teaching and learning experiences of students and faculty. Author of 15 books and more than 100 other publications (including articles and book chapters), his research is centered around four major lines of inquiry: program quality in higher education (institutional, program, and course levels); teaching and learning; liberal and general education; and Minority-Serving Institutions (Historically Black Colleges and Universities, Tribal Colleges, and Hispanic-Serving Institutions) of Higher Education. Since joining the faculty at the University of Wisconsin-Madison, his books include: Cultivating Inquiry-Driven Learners: A College Education for the 21st Century (with Laura Dunek, The Johns Hopkins University Press, 2012); The SAGE Handbook on Research in Education: Ideas as the Keystone of Exemplary Inquiry (2011, co-edited with Ron Serlin); College & University Curriculum: Placing Learning at the Epicenter of Courses, Programs, and Institutions (2007, co-edited with Jason Johnson); Qualitative Research in Higher Education: Expanding Perspectives (2001, co-edited with Jennifer Grant Haworth and Lisa Lattuca); Emblems of Quality: Developing and Sustaining High-Quality Academic Programs (1997, with Jennifer Grant Haworth); and A Silent Success: Master's Education in the United States (1993, with Jennifer Grant Haworth and Susan B. Millar). A former president of the Association for the Study of Higher Education, for the past three decades he has served as an expert witness and consultant to the U.S. Government (for both the Department of Justice and for the Office for Civil Rights in the U.S. Department of Education) in major civil rights cases involving race and gender in higher education. With Professor Marybeth Gasman of the University of Pennsylvania, he is currently engaged in a three-year study of Minority-Serving Institutions of Higher Education.


Education

1975 - Ph D, Higher Education
University of Michigan
Ann Arbor, MI

1973 - Sociology
Indiana University

1972 - Sociology
University of Kansas

1971 - MA, Political Science
University of Kansas
Lawrence, KS

1969 - BA, History
University of Kansas

1966 - History
Macalester College


 

 

Teaching Interests

Professor Conrad teaches a wide range of courses, from qualitative research methods to curriculum in higher education to seminars on such topics as “Ideas of the University.” From 1998-2001 he served as Director of a ten credit-hour post-baccalaureate certificate program at the University of Wisconsin-Madison entitled “Teaching and Learning Scholarship in Higher Education”—a program aimed at helping graduate students from across disciplines at the university prepare for careers as faculty members. In 2002 he became part of a National Science Foundation grant awarded the University of Wisconsin-Madison to establish a Center for the Integration of Research, Teaching, and Learning. Professor Conrad has taught in Ecuador and consulted in South America, Europe, Asia, and the Middle East. In 2006-2007, for example, he served as a major consultant to Project AAFAQ, a national initiative by the Saudi Ministry of Higher Education (MOHE) that led to a long-term strategic plan (which he helped draft) for the Kingdom of Saudi Arabia.

Scheduled Teaching

  • Fall 2013 - Field Research Designs and Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2013 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2013 - Ideas of the University: Images of Higher Learning for the 21st Century
    Course Prefix: 305, Course Number: 881, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2013 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2012 - Academic Programs in Colleges and Universities
    Course Prefix: 305, Course Number: 880, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2012 - Field Research Designs and Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2012 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Ideas of the University: Images of Higher Learning for the 21st Century
    Course Prefix: 305, Course Number: 881, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2012 - Minority-Serving Institutions of Higher Education
    Course Prefix: 305, Course Number: 882, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2012 - Field Research Designs and Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Field Research Designs and Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Applied Research in Educational Administration
    Course Prefix: 305, Course Number: 890, Section: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Ideas of the University: Images of Higher Learning for the 21st Century
    Course Prefix: 305, Course Number: 881, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 3, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Minority-Serving Institutions of Higher Education
    Course Prefix: 305, Course Number: 882, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 3, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2011 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2011 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2010 - Doctoral Inquiry
    Course Prefix: 305, Course Number: 940, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2010 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 3, Course Level: Graduate
     
  • Fall 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 3, Course Level: Graduate
     
  • Spring 2010 - Ideas of the University: Images of Higher Learning for the 21st Century
    Course Prefix: 305, Course Number: 881, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 3, Course Level: Graduate
     
  • Spring 2010 - Minority-Serving Institutions of Higher Education
    Course Prefix: 305, Course Number: 882, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 3, Course Level: Graduate
     
  • Summer 2010 - Academic Programs in Colleges and Universities
    Course Prefix: 305, Course Number: 880, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2010 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 3, Maximum Credit Hours: 3, Course Level: Graduate
     
  • Summer 2010 - Field Research Designs and Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Doctoral Inquiry
    Course Prefix: 305, Course Number: 940, Section: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 3, Course Level: Graduate
     
  • Spring 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Course Level: Graduate
     
  • Summer 2009 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 004, Course Level: Graduate
     
  • Fall 2008 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Course Level: Graduate
     
  • Spring 2008 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Ideas of the University: Images of Higher Learning for the 21st Century
    Course Prefix: 305, Course Number: 881, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Course Level: Graduate
     
  • Spring 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Course Level: Graduate
     
  • Summer 2008 - Academic Programs in Colleges and Universities
    Course Prefix: 305, Course Number: 880, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2008 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Course Level: Graduate
     
  • Fall 2007 - Academic Programs in Colleges and Universities
    Course Prefix: 305, Course Number: 880, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Field Research Designs & Methodologies in Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Course Level: Graduate
     
  • Fall 2007 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 003, Course Level: Graduate
     
  • Spring 2007 - Ideas of the University
    Course Prefix: 305, Course Number: 940, Section: 006, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2007 - Ideas of the University: Learning for 21st Century
    Course Prefix: 305, Course Number: 881, Section: 001, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2007 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 003, Course Level: Graduate, Course Delivery Mode: Independent Study
     
  • Summer 2007 - Dissertation Research Seminar
    Course Prefix: 305, Course Number: 940, Section: 001, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2007 - Field Research Design & Methods - Educational Administration
    Course Prefix: 305, Course Number: 824, Section: 001, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2007 - Minority-Serving Institutions
    Course Prefix: 305, Course Number: 940, Section: 005, Course Level: Graduate, Course Delivery Mode: Lecture
     

Program and Curriculum Development

  • Conrad, C.F.
    Title: Investment in Student Learning
    Type: Instructional Design
    New or Revised:
    Effort: Investment in Student Learning: Like a number of faculty in this department, I genuinely and consistently (and imperfectly, to be sure) invest in student learning. I seek to do so through my willingness to “take risks” in my teaching and, most especially, in the extensive feedback (much of it written) that I provide to students—to students in my classes and to my dissertation advisees as well as many students from our department and other departments—who ask me to help them frame their research questions as well as enrich and enlarge their inquiry. (Student ratings are but one indicator of teacher effectiveness.)

Research Interests

Professor Conrad’s research program is fueled by his commitment to both enhancing the quality of teaching and learning experiences in higher education, and to advancing the development of college and university curricula across all fields of study at both the undergraduate and graduate levels. His research and publications include: 15 books; 7 monographs; more than 100 articles, book chapters, and other publications; and over 30 policy studies and reports for the U.S. Department of Justice and the U.S. Department of Education (Office for Civil Rights). More specifically, Professor Conrad's research is centered around seven lines of inquiry: liberal and general education; curriculum design; teaching and learning; academic change; desegregation in higher education; Minority-Serving Institutions (Historically Black Colleges and Universities, Tribal Colleges, and Hispanic-Serving Institutions); and program quality at the institutional, departmental, and course levels. Along these lines of inquiry, his research has been grounded in both quantitative and qualitative methods, though in recent years Professor Conrad primarily has relied upon qualitative research methods and techniques. Professor Conrad served as president of the Association for the Study of Higher Education from 1987-1988. Since joining the faculty at the University of Wisconsin-Madison, his books include Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century (2012, forthcoming, with Laura A. Dunek), The SAGE Handbook on Research in Education: Ideas as the Keystone of Exemplary Inquiry (2011, co-edited with Ron Serlin), College & University Curriculum: Placing Learning at the Epicenter of Courses, Programs, and Institutions (2007, co-edited with Jason Johnson), Qualitative Research in Higher Education: Expanding Perspectives (2001, co-edited with Jennifer Grant Haworth and Lisa Lattuca), Emblems of Quality: Developing and Sustaining High-Quality Academic Programs (1997, with Jennifer Grant Haworth), and A Silent Success: Master's Education in the United States (1993, with Jennifer Grant Haworth and Susan B. Millar). External funding for his research has been provided by the Council of Graduate Schools, The Pew Charitable Trusts, U.S. Department of Justice, TIAA-CREF, PricewaterhouseCoopers, USA Funds, Kresge Foundations, and Lumina Foundation for Education. For the past three decades Professor Conrad has served as a key expert witness and consultant to the U.S. Government in major civil rights cases involving higher education for both the Department of Justice and for the Office for Civil Rights in the U.S. Department of Education. Specifically, from 1979 to 2001 he served as an expert witness—notably on academic program quality and program duplication in higher education, desegregation in higher education, and higher education curriculum—for the U.S. Department of Justice in six prominent civil rights cases involving race and gender in higher education. Along with conducting extensive policy studies and preparing detailed reports as well as testifying extensively in all of these cases, on one occasion he served as the rebuttal witness to George Wallace, the former Governor of Alabama whose opposition to desegregation led President John F. Kennedy to bring in federal troops to ensure the peaceful desegregation of the University of Alabama. Four of these civil rights cases concerned statewide desegregation of higher education (Alabama, Mississippi, Louisiana, and Ohio) and two involved whether women should be able to attend all-male public institutions (U.S. v. Virginia., et. al [VMI case] and Faulkner v. Jones, et. al [The Citadel]). Moreover, two of the six cases culminated in landmark decisions on race and gender discrimination by the U.S. Supreme Court (1992 U.S. [Ayers] v. Fordice [Mississippi higher education desegregation case] and the 1996 VMI case. From 1997 to 2010 he served as a consultant to the Office of Civil Rights, U.S. Department of Education, regarding higher education desegregation in Texas, Virginia, Maryland, and Oklahoma. Altogether, he has been a major architect of statewide plans for advancing desegregation in higher education in six states. His research, writing, and testimony have been cited approvingly and extensively by the U.S. Supreme Court. (In the scholarship and commentary on desegregation in higher education in the United States and writings on the VMI case, Professor Conrad is frequently identified as a key witness for the government. For example, he is featured in a 2010 documentary video on the Voices of American Law website at Duke University—a website that features interviews with key parties in major U.S. Supreme Court cases.)

Grants and Sponsorships

  • 12/31/2013 - Amount: $275,000.00, "Minority-Serving Institutions (msis) Models Of Success: Asian-American Pacific Islander Serving Institutions," Awarded By: USA Funds, Clifton F. Conrad, Co-Principal; Marybeth Gasman, Co-Principal.
  • 2011-2013 - Amount: $1,500,000.00, "Minority-Serving Institutions (msis): Models Of Success Project," Awarded By: USA Funds, Kresge Foundations, Lumina Foundation for Education, Clifton F. Conrad, Co-Principal; Marybeth Gasman, Co-Principal.
  • 1998-1998 - Amount: $174,760.00, "Proposal For A New Capstone Program: Post-Baccalaureate Program For Teaching Scholarship In Higher Education," Awarded By: Graduate School, Grant Institution: University of Wisconsin-Madison, Sponsor Type: State, Clifton F. Conrad, Co-Principal; Sandra Courter, Co-Principal.
  • 1992-1997 - Amount: $1,000,000.00, "Ibm Total Quality Management Partnership," Awarded By: College of Engineering at the University of Wisconsin-Madison, Grant Institution: IBM, Sponsor Type: State, Clifton F. Conrad, Co-Principal; William Adams, Co-Principal; Soren Bisgaard, Co-Principal; Jacob Stampen, Co-Principal.
  • 1993-1993 - Amount: $10,000.00, "Investing In Quality: Lessons From A National Study Of Master's Education," Awarded By: TIAA-CREF, Sponsor Type: Private, Clifton F. Conrad, Co-Principal; Jennifer Grant Haworth, Co-Principal.
  • 1989-1991 - Amount: $400,000.00, "Master's Degrees In The United States," Awarded By: The Pew Charitable Trusts to the Council of Graduate Schools, Sponsor Type: Other, Clifton F. Conrad, Principal.
  • 1988-1988 - Amount: $5,000.00, "Proposal For Studying Master's Degrees In The United States," Awarded By: Council of Graduate Schools, Clifton F. Conrad, Principal.
  • 1985-1985 - Amount: $15,000.00, "Planning Grant For Nie Center On Postsecondary Management And Governance," Awarded By: National Institute of Education to the University of Pennsylvania, Clifton F. Conrad, Co-Principal; Robert Zemsky, Co-Principal; Michael Tierney, Co-Principal; Larry Leslie, Co-Principal.

Publications

  • Conrad, C.F., & Lundberg, T. "Hispanic-Serving Institutions: The Challenge of Becoming Culturally Relevant Institutions. Unpublished Manuscript, University of Wisconsin, Madison. New York, New York: Oxford University Press.
  • Matheny, C., & Conrad, C.F. (in press). Advancing Change and Innovation in Two-Year Colleges. Chapter in Advancing the Regional Role of Two-Year Colleges in the Twenty-First Century. Thousand Oaks, California: Jossey-Bass.
  • Conrad, C.F. Advancing Change and Innovation in Two-Year Colleges". Unpublished Manuscript, University of Wisconsin, Madison. Thousand Oaks, CA: Jossey-Bass.
  • Lundberg, T., & Conrad, C.F. (in press). Hispanic-Serving Institutions: The Challenge of Becoming Culturally Relevant Institutions. The Oxford Encyclopedia of Latino/a Politics. Oxford University Press.
  • Conrad, C.F. Reports for the Coalition for Equity and Excellence in Maryland Higher Education. Unpublished Manuscript, University of Wisconsin, Madison. Washington, D.C.: Lawyer's Committee on Civil Rights. pp. 58.
  • Conrad, C.F., & Dunek, L. (2012). Cultivating Inquiry-Driven Learners: A College Education for the 21st Century. Cultivating Inquiry-Driven Learners: A College Education for the 21st Century. Baltimore, Maryland: The Johns Hopkins University Press.
  • Dunek, L., & Conrad, C.F. (2011). Cultivating Idea-Centric Writing in our Teaching of Writing: Placing the Pursuit of Ideas at the Epicenter of Writing. In Clifton Conrad and Ronald Serlin (Eds.), Chapter in The SAGE Handbook on Research in Education: Ideas as the Keystone of Exemplary Inquiry, (pp. 342-353). Thousand Oaks, CA: SAGE.
  • Conrad, C.F., & Serlin, R. (2011). The SAGE Handbook on Research in Education: Ideas as the Keystone of Examplary Inquiry, 2nd Ed. In Conrad, Clifton F. and Serlin, Ronald (Eds.), The SAGE Handbook on Research in Education: Ideas as the Keystone of Examplary Inquiry, 2nd Ed.. Thousand Oaks, CA: SAGE.
    Abstract: This handbook marked a major revision of the first edition.
  • Conrad, C.F. (2011, November 3). Review of Abelard to Apple: The Fate of American Colleges and Universities. Teachers College Record.
    Online Publication/Abstract
  • Conrad, C.F., & Holzbauer, J.J. (2010). A Typology of Disability Harassment in Secondary Schools. Career Development for Exceptional Individuals. 33(3), 143-154.
    Online Publication/Abstract
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  • Conrad, C.F. (2010). Curriculum, Teaching, and Learning. In Shaun R. Harper & Jerlando F.L. Jackson (Eds.), Introduction to American Higher Education, (pp. 89-92). New York, New York: Routledge.
  • Conrad, C.F., & Weerts, D.J. (2010). Federal Involvement in Higher Education: An Unfinished Agenda. In Shaun R. Harper & Jerlando F.L. Jackson (Eds.), Introduction to American Higher Education, (pp. 417-426). New York, New York: Routledge.
  • Conrad, C.F., Johnson, J., & Gupta, D. (2010). Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning. In Shaun R. Harper & Jerlando F.L. Jackson (Eds.), Introduction to American Education, (pp. 173-189). New York, New York: Routledge.
  • Conrad, C.F., & Johnson, J. Ideas for Replenishing LIberal Education: Perspectives from the United States. Unpublished Manuscript, University of Wisconsin, Madison. 50, 103-118.
    Online Publication/Abstract
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  • Conrad, C.F., & Johnson, J. (2008). Replenishing Liberal Education: Perspectives from the United States. Educational Studies. pp. 103-118.
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  • Conrad, C.F., Johnson, J., & Gupta, D.M. (2007). Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning. Innovations in Higher Education. 32, 153-165.
    Online Publication/Abstract
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  • Conrad, C.F., Johnson, J.N., & Perna, L. (2006). Minority-Serving Institutions of Higher Education: Building Upon and Extending LInes of Inquiry for the Advancement of the Public Good. In Clifton Conrad and Ronald Serlin (Eds.), The SAGE Handbook on Research in Education: Engaging Ideas and Enriching Inquiry, (pp. 263-277). Thousand Oaks, California: SAGE Publications.
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  • Kim, M., & Conrad, C.F. (2006). The Impact of Historically-Black Colleges and Universities on the Academic Success of African American Students. Research in HIgher Education. 47(4), 399-427.
    Online Publication/Abstract
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  • Conrad, C.F., & Gislason, K. (2005). Higher Education in the United States: A Continuing Legacy of Change and Innovation. In Neil Salkind (Eds.), Encyclopedia of Human Development. Thousand Oaks, California: SAGE.
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  • Johnson, J.N., & Conrad, C.F. (2005). Reflections on the Public-Private Configuration of American Postsecondary Education. Comparative and International Education Review. 4, 141-154.
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  • Conrad, C.F., & Weerts, D.J. (2004). Federal Efforts to Desegregate Higher Education. In Michael D. Parsons and Edward P. St. John (Eds.), Public Funding of Higher Education: Changing Contexts and New Rationale, (pp. 60-73). Baltimore, Maryland: Johns Hopkins University Press.
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  • Conrad, C.F., & Rapp-Hanretta, K. (2002). Positioning Master's Programs in Library and Information Science: A Template for Avoiding Pitfalls and Seizing Opportunities in Light of Key External and Internal Forces. Journal of Education for Library and Information Sciences. 43, 92-102.
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  • Haworth, J.G., & Conrad, C.F. Emblems of Quality: Developing and Sustaining High-Quality Academic Programs. Unpublished Manuscript, University of Wisconsin, Madison. Boston, Massachusetts: Allyn and Bacon.
  • Conrad, C.F., & Duren, K.M. (1997). Review Essay: On Culture, Canons, and College Curriculum. The Review of Higher Education. 21(1), 103-110.
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  • Conrad, C.F., Haworth, J.G., & Millar, S.B. A Silent Success: Master's Education in the United States. Unpublished Manuscript, University of Wisconsin, Madison. Baltimore, Maryland: The Johns Hopkins University Press.
  • Conrad, C.F., Scott, P., Haworth, J.G., & Neumann, A. (1993). Notes on the Classroom as Field Setting: Learning and Teaching Qualitative Research in Higher Education. In Clifton F. Conrad, Anna Neumann, Jennifer G. Haworth, and Patricia Scott (Eds.), Qualitative Research in Higher Education: Experiencing Alternative Perspectives and Aproaches, (pp. 3-22). Lexington, MA: Simon and Schuster.
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  • Conrad, C.F., & Scott, P.A. (1992). A Critique of Intensive Courses and an Agenda for Research. In John C. Smart (Eds.), Higher Education: Handbook of Theory and Research, (pp. 411-459). New York, New York: Agathon Press.
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  • Conrad, C.F., & Miller, S. (1992). Curriculum: Graduate. In Burton R. Clark & Guy Neave (Eds.), Encyclopedia of Higher Education, (pp. 1557-1566). New York, New York: Penguin.
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  • Conrad, C.F., & Haworth, J.G. (1992). Undergraduate Curriculum. In Marvin C. Alkin (Eds.), Encyclopedia of Educational Research, (pp. 1437-1444). New York, New York: Macmillan.
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  • Conrad, C.F., & Haworth, J.G. (1992). Conformity or Subversiveness: Alternative Approaches to Professional Master's Education in Regional Colleges and Universities. Metropolitan Universities. pp. 8-19.
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  • Conrad, C.F. (1991). Liberating Education in Modern Metropolitan Universities. Metropolitan Universities. 2, 21-30.
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  • Conrad, C.F., & Trani, E.P. (1990). Challenges Met, Challenges Facing the Modern University and Its Faculty. In Clyde Wingfield (Eds.), Faculty Responsibility in Conteporary Society, (pp. 1-25). Washington, D.C.: American Association of State Colleges and Universities.
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  • Conrad, C.F., & Haworth, J.G. (1990). Curricular Transformations: Traditional and Emerging Voices in the Academy. In Clifton F. Conrad and Jennifer G. Haworth (Eds.), Curriculum in Transition: Perspectives on the Undergraduate Experience, (pp. 3-19). Needham Heights, MA: Simon and Schuster.
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  • Conrad, C.F., & Eagan, D.J. (1990). Master's Degree Programs in American Higher Education. In John C. Smart (Eds.), Higher Education: Handbook of Theory and Research, (pp. 107-160). New York, New York: Agathon Press.
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  • Conrad, C.F., & Shrode, P.E. (1990). The Long Road: Desegregating Higher Education. Thought and Action. 6, 35-45.
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  • Conrad, C.F., & Eagan, D.J. (1989). Achieving Excellence: How Will We Know? In Carol H. Pazandak (Eds.), New Directions in Higher Education: Improving Undergraduate Education in Large Universities, (pp. 51-63). San Francisco, CA: Jossey-Bass.
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  • Conrad, C.F. Beyond the Folklore: A Strategy for Identifying Quality Undergraduate Colleges. Unpublished Manuscript, University of Wisconsin, Madison. pp. 7-15.
    Online Publication/Abstract
    Abstract: Examines folklore (conventional wisdom) about college quality and critiques five key myths that misguide prospective students in selecting a college. Suggests multiple criteria framework for assessing college quality.
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  • Conrad, C.F., Young, D.L., Blackburn, R.T., & Cameron, K.S. (1989). Leadership, Student Effort, and Departmental Program Quality: An Exploration of Quality Across Levels of Analysis. The Review of Higher Education. 12(3), 265-277.
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  • Conrad, C.F. (1989). Meditations on the Ideology of Inquiry in Higher Education: Exposition, Critique, and Conjecture. The Review of Higher Education. 12(3), 199-220.
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  • Conrad, C.F., & Eagan, D.J. (1989). The Prestige Game in American Higher Education. Thought and Action. 5, 5-16.
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  • Webster, D.S., Conrad, C.F., & Jensen, E.L. (1988). Objective and Reputational Rankings of Ph.D.-Granting Departments of Sociology, 1965-1982. Sociological Focus. pp. 177-198.
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  • Young, D.L., Blackburn, R.T., & Conrad, C.F. (1987). Research Note: Dimensions of Program Quality in Regional Universities. American Educational Research Journal. 24(2), 319-323.
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  • Conrad, C.F. (1987). Teaching Intellectual Skills and Attitudes-of-Mind: Reflections on a Course on College and University Curriculum. Teaching Education. 1, 54-59.
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  • Blackburn, R.T., & Conrad, C.F. (1986). New Revisionists and the History of U.S. Higher Education. Higher Education: Handbook of Theory and Research. 15, 211-230.
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  • Conrad, C.F., & Pratt, A.M. (1986). Research on Academic Programs: An Inquiry into an Emerging Field. In John C. Smart (Eds.), Higher Education: Handbook of Theory and Research, (pp. 235-273). New York, New York: Agathon Press.
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  • Webster, D.S., & Conrad, C.F. (1986). Using Faculty Research Performance for Academic Quality Rankings. In John Creswell (Eds.), Measuring Faculty Research Performance, New Directions in Institutional Research, (pp. 43-57).
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  • Conrad, C.F., & Blackburn, R.T. (1986). Current Views of Departmental Quality: An Empirical Examination. The Review of Higher Education. 9(3), 249-266.
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  • Conrad, C.F., & Leslie, L.L. (1986). Higher Education in the 1980s: Examining the Conventional Wisdom. College Board Review. 138, 12-17, 30-31.
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  • Conrad, C.F., & Blackburn, R.T. (1985). Program Quality in Higher Education: A Review and Critique of Literature and Research. Higher Education: Handbook of Theory and Research, (pp. 283-308). New York, New York: Agathon Press.
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  • Conrad, C.F., & Pratt, A.M. (1985). Designing for Quality. Journal of Higher Education. 56, 601-622.
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  • Conrad, C.F., & Blackburn, R.T. (1985). Correlates of Departmental Quality in Regional Colleges and Universities. American Educational Research Journal. 22(2), 279-295.
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  • Conrad, C.F., & Talbott, M. (1984). The Empirical Basis for Action. An Action Plan for Chicano Higher Education in Arizona. pp. 12-42.
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  • Conrad, C.F., & Wyer, J.C. (1984). Institutional Inbreeding Reexamined. American Educational Research Journal. 21(1), 213-225.
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  • Conrad, C.F., & Hammond, M.F. (1984). Enhancing Program Quality in Community Colleges. Community College Review. 11, 15-21.
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  • Conrad, C.F., & Wyer, J.C. (1984). Institutional Origin: Labor Market Signaling in Higher Education. The Review of Higher Education. 7(2), 95-109.
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  • Conrad, C.F. (1983). Enhancing Institutional and Program Quality. In Robert A. Wilson (Eds.), Survival in the 1980s: Quality, Mission, and Financing Options, (pp. 243-258). Tucson, Arizona: Center for the Study of Higher Education.
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  • Conrad, C.F., Leslie, L., Drachman, S.S., & Ramey, G.W. (1983). Factors Accounting for Variations Over Time in Voluntary Support for Colleges and Universities. Journal of Education Finance. pp. 213-225.
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  • Conrad, C.F., & Pratt, A.M. (1983). Making Decisions About the Curriculum: From Metaphor to Model. Journal of Higher Education. pp. 16-30.
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  • Conrad, C.F., & Wyer, J.C. (1982). Incest in Academe: The Case for Selective Inbreeding. Change. 14, 45-48.
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  • Conrad, C.F., & Hammond, M. (1982). Cooperative Approaches to Faculty Development. Community College Review. pp. 48-51.
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  • Conrad, C.F. (1982). Grounded Theory: An Alternative Approach to Research in Higher Education. Review of Higher Education. 5(4), 239-249.
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  • Conrad, C.F., & Wyer, J.C. (1982). Seven Trends in Liberal Learning. AGB Reports. 24, 10-14.
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  • Conrad, C.F., & Newcombe, J.P. (1981). A Theory of Mandated Academic Change. Journal of Higher Education. 52(6), 555-577.
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  • Conrad, C.F., & Pratt, A.M. (1981). Everyman's Undergraduate Curriculum: A Question fo Humanistic Context. LIberal Education. pp. 168-176.
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  • Conrad, C.F., & Pratt, A.M. (1981). Measure for Measure: Liberal Education and the Fine Arts, A Delicate Balance. The Review of Higher Education. 4(2), 47-58.
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  • Conrad, C.F. (1980). Initiating and Implementing Institutional Change. In The Project on General Education Models (Eds.), General Education: A Guide to Resources, (pp. 102-116). Washington, D.C.: Assocation of American Colleges and Universities.
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  • Conrad, C.F. A Grounded Theory of Academic Change. Unpublished Manuscript, University of Wisconsin, Madison. 51, 101-112.
  • Conrad, C.F., & Aitken, C.E. Improving Academic Advising through Computerization. Unpublished Manuscript, University of Wisconsin, Madison. 53, 115-123.
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  • Conrad, C.F. (1974). University Goals: An Operative Approach. Journal of Higher Education. 45, 504-516.
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Presentations

  • Conrad, C.F., Presenter & Author (2013). "Cultivating Inquiry-Driven Learners", Address at the conference on The University in the Twenty-First Century: Cultivating Inquiry-Driven Students, North-West University, South Africa.
  • Conrad, C.F., Nguyen, T., Gasman, M., Lundberg, T., & F.C. (2013). "Morehouse College: Promoting Black Male Success in STEM", Annual Meeting of the American Educational Research Association, St. Louis, Missouri.
  • Conrad, C.F., Lundberg, T., Gasman, M., Nguyen, T., & Commodore, F. (2013). "Redefining the Matriculation of Underprepared Students: The Case of Developmental Math at Chief Dull Knife College", Annual Meeting of the American Educational Research Association, St. Louis, Missouri.
  • Conrad, C.F., Presenter & Author, & Dunek, L.A., Presenter & Author (2013). "Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century", Annual Meeting of the Association of American Colleges and Universities, Association of American Colleges and Universities, Atlanta, Georgia.
  • Conrad, C.F., Discussant (2012). "Relationship Between Higher Education Programs and Workforce Needs?", 8th Annual Policy Summit, Midwestern Higher Education Council, Cincinnati, Ohio.
  • Conrad, C.F., Presenter & Author, & Dunek, L.A., Presenter & Author (2012). Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century", 19th International Confernece on Learning, The Institute of Education, University of London, London, England.
  • Conrad, C.F. (2011). Keynote Address: "Developing High-Quality Institutions and Programs", IIE Conference on Models and Trends in Contemporary Higher Education, Erbil, Iraq.
  • Conrad, C.F., Discussant (2010). Connecting to the Past to Build for the Future: Interrogating the History of ASHE, ASHE Annual Meeting, American Association for the Study of Higher Education, Louisville, KY.
  • Conrad, C.F., Discussant (2010). The Impact of Closing Public Historically Black Colleges and Universities on African American Student Access and Outcomes, AERA annual meeting, American Educational Research Association, Denver, CO.
  • Conrad, C.F., & Dunek, L. (2009). Cultivating Idea-Centric Writing in our Teaching of Writing, AERA annual meeting, American Educational Research Association, Vancouver, BC.
  • Matheny, C., & Conrad, C.F. (2009). Strategies for Advancing Change and Innovations in Two-Year Colleges, Conference on Re-Visioning Two-Year Colleges for the Twenty-First Century, Madison, WI.
  • Conrad, C.F. (2007). Whiteness and Studying Historically Black Colleges and Universities: Lessons from the Field, AERA annual meeting, American Educational Research Association, Chicago.

Departmental Service

  • Mentoring committee for Rachelle Winkle-Wagner
    Dates of Membership: 2012 - Pres.
  • Committee Chair.

  • Mentoring Committee for Professor Xueli Wang
    Dates of Membership: 2008 - Pres.
  • Faculty Mentor. Period of Service: 2008 - Pres.

  • Chair, Human Resources Committee
    Dates of Membership: Jan. 2007 - Jan. 2013
    Accomplishments: As Chair and Co-Chair of the Human Resources Committee, I have headed many searches over the last three years. With respect to my recent involvement, I spent about 190 hours in the fall of 2012 alone working with self and others in selecting, recruiting, and hosting potential faculty in higher education. Also as a member and chair of the Human Resources Committee I have submitted letters for numerous individuals for School of Education Awards and University Awards.
  • Committee Chair. Period of Service: 2007 - 2013
  • Committee Chair.

  • Human Resources Committee
    Dates of Membership: 2007 - 2012
  • Committee Chair.

  • Mentoring Committee for Professor Jerlando Jackson
    Dates of Membership: 2001 - 2007
  • Committee Member. Period of Service: 2001 - 2007

  • Mentoring Committee for Professor Colleen Capper
    Dates of Membership: 1999 - 2001
  • Committee Member. Period of Service: 1999 - 2001

  • Salary Committee
    Dates of Membership: 1996 - 2006
  • Committee Member. Period of Service: 1996 - 1998
  • Committee Member. Period of Service: 2002 - 2003
  • Committee Member. Period of Service: 2005 - 2006

  • Mentoring Committee for Professor Chris Golde
    Dates of Membership: 1996 - 1999
  • Committee Chair. Period of Service: 1996 - 1999

  • Mentoring Committee for Professor Cryss Bruner
    Dates of Membership: 1994 - 2000
  • Committee Member. Period of Service: 1994 - 2000

  • Personnel Committee
    Dates of Membership: 1992 - 1993
  • Committee Member. Period of Service: 1992 - 1993

  • Evaluation Committee for Professor Paul Bredeson
    Dates of Membership: 1991 - 1994
  • Committee Chair. Period of Service: 1991 - 1994

  • Higher and Post-Secondary Education Committee
    Dates of Membership: 1990 - 2005
  • Committee Chair. Period of Service: 1990 - 1998

  • Committee on Recruitment, Selection and Field Placement
    Dates of Membership: 1989 - 1990
  • Committee Member. Period of Service: 1989 - 1990

  • Admissions Committee
    Dates of Membership: 1988 - 1997
  • Committee Member. Period of Service: 1988 - 1990
  • Committee Member. Period of Service: 1993 - 1997

  • Student-Related Activities Committee
    Dates of Membership: 1988 - 1992
  • Committee Member. Period of Service: 1988 - 1992

  • Program Committee
    Dates of Membership: 1987 - 2007
  • Committee Member. Period of Service: 1987 - 1988
  • Committee Member. Period of Service: 1990 - 1991
  • Committee Member. Period of Service: 2001 - 2007
  • Committee Member. Period of Service: 2000 - 2007

School Service

  • Chair, Qualitative Research Minor Committee
    Dates of Membership: Jan. 2010 - Dec. 2012
  • Chair. Period of Service: Jan. 2010 - Jan. 2013

  • Honors and Awards Committee
    Dates of Membership: 2010 - 2011
  • Member. Period of Service: 2010 - 2011

  • Qualitative Methods Sub-Committee
    Dates of Membership: 2007 - 2009
  • Member. Period of Service: 2007 - 2009

  • Students of Color Subcommittee of the Equity and Diversity Committee
    Dates of Membership: 2007 - 2009
  • Member. Period of Service: 2007 - 2009

  • Equity Committee
    Dates of Membership: 1994 - 2008
  • Member. Period of Service: 1994 - 1996
  • Member. Period of Service: 2002 - 2008

  • Assessment Committee
    Dates of Membership: 1993 - 1995
  • Member. Period of Service: 1993 - 1995

  • Dean's Club Faculty Distinguished Achievement Awards Committee
    Dates of Membership: 1993 - 1994
  • Member. Period of Service: 1993 - 1994

  • Committeee on Graduate Assistant Policies and Procedures
    Dates of Membership: 1991 - 1993
  • Member. Period of Service: 1991 - 1993

Public Service

  • Committee on ASHE Elections, 2012
    Dates of Membership: 2012 - Pres.
  • Committee Member.

  • Association for the Study of Higher Education (ASHE)
    Dates of Membership: Jan. 2012 - Jan. 2014
    Accomplishments: Select Nominees for ASHE Elections.
  • Committee Member. Period of Service: Jan. 2012 - Feb. 2014

  • Consultant, Qatar University, 2012
    Dates of Membership: 2012 - 2012

  • Consultant to the Coalition for Equity and Excellence in Maryland Higher Education, Inc. (2010-2012)
    Dates of Membership: April 2011 - Jan. 2012

  • AERA Relating Research to Practice Award Committee, 2011
    Dates of Membership: 2011 - 2011
  • Committee Member.

  • Consultant to Insititute for International Education, Erbil (Kurdistan), Iraq, 2011
    Dates of Membership: 2011 - 2011
  • Consultant.

  • Consultant regarding desegregation in higher education in the State of Maryland, 2010-2011
    Dates of Membership: 2010 - 2012
  • consultant. Period of Service: 2010 - 2011

  • Research Advisory Board, Thurgood Marshall College Fund (TCMF), 2008-present
    Dates of Membership: 2008 - Pres.
    Accomplishments: The Thurgood Marshall Scholarship Fund, established in 1987, represents 47 public black colleges and universities in 22 states and has provided more than $80 million in scholarships to students at these schools. I was appointed in 2008 and have already reviewed a number of manuscripts for possible publication. The Advisory Board consists of 13 scholars.
  • Committee Member. Period of Service: 2008 - Pres.

  • Consultant to the U.S. Department of Education, Office for Civil Rights (OCR), regarding desegregation in higher education in the State of Oklahoma
    Dates of Membership: 2004 - 2004

  • Consultant to the U.S. Department of Education, Office for Civil Rights (OCR), regarding desegregation in higher education in the State of Maryland, 2000, 2005
    Dates of Membership: 2000 - 2005

  • American Educational Research Association, Membership Advisory Committee (Division J)
    Dates of Membership: 1997 - 2000
  • Committee Member.

  • MUCIA (Midwest Universities Consortium for International Activities) Ad Hoc Committee on Higher Education
    Dates of Membership: 1995 - Pres.

  • Association for the Study of Higher Education
    Dates of Membership: 1987 - 1988
  • Program Chair. Period of Service: 1987 - 1988

  • American Educational Research Journal
    Dates of Membership: 1985 - 1995
  • Reviewer, Grant Proposal.

  • Association for the Study of Higher Education
    Dates of Membership: 1984 - 1987
  • Advisory Board. Period of Service: 1987 - Pres.

  • Association for the Study of Higher Education
    Dates of Membership: 1983 - 1988
  • Program Chair. Period of Service: 1983 - 1988

  • Association for the Study of Higher Education
    Dates of Membership: 1981 - Pres.
  • Proposal Reviewer. Period of Service: 1981 - Pres.

  • Consultant to the U.S. Department of Education, Office for Civil Rights (OCR), regarding desegregation in higher education in the State of Oklahoma
  • Period of Service: 2010 - 2010

  • Research in Higher Education
  • Reviewer, Grant Proposal.

  • Review of Higher Education
  • Reviewer, Grant Proposal.

Public Service

  • Lawyer's Committee for Human Rights
    Dates of Membership: Jan. 2010 - Dec. 2012

  • Duke University, School of Law
    Accomplishments: Web Address: http://www.law.duke.edu/voices/usva#.

  • Office for Civil Rights, Oklahoma

Awards and Honors

  • Outstanding Teacher Award
    Organization: ELPA Graduate Students
    Purpose: Teaching
    Description: Teaching Award, Department of Educational Leadership and Policy Analysis: awarded by ELPA Graduate Students (Professor Conrad also was the first recipient of the award in 2007-2008).
    Date(s): 2010 - 2011
  • Outstanding Teacher Award
    Organization: ELPA Graduate Students
    Purpose: Teaching
    Description: Teaching Award, Department of Educational Leadership and Policy Analysis: awarded by ELPA Graduate Students (Professor Conrad was the first recipient of the award)
    Date(s): 2007 - 2008
  • President
    Organization: Association for the Study of Higher Education
    Scope: National
    Date(s): 1987 - 1988
  • Kappa Delta Pi
    Scope: National
  • Omicron Delta Kappa
    Scope: National
  • Pi Sigma Alpha
    Scope: National
  • Vilas Distinguished Achievement Professor Award
    Organization: UW-Madison
    Purpose: Service, University
    Scope: UW Madison
    Description: The Vilas Distinguished Achievement Professorships are named professorships that honor faculty who have multi-dimensional outstanding achievement - (the honor/award is given to individuals who have demonstrated exemplary scholarship along with a commitment to teaching and service)
    Date(s): 2012

Memberships

  • American Educational Research Association (AERA)
    Position Held: Membership Committee, Scope of Organization: National, Membership Period: 1997 - 2000
  • Association for the Study of Higher Education (ASHE)
    Position Held: Associate Editor, ASHE Reader on Foundations of American Higher Education, Scope of Organization: National, Membership Period: 1991 - 1997
  • Association for the Study of Higher Education (ASHE)
    Position Held: Co-Chair, Task Force on the Study of Higher Education in the 21st Century, Scope of Organization: National, Membership Period: 1990 - 1994
  • Association for the Study of Higher Education (ASHE)
    Position Held: Task Force on Ethnic Participation, Scope of Organization: National, Membership Period: 1988 - 1992
  • Association for the Study of Higher Education (ASHE)
    Position Held: Chair, Nominating Committee, Scope of Organization: National, Membership Period: 1988 - 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: Advisory Board, ASHE Reader on the History of Higher Education, Scope of Organization: National, Membership Period: 1988 - 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: Publications Committee, Scope of Organization: National, Membership Period: 1988 - 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: Executive Committee, Scope of Organization: National, Membership Period: 1987 - 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: Committee on Alternative Futures, Scope of Organization: National, Membership Period: 1987 - 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: President, Scope of Organization: National, Membership Period: 1987 - 1988
  • Association for the Study of Higher Education (ASHE)
    Position Held: Vice-President, Scope of Organization: National, Membership Period: 1986 - 1987
  • Association for the Study of Higher Education (ASHE)
    Position Held: Board of Directors, Scope of Organization: National, Membership Period: 1985 - 1989
  • American Educational Research Association (AERA)
    Position Held: Program Chair, Division J, Annual Meeting, Scope of Organization: National, Membership Period: 1985 - 1986
  • Association for the Study of Higher Education (ASHE)
    Position Held: Audit Committee, Scope of Organization: National, Membership Period: 1985 - 1986
  • Association for the Study of Higher Education (ASHE)
    Position Held: ASHE/ERIC Research Report Advisory Board, Scope of Organization: National, Membership Period: 1984 - 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: Division J Program Evaluation Committee, Scope of Organization: National, Membership Period: 1984 - 1986
  • Association for the Study of Higher Education (ASHE)
    Position Held: Committee on Curriculum, Instruction, and Learning, Scope of Organization: National, Membership Period: 1984 - 1986
  • American Educational Research Association (AERA)
    Position Held: Vice Chair for Academic Programs, Division J, Scope of Organization: National, Membership Period: 1984 - 1985
  • American Educational Research Association (AERA)
    Position Held: Division J Electronic Networking Committee, Scope of Organization: National, Membership Period: 1984 - 1985
  • American Association for Higher Education (AAHE)
    Position Held: Planning Committee, Southwest Regional Forum, Scope of Organization: National, Membership Period: 1982 - 1983
  • American Educational Research Association (AERA)
    Scope of Organization: National, Member Since: 1981
  • Association for the Study of Higher Education (ASHE)
    Scope of Organization: National, Member Since: 1981
  • American Educational Research Association (AERA)
    Position Held: Vice Chair for Academic Programs, Division J, Scope of Organization: National, Membership Period: 1981 - 1982
  • Association for the Study of Higher Education (ASHE)
    Position Held: Program Committee for Annual Meeting, Scope of Organization: National, Membership Period: 1981 - 1982
  • Association for the Study of Higher Education (1980-82) (ASHE)
    Position Held: Publications Committee, Scope of Organization: National, Membership Period: 1980 - 1982
  • Association for the Study of Higher Education (ASHE)
    Position Held: Chair, Dissertation of the Year Committee, Scope of Organization: National, Membership Ended: 1998
  • Association for the Study of Higher Education (ASHE)
    Position Held: Chair, Committee to Review Executive Director, Scope of Organization: National, Membership Ended: 1989
  • Association for the Study of Higher Education (ASHE)
    Position Held: Program Chair, Annual Meeting, Scope of Organization: National, Membership Ended: 1987
  • Association for the Study of Higher Education (ASHE)
    Position Held: Advisory Board, Joint Conference of the Association for the Study of Higher Education and Division J (Postsecondary Education) of the American Educational Research Association, Scope of Organization: National, Membership Ended: 1984
  • Association for the Study of Higher Education (ASHE)
    Position Held: Program Chair, Joint Conference of ASHE and Division J (Postsecondary Education) of the American Educational Research Association, Scope of Organization: National, Membership Ended: 1983
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