ethanporcaro/eric-fulltext-meta huggingface dataset:
The Post-Secondary Student Support Program: An Examination of Alternative Delivery Mechanisms. A Report to the Indian and Northern Affairs Canada
Author: Usher, Alex
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Student Financial Aid,Canada Natives,American Indian Education,Postsecondary Education,Access to Education,Barriers,Financial Problems,Accountability,Program Administration,Delivery Systems,Philanthropic Foundations,Organizations (Groups),Public Agencies

The purpose of this document is to examine the Department of Indian and Northern Affairs Canada (INAC)'s Post-Secondary Student Support Program (PSSSP) and analyse the advantages and disadvantages of both the existing system of program delivery and a trio of alternative delivery mechanisms. It does not issue any recommendation with respect to a preferred model of program delivery; rather, the intention is to lay out the challenges involved with each mechanism in a consistent and fair manner, and allow readers to draw their own conclusions with respect to the feasibility and desirability of each option. Of course, policy does not exist in a vacuum. For this reason, the first two-thirds of the document deal with the context in which the PSSSP exists. Part I provides a brief overview of recent research findings on the subject of access to Post-Secondary Education (PSE) among Aboriginal Canadians and in particular examines the numerous barriers to increased PSE participation for Aboriginal Canadians, and tries to place in context the degree to which financial barriers (as opposed to attitudinal, aspirational or academic ones) act as a brake on the closing of the gap in participation rates between Aboriginal an non-Aboriginal Canadians. Part II looks at the PSSSP itself, and in particular some of the more persistent criticisms of the program, and identifies some of the key issues that need to be dealt with in future. Only once these issues are examined does the paper move, in Part III, to examine alternative delivery mechanisms. A bibliography is included. (Contains 1 table and 7 footnotes.)
Most Connecticut Students Choose Connecticut Colleges. Report
Author: Connecticut Department of Higher Education
Date: 2005-08-00
Type: Numerical/Quantitative Data
Subjects: Colleges,College Choice,College Students,Place of Residence,Student Mobility

Preliminary data from the National Center for Education Statistics (NCES) show that 25,268 Connecticut residents graduating from high school (both public and private) in 2004 enrolled as freshmen in U.S. colleges in fall 2004. Of those, 14,533 (58%) entered a Connecticut college, while the other 10,735 enrolled elsewhere. The 58 percent in-state retention rate in 2004 compares to rates of 54 percent in 2002, 52 percent in 2000, and 47-49 percent during the 1990s. Almost everywhere in the U.S. In 1996, 1998, and 2000, at least one Connecticut resident freshman enrolled in every state and D.C.; in 2002, they went to all but South Dakota; and in 2004, they went everywhere except the two Dakotas and Nebraska. On average, Connecticut resident freshmen enter about 840 colleges a year, or about one-fourth of all U.S. colleges. Most of them, however, stay close to home. As noted, 58 percent of Connecticut resident freshmen in 2004 stayed in Connecticut. Another 21 percent enrolled in the three adjacent states; 10 percent matriculated in five nearby states, and the remaining 12 percent went elsewhere in the U.S. The partial stemming of the &quot;brain drain&quot; (i.e., a smaller share of Connecticut resident freshmen leaving the state) is good news, as is the fact that most emigres do not stray far from Connecticut and thus may return to the state and contribute to its economy after completing college. (Contains 5 tables, 2 figures and 3 endnotes.)
Fall 2005 College and University Headcounts in Connecticut. Report
Author: Connecticut Department of Higher Education
Date: 2005-11-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Age,Attendance,Enrollment Trends,Race,Ethnicity,Private Colleges,State Colleges,Trend Analysis,Tables (Data),Graduate Students,Undergraduate Students,Gender Differences,Place of Residence,Community Colleges

Total headcount enrollment at Connecticut's colleges and universities reached 174,275 students in fall 2005, a fourth straight record year. The total is an increase of 1,535 students (or 0.9%) over fall 2004. While this is the eighth consecutive year of enrollment growth, the rate of increase is decelerating. The average annual growth in the three years since 2002 is only 0.9 percent, nearly one-third as slow as the average annual growth rate between 1998 and 2002 of 2.4 percent. This report analyzes fall 2005 headcount enrollment as reported by Connecticut's public and independent colleges and universities. It presents data and historical trends on students enrolled for credit at 47 institutions,1 with details on attendance status, level and sector of higher education. A subsequent report will have demographic detail on race/ethnicity, gender, age, residence, etc., and full-time-equivalent (FTE) enrollment. All references to years in this report are to enrollment in the fall of that year. Fall 2005 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 2 tables, 7 figures and 4 endnotes.)
On the Brink: How the Recession of 2009 Will Affect Post-Secondary Education. Canadian Higher Education Report Series
Author: Usher, Alex
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Economic Climate,Financial Problems,Economic Factors,Global Approach,Educational Finance,Context Effect,Scholarships,Tuition,College Administration,Adjustment (to Environment),Costs,Needs Assessment,Need Analysis (Student Financial Aid),Student Financial Aid,Government School Relationship,Partnerships in Education

With the global recession in full effect, post-secondary education in Canada is about to face some very significant challenges. The purpose of this report is to outline the likely main effects of this global recession on the Canadian post-secondary education (PSE) sector, as well as suggest a series of measures that governments can take to help institutions survive the worst of the crisis. The most immediate challenges facing the system over the coming years include: (1) Decreasing Institutional Revenues; (2) Increasing Institutional Costs; (3) Increasing Enrolments in Colleges and Master's Programs; Declining Apprenticeship Registrations; and (4) Increasing Student Aid Costs and Institutional Need-Based Award Problems. These are a daunting set of challenges. Undoubtedly, institutions will be forced into some belt-tightening. The likeliest consequences of these actions are: (1) Hiring freezes for full-time staff and an increased use of part-time and sessional staff; (2) Reductions in Graduate Scholarships; (3) Cuts in library spending; (4) Deferring maintenance; and (5) Larger class sizes. Governments can help institutions face these challenges as long as they act now and implement solutions that will help, not hinder in the short and long-term. These actions include: (1) Pay for a salary-restructuring; (2) Don't let enrolment formulas constrain institutions from meeting the shifting demand; (3) Allow tuition increases; (4) Protect and improve the student aid programs that matter; chop the ones that don't; (5) Fund brains, not buildings; and (6) Measure what matters, ignore what doesn't. (Contains 1 footnote.)
Unfinished Business: Student Perspectives on Disclosure of Mental Illness and Success in VET--Support Document
Author: Venville, Annie
Date: 2012-00-00
Type: Reports - Research
Subjects: Mental Disorders,Vocational Education,Students,School Personnel,Participant Characteristics,Interviews,Tables (Data),Foreign Countries

Researchers from La Trobe University are investigating the factors affecting successful course completion for Vocational Education and Training (VET) students with a mental illness. The research aims to: (1) Increase individuals' understanding of the factors contributing to successful course completions by students with disclosed or non-disclosed mental illness in the TAFE (technical and further education) and private VET provider sectors; (2) Explore the factors influencing decisions about disclosure or non-disclosure of mental illness and their implications for successful or non-successful TAFE course completion; (3) Understand the role of disclosure of mental illness in the experience of successful and non-successful TAFE course completion; and (4) Develop a set of guidelines for VET staff to assist in managing key aspects of the student experience, including disclosure. This document was produced by the author based on her research for the report &quot;Unfinished business: student perspectives on disclosure of mental illness and success in VET,&quot; and is an added resource for further information. This document provides research interview questions and participant information. (Contains 4 tables.) [For the full report, &quot;Unfinished Business: Student Perspectives on Disclosure of Mental Illness and Success in VET. Research Report,&quot; see ED529678.]
Unfinished Business: Student Perspectives on Disclosure of Mental Illness and Success in VET. Research Report
Author: Venville, Annie
Date: 2012-00-00
Type: Reports - Research
Subjects: Mental Disorders,Vocational Education,Students,Student Attitudes,Self Disclosure (Individuals),Achievement,Decision Making,Change Strategies,School Personnel,Attitudes,Foreign Countries

Of all the different types of disability, mental illness can be particularly disruptive to education and training outcomes. In this report, the authors explore the factors contributing to successful course completion for students with a mental illness. The authors especially focus on the role of disclosure and the reasons why students choose to either disclose or not disclose their mental illness. This is important, as rates of disclosure of mental illness by students in the vocational education and training (VET) sector appear to be low, meaning that many students may not be accessing the support potentially available to them. One of the particular strengths of this report is that it presents the perspectives of the students with a mental illness themselves--something that has been largely missing from the research literature. Key messages from this report include: (1) For students, the decision to disclose or not disclose their mental illness is difficult. They struggle to decide whether it is better to disclose or not; (2) Students spoke of the fear of stigma, prejudice and rejection as reasons for not disclosing their mental illness. However, for most students in the study, the desire not to fail--yet again--was the main reason for choosing to disclose their illness; and (3) Students and staff differed greatly in their views on disclosure. Most staff members expected students to disclose their illness. Reluctance to seek assistance was considered as being unwilling to take responsibility for their education. An obvious strategy to overcome an unwillingness to disclose mental illness is the provision of support and reasonable adjustment for all students, not merely those with an illness. But this would require significant resources. (Contains 8 tables.) [For the support document, &quot;Unfinished Business: Student Perspectives on Disclosure of Mental Illness and Success in VET--Support Document,&quot; see ED529677.]
Making the Grade: Online Education in the United States, 2006
Author: Allen, I. Elaine
Date: 2006-11-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Online Courses,Deans,Administrator Attitudes,Higher Education,Web Based Instruction,Enrollment Rate,Educational Quality,Educational Environment,Educational Trends,Program Effectiveness,Barriers,Student Characteristics,National Surveys,Outcomes of Education

"Making the Grade: Online Education in the United States, 2006" represents the fourth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous three years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from over 2,200 colleges and universities, the study addresses the following key questions: (1) Has the growth in online enrollments begun to plateau?; (2) Who offers online courses and programs?; (3) Is online education becoming part of long-term strategy for most schools?; (4) How do Chief Academic Officers rate the quality of online courses?; and (5) What barriers do academic leaders see to widespread adoption of online learning? Additional tables are appended.
Staying the Course: Online Education in the United States, 2008
Author: Allen, I. Elaine
Date: 2008-11-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Electronic Learning,Online Courses,Educational Practices,Institutional Characteristics,School Demography,Undergraduate Students,Enrollment Trends,Economic Climate,Economic Impact,Deans,Administrator Attitudes,College Administration,Educational Strategies,Intellectual Disciplines

&quot;Staying the Course: Online Education in the United States, 2008&quot; represents the sixth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous five years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, the study addresses the following key questions: (1) How Many Students are Learning Online?; (2) What will be the impact of recent economic changes on online enrollments?; (3) What opinions do academic leaders have towards online education?; (4) What strategies does online education serve for institutions?; and (5) Are all disciplines equally represented online? Additional tables and charts are appended.
Online Nation: Five Years of Growth in Online Learning
Author: Allen, I. Elaine
Date: 2007-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Electronic Learning,Online Courses,Two Year Colleges,Educational Objectives,Futures (of Society),Educational Practices,Institutional Characteristics,School Demography,Undergraduate Students,Enrollment Trends,Educational Strategies,Program Implementation,Barriers

&quot;Online Nation: Five Years of Growth in Online Learning&quot; represents the fifth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous four years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, the study addresses the following key questions: (1) How many students are learning online?; (2) Where has the growth in online learning occurred?; (3) Why do institutions provide online offerings?; (4) What are the prospects for future online enrollment growth?; and (5) What are the barriers to widespread adoption of online education? Additional tables and charts are appended.
Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper
Author: Wang, Xueli
Date: 2012-02-00
Type: Reports - Research
Subjects: STEM Education,Course Selection (Students),Mathematics Achievement,Self Efficacy,Majors (Students),College Students,Student Experience,High School Students,Secondary School Mathematics,Secondary School Science,College Preparation,Student Motivation,Gender Differences,Racial Differences,Socioeconomic Status,Structural Equation Models

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science courses, and math self-efficacy beliefs all affect students' intent to major in STEM fields, which in turn influences entrance into STEM majors. Entrance into STEM majors also is directly influenced by students' high school math achievement, graduate degree aspirations, and initial postsecondary experiences, such as academic interaction, and financial aid receipt. Multiple-group structural equation modeling analyses based on gender, race, and socioeconomic status indicate that the proposed theoretical model fits the data well; however, the effects of high school math achievement and exposure to math and science on students' intent to major in STEM fields differ significantly among racial-ethnic groups. (Contains 3 figures and 5 tables.)
Introduction and Attributes of Meaningful Learning Using Technology (MLT)
Author: Eldakak, Sam
Date: 2012-02-27
Type: Reports - Evaluative
Subjects: Computer Uses in Education,Computer Software,Educational Technology,Multimedia Materials,Multimedia Instruction,Internet,Individualized Instruction,Independent Study,Computer Mediated Communication,Student Role,Intentional Learning,Learning Processes,Web Sites,Web 2.0 Technologies,Cooperation,Constructivism (Learning),Computer Simulation,Artificial Intelligence,Open Source Technology,Natural Language Processing,Educational Philosophy,Influence of Technology,Access to Computers,College Students,Adult Students

Computers can help the range of ways learners build up their own perception. Students who collect data from the Internet can be self-directed and independent. They can select sources to study and the connections to follow. Relying on the bounds laid down by teachers, the students may be in full control of their subjects and their studies. Students can take a computer-based activity at their own pace. Instead of scores of students working together on one activity, technology helps independent execution of work. Those who start to fail to keep up can get an instructor's individualized assistance while others can start to deal with more difficult tasks. Computer software can combine text, pictures, sound, and motion to offer various choices for students. Multimedia software will not be the only classroom resource, but it can contribute richness and variety to student work. Students can build on their own understanding by using computers as resource tools, as workstations for individual learning, or as communication means to share their thoughts with other students. Individual perception and experiences must be shared and evaluated to program content. By recognizing students' individual perceptions, teachers can find out the impact of students' past understanding and promote their education through new skill. Computers can be utilized to help active events collecting information and resources, discussing with colleagues, struggling through a challenging problem or application--or they can help in deliberation. For instance, despite the fact that an on-line discussion through electronic mail is an active event, such discussions generally induce deliberations. They assist us to think about thoughts and to check the understanding. In another thoughtful application, teachers can use computers as tools for making students' journals which are outstanding medium for reflective examination of events.
Developing Human Resources through Actualizing Human Potential
Author: Clarken, Rodney H.
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Human Resources,Labor Force Development,Theory of Mind,Emotional Intelligence,Cognitive Processes,Cognitive Psychology,Cognitive Development,Cognitive Ability,Moral Development,Spiritual Development,Psychological Characteristics,Psychological Needs,Religious Organizations

The key to human resource development is in actualizing individual and collective thinking, feeling and choosing potentials related to our minds, hearts and wills respectively. These capacities and faculties must be balanced and regulated according to the standards of truth, love and justice for individual, community and institutional development, health and well-being. These cognitive, affective and conative faculties are the dynamic focal points for effective interactions with our environments, and are key aspects of learning and development actualized in pursuing the spiritual principles of truth, love and justice. Human nature is conceptualized as consisting of physical, psychological and spiritual qualities. The dynamics among them are considered. The mind, heart and will are associated with the cognitive, emotional and moral intelligences. A brief description of these capacities, faculties, standards and intelligences are given and their importance for human resource development explained. Developing human resources is an intellectual, emotional and moral endeavor. I propose truth, love and justice as the guiding principles for human resource development and actualizing potential. (Contains 2 figures.)
Restructuring Engineering Education: Why, How and When? Research &amp; Occasional Paper Series: CSHE.12.11
Author: King, C. Judson
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Engineering Education,Engineering,Liberal Arts,Higher Education,Educational Change,International Cooperation,Career Choice,Graduate Study,Undergraduate Study,Foreign Countries

There is strong interest in broadening engineering education, bringing in more liberal arts content as well as additional subjects such as economics, business and law, with which engineers now have to be familiar. There are also cogent arguments for balancing against what is now the almost exclusively quantitative nature of the curriculum, adding more elements that relate to the actual practice of engineering, and structuring engineering education so as to provide multiple and later entry points, which should enable more informed career choices and make engineering attractive to a more diverse range of the population. Many have also sought a change in the level of the professional engineering degree from the bachelor's to the graduate level, which would logically, and probably also necessarily, accompany these changes. However, progress towards such changes in the United States has been marginal, in large part because incentives on the micro- and meso-scales do not match those on the macro-scale. On the other hand, there is much more substantial change in other countries, driven in part by the Bologna process. For the United States to be the last to change would be counter to the goal of retaining higher-functioning engineering jobs in the U. S. What needs to happen in order for the U. S. to change is evaluated. (Contains 37 endnotes.)