ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Universities Join Cross-Sector Social Partnerships: Theory and Evidence
Author: Siegel, David J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Problems,Educational Change,Business Administration Education,Partnerships in Education,Colleges,College Role,Disproportionate Representation,Careers,Theory Practice Relationship,College Faculty,College Students,Minority Group Students,Interviews,Institutional Cooperation,Higher Education,Organizations (Groups),Leadership,Leadership Training,Social Networks,Universities,Educational Cooperation

Cross-sector partnerships are an increasingly popular mode of organizing to address intractable social problems, yet theory and research have virtually ignored university involvement in such activity. This article attempts to ascertain the reasons universities join networks of other social actors to support a common cause. Theories on the formation of interorganizational relationships have tended to emphasize efficiency, resource dependence, legitimacy, leverage, and mutuality as central motivators or concerns. These only partially describe motivations for cross-sector social partnerships, however, which often focus on the issue or problem itself as an organizing principle. Evidence from an empirical study of the LEAD (Leadership Education and Development) Program in Business, a pipeline development initiative to introduce underrepresented students to business education and careers in business, supports this problem domain-based view of cross-sector social partnering. Implications for theory and practice are discussed. (Contains 1 endnote.)
Loose Lug Nuts, Lobbed Beer Bottles, and Buckets of Crawdads: Reflecting on Questions of Race and Class Uncovered through Cross-Cultural Transdisciplinary Action-Research Partnerships
Author: Thering, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Vignettes,Racial Factors,Social Class,Action Research,Interdisciplinary Approach,Outreach Programs,School Community Relationship,American Indians,Racial Bias,Social Bias,Consciousness Raising,Colleges

This essay is a compilation of vignettes and reflections that illustrate the author's ongoing journey from a vague detached historical awareness to a more nuanced understanding of the multiple and intersecting dimensions of race and class. The vignettes flash forward and back, recalling events that took place over years of coordinating transdisciplinary action-research partnerships. The conclusion includes reflections with implications for university outreach.
Who's Afraid of Politics? On the Need to Teach Political Engagement
Author: Bloch-Schulman, Stephen
Date: 2010-00-00
Type: Journal Articles
Subjects: Democracy,Elections,Service Learning,Participative Decision Making,Higher Education,College Faculty,College Students,Citizen Participation,Teacher Responsibility,Student Participation,Politics

Political disengagement in higher education is at a crisis point. Despite increased community involvement by students--due in large part to the service-learning movement and to the small but hopeful upsurge in the elections of 2008--there remains a disconnect between young citizens and the political world, leaving them outside the collective decision making that affects their own lives. Students have been taught well to largely abdicate public decisions to presumed experts, organizations, and government officials. In this article, we examine why faculty avoid teaching for political engagement and how this came to be the norm. We urge college-level professors to accept the responsibility to engage students in political matters to showcase the necessary relationships among citizens required for a strong democracy. We conclude with a brief discussion of, and student responses to, programs of study that successfully blend traditional academic instruction with engagement in current political struggles. (Contains 4 endnotes.)
Collecting Data to Inform Decision Making and Action: The University of Vermont's Faculty Community Engagement Tool
Author: Westdijk, Kate
Date: 2010-00-00
Type: Journal Articles
Subjects: Outreach Programs,Decision Making,Data,Data Collection,Management Information Systems,School Community Programs,Community Involvement,Evaluation Methods,Evaluation Research,Mail Surveys,Case Studies,Replication (Evaluation),Departments,Research Universities

Evaluative instruments designed to assess a university's or college's institutionalization of service-learning practices have been devised and widely utilized. These instruments often come with assumptions about aligning data with decision making. To date, attempts to document community engagement practices within a department or an entire school/college within a comprehensive university are lacking in the literature. This article addresses that gap by presenting an approach that inventories faculty community engagement activities at the levels of a school and a department within a major research university. It also highlights the potential application of the results of this process for the decision-making of several audiences, ranging from institutional leaders seeking to strengthen outreach efforts to outreach staff looking to improve their programming. (Contains 5 figures, 3 tables and 2 endnotes.)
Community Organizing Practices in Academia: A Model, and Stories of Partnerships
Author: Avila, Maria
Date: 2010-00-00
Type: Journal Articles
Subjects: Community Organizations,College Faculty,Models,Personal Narratives,Citizenship Education,Citizen Participation,School Community Relationship,Partnerships in Education,Program Descriptions,College Environment,Community Action,Change Strategies,Social Change,Service Learning

This article describes a model of civic engagement based on four key community organizing practices, created at Occidental College and implemented since 2001. The foundations of this model do not include confrontation, mass mobilization, or demonstrations--tactics commonly associated with the term community organizing. This model, instead, utilizes community organizing practices that can help bring about long-term social and cultural transformation through a slow, reciprocal, relational process. The model was created in response to an issue the author has encountered throughout nine years working within the academy: the lack of reciprocity of interest, skills, and resources in creating long-term partnerships between academia and communities. The narrative format of the article includes stories from a faculty member and a community partner who have played roles in building this model. (Contains 4 endnotes.) [&quot;Community Organizing Practices in Academia: A Model, and Stories of Partnerships&quot; was written with contributions from Alan Knoerr, Nik Orlando, and Celestina Castillo.]
Civic Professionalism
Author: Boyte, Harry C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Democratic Values,Democracy,College Role,Role of Education,Community Organizations,Cultural Influences,Individualism,Civics,United States History,Minority Groups

The authors assert that higher education has a significant role to play in the reinvigoration of American democracy, and that narrow specialization of academic interests, technocratic practices and assumptions, and privatizing values throughout colleges and universities limit the ability of higher education to play this role. These dynamics also thwart our institutions' capacities to interact in fluid and respectful ways with citizens and civic institutions outside higher education in generating the knowledge needed in a flourishing democratic society. The authors use examples of public work and community organizing in higher education institutions to demonstrate the possibilities for wide civic and democratic changes. (Contains 1 endnote.)
Opportunity and Purpose: Outreach's Changing Mission
Author: Gee, E. Gordon
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Universities,Outreach Programs,Goal Orientation,Land Grant Universities,Public Colleges,School Community Relationship,Partnerships in Education,Community Needs

This article presents remarks by E. Gordon Gee, the president of the Ohio State University, at the 10th annual National Outreach Scholarship Conference. He talks about his realization that the time had come for higher education institutions to reinvigorate and expand their commitment to communities. Upon returning to Ohio State, he thought hard about first principles, about their land-grant institutions' founding ideals, and about this nation's particular moment in time. The sum of the equation was this: America's public universities, and particularly its land-grant institutions, must reach out as never before to fully understand the needs in their communities and to fully address them--as partners, together. Gee emphasizes the issues that institutions face today as they engage their larger communities and the efforts to work in partnership to resolve them. He concludes that like him, people in the academe have much to do--in their own institutions and in collaboration with one another. They must be mindful always of the sacred trust that is theirs to nurture and to pass along to those who will follow them on this earth. That, finally, is their common obligation and their common purpose. (Contains 1 endnote.)
A Time of Opportunity: Energy, Extension, and Economic Development
Author: Franklin, Nancy
Date: 2010-00-00
Type: Journal Articles
Subjects: Economic Development,Extension Education,National Security,Energy,Climate,Energy Management,Innovation,Economic Climate,Stakeholders,Higher Education,Universities,Partnerships in Education,Economics,Federal Legislation

If adversity brings opportunity, great opportunity may now be on the doorstep. The dual forces of an economy transitioning from an industrial focus to an innovation imperative, and a global financial downturn of massive proportions are leaving families, organizations,and communities scrambling for relief, solutions, and hope. Meanwhile, a long-time community presence, Cooperative Extension, is finding itself increasingly marginalized as its agricultural roots and stakeholders constitute a diminishing influence within the university, the economy, and the political landscape. In the midst of this pressure for communities and Extension organizations to reinvent themselves, concerns about global warming, national security, and rising energy prices are pushing energy issues to center stage. The emergent possibility is for Cooperative Extension to play a catalytic economic development role in communities interested in taking advantage of energy opportunities by leveraging its ubiquitous community presence, and linking communities to the extensive energy expertise of universities.
Engaged Research in a University Setting: Results and Reflections on Three Decades of a Partnership to Improve Juvenile Justice
Author: Davidson, William S., II
Date: 2010-00-00
Type: Journal Articles
Subjects: Control Groups,Undergraduate Students,Social Problems,Mentors,Intervention,Delinquency,Scientific Methodology,Cooperation,Juvenile Justice,Educational Experience,Partnerships in Education,Program Effectiveness,Program Evaluation,Best Practices,School Community Relationship,Longitudinal Studies,Models,Recidivism,Educational Innovation,Research Projects,Program Descriptions,Student Participation

Michigan State University's Adolescent Project (MSUAP) was founded in the mid-1970s to create university-community collaboration through which innovative educational experiences would be offered, best practice intervention practices employed, and sound scientific methodology used to address the pressing social issue of juvenile delinquency. The project sought to create a more effective alternative to the juvenile justice system through the use of highly trained and supervised mentors (MSU undergraduate students); to scientifically examine the efficacy of this mentoring program, the relative efficacy of multiple intervention models, and the impact of the project on students, the university, and the local community; and, contingent upon success, to create a long-term collaboration between MSU and the local community. Through a series of longitudinal field experiments the project has demonstrated that youth who participated engaged in repeat offenses at significantly lower rates than those youth randomly assigned to a control group. (Contains 4 tables.)
The Northern Appalachia Cancer Network: Changing Cancer Research, Changing People's Lives
Author: Lengerich, Eugene J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Participatory Research,Prevention,Cancer,Access to Health Care,Oncology,School Community Relationship,Partnerships in Education,Health Services,Intervention,Social Networks,College Faculty,College Students

The Northern Appalachia Cancer Network (NACN) is a community-academic partnership to develop, implement, and evaluate evidence-based interventions intended to reduce the burden of cancer in Appalachian Pennsylvania and New York. The NACN began in 1992 as a loose network of community coalitions intended to implement local programs for cancer awareness and education. Located in an area characterized by high cancer rates and limited access to health care, the NACN has developed into a foundation for community-based participatory research in cancer prevention and control. The NACN has changed the approach to cancer research and training at Penn State: investigators test new strategies and students hone skills in bringing important cancer-related care to people where they live, work, and receive health care. The NACN, an example of engaged scholarship, is one of the longest-running and most successful community-academic partnerships for cancer prevention and control in the United States. (Contains 2 figures.)
Measuring Success in Outreach and Engagement: Arizona State University and the American Dream Academy
Author: Perilla, Alejandro
Date: 2010-00-00
Type: Journal Articles
Subjects: Democratic Values,School Personnel,Higher Education,Citizen Participation,College Role,Outreach Programs,Program Evaluation,Educational Objectives,Institutional Mission,Educational Attitudes,School Community Relationship,Best Practices,Social Networks,Database Management Systems

Arizona State University (ASU) has become a foundational model for the New American University; committed to excellence, access and impact in everything it does. ASU's faculty and staff members measure themselves by those they include, not by those they exclude; pursue research that contributes to the public good; and assume major responsibility for the economic, social and cultural vitality of the community that surrounds them. (Contains 3 figures.)
The Archway Partnership: A Higher Education Outreach Platform for Community Engagement
Author: Garber, Mel
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Pilot Projects,College Faculty,College Students,Outreach Programs,Citizen Participation,Program Implementation,School Community Relationship,Partnerships in Education

The Archway Partnership began as a University of Georgia pilot project and subsequently expanded to a statewide outreach platform for higher education. It has enhanced the university's understanding of reciprocity and sharing through community-university partnerships. The Archway Partnership is a community-driven process that changes the structure of traditional university-community interaction, with the institution responding to issues at the local level as it seeks the involvement and feedback of the community. Local ownership and commitment to the Archway Partnership process allows flexibility at the community level while providing sufficient structure. Faculty members and students from across the institution gain meaningful partners for learning and research. Through the Archway Partnership outreach platform, the university and communities form a partnership of equals, driven from the ground up in an approach that is grassroots in its conception and implementation. (Contains 1 figure.)
High School Students' Perceptions of Local, National, and Institutional Scholarships
Author: Perna, Laura W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Attitudes,Scholarships,High School Students,Case Studies,Student Motivation,Information Sources,Educational Strategies,Educational Policy,College Attendance

This study uses data from 15 descriptive case studies to explore high school students' perceptions of scholarships and the forces that contribute to these perceptions. The findings describe six themes that emerged from the data analyses: (a) awareness of scholarships; (b) perceptions of institutional scholarships; (c) motivations for pursuing scholarships; (d) barriers to pursuing scholarships; (e) sources of information about scholarships; and (f) potential strategies for encouraging more students to pursue scholarships. The article concludes by identifying implications for policy, practice, and future research.
Effect of Financial Aid Processing Policies on Student Enrollment, Retention and Success
Author: MacCallum, Mike
Date: 2008-00-00
Type: Journal Articles
Subjects: Community Colleges,Student Financial Aid,Enrollment,School Policy,Enrollment Trends,Academic Persistence,Academic Achievement,Grants,Majors (Students),Racial Differences,Loan Repayment,Barriers,African American Students,American Indians,Asian American Students,White Students,Hispanic American Students

The results of a comprehensive survey of the California community college financial aid offices and data from the California Community Colleges Chancellor's Office provide insight into how financial aid office characteristics and financial aid policies and procedures affect the enrollment, retention, and success of financial aid students at the California community colleges. This article describes the condition of the financial aid offices at the California community colleges in 2001-2002, and discusses implications for policy action at both the local and state level. (Contains 5 tables and 1 figure.)
Degree Attainment of Undergraduate Student Borrowers in Four-Year Institutions: A Multilevel Analysis
Author: Li, Dai
Date: 2008-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Financial Aid,Grants,School Holding Power,Educational Attainment,Academic Degrees,Academic Persistence,Models,Statistical Analysis,Higher Education,Longitudinal Studies,Time to Degree,Student Characteristics

Recent research on loan effects on student borrowers has focused on pre-college and post college behavior, neglecting the loan effects during the within-college period. This study integrated the student retention models and financial nexus model to investigate the effects of different kinds of financial aid on degree attainment of undergraduates in 4-year institutions. The author employed multilevel analysis to examine the effects of loans and grants in within-institution, between-institutions, and comprehensive models, and found that grants were a better financial means than loans in assisting students to receive a degree. (Contains 3 tables and 1 figure.)
Higher Education Financial Assistance Tools for Middle- and Upper-Income Taxpayers
Author: Condon, James V.
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Student Financial Aid,College Students,Family Income,Middle Class,Socioeconomic Status,Advantaged,Tuition,Money Management,Paying for College,Investment,Taxes,Scholarships,Tax Credits,Lifelong Learning,Employees,Student Loan Programs

This article describes higher education financial assistance tools designed mainly for students of middle- and upper-income families who may not be eligible for financial aid from other sources. It includes the 2007 legislative updates for these tools, all of which have been devised and offered by either state or federal governments. The authors discuss the advantages and disadvantages of each tool and offer planning suggestions for families, students, and others who may participate in the higher education financial planning process. (Contains 1 table.)
The Impact of Financial Aid on Postsecondary Persistence: A Review of the Literature
Author: Haynes, R. Michael
Date: 2008-00-00
Type: Information Analyses
Subjects: Intervention,Academic Persistence,Student Financial Aid,Access to Education,Enrollment,Literature Reviews,Tuition,Paying for College,National Surveys

This article identifies the conundrum that exists between removing financial access barriers to college and the student recipients' inability to sustain reenrollment. After reviewing the findings of 7 research studies related to the impact of financial aid on persistence, the article concludes with a discussion of possible intervention strategies to employ in conjunction with financial aid packages.
The Impact of Florida's Bright Futures Scholarship Program on High School Performance and College Enrollment
Author: Harkreader, Steve
Date: 2008-00-00
Type: Journal Articles
Subjects: High Schools,Course Selection (Students),College Attendance,Scholarships,Minority Groups,Merit Scholarships,State Programs,Grades (Scholastic),Enrollment,Program Effectiveness,College Preparation,Low Income Groups,At Risk Students,Racial Differences,Gender Differences,Limited English Speaking,Grade Point Average,Scores,College Entrance Examinations

Florida's Bright Futures program is one of the nation's largest merit-based scholarship initiatives. This study used high school transcript and college enrollment data to examine the program's impact on high school course-taking patterns, school grades, college entrance exam scores, and rates of college attendance over time. The study indicates that the program has contributed to educational improvements by encouraging high school students to take academically challenging courses and attend college in the state, with low-income and minority students showing the largest improvements. (Contains 6 tables.)
What Determines the Amount Students Borrow? Revisiting the Crisis-Convenience Debate
Author: Hart, Natala K.
Date: 2008-00-00
Type: Journal Articles
Subjects: Scholarships,Paying for College,Student Loan Programs,Credit (Finance),Financial Needs,Student Costs,Attribution Theory,Student Needs,College Freshmen,Family Income,Parent Financial Contribution,Predictor Variables,Social Class

Recent studies have questioned the wisdom in blaming college costs for the escalation of student loans. It would appear that less affluent students borrow large amounts because inexpensive subsidized loans are available. This study attempted to verify the claim, estimating a model of the amount of loan received by students as a function of net total costs after grants, scholarships, and tuition discounts, and of the availability of subsidized loans. Results showed large effects of net cost, especially for poor students, who used low interest subsidized loans to replace more expensive loans. In contrast, middle-income students increased borrowing in response to increased availability of subsidized loans, although such responses were small relative to the impact of net costs. (Contains 4 tables and 7 figures.)