ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 Critical Success Factors Report
Author: North Carolina Community Coll. System, Raleigh.
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Developmental Studies Programs,Accountability,Program Effectiveness,Community Colleges,Performance Factors,Success,Benchmarking,Audits (Verification),Educational Assessment,Educational Indicators,Educational Quality,Quality Assurance,Licensing Examinations (Professions),Certification,Achievement Rating,Participant Satisfaction,Graduation Rate,Transfer Rates (College),Basic Skills,Academic Persistence,State Standards,College Outcomes Assessment

The Critical Success Factors Report is the North Carolina Community College System's major accountability document. This annual performance report serves to inform colleges and the public on the performance of North Carolina's 58 community colleges. In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality. The State Board of Community Colleges and the General Assembly approved twelve performance measures for accountability in 1999. Later in 2007, the General Assembly approved the reduction of performance measures to the current eight: (1) Progress of Basic Skills Students; (2) Passing Rates on Licensure and Certification Examinations; (3) Performance of College Transfer Students; (4) Passing Rates of Students in Developmental Courses; (5) Success Rates of Developmental Students in Subsequent College-Level Courses; (6) Satisfaction of Program Completers and Non-Completers; (7) Curriculum Student Retention, Graduation, and Transfer; and (8) Client Satisfaction with Customized Training. Colleges receive Recognition of Exceptional Institutional Performance if they meet or exceed all eight performance measures, have no licensure exams with a passing rate of less than 70%, and college transfer students perform at a level equal to or above native UNC system students. (Contains 13 charts.) [For the 2010 edition of this report, see ED540031.]
2012 Critical Success Factors Report
Author: North Carolina Community Coll. System, Raleigh.
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: Developmental Studies Programs,Accountability,Program Effectiveness,College Transfer Students,Community Colleges,Performance Factors,Annual Reports,Success,Educational Assessment,Educational Indicators,College Outcomes Assessment,Benchmarking,State Standards,Licensing Examinations (Professions),Achievement Rating,Certification,Performance Based Assessment,Participant Satisfaction,Graduation Rate,Transfer Rates (College),Academic Persistence,Training Methods,Data Analysis,Statistical Data

The Critical Success Factors Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled from the previous year and serves to inform colleges and the public on the performance of North Carolina's 58 community colleges. In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality. The State Board of Community Colleges and the General Assembly approved twelve performance measures for accountability in 1999. Later in 2007, the General Assembly approved the reduction of performance measures to the following eight: (1) Progress of Basic Skills Students (Measure not included this year, as authorized by Section 8.6 of S.L. 2012-142); (2) Passing Rates on Licensure and Certification Examinations; (3) Performance of College Transfer Students; (4) Passing Rates of Students in Developmental Courses; (5) Success Rates of Developmental Students in Subsequent College-Level Courses; (6) Satisfaction of Program Completers and Non-Completers; (7) Curriculum Student Retention, Graduation, and Transfer; and (8) Client Satisfaction with Customized Training. Colleges receive Recognition of Exceptional Institutional Performance if they meet or exceed all performance measures, have no licensure exams with a passing rate of less than 70%, and college transfer students perform at a level equal to or above native UNC system students. (Contains 12 charts.) [For 2011 edition of this report, see ED540017.]
Alumni Career Levels: Job Attributes and Satisfaction. GMAC[R] Data-to-Go Series
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Business Administration Education,Longitudinal Studies,Alumni,Career Development,Promotion (Occupational),Employment Level,Work Experience,Occupational Information,Individual Characteristics,Job Satisfaction

Tracking the career progression of graduates from the classes of 2000 to 2011 offers insight into what's behind career advancement for graduate business degree-holders and what each stage may entail for professional momentum. This fact sheet highlights findings on job levels and strategies for career advancement given by the 4,135 graduates from the classes of 2000 to 2011 responding to the GMAC (Graduate Management Admission Council) Alumni Perspectives Survey conducted in September 2011, as well as data from previous alumni surveys. (Contains 1 table, 6 figures and 5 footnotes.)
Survey of Movers. Executive Summary
Author: British Columbia Council on Admissions and Transfer
Date: 2013-01-00
Type: Reports - Research
Subjects: College Transfer Students,Student Mobility,Research Universities,Attribution Theory,Foreign Countries,Participant Satisfaction,Student Surveys

Thanks to the Student Transitions Project (STP) there is a wealth of data on student mobility in BC's post-secondary system; however, these data do not explain why students are moving, and how their educational goals are being supported. In early 2012, the BC Council on Admissions and Transfer commissioned BC Stats to survey over 1,600 students who changed BC public post-secondary institutions between the 2010/11 academic year and fall 2011. The BC Transfer System enabled students moving to research universities to plan effectively, and provided those moving from research universities the option to continue their studies elsewhere when circumstances intervened. Students moving to and from all institution-types were able to progress toward their educational goals across the range of institutions and programs comprising BC's articulated post-secondary system. (Contains 1 footnote.) [For the full report, &quot;A Survey of Movers: Students Who Move between BC Public Post-Secondary Institutions. A Summary of Findings,&quot; see ED540029.]
How Do Engineering Educators Take Student Difference into Account? Research Brief
Author: Sattler, Brook
Date: 2009-10-00
Type: Reports - Research
Subjects: Teaching Methods,Engineering,Faculty Development,Socioeconomic Status,Interviews,Case Studies,Cognitive Style,Racial Differences,Cultural Differences,Engineering Education,Student Diversity,College Faculty,College Students

It is considered good practice to teach with an awareness that groups of students will not be homogeneous, and will differ. Research tells educators to take into account specific student differences, including learning styles, socio-economic status, race, and culture. This important issue has been debated and discussed; however, little has been written about how engineering educators examine, consider, and use student differences in their teaching practice. This paper addresses the extent to which, and the ways in which, engineering educators take student differences into account when making teaching-related decisions. The results suggest that engineering educators are taking student differences into account, but that the differences to which educators attend may not be aligned with the differences that research suggests educators should address. Implications are offered for faculty developers or others interested in helping educators more effectively take student differences into account.
What's so Important about Peer Review of Teaching Portfolio Components? An Exploratory Analysis of Peer-Review Episodes within ETPP. Research Brief
Author: Turns, Jennifer
Date: 2007-08-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Portfolios (Background Materials),Engineering Education,Engineering,Peer Evaluation,Educational Philosophy,Teaching Skills,Knowledge Base for Teaching,Graduate Students

Understanding and promoting effective teaching are central concerns of the engineering education community. This paper reports on research to investigate the processes by which construction of teaching portfolios in a socially supportive context can promote the advancement of teaching knowledge and ability. By characterizing how a specific intervention can advance teaching knowledge and effectiveness, findings and ideas are generated that can help others engaged in the same goal. This study looked at the CAEE Engineering Teaching Portfolio Program (ETPP) as a learning event--how the individual and social processes associated with building a teaching portfolio could lead to advancement of teaching knowledge and ability. Participants in the ETPP prepared a teaching portfolio consisting of a teaching philosophy, two to five annotated artifacts, and a diversity statement. Peer review--defined as reciprocal evaluation of written products--was originally conceived as a core element of the program and makes up about half of each ETPP session. Evidence suggests that the peer review periods may be important from the perspective of both learning and other participant outcomes. This and other indicators identified the peer review activities as one of the most important elements of the ETPP. Developing a greater understanding of what is going on during these periods provides insights to programs that create approaches to improve teaching.
2012 Application Trends Survey. Early Release Edition
Author: Estrada, Rebecca
Date: 2012-00-00
Type: Reports - Research
Subjects: Business Administration Education,Class Size,Educational Trends,Trend Analysis,Graduate Students,Student Recruitment,Enrollment Rate,Racial Composition,College Applicants,College Admission,College Programs,School Surveys,International Education,Demography,Outreach Programs,Institutional Characteristics,Foreign Students,Student Financial Aid,Doctoral Programs,Student Characteristics,College Entrance Examinations

The 2012 Application Trends Survey conducted by the Graduate Management Admission Council[R] (GMAC[R]) is the industry source for comprehensive statistics and timely insights into the demand for graduate management education worldwide. Since 2000, this survey of admission professionals has provided information on application volume trends, applicant pool composition, recruitment strategies, acceptance and enrollment rates, and incoming class size. The Application Trends Survey Report is a product of GMAC, a global nonprofit education organization of leading graduate business schools and the owner of the Graduate Management Admission Test[R] (GMAT[R]). The GMAT exam is an important part of the admissions process for more than 5,500 graduate management programs around the world. GMAC is dedicated to creating access to and disseminating information about graduate management education; these schools and others rely on the Council as the premier provider of reliable data about the graduate management education industry. This year's Application Trends Survey--the thirteenth since GMAC introduced the annual survey in 2000--included more participants than ever before: A record-breaking 744 programs were represented in the survey from 359 business schools and faculties, 44 percent of which submitted data for more than one program type. Participating programs are located in 46 countries, 42 states, and the District of Columbia in the United States. By program type, survey respondents include 527 MBA programs, 193 specialized master's programs, and 24 doctoral programs in business. Two-thirds (66%) of participating schools were located in the United States; however, a record percentage of programs (34%) from elsewhere in the world are represented in these findings. (Contains 10 tables, 24 figures and 25 footnotes.)
2012 Year-End Poll of Employers: A Look at Hiring and Salary Projections for the Coming Year. Summary Report
Author: Estrada, Rebecca
Date: 2012-00-00
Type: Reports - Research
Subjects: Business Administration Education,Graduates,Employers,Employment Opportunities,Employer Attitudes,Time,Comparative Analysis,Positive Attitudes,Decision Making,Economic Climate,Context Effect,Goal Orientation,Economic Development,Global Approach,Employment Patterns,Personnel Selection,Organizational Objectives

Employers across the globe project a slightly more positive hiring outlook for 2013 compared with 2012, according to responses to the 2012 Year-End Poll of Employers of the Graduate Management Admission Council (GMAC). Hiring decisions in 2012 were influenced by a mixture of economic conditions from the unfolding Eurozone crisis, to slower growth in emerging markets, to the looming &quot;fiscal cliff&quot; in the United States. Yet, MBAs and graduate management degree-holders continue to see improving employment rates. Jobs in 2013 are expected to pick up for management degree-holders as many global employers focus on growth. More than half of companies GMAC surveyed expect their top organizational goals in 2013 to revolve around launching new products or services and expanding their customer base, along with perennial goals to be more efficient (reduce costs, improve customer service, and increase productivity/performance). GMAC conducted the annual poll of employers from October 31 to November 16, 2012. The study garnered responses from 201 employers at 182 companies in 31 countries worldwide, including 45 companies from the Fortune 500. This year's findings revealed that the majority (82%) of the employers responding to the survey actively recruit graduate business school students directly from universities. This similarity is especially beneficial for participating employers, who can use the report findings to compare their hiring experiences against those of their peers. Graduate business programs can also use these results to offer students an advance look at next year's job market. Aggregated data from the study summarizes hiring outcomes for 2012 and hiring expectations for 2013 for eight candidate types, including MBA and other master-level business school graduates. For the first time, this report includes separate hiring data for Master of Accounting and Master of Finance programs, partly as a reflection of recent application trends and of increased prospective student interest in these and other specialized master's programs. In terms of employer representation by world region, 70 percent of survey respondents are located in the United States, 12 percent in Europe, 9 percent in Latin America, and 6 percent in Asia. The industry distribution of companies reflects that seen in the 2012 Corporate Recruiters Survey with a slight increase in the number of manufacturers represented in the year-end poll. One-third (33%) of responding companies have more than 25,000 employees; 17 percent have fewer than 100 employees. (Contains 5 tables, 4 figures and 1 footnote.)
Methodology for 2012 Application Trends Survey
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Reports - Research
Subjects: Enrollment Trends,Admission (School),Graduate Study,Business Administration Education,Admissions Officers,Global Approach,Online Surveys,Research Methodology

From early June to late July 2012, the Graduate Management Admission Council[R] (GMAC[R]) conducted the &quot;Application Trends Survey&quot;, its annual survey of business school admission professionals worldwide to assess how application volume at MBA and other graduate management programs compared with that from the same period in 2011. This study is the 13th in the series of GMAC surveys that monitor application trends. To represent a cross section of the graduate management industry worldwide, GMAC invited 3,418 graduate business schools and faculties to participate in this year's survey. This included all its member schools--the majority of Graduate Management Admission Test[R] (GMAT[R]) score-receiving schools--plus other institutions that do not use the GMAT exam in their admission process. A total of 359 graduate business schools and faculties participated in this survey and submitted data for 744 graduate management programs, including 527 MBA, 193 specialized master's, and 24 doctoral programs. The MBA is represented by 145 full-time two-year, 98 full-time one-year, 137 part-time or professional, 63 executive, 55 flexible MBA, and 29 online or distance-learning programs. Master's programs are represented by several majors, including Master in Management (33), Master of Finance (39), Master of Accounting (45) programs, Master in IT Management (14), and Master in Marketing/Communication (18). Overall, 492 programs from 229 responding schools were in the United States; 114 programs from 62 schools were in Europe; 50 programs from 27 schools were in the Asia-Pacific region; 34 programs from 18 schools were in Canada; 24 programs from 4 schools were in Latin America; 13 programs from 11 schools were in Central Asia, and 17 programs from 10 responding schools were in Middle East/Africa. Geographically, the survey sample represents 46 countries worldwide and 42 states and the District of Columbia in the United States. Combined, participating programs received more than 484,385 applications during the 2012 application cycle. The survey questionnaire consisted of one main section with 29 questions which respondents were required to complete in order to qualify as a survey participant. All survey questions might not have been applicable to all responding programs. The survey was conducted online. By the response cut-off date, 744 graduate management programs from 359 business schools participated in the survey. Each school or faculty reported, on average, for 2 graduate management programs. All application numbers and trends discussed in this report refer to complete applications that contained all documents needed for making an admission decision, which were received on or about July 27, 2012 for the 2012-2013 incoming class. (Contains 2 tables.)
2012 mba.com Prospective Students Survey. Survey Report. The GMAC[R] Survey Series
Author: Schoenfeld, Gregg
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,Admission (School),Graduate Study,Motivation,Student Interests,Student Surveys,College Applicants,Decision Making,Individual Characteristics,Data Collection,Information Utilization,Admissions Officers,Commercialization,Global Approach,Foreign Countries

This 2012 mba.com Prospective Students Survey Report explores the motivations, behaviors, program choices, and intended career outcomes of individuals who expressed a desire to further their education in a graduate business program. More than 16,000 prospective business school students who registered on mba.com shared their opinions, preferences, and experiences as they navigated through that process over the course of 2011. This report provides a portrait of these individuals in their endeavors to assess, prepare, and apply to graduate business school. Data for 2011 is compared to earlier data from more than 40,000 prospective business school students who have responded to the prospective student surveys over the previous two years. As the largest source of information of its kind, the data can help schools and students in numerous ways, including tracking changes in the marketplace, developing knowledge of their intended applicants, and positioning the school's brand in alignment with prospective student interests and concerns. Participant comments from the study suggest that the mba.com Prospective Students Survey has also assisted some individuals along their journey to business school. (Contains 24 figures, 11 tables and 24 footnotes.)
A Survey of Movers: Students Who Move between BC Public Post-Secondary Institutions. A Summary of Findings
Author: British Columbia Council on Admissions and Transfer
Date: 2013-01-00
Type: Reports - Research
Subjects: Foreign Countries,College Transfer Students,Student Mobility,Articulation (Education),Postsecondary Education,Public Colleges,Student Surveys,Transitional Programs,Participant Satisfaction,Attribution Theory,Student Attitudes,Institutional Characteristics,Student Characteristics,Student Educational Objectives,Academic Persistence,Transfer Rates (College)

Over the last several years, there has been a wealth of new data on student mobility in British Columbia's postsecondary system. Quantitative information from the Student Transitions Project (STP) has allowed current and prospective students, the BC Council on Admissions and Transfer (BCCAT), public post-secondary institutions, the Ministry responsible for post-secondary education and the Ministry of Education to get a clearer picture of how students navigate the system, moving among public post-secondary institutions in multiple directions. These administrative data, rich as they are, are unable to answer qualitative questions about why students are moving and how satisfied they are with their institutions and the transfer experience. Data from the Student Transitions Project (STP) were used to identify students who were registered in one or more BC public post-secondary institutions in fall 2011 and were enrolled in a different BC public post-secondary institution during the academic year 2010-2011. Of the 5,932 movers identified as eligible for surveying, 1,623 responded for an overall response rate of 27.4 percent. Respondents to the &quot;Survey of Movers&quot; have provided important insight into their considerations, decisions and experiences as they moved between BC's public post-secondary institutions. As a group, they entered the postsecondary system with varying goals--most commonly either credential completion at their original institution, or transfer to another institution. Most respondents (58 percent) had met their main goals by the time they left their original institution and 85 percent had met their main goal at their subsequent institution by the time they were surveyed. Most students switched institutions not due to dissatisfaction, but because they wanted to pursue a specific program that they could not pursue at the original institution. Appended are: (1) Identifying the Eligible Cohort; and (2) Transfer Expectations and Satisfaction. (Contains 3 footnotes.) [For &quot;Survey of Movers. Executive Summary,&quot; see ED540020.]
The Real World: A Factor that Engineering Faculty Consider in Making Decisions about Teaching. Research Brief
Author: Yellin, Jessica
Date: 2007-12-00
Type: Reports - Research
Subjects: Teaching Methods,Engineering,Decision Making,Performance Factors,Engineering Education,College Faculty,Educational Practices,Semi Structured Interviews

Decision making is central to the teaching of engineering, however, little has been written about the teaching decisions of engineering educators. By exploring the processes through which engineering educators make teaching decisions and the factors they consider, the authors can use decision making as a means to understand their teaching practices and gain a better understanding of how to help engineering educators make more effective decisions about their teaching. The results of this study will be useful to practicing engineering educators because it describes specific ways in which current faculty address preparing their students for engineering practice.