ethanporcaro/eric-fulltext-meta huggingface dataset:
FSSE 2014 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,College Freshmen,Student Surveys,College Seniors

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2014 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2014 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2013 Overview,&quot; see ED574434.]
FSSE 2015 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,College Seniors,College Freshmen,Student Surveys

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2015 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2015 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2014 Overview,&quot; see ED574435.]
FSSE 2016 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Practices,College Faculty,Learner Engagement,Teacher Expectations of Students,Teacher Attitudes,College Instruction,Teacher Researchers,Learning Experience,Institutional Characteristics,Comparative Analysis,School Surveys,Teacher Surveys,Teaching Methods,Teacher Responsibility,Undergraduate Study,Teacher Characteristics,National Surveys,College Freshmen,College Seniors,Student Surveys

The Faculty Survey of Student Engagement (FSSE) was designed to complement the National Survey of Student Engagement (NSSE), and is coordinated by the Indiana University Center for Postsecondary Research. FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and the kinds of learning experiences their institutions emphasize. FSSE results can be used to identify areas of institutional strength as well as aspects of the undergraduate experience that may warrant attention. The information is intended to be a catalyst for productive discussions related to teaching, learning, and the quality of students' educational experiences. This &quot;Overview&quot; provides some general information about the institutions and faculty members that participated in the 2016 administration of FSSE and highlights ways institutions can use their results. The &quot;Overview&quot; is divided into two sections. First, the characteristics of participating institutions and faculty members with U.S. profiles are compared and general information about overall response rates is provided. In the second section guidelines for using and interpreting FSSE 2016 results are provided and available resources for analyzing and presenting FSSE findings are highlighted [For &quot;FSSE 2015 Overview, see ED574436.]
Minnesota Needs Assessment: Research, Evaluation, Assessment, and Data Use in Schools
Author: University of Minnesota, Center for Applied Research and Educational Improvement (CAREI)
Date: 2016-02-00
Type: Reports - Research
Subjects: Educational Assessment,Needs Assessment,Information Utilization,Program Evaluation,Costs,Outcomes of Education,Academic Achievement,Achievement Gap,Barriers,Response to Intervention,Surveys,Decision Making,Educational Resources,Professional Development,Expertise,Guidance,Efficiency,Educational Improvement,Agency Role,Agency Cooperation,Interviews

Minnesotans value education. Education is the largest financial investment in the state budget, and those investments place Minnesota students among the top performers in the nation. Still, substantial gaps in opportunity and performance persist. The three purposes of the needs assessment were to: (1) Describe infrastructure, capacity, and costs of program evaluation and educational assessment; (2) Identify unmet needs; and (3) Evaluate how &quot;CAREI&quot; might contribute a solution. This report summarized the findings of our study. It also provides a brief summary of how the &quot;Center for Applied Research and Educational Improvement&quot; (CAREI) might be used to network and leverage personnel, expertise, and resources to solve pressing problems. &quot;CAREI&quot; can contribute to expand infrastructure and capacities that meet the needs of education in the state with a high return on investment. [This document was prepared by Senior Editors Theodore J. Christ and Kimberly Gibbons with data collection, analysis and reporting by Jane Fields and Beverly Dretzke.]
Big Data in Education: Balancing the Benefits of Educational Research and Student Privacy. A Workshop Summary
Author: National Academy of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Benefits,Educational Research,Privacy,Student Rights,Information Security,Statistical Data,Access to Information,Workshops,Risk Assessment,Shared Resources and Services,Educational Legislation,Parent Rights,Student Records,Childrens Rights,Educational Researchers,Partnerships in Education,Stakeholders

This is a critical time to understand the benefits and risks of educational research using large data sets. Massive quantities of educational data can now be stored, analyzed, and shared. State longitudinal data systems can track individual students from pre-K through college and work. Districts and schools keep detailed data on individual academic performance, behavior, and educational needs. Schools provide portals for parents to check student assignments and grades. Software developers and researchers collect data from applications used for instruction that include keystroke-level information about student decision making. The benefits of big data for educational research often arise when data sets are combined and merged. This summary report addresses a fundamental tension of how to reap the educational benefits that access to comprehensive &quot;big&quot; data provides while ensuring student privacy. In order to understand and improve teaching and learning, education data must be available to researchers, and the privacy of children and families must be protected. This report, based upon a workshop, reviewed the benefits of educational research using modern data systems, the risks to the privacy of families and children, and technical and political solutions for maximizing benefits and minimizing risks. In particular, the report recommends that the research community (1) adopt common terminology, (2) communicate the importance of educational research more effectively, (3) build strong partnerships and models to ensure the sharing of data, and (4) better educate researchers and universities on privacy issues. [The National Academy of Education (NAEd) held a two-day workshop on August 9-10, 2016, to address a fundamental tension faced by the education research community: how to balance the benefits of access to comprehensive (&quot;big&quot;) data with the potential risks to privacy. The NAEd website contains a commissioned background paper, summaries of each workshop panel, handouts and presentations, and video recordings. https://naeducation.org/workshop-on-big-data-in-education-balancing-research-needs-and-student-privacy/.]
Workforce Investments: State Strategies to Preserve Higher-Cost Career Education Programs in Community and Technical Colleges
Author: Shulock, Nancy
Date: 2013-08-00
Type: Reports - Research
Subjects: Community Colleges,Technical Education,Vocational Education,Associate Degrees,Certification,State Aid,Financial Support,Budgets,Resource Allocation,Access to Education,Costs,Public Colleges,Semi Structured Interviews,Professional Personnel,Labor Force Development,Tuition,Fees

In today's highly-skilled economy, rewarding career pathways are available to those who acquire technical skills by enrolling in certificate and associate degree programs in a community or technical college. Such programs are often more costly to offer than liberal arts and sciences programs that prepare students to transfer to four-year institutions to pursue bachelor's degrees, due to the need for smaller class sizes and specialized equipment and facilities. Many of the higher-cost career and technical education (CTE) programs are in fields and industry sectors that are important to economic growth in most states and regions, such as nursing, allied health, various engineering technologies, and alternative energy. Consequently, it can be challenging for colleges, and the states that fund them, to maintain these programs. When hard fiscal decisions result in diminished offerings of programs that are valuable to students and communities, no one is well-served. The California Community Colleges (CCC) are facing this problem now, particularly in the aftermath of several years of budget-cutting during the recession. College officials have had to stretch fewer dollars across their program offerings in order to try to meet enrollment targets. Since colleges receive one set dollar amount per full-time-equivalent student (FTES), there is a fiscal disincentive to maintain high-cost programs. There is much anecdotal evidence, and some empirical evidence, that CTE offerings have been disproportionately reduced in recent years. This is troubling to those who recognize the value of technical education to students, to regions, and to the California economy. This policy brief reports findings of a 20-state study of strategies that may help colleges provide students with access to valuable workforce-oriented programs despite some higher costs. It is intended to help education leaders and policymakers in California continue to work toward realizing the vast potential of the CTE mission of the college system to contribute to student success.
An Arts &amp; Science Degree: Defining Its Value in the Workplace. CERI Research Brief 5-2013
Author: Chan, Andy
Date: 2013-00-00
Type: Reports - Research
Subjects: Liberal Arts,Value Judgment,Academic Degrees,Success,Employment Qualifications,Employers,Job Skills,Career Development,Employer Attitudes,College Graduates,Surveys,Work Attitudes,Behavior,Job Search Methods,Expectation

Why do another study on the Arts and Sciences (A&amp;S) students (often referred to as liberal arts students) when the media, politicians, and many labor market pundits have been constantly devaluing their worth? When the value of education is under close scrutiny and parents are pushing their sons and daughters toward academic majors that lead to jobs that pay well, why do a study to aid their decision making when so many minds are apparently already made up? Much of the indecision among the A&amp;S is hampered by the traditional mindset of faculty and administrators who slow or delay moving A&amp;S degree programs toward more relevancy in today's economy. This paper supports a broader initiative led by Wake Forest University to (1) converse and rethink what success means for A&amp;S students so that they can confidently enter the workplace; (2) encourage employers to recall the attributes and skills they most desire in entry-level college graduates beyond just their academic focus; and (3) identify college-based career development programs and initiatives that can lead to success. Andy Chan and Phil Gardner sought input from a group of employers who actively seek A&amp;S students for their talent pool. Through their input the authors have drawn a profile of successful A&amp;S students who are either engaged in the recruiting process or who have started their careers. They also captured obstacles that employers believe A&amp;S students face in the recruiting process.
Framing Internships from an Employers' Perspective: Length, Number, and Relevancy. CERI Research Brief 6-2013
Author: Gardner, Phil
Date: 2013-00-00
Type: Reports - Research
Subjects: Internship Programs,Educational Objectives,Program Length,Work Experience,Minimum Competencies,Program Effectiveness,Educational Practices,Educational Strategies,Talent Development,School Surveys,College Programs

Over the past decade internships have become an essential talent management strategy for organizations big and small. The Collegiate Employment Research Institute (CERI) has tracked the role of internships, finding that internships have eclipsed on-­campus interviewing in bringing organizations to college campuses (http://www.ceri.msu.edu/wp-­-content/uploads/2010/01/Career-­-Fairs.pdf). To capture an overview of factors that shape an organization's internship program, a series of questions were included in Michigan State University's (MSU's) annual Recruiting Trends survey, conducted by CERI. The topics included purpose of internships in their organization, total length of pre-­professional experience expected, preferred length of an internship experience, and number of internships expected, for example. Nearly 2000 employer representatives completed these questions. This brief highlights the results of the survey.
Diversity Recruiting: Overview of Practices and Benchmarks. CERI Research Brief 4-2013
Author: Gardner, Phil
Date: 2013-08-00
Type: Reports - Research
Subjects: Benchmarking,Student Diversity,Student Employment,Organizational Culture,Administrative Principles,Definitions,Cost Effectiveness,Organizational Objectives,Program Effectiveness,Program Evaluation,College Programs,Employment Programs,Employment Practices,Employer Attitudes

Little information exists on the basic elements of diversity recruiting on college campuses. A set of questions was developed for the Collegiate Employment Research Institute's (CERI's) annual college hiring survey that attempted to capture the current practices and benchmarks being employed by organizations in their diversity recruiting programs. This report begins by examining how organizations define diversity. In the other sections, topics cover the degree to which diversity recruiting is integrated into college relations/recruiting programs; the relationship of diversity hiring goals to total annual hiring targets; and benchmarks for measuring the success of diversity recruiting.
Roles for County Offices of Education to Support College and Career Readiness: Bridging California's Vision with Local Implementation Needs. Policy Brief
Author: Lewis, Jodi
Date: 2017-00-00
Type: Reports - Research
Subjects: Counties,County School Districts,Public Agencies,College Readiness,Career Readiness,Program Implementation,Capacity Building,Professional Development,Common Core State Standards,Labor Force Development,Elementary Secondary Education,Higher Education,Interviews

This brief focuses on the potential role of County Offices of Education (COEs) in bridging the state's vision for college and career readiness with the implementation needs of local districts and schools. After summarizing the work of 10 COEs that are known for supporting districts in increasing college and career readiness, the brief raises questions and outlines concerns in this area for COEs across the state.
African Americans: College Majors and Earnings. Fact Sheet
Author: Carnevale, Anthony P.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: African American Students,College Students,Majors (Students),Income,Education Work Relationship,Outcomes of Education,Disproportionate Representation,Employment Potential,Salaries,Academic Degrees,Incidence

Access to college for African Americans has increased, but African Americans are highly concentrated in lower-paying majors. The college major, which has critical economic consequences throughout life, reflects personal choices but also reflects the fact that African-American students are concentrated in open-access four-year institutions that limited choices of majors offered. African Americans represent 12 percent of the US population, but are underrepresented in the number of degree holders in college majors associated with the fastest-growing, highest-paying occupations - STEM, health, and business. African Americans account for only 8 percent of general engineering majors, 7 percent of mathematics majors, and only 5 percent of computer engineering majors. They are similarly under-represented in business: only 7 percent of finance and marketing majors are African-American. In health majors, they account for 10 percent but are clustered in the lowest-earning detailed major: 21 percent are in health and medical administrative services, compared to only 6 percent in the higher-earning detailed major of pharmacy, pharmaceutical sciences, and administration. African Americans are also highly represented in majors associated with serving the community, which tend to be low-earning - human services and community organization (20%) and social work (19%). Since 2009, there has not been significant change in the proportion of African Americans across majors. One of the most significant changes occurred within the architecture and engineering major group. The percentage of African Americans with industrial and manufacturing engineering or miscellaneous engineering technologies majors decreased by 4 percentage points and 3 percentage points, respectively. Also, the proportion of African Americans in majors where they were already highly concentrated saw a slight increase: social work and health and medical administrative services both increased by 3 percentage points. This report analyzed 137 detailed majors among African Americans and found that: (1) African Americans only account for 8 percent of general engineering majors, 7 percent of mathematics majors, and 5 percent of computer majors; (2) Law and public policy is the top major group for African Americans with a Bachelor's degree; (3) The highest concentrated detailed major among African Americans is in health and medical administration; and (4) The second lowest-paying major among African American is in human services and community organization with median earnings at $39,000.
Changing the Course of Family Literacy. Policy Paper
Author: Clymer, Carol
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Family Literacy,Literacy Education,Family Programs,Partnerships in Education,Low Income,Employment Potential,Educational Attainment,Financial Support,Educational History,Educational Legislation,Elementary Secondary Education,Federal Legislation,Labor Force Development,Labor Legislation,Educational Philosophy,Educational Change,State Programs,Program Implementation,Barriers,State Aid,Poverty,Accountability,Program Descriptions

&quot;Changing the Course of Family Literacy&quot; re-examines the importance and value of family literacy programming and offers several policy recommendations to focus attention on the four-component model used in Even Start. This paper explores the current status of Family literacy and, after gathering information from 47 states, found that 11 states and the District of Columbia funded family literacy programs in 2015-16. These states and local programs have fostered partnerships and braided funding to preserve and support family literacy programs and services. This paper poses a rationale and recommendations to support family literacy programs as an essential strategy for assisting low-income families in improving their education and employment prospects.
Strong at the Broken Places: The Resiliency of Low-Income Parents. Policy Report
Author: Wilson-Simmons, Renée
Date: 2017-04-00
Type: Reports - Research
Subjects: Parents,Low Income Groups,Resilience (Psychology),Child Rearing,Poverty,Parenting Styles,Child Behavior,Interpersonal Competence,Social Development,Emotional Development,Databases,Individual Characteristics,Well Being,Questionnaires,Self Concept Measures,Attachment Behavior,Mothers,Parent Participation,Childhood Attitudes,Gender Differences,Public Policy,Family Programs

Despite the multitude of obstacles that low-income parents face, many of them succeed in helping their children flourish. They raise children who possess the social-emotional competence needed to develop and keep friendships; establish good relationships with parents, teachers, and other adults; and experience a range of achievements that contribute to their self-confidence, self-esteem, and self-efficacy. What can we learn about these resilient parents that can be shared with other parents who could benefit from such information, as well as with those who are committed to supporting parents' efforts to nurture their children? What types of policies and programs have been shown to promote parents' resiliency and, in turn, their children's? This policy report provides some of the answers to these questions.