ethanporcaro/eric-fulltext-meta huggingface dataset:
University Research: Understanding Its Role
Author: Association of American Universities
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Research and Development,Private Sector,Research Universities,Federal Government,Partnerships in Education,Research

Since World War II, the federal government has maintained a partnership with the nation's research universities, based on the bipartisan consensus that (1) the nation needs to invest its resources in curiosity-driven, competitively awarded basic research, and (2) basic research is best conducted at the nation's universities. As a result of that partnership, the federal government supports 60 percent of the research performed at universities. While U.S. colleges and universities perform just 13 percent of total national research and development (R&amp;D) funded by government and the private sector, they perform 56 percent of the nation's basic research, an element critical to the success of the overall enterprise. Basic research creates the building blocks of future products and processes--some of which may be developed quickly and some of which may be developed decades or more down the road. Along with creating new knowledge, universities use their research activities to educate students who will become the next generation's scientists, engineers, teachers, and leaders in government and industry. This fusion of education and cutting-edge research has been a unique feature of the U.S. university research system. The traditional European research model, for example, focuses research in special institutes that are not part of universities. The success of the U.S. model has made the nation's universities the envy of the world, and the model is now widely emulated. This paper answers the following questions: (1) How is U.S. R&amp;D organized and funded?; (2) Where does university research fit in?; and (3) Who funds university research? A list of six largest university research grantors is also presented.
Understanding Doctoral Education in the U.S.
Author: Association of American Universities
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Mentors,Doctoral Programs,Research,Apprenticeships,Higher Education,College Students,College Faculty

After World War II, the United States decided to support much of its basic research through universities. That decision invigorated research with the energy, abilities, and fresh perspectives of students, while creating a fertile training ground for future researchers. Doctoral education in the U.S.--the education and training of Ph.D.s--became a combination of study and apprenticeship. As a result, doctoral students work with faculty mentors in teaching and research, in addition to their coursework. This enables them to acquire an understanding of teaching and research techniques, and by the end of their doctoral programs, they are required to demonstrate that they can do independent research that advances the frontiers of knowledge. This paper describes why federal support is important for doctoral students and discusses how they are supported.
Regulatory and Financial Reform of Federal Research Policy: Recommendations to the NRC Committee on Research Universities
Author: Association of American Universities
Date: 2011-01-21
Type: Reports - Evaluative
Subjects: Research Universities,Land Grant Universities,Educational Finance,Federal Government,Costs,Ombudsmen,Accountability,Partnerships in Education,Higher Education

At the request of the National Research Council (NRC) Committee on Research Universities, the Council on Governmental Relations (COGR), the Association of American Universities (AAU), and the Association of Public and Land-grant Universities (APLU) have assembled a set of ten recommendations for regulatory reform that would improve research universities' ability to carry out their missions without requiring a significant financial investment by the Federal government. The agencies firmly believe that compliance and regulatory oversight are essential to the conduct of federally-supported research. Rationalizing the Federal regulatory infrastructure is essential to the health of the university-government research partnership and to the efficient and productive use of federal research funding. Their recommendations are: (1) Harmonize regulations and information systems between agencies and statutes where reasonable and eliminate unnecessary duplication and redundancy; (2) Eliminate regulations which do not add value or enhance accountability; (3) Provide targeted exemptions for research universities similar to protections provided for small entities under the Regulatory Flexibility Act (RFA); (4) Ensure that regulations are meeting their goals in terms of performance, rather than simply in terms of process; (5) Extend coverage provided under the Unfunded Mandates Reform Act (UMRA) to research universities and allow institutions to better account for new regulatory costs, and to charge these costs to Federal awards; (6) Simplify sub-recipient monitoring requirements; (7) Reinforce the original intent of the Single Audit Act; (8) Prohibit voluntary committed cost sharing across the Federal government and create a mandatory cost sharing exemption for research universities; (9) Establish protocols to address statutorily-mandated regulatory concerns; and (10) Designate a high level official within the Office of Management and Budget's (OMB's) Office of Regulatory Affairs (OIRA) to serve as a Federal Ombudsman, responsible for addressing university regulatory concerns and for seeking ways to increase regulatory efficiency. Appendices include: (1) Costs of Research Compliance; and (2) Specific Suggestions for Easing Compliance Burdens on Research Universities. (Contains 4 footnotes.)
Understanding Peer Review of Scientific Research
Author: Association of American Universities
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Scientific Research,Peer Evaluation,Quality Control,Public Agencies,Accountability,Higher Education,Expertise,Grants

An important factor in the success of America's national research system is that federal funds for university-based research are awarded primarily through peer review, which uses panels of scientific experts, or "peers," to evaluate the quality of grant proposals. In this competitive process, proposals compete for resources based on their scientific and societal merits. Peer review offers several important benefits to federal agencies, researchers, and the nation. The peer review process: (1) Helps ensure that federal agencies support the best, leading-edge science; (2) Helps agencies develop research priorities by revealing research trends and opportunities; (3) Provides peer feedback to scientists to help them improve their projects; and (4) Ensures public accountability by assuring that tax dollars are spent wisely. Topics discussed herein include harnessing the best technical expertise and consideration of societal needs, exceptions to peer review, and how circumventing peer review undermines our scientific capacity.
Credits to Graduation: A Comparison of Transfer Graduates and Secondary School Graduates at BC Research Universities. Research Results
Author: Pendleton, Sham
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Research Universities,Transfer Students,Secondary School Students,Bachelors Degrees,College Outcomes Assessment,Credits,College Credits,Transfer Policy,Academic Achievement,Comparative Analysis,College Graduates,Articulation (Education),Graduation Requirements,Foreign Countries

This study examines the number of credits earned at graduation for two groups: those who graduated with a baccalaureate degree and who were admitted as transfer students and those admitted as secondary school students to one of the four BC research universities [Simon Fraser University (SFU), University of British Columbia, Vancouver (UBC), University of Northern British Columbia (UNBC) and University of Victoria (UVic)]. It investigates (a) if transfer students are being awarded sufficient credit for their transfer courses, (b) if they are graduating with the same number of total credits (transferred and earned at the university) as those admitted on the basis of secondary school and (c) whether or not the transfer route is systemically placing transfer students at a disadvantage. The most significant finding in this study is that the transfer route does not seem to disadvantage transfer students and in fact transfer students are able to graduate with approximately the same number of credits as secondary school students, accounting for both total credits awarded at sending institutions as well as credits completed at receiving institutions. (Contains 3 tables, 1 figure and 5 footnotes.)
New Members' Resource Book: A Reference for Institutions New to the BC Transfer System
Author: Finlay, Finola
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: College Transfer Students,Articulation (Education),Transfer Policy,Transfer Programs,Program Guides,Resource Materials,Reference Materials,Organizational Culture,Norms,Group Membership,Responsibility,Guidelines,Administrative Principles,Administrative Policy,Teacher Qualifications,Foreign Countries,Educational Resources,Delivery Systems

This resource book is a reference for new member institutions which are those private institutions admitted to the BC Transfer System by way of having one or more programs reviewed by the Degree Quality Assessment Board and given Minister's Consent. All current BC Transfer System members and prospective members (private institutions contemplating a Minister's Consent program) will also find this a useful resource. It describes the culture and norms of the BC Transfer System, the rights and obligations of membership and provides an overview of articulation tools, resources and processes. Appended are: (1)Glossary; (2) Key Policy Documents and Resources; (3) Principles and Guidelines for Transfer; (4) BC Transfer System: New Members Policy; (5) Contract Letter of Assurance; and (6) Instructor Qualifications for Transferable Courses. (Contains 1 footnote.) [This resource book was prepared for the BC Council on Admissions &amp; Transfer.]
Transfer Innovations Fund Updating Project. BC Council on Admissions and Transfer. Tourism Management Articulation
Author: British Columbia Council on Admissions and Transfer
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Educational Change,Tourism,Administrator Education,Foreign Countries,Transfer Policy,Transfer Programs,Educational Certificates,Articulation (Education),Program Guides,College Transfer Students

In 2008, a number of changes were identified that expanded the scope of the updating required for Block Transfer for tourism management as follows: a new core curriculum for diploma programs; the need for expanded information on diploma to diploma transfer; and, a growing need for an expanded system of transfer identified in Campus 2020 recommendations. These changes presented a significant implication for updating and are the reasons why the Tourism Management Articulation Committee decided to submit a proposal for Transfer Innovations Fund Updating. This paper offers a guide to transfer in tourism management programs.
English Proficiency Requirements at BC Post-Secondary Institutions: Challenges Posed for Students. Research Results
Author: Cooke, Jim
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Admission Criteria,Postsecondary Education,Foreign Countries,Web Sites,Content Analysis,English Instruction,Change Strategies,Language Proficiency,Comparative Analysis,College Admission,Barriers,Success

This newsletter presents key observations from a review of BC post-secondary institutional websites undertaken to assess any differences in admission requirements for entry into standard First Year English courses and in institutional English admission requirements. Recommendations are made on possible actions that could be taken to clarify English proficiency requirements for the benefit of students.
The Articulation Committee Companion: 2011 Edition--A Resource for BC's Articulation Committees
Author: Finlay, Finola, Ed.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Committees,Articulation (Education),Postsecondary Education,Administrator Role,Governing Boards,Foreign Countries,Administrator Responsibility,Best Practices,Meetings,Activities,Guidelines,Administrative Principles,Transfer Policy,Transfer Programs,Administrator Guides

The Articulation Committee Companion is designed to serve as both an introductory resource for new articulation committee members and as an ongoing reference for committees. The Companion includes a brief overview of the province's articulation committees and their essential role in the post-secondary system. In addition, the Companion outlines key roles and responsibilities of articulation committee members, and suggests best practices for articulation committee meetings and activities. Appended are: (1) Principles and Guidelines for Transfer; (2) Process for Establishing A New Articulation Committee; (3) Delisting Inactive Articulation Committees; and (4) Transfer Project Information.
The Land-Grant Tradition
Author: National Association of State Universities and Land-Grant Colleges
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Federal Aid,Land Grant Universities,Educational Legislation,Federal Legislation,State Legislation,Educational History,Educational Development,Institutional Mission,Educational Finance,Position Papers,Educational Policy,Politics of Education

This document provides an overview and history of the land-grant system, as well as copies of the original and amended legislation affecting the land-grant colleges. Land-grant colleges or universities have been designated by their state legislatures or Congress to receive the benefits of the Morrill Acts of 1862, 1890 and 1994. The original mission of these institutions, as set forth in the first Morrill Act, was to teach agriculture, military tactics, and the mechanic arts as well as classical studies so that members of the working classes could obtain a liberal, practical education. Over the years, land-grant status has implied several types of federal support. The first Morrill Act provided grants in the form of federal lands to each state for the establishment of a public institution to fulfill the act's provisions. At different times money was appropriated through legislation such as the second Morrill Act and the Bankhead- Jones Act, although the funding provisions of these acts are no longer in effect. Today, the Nelson Amendment to the Morrill Act provides a permanent annual appropriation of $50,000 per state and territory. A key component of the land-grant system is the agricultural experiment station program created by the Hatch Act of 1887. The Hatch Act authorized direct payment of federal grant funds to each state to establish an agricultural experiment station in connection with the land-grant institution there. (Contains 4 notes.)
2010 Strategic Opportunities for Cooperative Extension
Author: Association of Public and Land-grant Universities
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Extension Education,Role of Education,Program Development,Educational Planning,Land Grant Universities,Strategic Planning,Surveys

"Strategic Opportunities for the Cooperative Extension" was developed based on responses by Extension administrators and directors, informed by program leaders and others and based on state and local needs identification processes, including advisory and user input. The respondents to a survey ranked the Strategic Opportunities in the order presented in this report. Following each of the seven opportunities are listed one or more strategic priorities as indicated by the respondents. The rank order of the Strategic Opportunities and the individual priorities differ somewhat from the previous report.
Online Learning as a Strategic Asset. Volume II: The Paradox of Faculty Voices--Views and Experiences with Online Learning. Results of a National Faculty Survey, Part of the Online Education Benchmarking Study Conducted by the APLU-Sloan National Commission on Online Learning
Author: Seaman, Jeff
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,College Faculty,Teacher Attitudes,Teacher Characteristics,Electronic Learning,Strategic Planning,Land Grant Universities,Online Courses,Benchmarking,Grants,Public Colleges,Program Development,Program Implementation,Program Effectiveness,Teacher Surveys,Administrative Organization,Educational Policy,Questionnaires

In April 2007, the Association of Public and Land-grant Universities- (APLU-) Sloan National Commission on Online Learning was created through a generous grant from the Alfred P. Sloan Foundation. The purpose of the Commission was to engage the presidents, chancellors, and other institutional leaders in a unique, comprehensive discussion of the challenges and opportunities--and the costs and benefits--of online learning, with a particular focus on how these new approaches relate to the overarching strategic goals and missions of their institutions. The Commission's early work identified a gap or "disconnect" between presidents' and chancellors' recognition of online learning as strategically important to their institutions and online being included in the campus strategic plan. Accordingly, the APLU-Sloan National Commission on Online Learning Benchmarking Study was designed to illuminate how public institutions develop and implement the key organizational strategies, processes, and procedures that contribute to successful and robust online learning initiatives. The study was designed to contain two distinct but interrelated components: 1) a series of in-depth interviews with key senior campus leaders, as well as administrators and professional staff most directly involved in the development of online content and administration of online programs; and 2) a cross-institutional survey of faculty experiences with and attitudes toward online learning. The key observations and findings from the Benchmarking Study are contained in two volumes: "Online Learning as a Strategic Asset: Volume I: A Resource for Campus Leaders" and this volume, "The Paradox of Faculty Voices: Views and Experiences with Online Learning". This second volume is a detailed analysis of the Faculty Survey portion of the Benchmarking Study. It examines the contours of the faculty who design and deliver online content, as well as their attitudes toward many of the fun online learning, including time and effort, institutional support and incentives, and perceptions of the quality of learning outcomes. Appendices include: (1) Faculty Survey: Participating Institutions; (2) Faculty Survey: Methodology; and (3) Faculty Survey: Information Fact Sheet. (Contains 31 figures.) [For Volume I, see ED517308.]
STEMs: A Proposal for Calibrated Classroom Assessments That Increase Student Motivation and Provide Authentic Evaluation of Student Learning
Author: Murrieta, Hector
Date: 2011-03-14
Type: Reports - Evaluative
Subjects: Standards,Student Motivation,Student Attitudes,Student Evaluation,Algebra,Grades (Scholastic),Students,Teacher Educators,Parents,High Schools,Learning,Educational Research,Task Analysis

The purpose of this study was to validate the development and proposal of what the authors call STEMs (Standards Tests to Evaluate Mastery) and have defined them as calibrated classroom assessments that increase student motivation and provide authentic evaluation of student learning. Theoretical and empirical research on classroom assessment and grading, and high school Algebra failure rates were studied to provide the justification for the development and proposal of STEMs. The research indicates that there is a need for classroom assessments that increase student motivation, reduce grade inflation and deflation, and provide teachers with an authentic evaluation of student learning of the content. The research shows that student motivation to complete and expend energy on tasks is largely defined by the assessment environment created in the classroom. Students, educators, and parents would benefit from the development of calibrated classroom assessments that increase student motivation and success. (Contains 1 table.)
Physics Enrollments: Results from the 2008 Survey of Enrollments and Degrees. Focus On
Author: Mulvey, Patrick J.
Date: 2011-02-00
Type: Reports - Research
Subjects: Physics,Foreign Countries,College Science,Undergraduate Students,Graduate Students,Enrollment Trends,Academic Degrees,Gender Differences,Bachelors Degrees,Masters Degrees,Doctoral Degrees

The Statistical Research Center of the American Institute of Physics conducts an annual census of all degree-granting physics departments in the United States and Puerto Rico. In the 2007-2008 academic year, there were 763 degree-granting departments. The authors received responses from 97% of these departments. Estimates were derived and included in the totals for non-responding departments. Their findings are presented in this paper. Appendices include: (1) Undergraduate physics student enrollments, fall 1999-fall 2008; and (2) Graduate physics student enrollments, fall 1999-fall 2008. (Contains 3 tables and 6 figures.)
Problematic Internet Use among Turkish University Students: A Multidimensional Investigation Based on Demographics and Internet Activities
Author: Tekinarslan, Erkan
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Control,Internet,Depression (Psychology),Psychological Patterns,Foreign Countries,Computer Uses in Education,Educational Technology,Gender Differences,Computer Mediated Communication,Social Networks,Access to Information,Social Influences

This study investigated the Turkish undergraduate university students' problematic Internet use (PIU) levels on different dimensions based on demographics (e.g., gender, Internet use by time of day), and Internet activities (e.g., chat, entertainment, social networking, information searching, etc.). Moreover, the study explored some predictors of PIU on different dimensions among the Turkish undergraduate students (N=610). The results indicated that the female students (N=358) had significantly lower PIU levels on all dimensions (i.e., social comfort, loneliness/depression, diminished impulse control and distraction) than those of the males (N=252). Furthermore, the results revealed that the students who use the Internet for entertainment (e.g., game) chat and social networking purposes had significantly higher PIU levels on all dimensions than the students who do not use the Internet for such purposes. However, the students who use the Internet for educational purposes had a significantly lower PIU level on distraction dimension, and the students who use the Internet for information searching demonstrated a significantly lower PIU level on the dimension of diminished impulse control. Moreover, multiple regression analyses revealed that Internet activities such as chat, entertainment and social networking were significant predictors of the all dimensions of PIU. (Contains 11 tables and 2 figures.)