ACE and Higher Education: Shaping the Landscape of Postsecondary Learning

The American Council on Education (ACE), a prominent higher education association established in 1918, stands as a pivotal force in shaping the landscape of postsecondary learning in the United States. With a rich history spanning over a century, ACE has consistently played a central role in federal policy debates, advocating for institutions and students alike. Through its diverse membership, encompassing nearly 1,600 colleges and universities, related associations, and other organizations both domestically and abroad, ACE mobilizes the higher education community to address contemporary challenges and cultivate effective public policy.

A Historical Overview of ACE's Impact

From its inception as the Emergency Council on Education in 1918, formed by representatives from 14 higher education associations in Washington, D.C., ACE has evolved to address the changing needs of the sector. After World War I, ACE redirected its focus to peacetime roles, spearheading a standardized evaluation and accreditation system for institutions of higher learning.

Early Initiatives:

1920s: ACE established the Committee on the Training of Women for Professional Service, advocating for the advancement of women in the workplace.
1927: ACE pioneered standardized measures of achievement through psychological exams for high school students and college freshmen.
1940s: During World War II, ACE developed the General Educational Development (GED) test to measure service members' proficiency and the Military Evaluations Program to award college credit for military training.

Post-War and Civil Rights Era:

1946: ACE supported the creation and passage of Senator J. William Fulbright's bill, fostering educational exchange programs to promote democracy.
1950s-1960s: ACE addressed issues related to women's higher education and equality of educational opportunity, establishing the Commission on the Education of Women (CEW) and the Office of Urban Affairs.
1970s: ACE helped define higher education's response to Section 504 of the Rehabilitation Act of 1973, prohibiting discrimination against individuals with disabilities.

Modern Initiatives:

1980s-2000s: ACE launched programs like the National Identification Program for the Advancement of Women in Higher Education (ACE/NIP) and the National Center for Academic Achievement and Transfer (NCAAT).
Post-9/11: ACE assisted in drafting the Post-9/11 Veterans Educational Assistance Act of 2008 and provided academic support to severely injured service members through the SIMV program.
Recent Years: ACE has focused on college affordability through initiatives like KnowHow2GO and the American College Application Campaign.

ACE's Role in Shaping Public Policy

ACE actively engages in advocacy efforts to shape effective public policy, consistently remaining at the center of federal policy debates concerning higher education. As a convener of higher education associations and agencies, ACE enables its community to speak with one voice on issues affecting institutions and students.

Amicus Curiae Briefs:

ACE has filed numerous amicus curiae briefs over the years, including cases before the Supreme Court such as:

Grutter v. Bollinger (University of Michigan admissions case)
Fisher v. University of Texas at Austin
Students for Fair Admissions (SFFA) v. Harvard and SFFA v. University of North Carolina

Task Force on Federal Regulation of Higher Education:

ACE provided staff support for the Task Force on Federal Regulation of Higher Education, collaborating with senators to address regulatory challenges.

ACE's Commitment to Access and Success

ACE demonstrates its commitment to postsecondary access and success through various services, including the evaluation of corporate and military training experiences. This ensures that all quality learning is connected and counted, providing individuals with opportunities to receive college credit for their prior learning. For example, students may receive college credit after completing the requirements for earning some Microsoft Certifications, as ACE has reviewed and established credit recommendations for several Microsoft Certification exams.

ACE Credit Recommendations:

ACE has reviewed and established credit recommendations for select Microsoft Certifications.
Many colleges and universities accept ACE credit recommendations as transfer credit.
To request credit, individuals should send a verifiable link to their official Microsoft transcript.

ACE Membership: Joining a Community of Leaders

Becoming an ACE member provides access to the nation's largest higher education community. ACE offers member value through high-impact professional learning and strategic capacity-building activities aimed at transforming the sector, its institutions, and leadership. ACE also convenes and mobilizes the community to enhance institutional performance and the collective impact of the postsecondary sector.

Benefits of Membership:

Access to a diverse network of nearly 1,600 colleges and universities.
Opportunities to engage in advocacy efforts that shape public policy.
Professional learning and strategic capacity-building activities.
Access to research and insights on higher education trends and challenges.

The GED Testing Service: Opening Doors to Education

GED Testing Service is a joint venture of ACE and Pearson, offering the GED® test, which has opened doors to better jobs and college programs for more than 18 million graduates since 1942. The GED® test provides individuals who did not complete high school with a means to demonstrate their proficiency in science, mathematics, social studies, reading, and writing, enabling them to pursue further education and employment opportunities.

ACE's Vision for the Future of Higher Education

ACE envisions a future where higher education is a right available to all Americans, recognizing its importance to the national interest. ACE continues to make an impact by defending the value and integrity of higher education and advocating on behalf of the nation's colleges and universities. By supporting ACE, individuals and organizations can contribute to building an inclusive, dynamic, and resilient higher education sector.

Key Priorities:

Advocating for policies that promote access, affordability, and student success.
Cultivating a more diverse institutional leadership pipeline.
Forming partnerships to address the complex challenges facing today's learners.
Deepening the public's confidence in postsecondary education.

Understanding Faculty Models in Higher Education

In higher education, a faculty model is the framework colleges and universities use to structure, assign, and support their faculty. It outlines the various roles, such as full-time, part-time, adjunct, and tenure-track, and defines expectations for teaching, research, service, and student engagement. Institutions adopt different faculty models based on their mission, size, funding, and student needs.

Read also: Key Trends in Education

Types of Faculty Roles:

Tenure-track professors: Balance teaching, research, and service to earn tenure.
Lecturers (or teaching professors): Focus on instruction, often with minimal research duties.
Visiting professors or research faculty: Contribute specialized expertise temporarily.
Professors of practice: Bring real-world experience into the classroom.

Full-time vs. Part-time Faculty:

Full-time faculty: Have ongoing appointments, advise students, serve on committees, and receive benefits.
Part-time faculty (adjuncts): Teach on a course-by-course basis, paid per course, and typically do not receive benefits.

Tenure:

Tenure is an indefinite academic appointment earned after demonstrating excellence during a probationary period. It provides job security and protection of academic freedom. Not all institutions offer tenure, with some moving towards contingent faculty appointments or performance-based employment models.

Governance and Decision-Making:

Shared governance is a collaborative decision-making process where faculty and academic leaders work together to shape academic policies and priorities. Faculty contribute through committees, task forces, or senates.

Traditional Faculty Hierarchy:

Adjunct faculty: Teach on a course-by-course basis.
Lecturers: Full-time, focus on teaching.
Assistant professors: Tenure-track, evaluated on teaching, research, and service.
Associate professors: Usually earn tenure and take on greater responsibilities.
Full professors: Senior faculty recognized for leadership and sustained contributions.
Professors of practice: Focus on instruction and applied knowledge.
Distinguished or Endowed Chairs: Recognized for exceptional achievements.

ACE as an Example of a Faculty Model

American College of Education (ACE) provides a helpful example of a faculty model tailored to a specific institutional context - a fully online, teaching-focused college. ACE follows a structured system with clearly defined faculty roles that prioritize teaching and student engagement.

Key Faculty Roles at ACE:

Adjunct faculty: Teach individual courses and focus primarily on student support within the course.
Core faculty: Full-time, serve as academic leaders, providing mentoring, program oversight, and instruction.
Instructional faculty: Full-time, focus exclusively on teaching.
Academic coordinators: Provide program-level leadership, support faculty development, supervise students, and teach courses.
Administrative faculty: Includes assistant provosts, department chairs, and directors who oversee curriculum planning and manage administrative operations.

The Future of Faculty Models

The landscape of higher ed faculty models continues to evolve. One clear trend is the growing reliance on adjunct and other contingent faculty. Online programs often recruit adjunct faculty from around the country to teach specialized courses on demand. Other models, such as teaching-only or research-only faculty roles, are emerging.

ACE anticipates continued growth in its use of adjunct faculty while remaining committed to maintaining a strong core of full-time faculty. Although ACE does not offer tenure, it compensates with performance-based advancement paths and professional development to retain faculty.

There is no one-size-fits-all faculty model, but rather a diversification of models. Each institution will continue to refine the mix of faculty roles that best align with its mission. Across all models, the keys to success are flexibility, transparency, and intentional design.

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