ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Leadership Forum on Faculty Workload, Engagement, and Development. Executive Summary
Author: WCET (WICHE Cooperative for Educational Technologies)
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Educational Technology,Faculty Workload,Leadership,Online Courses,Faculty Development,College Faculty,Higher Education,Guidelines,Deans,College Administration,Meetings,Teaching Conditions,Faculty College Relationship,Administrative Policy,Personnel Policy,Adjunct Faculty,Teacher Student Ratio,Distance Education,Web Based Instruction,Virtual Universities

A select group of academic officers and deans from institutions (all sectors) whose programs are primarily online and whose teaching faculty differ considerably from traditional faculty participated in the Academic Leadership Forum, October 26, 2011, held in conjunction with WCET's (WICHE Cooperative for Educational Technologies') Annual Meeting. Twenty-four participants from 19 institutions were represented. The objectives of the forum were to: (1) provide academic leaders with a peer-to-peer opportunity to network and share information related to online, nontraditional faculty; (2) identify promising practices and/or policies related to online, nontraditional faculty; (3) identify concerns and topics for possible follow-up action by this group, and (4) determine interest in formalizing this group for ongoing dialogue through WCET. This executive summary outlines some promising practices and concerns related to faculty workload, engagement and development in these online teaching environments.
State Approval Regulations for Distance Education: A "Starter" List
Author: WCET (WICHE Cooperative for Educational Technologies)
Date: 2011-04-22
Type: Reports - Descriptive
Subjects: Distance Education,Postsecondary Education,Federal Regulation,State Regulation,Certification,Public Agencies

On October 29, 2010, the U.S. Department of Education (USDOE) released the following new regulation for higher education institutions as "Section 600.9(c) State authorization": "If an institution is offering postsecondary education through distance or correspondence education to students in a State in which it is not physically located or in which it is otherwise subject to State jurisdiction as determined by the State, the institution must meet any State requirements for it to be legally offering postsecondary distance or correspondence education in that State. An institution must be able to document to the Secretary the State's approval upon request." Institutions are expected to comply in each state in which they "operate" by July 1, 2011. The need for state licensure/approval is determined by the laws and regulations of each state, which vary significantly across the country. To assist institutions in finding and complying with these regulations, the WICHE Cooperative for Educational Technologies, Southern Regional Education Board, American Distance Education Consortium, and the University of Wyoming formed a partnership. This effort is one of several activities these organizations are coordinating in response to this issue. The intent of creating this list is to provide institutions with a starting point for determining the states, if any, in which approval needs to be secured. The U.S. Department of Education will not provide a comprehensive state-by-state list. (Contains 2 footnotes.)
The Funding of Academic Collaborations
Author: Michelau, Demaree K.
Date: 2008-08-00
Type: Reports - Research
Subjects: Partnerships in Education,Higher Education,Educational Technology,Distance Education,Online Courses,Educational Finance,Financial Support,Models,Budgets,State Aid,Fees,Income,Grants,Surveys,Foreign Countries

To leverage expertise and efficiencies in implementing educational technologies, higher education leaders often create centralized service organizations or inter-institutional partnerships. Defined as &quot;academic collaborations,&quot; these organizations foster inter-institutional partnerships that share resources to increase institutional capacity for, sharing of, and access to technology-mediated courses and programs. This paper surveyed academic collaborations to gain insight on effective models used to finance their activities. In late 2007 and early 2008, WCET (WICHE Cooperative for Educational Technologies) and the WICHE (Western Interstate Commission for Higher Education) Policy Analysis and Research unit targeted 85 academic collaborations with a survey, seeking input on the amount and sources of their funding. Thirty-nine organizations responded, resulting in a 46 percent response rate. Of the original 85 targeted organizations, eight appeared to be defunct and another six appeared to be operational, but no current contact person could be found for them. The survey expanded on prior research models by including Canadian and interstate collaborations that were not part of earlier studies. The following policy implications arise from observations based upon the survey responses: (1) There is no one best financial model; (2) Evolve or dissolve; (3) Diversify or focus; (4) Few and fewer funding choices; (5) Donated is not free;   (6) Beware of the politics; and (7) Fasten your seat belts, it's going to be a bumpy economic ride. Appended are: (1) Survey Instrument; (2) Emails Sent to Potential Respondents; and (3) Survey Respondents (Academic Collaborations). A glossary is included. (Contains 5 figures, 21 tables and 14 endnotes.)
Are Your Online Students Really the Ones Registered for the Course? Student Authentication Requirements for Distance Education Providers. A WCET Briefing Paper
Author: WCET (WICHE Cooperative for Educational Technologies)
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Technology,Distance Education,Integrity,Federal Legislation,Federal Regulation,Cheating,Student Evaluation,Plagiarism,Web Based Instruction,Virtual Universities,Online Courses,Information Security,Educational Policy,Educational Strategies,Guidelines,Compliance (Legal),Computer Security,Computer System Design

Much attention has been focused on the accountability, student learning outcomes, transfer of credit, and illegal file sharing provisions of the two related bills that have moved through the U.S. Senate and the House of Representatives to amend and extend the provisions of the 1965 Higher Education Act (S. 1642 and H.R. 4137). One of the provisions that appears in both versions should be of particular interest to institutions and programs that offer distance education. The proposed legislation requires &quot;an institution that offers distance education to have processes through which the institution establishes that the student who registers in a distance education course or program is the same student who participates in and completes the program and receives the academic credit.&quot; WCET's (WICHE Cooperative for Educational Technologies') Steering Committee, representing some of the country's leading online higher education institutions and programs, have prepared this briefing paper to inform its members about this impending development, solicit additional approaches and strategies for academic integrity, assist the WCET community in continuing to provide high quality online education, as well as contribute to the development of appropriate federal guidelines (if the legislation is adopted).
Guidelines for Creating Student Services Online
Author: WCET (WICHE Cooperative for Educational Technologies)
Date: 2002-00-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Educational Technology,Guidelines,Information Systems,Student Personnel Services,Academic Support Services,Federal Aid,Distance Education,Virtual Universities,Computer Uses in Education,Online Courses,Computer System Design,Educational Practices,Commuting Students,Program Implementation,Program Descriptions,Internet

Most campuses, recognizing the important role that student services play in learner success and retention, have a full range of student services in place to support their on-campus learners. Yet, many have failed to provide the same level of service to their off-campus learners who cannot come to campus. All students deserve access to a full array of student services and until we provide these we cannot expect to see the same levels of student success and retention between on-campus and off-campus courses. Additionally, today's students expect services to be available at a time and place convenient to them. This is most broadly achieved by putting services online. In its project, Beyond the Administrative Core: &quot;Creating Web-Based Student Services for Online Learners,&quot; WCET (WICHE Cooperative for Educational Technologies) worked with three partner institutions and a corporate partner to develop new online student services. The institutions were Kansas State University (KS), Kapi'olani Community College (HI), and Regis University (CO); and the corporate partner was SCT (the manufacturer of Banner and Plus student information systems and other student services software). This three-year project (2000-2002), funded by the U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE) through its Learning Anytime Anyplace Partnership (LAAP) program, has resulted in this set of guidelines to help other institutions put their student services online. These guidelines are intended to provide some general direction and recommended steps in implementing online student services. How the guidelines are used on each campus will vary with the campus culture and its intention to put some or all services online.
Taiwanese Model of Teacher Preparation for Early Childhood Education
Author: Ho, Hua-Kuo
Date: 2012-10-12
Type: Reports - Research
Subjects: Preservice Teacher Education,Teacher Qualifications,Foreign Countries,Early Childhood Education,Education Courses,Preservice Teachers,Educational Policy,Tests,Comparative Education,Teacher Competency Testing,Models,Preschool Teachers

The purpose of this paper is intended to present the current model of teacher preparation for early childhood education in Taiwan. Documentary analysis was employed in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood education in Taiwan could be summarized as: (1) The Ministry of Education is the competent authority for teacher preparation; (2) The teacher preparation programs must be approved by the Ministry of Education; (3) The teacher education courses are regulated by the Ministry of Education; (4) Teacher preparation consists of preservice teacher education and teacher qualification test. In addition, teacher preparation procedures in Taiwan and comparisons in teacher preparation practices between Taiwan and other nations were also discussed in the paper. (Contains 1 figure.)
One and All: Primary Prevention--Drug Education in Middle Primary. An Evidence-Based Approach
Author: Meyer, Lois
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Prevention,Personality Traits,Drug Education,Foreign Countries,Elementary Schools,Health Promotion,Program Development,Social Development,Emotional Development,Resilience (Psychology),Comprehensive School Health Education,Principals,Teachers,Evidence,Elementary School Students,Developmentally Appropriate Practices,Health Behavior,At Risk Persons,Interpersonal Competence,Classroom Environment,Educational Environment

Primary schools can play a significant preventative role in addressing drug-related harm in young people's lives. &quot;One and All&quot; is a programme aimed at assisting schools to plan and implement drug prevention in the middle primary years through developing students' social and emotional competence and nurturing their resilience. It is part of a larger collection of multimedia resources, REDI--Resilience Education and Drug Information, that focuses on preventing and reducing harm associated with drugs by fostering resilience in students and their school communities. This booklet is intended for primary school Principals, the school executive, and staff. It provides background information on recent research that has informed &quot;One and All&quot; and provides advice on where further information can be found to support schools in providing effective drug prevention in the middle primary years. A bibliography is included. (Contains 2 resources.)
Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Appendices
Author: Munns, Geoff
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Educational Technology,Evidence,Student Motivation,Teaching Methods,Research Projects,Foreign Countries,Politics of Education,Males,Case Studies,Educational Research,Teacher Effectiveness,Outcomes of Education,Social Development,Academic Achievement,Intervention

The first appendix in this report is the complete version of the literature review from the research project &quot;Motivation and Engagement of Boys: Evidence-based Teaching Practices.&quot; This project was carried out by the University of Western Sydney on behalf of the Australian Government Department of Education, Science and Training (DEST) between December 2004 and June 2005. The project is a quality teacher initiative under the Australian Government Quality Teaching Programme (AGQTP) designed to strengthen the skills and understanding of the teaching profession. The review of literature into the motivation and engagement of boys has three specific focal points. The first concentrates on definitions and issues surrounding motivation and engagement. The second identifies the key issues and factors in boys' academic and social outcomes and links these back to motivation and engagement. The third focuses on research about school and classroom strategies that have been shown to be effective in improving the academic and social outcomes of boys. The second appendix in this report is the complete version of the case study reports from the research project, &quot;Motivation and Engagement of Boys: Evidence-based Teaching Practices.&quot; The 15 case studies in this research show schools that have taken up the significant challenge of working towards improving social and academic outcomes for their boys. These case studies reveal a variety of policies, interventions and strategies, reflecting the different educational decisions that each school has made as a result of identifying its particular contextual needs. It also highlights the different stages that each school has reached on a significant educational journey. (Contains 21 tables and 13 figures.) [This paper was written with the support of Janet Fellowes, Margot Ford, Susanne Gannon, Shirley Gilbert, Bobby Harreveld, Chris Hickey, Bronwyn Hubbard, Justine Lawson, Andrew Martin, Shalmalee Palekar, and Helen Woodward. For &quot;Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Main Report,&quot; see ED536215.]
Academic Staffing Trends in Go8 and Other Australian Universities, 2000-2010. Go8 Backgrounder 25
Author: Gallagher, Michael
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Foreign Countries,Full Time Equivalency,College Faculty,School Personnel,Trend Analysis,Employment Patterns,Researchers,Research,Universities,Comparative Analysis

This paper presents an analysis of trends in actual full-time equivalent (FTE) university staff over 2000-2010 for Go8 and non-Go8 universities. Staff are classified by function as &quot;Academic&quot; or &quot;Other&quot;. Academic staff are classified as Research Only (RO) or Teaching and Research (T&amp;R) or Teaching Only (TO). The evidence shows that the assertions of Professor Frank Larkins are wrong in fact and interpretation. Professor Larkins published a paper in October 2011 which, regrettably, has been reported without question in the Australian and international media. Larkins asserted that universities have been pursuing their own research interests above all else and students are being short-changed as a consequence. He alleged that universities have been reclassifying academic staff in order to game assessments of research quality. He claimed that &quot;the coursework student to T&amp;R + TO staff ratio was concerningly high at 34:1 in 2010&quot;. The available evidence does not support his claims. The key findings of the analysis include: (1) The coursework student to teaching staff (T&amp;R + TO staff FTE) ratio in 2010 was 21.7 for Australia's universities in aggregate; (2) Academic staff with a Teaching Only (TO) function have increased as student enrolments have grown; (3) Academic staff with a Research Only (RO) function have increased as research funding has grown; (4) Academic staff with a Teaching and Research (T&amp;R) function have increased but at a lower rate than TO and RO staff; (5) The proportion of casual staff rose only modestly over the decade 2000-2010; and (6) Non-academic staff have increased at a slightly higher rate than academic staff. (Contains 9 figures, 12 tables, and 2 footnotes.)
Mission-Based Funding Compacts with Public Universities. Go8 Backgrounder 6
Author: Group of Eight (Australia)
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Public Colleges,Financial Support,Educational Finance,Contracts,Institutional Mission,Educational Policy,Cost Effectiveness,Objectives,Program Design

This Go8 Backgrounder explores the possible uses of compacts in government financing of university activities, examines their potential costs and benefits, and outlines principles for their design and implementation. The Government has committed to compacts as an element of its future funding arrangements with public universities but has not yet determined their scope, role and shape. This Go8 Backgrounder raises issues and options to assist policy considerations. This paper is designed to aid the consultation process by providing a set of references for universities in their forthcoming discussions with Commonwealth officials. Appended are: (1) University College London: Knowledge Transfer Strategy; (2) King's College London: Access Agreement Submission To The Office For Fair Access (Offa) 2008-09; and (3) Elements of a Postsecondary Education Compact. (Contains 2 figures, 1 table, and 69 endnotes.)
Measuring the Impact of Research--The Context for Metric Development. Go8 Backgrounder 23
Author: Rymer, Les
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Program Effectiveness,Research Utilization,Measurement,Outcome Measures,Program Evaluation,Evaluation Methods,Measurement Techniques,Research,Research Universities,Guidelines,Government Role,Economic Factors,Educational Policy,Public Policy,Research Problems,Evaluation Problems,Evaluation Utilization

Current economic conditions and the increasing competition for government funding are leading to an increased focus on the impact of research. Measuring the impact of research is difficult because not all impacts are direct and some can be negative or result from the identification of problems that require a non-research response. The time between the performance of research and when its benefits become apparent can be significant, unpredictable and differ for different kinds of research. Attempts to measure impact, especially if these are ongoing, can distort behaviours such that they might diminish the probability of research reaching its maximum impact. A rigorous assessment of research impact has also to develop appropriate counterfactuals and consider opportunity costs. There is a wide range of methods that it is possible to use to evaluate research impact. They can operate at the level of individual projects or programs, institutions and nations. Each method has its own characteristics and advantages. While different methods can appeal to different target groups, none is complete in itself and none offers unambiguous or certain results. Measuring the impact of research is necessary and can be useful but it is important to use the results of such evaluations with care, recognising their fragility. In particular, it is important to assess impact in terms of the impacts the research aimed to achieve, not across all impacts which are possible. (Contains 10 footnotes.)
Employability Skills: Final Report--Development of a Strategy to Support the Universal Recognition and Recording of Employability Skills. A Skills Portfolio Approach
Author: Australian Department of Education, Science and Training
Date: 2004-12-00
Type: Reports - Research
Subjects: Employment Potential,Job Skills,Recognition (Achievement),Models,Portfolios (Background Materials),Stakeholders,Attitudes,Role,Foreign Countries,Elementary Secondary Education,Vocational Education,Higher Education

Employability skills recognition and recording models that are practical, cross-sectoral and consistent with life-long learning have the potential to be useful to many within the community. Students will benefit as they transition through and from school to work or further education and training. People in employment will benefit as they transition between jobs and between employers as well as to progress within an enterprise. People outside formal education and training and workplaces who wish to enter or to re-enter these systems will also benefit. This project has used existing research and stakeholder views to identify essential elements of employability skills recognition and recording models that have practical application potential for Australia. Stakeholder input has shaped the models and focused attention on issues that may need further consideration. It is clear that all stakeholder groups need to actively engage in supporting the active promotion and practical adoption of a portfolio approach to move the employability skills agenda forward. This project has found that the most productive next steps would be the implementation of activities to trial models of employability skills portfolios, based on the features identified in this project, as well as further consultation. Appended are: (1) Project Advisory Group Members; (2) Project consultations; (3) Current examples of employability skills portfolios in action; and (4) Bibliography. (Contains 1 table and 23 footnotes.)