ethanporcaro/eric-fulltext-meta huggingface dataset:
The Making of a Policy Regime: Canada's Post-Secondary Student Finance System since 1994
Author: Wellen, Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Stakeholders,Foreign Countries,Grants,Network Analysis,Federal Government,Tax Credits,Policy Analysis,Postsecondary Education,Access to Education,Public Officials,Interviews,Decision Making,Student Loan Programs,Financial Needs,Scholarships,Educational Change,Educational Policy

This paper examines the pattern of decision-making, lobbying, and influence that led to the landmark series of federal student assistance policies introduced by Jean Chretien's Liberal government in the late 1990s. The package of new initiatives--dubbed the Canada Opportunities Strategy--not only partially reversed an earlier period of fiscal restraint but also brought a new emphasis on direct forms of student assistance such as grants, bursaries, and tax credits. However, programs such as the Canada Millennium Bursaries and the Canada Education Savings Grants, despite their focused approach and innovative structure, came to be regarded as weak policy tools when measured against their ostensible goals of widening access to post-secondary education and efficiently targeting student assistance on the basis of need. The new policy regime also failed to fulfil nearly two decades of previous efforts by policy-makers to transform Canada's student debt program into a systematic income-contingent loan program. We offer explanations of this pattern of policy inconsistency and incoherence by examining the awkward challenges of intergovernmental relations in the Canadian federal system as well as the fragmentation and competing goals now evident in student assistance policy networks. We contrast the student finance policy regime with the arguably more coherent set of research and innovation policies established by the federal government during the same period. We use policy network analysis as our theoretical framework, and we use data from our extensive interviews with higher education stakeholders and policy-makers to provide empirical support. (Contains 1 table and 12 notes.)
Students' Perceptions of Fairness Following an Academic Strike
Author: Fiksenbaum, Lisa M.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Student Attitudes,Strikes,Foreign Countries,Teaching Assistants,Unions,Longitudinal Studies,Regression (Statistics),Justice,Undergraduate Students,Questionnaires,Predictor Variables

Rising rates of unionization in university settings suggest that campus labour disputes are likely to become an increasingly relevant issue. The research question in the current analysis asked which factors contributed to students' perception of fair treatment following a university labour disruption. A longitudinal survey of students' experiences was conducted before, during, and following a 12-week strike by teaching assistants and contract faculty at a large Canadian university. Hierarchical regression analysis revealed that students' pre-strike satisfaction with their academic program contributed to a perception of post-strike fairness. The more students' plans had been affected by the strike, the greater the reduction in perceived fairness. Post-strike fairness increased significantly the more students were satisfied with course remediation and the more they felt they had a faculty member to turn to following the strike. Interestingly, neither students' levels of financial concern, nor their attitudes toward the strike, predicted perceived fairness. Implications for addressing students' concerns in the wake of an academic labour dispute are discussed. (Contains 5 tables and 2 notes.)
Use of Campus Support Services by Ontario College Students
Author: Dietsche, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,College Students,Student Personnel Services,Student Needs,Delivery Systems,Age Differences,Gender Differences,Ethnicity,Grades (Scholastic),Student Experience,Peer Influence,Referral

Offering an array of support services to meet the diverse needs of post-secondary learners assumes that these services improve success by providing students with compensatory resources and opportunities for engagement (Purnell &amp; Blank, 2004). Little Canadian research, however, has examined students' use of support services. This study describes how campus support services are used by Ontario college students and factors that influence the uptake of those services. Results show that despite relatively high student-reported need, the majority of Ontario college students did not utilize most campus services. Age, gender and ethnicity, receptivity to support, negative college experiences, faculty referral, studying with peers, and poor grades were associated with increased use of some services. The findings argue for a proactive service delivery model using web-based resources to minimize location-based barriers and to more effectively promote services dedicated to student success. (Contains 9 tables.)
Exploring the Alignment between Post-Secondary Education Programs and Earnings: An Examination of 2005 Ontario Graduates
Author: Frank, Kristyn
Date: 2012-00-00
Type: Journal Articles
Subjects: College Graduates,Liberal Arts,Foreign Countries,Community Colleges,Postsecondary Education,Gender Differences,Education Work Relationship,Graduate Surveys,Predictor Variables,Regression (Statistics),Intellectual Disciplines,Compensation (Remuneration),Vocational Education

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario. (Contains 4 tables, 2 figures and 13 notes.)
Sense of Belonging and First-Year Academic Literacy
Author: Marshall, Steve
Date: 2012-00-00
Type: Journal Articles
Subjects: Literacy,Foreign Countries,Multilingualism,Undergraduate Students,Academic Discourse,Student Surveys,Interviews,Student Attitudes,Student School Relationship,Writing Instruction,Cultural Pluralism,Teaching Methods,Social Influences,Cultural Influences,English (Second Language),Second Language Learning

In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university's language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants' perceptions of sense of belonging are multi-layered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed. (Contains 2 tables, 4 figures and 4 notes.)
Post-Secondary Education and Rural Women Enrolled in Liberal Arts Undergraduate Degrees
Author: Bourgeois, Monique
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Liberal Arts,Rural Education,Foreign Countries,Postsecondary Education,Semi Structured Interviews,Enrollment,Undergraduate Students,Gender Issues,Student Attitudes,Rural Areas,Social Theories

The significance of post-secondary education is investigated for rural Newfoundland women enrolled in undergraduate liberal arts degree programs. Data collection for this research involved comprehensive, detailed semi-structured biographical interviews with rural women studying liberal arts disciplines during the 2006-2007 academic year at Memorial University of Newfoundland. The data analyses drew on theories of experiential and embodied knowledge, social constructionist theories of gender and place, and research on women, rurality, and post-secondary education. The findings indicate that, overall, a liberal arts degree is a part of a search for a new home for the women interviewed. Images and experiences of life as women in rural Newfoundland act as forces that push and pull the women to and from their homes, with varying impact. Although the women were very pleased with their choice of a liberal arts major, for most this choice did not dominate the significance of enrolling in university. (Contains 9 notes.)
Postsecondary Disability Service Providers' Perceived Usefulness of a Model Summary of Performance
Author: de Vries, Rebecca S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Student Personnel Services,Student Personnel Workers,Models,Program Effectiveness,Language Impairments,Scores,Student Evaluation,Academic Accommodations (Disabilities),Student Participation,Educational Attainment,Training,Experience,College Students,Postsecondary Education,Transitional Programs,Intellectual Disciplines

This study investigated postsecondary disability service providers' perceived usefulness of a Model Summary of Performance that was constructed for a student with a language-based learning disability. The 298 participants were asked to consider the content within the (a) student's test scores, (b) rationale for accommodations, (c) history and/or use of accommodations, (d) report writer's recommendations, and (e) student input sections of a Model Summary of Performance, and then to rate each section regarding the perceived usefulness of the information for making accommodation decisions. Analysis of variance was used to determine if the perceived usefulness of each section varied as a function of the disability service providers' (a) highest degree earned, (b) discipline or field of study, (c) source of training for the interpretation of disability documentation, and (d) years of experience in postsecondary disability services. Overall, regardless of status within each group, disability service providers rated each part of the Model Summary of Performance as at least very useful. One significant group difference was discovered as disability service providers with less than five years experience perceived the report writer's recommendations to be more useful than those with greater than 10 years of experience. Limitations and implications of the present study, as well as areas for future research, are discussed. (Contains 3 tables.)
Preparing for the Future IT Era: Perceptions of Students with Disabilities about IT Training in South Korea
Author: Kim, Dongil
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Information Technology,Student Attitudes,Foreign Countries,Attitude Measures,Student Needs,Computer Literacy,College Students,Student Surveys,Skill Development,Job Skills,Teaching Methods,Gender Differences,Severity (of Disability)

The purpose of the study was to identify the perceptions and needs of students with disabilities with respect to Information Technology (IT) training. Results emerged from a survey of 324 college students with disabilities from 17 universities in South Korea. Survey questions were divided into two sections: (a) perceptions about the relevance and usefulness of, and willingness to participate in training and (b) needs about training contents, method, and accommodations. The majority of students with disabilities perceived that IT skills were relevant to their future career and that it is useful for their career preparation. In addition, most of the students needed training in IT career skills and preferred practical experiences as training methods. Implications and recommendations for future research based on the results are suggested. (Contains 4 tables.)
A Campus Survey of Faculty and Student Perceptions of Persons with Disabilities
Author: Baker, Kerrie Q.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Liberal Arts,College Faculty,Student Attitudes,Classroom Environment,Best Practices,Faculty Development,Attitudes toward Disabilities,Teacher Attitudes,College Students,Single Sex Colleges,Females,Educational Environment,Success,Teacher Student Relationship,Inclusion

A positive classroom climate is essential to the success of students with disabilities in higher education. In a study of 268 students and 76 faculty members at a small liberal arts women's college in eastern Pennsylvania, participants responded to statements about students with disabilities. Findings indicate that faculty and students perceive the classroom climate differently, with faculty members describing the campus as more welcoming, inclusive, and supportive than students. Faculty and students agree that students with disabilities are capable of achieving success in the classroom and that faculty members are willing to provide classroom accommodations. Students indicate discomfort with sharing their disabilities with faculty members, however, indicating a need for increased and ongoing faculty development in best practices for creating a supportive classroom climate for students with disabilities. (Contains 4 tables and 8 figures.)
Online Disability Accommodations: Faculty Experiences at One Public University
Author: Phillips, Amy
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Experienced Teachers,Online Courses,College Students,Educational Technology,Academic Accommodations (Disabilities),College Faculty,Curriculum Development,Teacher Competencies,Faculty Development,Teacher Qualifications

As the number of postsecondary students with disabilities in online courses continues to rise, it is important that faculty and their institutions continue to assess their ability to provide online accommodations. In this study, researchers examined the online accommodation experiences of faculty at one public university. Roughly 24% of faculty said they had made accommodations for students with verified disabilities and 15% reported experience with making online accommodations for students who stated they had disabilities but had not been verified through Disability Services. Due to their limited experience at making online accommodations, a majority (54%) of faculty were unsure whether they had the knowledge, technology, and support to handle online accommodations. Faculty recommended ongoing support and training for new and experienced faculty, and they also asserted that students needed assistance in increasing awareness of their own responsibilities and of available university resources. (Contains 3 tables and 4 figures.)
Students' Perceptions of a Postsecondary LD/ADHD Support Program
Author: Mytkowicz, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Liberal Arts,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Student Attitudes,Teaching Methods,Caring,Mentors,Undergraduate Students,Interviews,Outcomes of Education,Self Determination,Metacognition,Academic Ability,Attitude Change,Self Concept,Teacher Student Relationship,College Faculty,Academic Support Services

Colleges are seeking ways to better serve the growing population of students with learning disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). In making decisions about how to best facilitate students' success, it is important to listen to their voices as they describe their experiences and offer unique insights. The researchers interviewed 14 undergraduates with LD and/or ADHD enrolled in a fee-based support program at a private liberal arts college. The interviews explored students' perceptions of outcomes of their participation in the program and factors they believed contributed to these outcomes. Students reported growth in self-authorship and self-determination, greater metacognitive awareness, improved academic skills, and changes in their perceptions of themselves as learners and their learning differences. They attributed these positive outcomes to the mentoring relationships they established with professors in the program and the metacognitive conversations they had with them. Students' stories confirm the value of a metacognitive, dialogic approach; the significance of caring, supportive relationships with mentors; and the importance of integrating the emotional and cognitive domains in postsecondary support programs for students with LD/ADHD. (Contains 2 tables.)
Expanding Access to STEM for At-Risk Learners: A New Application of Universal Design for Instruction
Author: Street, Christine Duden
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Majors (Students),At Risk Students,Mentors,STEM Education,Science Careers,Access to Education,Attention Deficit Hyperactivity Disorder,Outcomes of Education,Teaching Methods,Peer Relationship,Cooperative Learning,Undergraduate Students,Likert Scales,Qualitative Research,Statistical Analysis

Despite a growing demand for a well-educated workforce in science, technology, engineering, and math-related (STEM) careers, fewer American college students are pursuing these majors. Students with disabilities are one of the at-risk groups whose interest in pursuing STEM careers is frequently compromised by systemic barriers to participation. Peer-Led Team Learning (PLTL) is a national peer mentoring model designed to promote student success in STEM courses. The authors found that students with disabilities did not benefit from PLTL as much as students without disabilities. With support from a National Science Foundation grant, the authors adapted the PLTL model by incorporating the Principles of Universal Design for Instruction (UDI) into the peer mentors' training. This article describes the early results on peer mentors' ensuing beliefs and practices and the academic outcomes of participants with disabilities. Implications for replication with at-risk students on other campuses and future research are discussed. (Contains 2 tables, 1 figure and 1 footnote.)
Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities
Author: Park, Hye Jin
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Professional Development,Disabilities,Teacher Effectiveness,Teacher Attitudes,Student Diversity,Student Needs,Summer Programs,Program Effectiveness,Teaching Skills,Teacher Competencies,College Faculty,College Students,Knowledge Base for Teaching

"Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of a three-day Summer Institute, its outcomes and challenges as reported by participating faculty, and implications for further research and practice. (Contains 2 tables.)
Integrating Functional, Developmental and Evolutionary Biology into Biology Curricula
Author: Haave, Neil
Date: 2012-12-00
Type: Journal Articles
Subjects: Ecology,Required Courses,Biology,Curriculum Design,Evolution,Undergraduate Students,Science Instruction,Science Education,College Science,Higher Education,Biological Sciences

A complete understanding of life involves how organisms are able to function in their environment and how they arise. Understanding how organisms arise involves both their evolution and development. Thus to completely comprehend living things, biology must study their function, development and evolution. Previous proposals for standardized post-secondary biology curricula have relied upon surveys of current practice, producing a curriculum that omits development and conflates evolution with ecology. To produce undergraduate biology programs that focus on the core essence of biology, curricula must address these three pillars undergirding biology: function, development, and evolution. Focusing the curriculum in this way may ease the difficulty of squeezing the burgeoning growth of biological knowledge into biology degree programs. A number of different approaches are possible, ranging from ensuring that these three principles are woven into the core biology courses to having specific required courses for each. Whichever approach is taken, it is imperative that biological function, development and evolution are integrated with each other such that students graduate with an understanding that these three concepts are inextricably entwined with, and dependent upon, each other.
Using eBird to Integrate Citizen Science into an Undergraduate Ecology Field Laboratory
Author: Surasinghe, Thilina
Date: 2012-12-00
Type: Journal Articles
Subjects: Stakeholders,Ecology,Ornithology,Data Collection,Science Programs,Science Instruction,Science Education,Higher Education,College Science,Undergraduate Study,Field Experience Programs,Citizen Participation,Databases,Scientists,Scientific Research,Biodiversity,Conservation (Environment)

Encouraging nonprofessionals to participate in ecological research through citizen science programs is a recent innovation and an effective strategy for gathering ecological information across broad geographical areas. In this paper, we demonstrate how reporting field-based observations through eBird, a citizen-based birding and data-recording program, can be used as a lab activity in an undergraduate ecology class. This exercise exposes students to worldwide data collecting networks in which non-scientific communities serve as major stakeholders. This lab activity also introduces basic field techniques in ornithology and allows students to answer inquiry-based research questions using a citizen science database. (Contains 1 figure.)
Laboratory Measures of Filtration by Freshwater Mussels: An Activity to Introduce Biology Students to an Increasingly Threatened Group of Organisms
Author: Smith, Michael J.
Date: 2012-12-00
Type: Journal Articles
Subjects: Biodiversity,Laboratories,Biology,College Students,Higher Education,Science Education,Science Instruction,Water,Water Quality,Ecology,Experiments,Marine Biology

Many aquatic organisms survive by filter feeding from the surrounding water and capturing food particles. We developed a laboratory exercise that allows students to measure the effects of filtering by fresh water mussels on water turbidity. Mussels were acquired from Wards Scientific and exposed to a solution of baker's yeast. Over a period of one to two hours, students measured changes in water clarity using miniature Secchi discs. The exercise has been used in a freshwater biology class at a state university. This exercise allows students to make hypotheses, gather data, and explore interactions between living organisms and their environment. Many North American species of freshwater mussels are threatened or endangered because of habitat changes and the introduction of exotic mussels. Therefore, students are also able to examine the potential effects of biodiversity loss in aquatic environments. (Contains 1 table and 5 figures.)