ethanporcaro/eric-fulltext-meta huggingface dataset:
Strong Start Arkansas: Early Progress. Learning from the Reform
Author: Education Commission of the States, Strong Start to Finish
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Educational Change,College Mathematics,College English,Student Placement,College Freshmen,Introductory Courses,Remedial Instruction,Partnerships in Education,State Programs,Curriculum Development,Program Effectiveness,Public Colleges,Community Colleges,Faculty Development,Technical Assistance

This report documents the results to date of reforms underway from Strong Start Arkansas, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. Building on previous initiatives, Strong Start Arkansas (SSARK) was created as a partnership between the Arkansas Department of Higher Education (ADHE) and Arkansas Community Colleges (ACC), which together include all 22 public 2-year and 10 public 4-year institutions in the state. As part of the project, Strong Start Arkansas is partnering with math and English faculty with the goal of scaling corequisite instruction that can support more students deemed as underprepared. To that end, Strong Start Arkansas project activities are focusing primarily on professional development and training for faculty that are tailored to the particular needs of each campus, supplemented by convenings for institutional academic leadership and other campus personnel involved in implementing the Strong Start Arkansas reforms. Overall, Strong Start Arkansas has a goal of increasing corequisite courses to reach 50,000 students per year by 2021. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
The University System of Georgia: Early Progress. Learning from the Reform
Author: Education Commission of the States, Strong Start to Finish
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Educational Change,College Mathematics,College English,Student Placement,College Freshmen,Introductory Courses,Remedial Instruction,Partnerships in Education,State Programs,Curriculum Development,Program Effectiveness,State Universities,Academic Support Services,Academic Advising,Educational Research

This report documents the results to date of reforms underway from the University System of Georgia (USG)--Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. In March 2019, USG officially launched the Momentum Approach, which expands the Momentum Year into a broader paradigm that focuses on student success from first contact through completion. USG-Strong Start to Finish has provided the resources and motivation to transition from the original Momentum Year initiative into the expanded Momentum Approach, which also integrates the Complete College Georgia efforts. The goal for the USG-Strong Start to Finish project has been to expand the Momentum Year initiative systemwide so that all incoming students complete gateway courses in math and English and select an academic focus area in their first year. The project continues to focus on several priority action areas to build upon the work of the first Momentum Summit. All 26 institutions in the USG system are engaged in the USG-Strong Start to Finish work, and collectively they serve more than 44,000 first-time students each year. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
California Community Colleges: Early Progress. Learning from the Reform
Author: Education Commission of the States, Strong Start to Finish
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Educational Change,College Mathematics,College English,Student Placement,College Freshmen,Introductory Courses,Remedial Instruction,Partnerships in Education,State Programs,Curriculum Development,Equal Education,Program Effectiveness,Professional Development,Communication (Thought Transfer),Community Colleges,Two Year College Students

This report documents the results to date of reforms underway from California Community Colleges (CCC)--Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. Beginning in May 2019, CCC-Strong Start to Finish was created as a partnership among the CCC Chancellor's Office and the Success Center at the Foundation for California Community Colleges (FCCC). The Success Center was launched by the Foundation and CCC Chancellor's Office in 2014 to act as a hub to support efforts around the state to improve college completion. CCC-Strong Start to Finish encompasses 73 college districts and 115 public 2-year institutions. The broad aim of this effort is to expand the number and proportion of students who complete math and English gateway courses in their first year as a result of these ongoing changes to placement policies and remedial course design. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
The City University of New York: Early Progress. Learning from the Reform
Author: Education Commission of the States, Strong Start to Finish
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Educational Change,College Mathematics,College English,Student Placement,College Freshmen,Introductory Courses,Remedial Instruction,Partnerships in Education,Curriculum Development,Program Effectiveness,Urban Universities,Community Colleges,Urban Programs,Associate Degrees,Acceleration (Education)

This report documents the results to date of reforms underway from The City University of New York (CUNY)--Strong Start to Finish (SSTF), one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. CUNY colleges currently provide a range of options for developmental education. In recent years, given the imperative to get more students into and through gateway math and English courses, many of the colleges have been developing or expanding corequisite courses and other student support options, such as pre-matriculation programs, with promising results. As of fall 2016, seven CUNY colleges offered corequisite or accelerated English courses and six colleges offered at least one corequisite math course. Through the CUNY-SSTF project, all of the colleges are taking the next steps needed to implement or expand the work, while learning from other colleges' successes and challenges. As part of this initiative, CUNY will gradually replace traditional, standalone developmental courses by expanding existing pre-matriculation programs--including high-impact, intensive workshops--as well as corequisite courses. Through the project, teams of experienced faculty are developing new corequisite courses and professional development is being provided to faculty interested in teaching these courses. The CUNY-SSTF effort builds on a set of existing system reforms that focus on strategies such as degree maps, efforts to promote more credit-taking, and intensive student services support. In addition, CUNY has invested in successful pre-matriculation offerings such as CUNY Start and Math Start. The activities in these existing reforms are complemented by the CUNY-SSTF project work. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
Tuition and Fees, Appropriations, and Financial Aid in the West: Strategic Alignment in Times of Uncertainty. WICHE Insights
Author: Falkenstern, Colleen
Date: 2020-05-00
Type: Reports - Research
Subjects: Tuition,Fees,State Aid,Student Financial Aid,Financial Policy,Educational Finance,Higher Education,Educational Trends,COVID-19,Economic Climate,Paying for College,Undergraduate Students,Expenditure per Student,College Students

The COVID-19 crisis has presented unprecedented challenges for higher education, including significant fiscal impacts for states, institutions, and individuals. The economic implications of the COVID-19 crisis are already impacting state and institution budgets, suggesting that states and institutions will be forced -- at least in the near term -- to address affordability concerns under severe fiscal constraints. Doing so will require close attention to aligning tuition, state appropriations, and financial aid. This edition of &quot;WICHE Insights&quot; discusses the most recent results of the Western Interstate Commission for Higher Education's (WICHE) annual survey of tuition and fees at public postsecondary institutions in the West, along with recent trends in state appropriations and state financial aid. And while the trends discussed in this brief highlight the positive fiscal outlook of the past several years, the COVID-19 crisis and resulting economic downturn suggests that the dismal economic outlook will present significant challenges for how states address key priorities, including addressing affordability.
Amplifying Impact: How Policies That Combine Investment in English Language Skills with Digital Learning Pay off for Workers and Businesses
Author: Bergson-Shilcock, Amanda
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Pandemics,English Language Learners,Immigrants,English (Second Language),Employment Opportunities,Language Skills,Labor Force,Second Language Instruction,Program Descriptions,Educational Legislation,Federal Legislation,Higher Education,Public Policy,Racial Differences,Limited English Speaking,Technological Literacy,Blue Collar Occupations,Social Mobility,Adult Learning,Technology Integration,Salaries,Adult Education,Innovation

The Covid-19 pandemic has vividly illustrated the centrality of frontline workers to the everyday functioning of the American economy and daily life. But while some articles have mentioned the high proportion of immigrant workers in these roles, there has been much less attention paid to the high number of English learners in particular. The proportion of English learners is much higher in certain frontline jobs, such as meatpacking and home health care. Yet acquiring better English skills is one of the most powerful steps a worker can take to improve their earnings and economic prospects. For each bit of English that a worker acquires, their earnings are likely to increase. More English equals more job opportunities, and better-paying ones. And it isn't just the worker's own economic mobility that is improved. Their increased earnings have an immediate effect on the household in which they live, and the broader society of which they are a part. Policies that invest in English language skills can also help to narrow racial equity gaps, helping to remedy some of the policy-driven disparities faced by many English learners. To further this discussion, this report addresses the following questions: (1) What does the current landscape of adult English learning look like?; (2) What can innovative English learning look like?; (3) What can practitioners and skills advocates learn from these innovations?; and (4) How can policymakers best support expansion of effective English learning models?
Measuring Non-Degree Credential Attainment: A 101 Guide for States
Author: Leventoff, Jenna
Date: 2018-05-00
Type: Guides - Non-Classroom
Subjects: Credentials,Educational Attainment,Certification,Educational Certificates,Postsecondary Education,Educational Assessment,Progress Monitoring,Educational Objectives,Educational Planning

Most states now have a statewide credential attainment goal, which sets targets for the number of residents with a postsecondary credential. These goals can help states to increase the educational levels of the adult population and address the workforce needs of the state. Unfortunately, many states may lack the capability to measure progress toward their attainment goal, and to produce an unduplicated count of the total number of credentials. While states can typically measure degree attainment, many cannot measure the attainment of non-degree credentials such as certificates, industry certifications, licenses, and apprenticeship certificates. This guide provides states with step-by-step instructions for measuring non-degree credentials using student-level administrative data. It also suggests issues states can think about as they begin to measure non-degree credential attainment.
Advising and Prior Learning Assessment for Degree Completion. Recognition of Prior Learning in the 21st Century
Author: Wesley, Alexa
Date: 2020-00-00
Type: Reports - Research
Subjects: College Students,Prior Learning,Academic Advising,Student Evaluation,College Credits,Academic Support Services,Educational Trends,Faculty Advisers,Student Needs,Faculty Development

Advising is a critical component of Prior Learning Assessment (PLA). Students may have a range of learning experiences that advisors can help translate into academic credit. Redesigning advising systems is a key part of the work that NASPA -- Student Affairs Administrators in Higher Education and core partner organizations are leading as part of the Advising Success Network. Rethinking systems of advising raises questions about advisor perspectives and strategies around PLA. NASPA's engagement with advising experts, emphasis on the value of learning outside the classroom, and commitment to supporting a changing student population prompts exploration of the future direction of the field. To examine the conditions around advising students about PLA and the current state of the field, NASPA conducted a research study involving: 1) video and phone interviews with practitioners in advising roles at institutions; and 2) a national survey of student affairs professionals. NASPA's research findings help address the following core research questions: (1) to what extent are shifts in higher education impacting advising practices related to PLA; (2) in what ways are advisors helping students navigate the PLA process; and (3) what do advisors perceive as key student challenges related to PLA and how are they addressing them? The authors first describe the research methods used to address these questions. Then, drawing from research findings, this brief unfolds in four sections: (1) current trends in advising; (2) advisor perspectives; (3) student needs; and (4) opportunities for collaboration and coordination. The authors end by offering several recommendations for practice based on the findings.
Recognizing Prior Learning in the COVID-19 Era: Helping Displaced Workers and Students One Credit at a Time. Recognition of Prior Learning in the 21st Century
Author: Leibrandt, Sarah
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Students,Dislocated Workers,Prior Learning,College Credits,Student Evaluation,Standardized Tests,Portfolio Assessment,Educational Attainment,Credentials,Time to Degree,Job Training,Online Courses,Student Financial Aid,Partnerships in Education,COVID-19,Outcomes of Education

Many students -- as well as potential students -- have acquired a great deal of learning through their day-to-day lives outside of academia: knowledge acquired from work experience, on-the-job training, formal corporate training, military training, volunteer work, self-study, and a myriad of other extra-institutional learning opportunities available through low-cost or no-cost online sources. Colleges and universities have the option to evaluate that knowledge for the purpose of awarding credit or otherwise recognizing the learning so that it can count toward a degree or credential. The methods that colleges use to evaluate this learning are typically referred to with terms like recognition of prior learning, credit for prior learning, and prior learning assessment (PLA). The Council for Adult and Experiential Learning (CAEL) and the Western Interstate Commission for Higher Education (WICHE) have completed the bulk of the work on a research project that is likely the largest and most comprehensive study of the relationship between student outcomes and PLA. The two organizations partnered with 72 institutions to analyze de-identified student-level longitudinal data and institutional policy and practices. Additionally, the team interviewed staff and students from a select number of the participating institutions. While the full report will be released in summer 2020, this brief shares some of the findings that illustrate the value of PLA, and also offers recommendations.
Equity Action Agenda for Community College Governance with the Endorsement of the Diversity, Equity, and Inclusion Committee
Author: Association of Community College Trustees (ACCT)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Governance,Trustees,Leadership Responsibility,Governing Boards,School Policy,Access to Education,Equal Education,Costs,Graduation,Institutional Characteristics,Student Diversity,School Culture,Inclusion,Accountability,Progress Monitoring,College Role,Intervention,Measurement

ACCT's &quot;Equity Action Agenda for Community College Governance&quot; is a guide based on the responsibilities of community college trustees and the college's leadership to promote policies that support access, affordability, equity and completion for all community college students. College diversity, equity, and inclusivity policies facilitate academic progress and economic and social mobility for all. This guide is intended to assist community and technical college boards and CEOs to: (1) Engage in meaningful and productive discussions around equity and the role of the college in ensuring access and opportunity for all campus and community members; (2) Embrace and reinforce a culture that values and promotes equity, diversity, and inclusion; (3) Understand the board's role in shaping and supporting goals, policies, practices, and procedures that promote equitable experiences and outcomes; (4) Identify and examine appropriate metrics and indicators of equity success (e.g., access, use of specialized student support services such as writing and speaking labs, tutors, specialized academic advisors, etc., course completion, English as a Second Language enrollment, degree and certificate completion, transfer, etc.), as well as diversity of staff, faculty, and students; (5) Provide leadership, support, and assistance (where appropriate) in developing next steps for designing and implementing equitable institutional policies, practices, and processes; and (6) Establish appropriate reporting and accountability measures to monitor progress toward achieving equity goals and outcomes.
Evaluation of a Mobile Learning System to Support Correct Medication Use for Health Promotion
Author: Shiue, Ya-Ming
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Program Effectiveness,Health Promotion,Health Education,Technology Integration,Student Satisfaction,Foreign Countries,Value Judgment,Undergraduate Students,Handheld Devices,Expectation,Intention,Usability,Persistence,Drug Therapy

Recently, the applications of mobile technology integration into innovative pedagogical approaches have resulted in new opportunities and challenges. The rapid development of mobile technology encourages student participation, knowledge sharing, collaboration, and the social interaction necessary to form authentic learning communities around student-generated content anytime and anywhere. Most health education interventions remain focused on traditional lecture methods and neglect the importance of student-centered learning approaches, few studies have examined the effectiveness of mobile technology on health promotion. Therefore, this paper designed a mobile learning system for learning correct medication use and investigated students' continuance usage intention. The findings revealed that students' satisfaction with mobile learning was the major factor predicting continuance intention.
Prospective Teachers&apos; Views of &quot;Mathematics Learning&quot;
Author: Gulten, Dilek C.
Date: 2014-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Learning Processes,College Graduates,Elementary Education,Mathematics Education,Figurative Language,Language Usage,Foreign Countries,Teacher Attitudes

The European framework for &quot;Key Competences for Lifelong Learning&quot; the term &quot;mathematical competence&quot; means the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday life. In this context, the way prospective teachers perceive mathematics learning becomes significant. The aim of this study is to identify prospective mathematics teachers' metaphorical images with respect to the concept of &quot;mathematics learning&quot; using metaphor techniques. The prospective teachers who participated in the research (a total of 59) included 35 females and 24 males. The participants were asked to formulate metaphors about &quot;mathematics learning&quot;. The metaphors and their justifications were analyzed and eight conceptual categories were determined. For reliability of the research study, expert opinion was sought to confirm whether the metaphorical images given under 8 categories represented one of those conceptual categories. The conceptual categories are learning mathematics as eternity, learning mathematics as playing games, learning mathematics as learning to learn-puzzle, learning mathematics as life, learning mathematics as art, learning mathematics as to livenecessity, learning mathematics as mind and learning mathematics as love.