ethanporcaro/eric-fulltext-meta huggingface dataset:
2010 Critical Success Factors for the North Carolina Community College System. Twenty First Annual Report
Author: North Carolina Community Coll. System, Raleigh.
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Accountability,Evaluation,Community Colleges,Strategic Planning,Educational Assessment,Academic Achievement,Educational Indicators,Labor Force Development,Student Needs,Student Diversity,Educational Resources,Technology Uses in Education

First mandated by the North Carolina General Assembly in 1989 (S.L. 1989; C. 752; S. 80), the Critical Success Factors report has evolved into the major accountability document for the North Carolina Community College System. This twenty first annual report on the critical success factors is the result of a process undertaken to streamline and simplify accountability reporting by the community college system. The purpose of this report is twofold. First, this document is the means by which the community college system reports on performance measures, referred to as core indicators of success, for purposes of accountability and performance funding. Second, this document serves as an evaluation instrument for the System Strategic Plan.
Trades to Academic Transfer. Special Report
Author: McQuarrie, Fiona
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Academic Education,Credentials,Credits,Vocational Education,Articulation (Education),Foreign Countries,Transfer Programs,Transfer Policy,Higher Education

In recent years, there has been increased interest within British Columbia in the issue of whether or how trades qualifications might transfer into academic post-secondary programs. Some BC institutions have already started, or will be starting, programs which incorporate this form of transfer credit. Colleagues at British Columbia Council on Admissions and Transfer (BCCAT) prepared this report to explore the issue of trades qualifications transferring or laddering into academic programs. Their preliminary research indicated a wide variety of potential variations on what they named trades-to-academic (TTA) transfer, including differing definitions of what constitutes a &quot;trade&quot; or a &quot;trade qualification&quot;; the many types of trades and vocational education programs and credentials; and the potentially broad range of post-secondary academic programs into which trades or vocational program credits could transfer. There are also existing vocational-to-academic laddering agreements in programs in many disciplines: for example, in health care and applied business technology. The preliminary research also identified a considerable amount of discussion involving the contested meanings of &quot;vocational&quot; and &quot;academic&quot; education, and the contrasting histories, philosophies and practices of trades/vocational education and academic education. While the content of such discussions clearly relates to the themes of the investigation, their primary focus is on the practical and operational dimensions of TTA transfer. The report commences with an overview and assessment of some of the existing TTA transfer programs outside and within Canada. They then review some of the themes emerging from the comparisons of these programs, and conclude by identifying theoretical and practical issues for institutions to consider in developing or sustaining TTA transfer programs. (Contains 4 tables.)
Improving the BC Transfer Experience: Feedback from Students. Research Results
Author: British Columbia Council on Admissions and Transfer
Date: 2012-05-00
Type: Reports - Research
Subjects: College Transfer Students,Associate Degrees,Feedback (Response),Transfer Policy,Transfer Programs,Program Improvement,Student Experience,Participant Satisfaction,Performance Factors,Student Attitudes,Change Strategies,Foreign Countries

The BC Council on Admissions and Transfer is always seeking ways to improve the transfer system for the benefit of students. Doing so is often informed by research in one form or another. Questions were added to the 2011 Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) survey to help us gain a better understanding of why some students were dissatisfied with their overall transfer experience. The good news is that only 193 (8%) of the 2,361 students who expected to transfer credits within the BC public post-secondary system reported being dissatisfied, which is consistent with the small number of respondents reporting dissatisfaction in former years. The 2011 research shows that the BC credit transfer system continues to work well for the large majority of students who use it. For the small number of students reporting dissatisfaction, the findings shed light on the nature of students' experiences and what would have improved them. This document provides the highlights of a more detailed BCCAT report. The focus of this document is on the results of a new set of questions asked in 2011, which allowed BCCAT to hear directly from students who were dissatisfied with their transfer experience and to gather their input regarding how the transfer system can be improved. (Contains 3 footnotes.) [For related report, &quot;Improving the BC Transfer Experience: Feedback from Students,&quot; see ED540043.]
2012 Corporate Recruiters Survey. Survey Report
Author: Estrada, Rebecca
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,Graduates,Employment Opportunities,Labor Needs,Labor Conditions,Employment Patterns,Leadership,Skills,Work Environment,Employer Attitudes,Work Experience,Expectation,Global Approach,Job Placement,Business,Recruitment

This paper presents the results from the 2012 Corporate Recruiters Survey conducted by the Graduate Management Admission Council[R] (GMAC[R]). Conducted annually since 2001, this survey examines the job outlook for recent graduate business students as well as employer needs and expectations. The objectives of this study are to obtain a picture of the current employment landscape, gauge the demand for master's-level business graduates, better understand employer needs, and provide insight into hiring practices and trends across industries and world regions. Responses to this 11th annual survey of graduate business student employers were collected from mid-February to mid-March 2012. Data reflect the responses of 1,096 recruiters representing more than 800 companies in 40 countries worldwide. Respondents in the United States represent firms in 37 states plus the District of Columbia. This broad representation of the employer spectrum was possible through the efforts of the 128 business schools in 30 countries that facilitated the survey administration. Key findings include: (1) Not only are more companies planning to hire recent MBAs in 2012 (79%, up from 72% in 2011), but they expect to increase the number of new hires from 13 in 2011 to 17 per firm in 2012, on average; (2) Growth is most notable in the Asia-Pacific region, where 54 percent of companies plan to hire Master of Accounting graduates in 2012, up from 38 percent in 2011; (3) Small companies (fewer than 1,000 employees) account for the largest proportional increase in demand for MBAs; (4) MBA graduates will continue to command higher starting salaries compared with other master's graduates in the United States in 2012; (5) Regional job placement data provide insight into where graduate business students might work beyond company headquarters; (6) When selecting which job candidates to interview from business schools, recruiters most often consider the candidates' previous work experience; and (7) Employers predominantly seek new graduate business hires with leadership skills in 2012. (Contains 8 tables, 21 figures and 19 footnotes.)
We All Take Learners into Account in Our Teaching Decisions: Wait, Do We? Research Brief
Author: Turns, Jennifer
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Engineering,Engineering Education,Student Centered Curriculum,Teaching Methods,Teaching Models,Instructional Effectiveness,Instructional Design,Student Characteristics,Praxis,Reflective Teaching,Educational Practices

Creating a learner-centered environment within an instructional setting is a goal which engineering faculty are encouraged to achieve. However, there is little research about how engineering educators actually incorporate learner issues into their teaching. This paper describes how three engineering educators talked about learners in the context of talking about teaching decisions.
The Mosaic of Post-Secondary Institutional Attendance: A Twenty-Two Year Perspective. Research Results
Author: Andres, Lesley
Date: 2012-06-00
Type: Reports - Research
Subjects: Higher Education,Postsecondary Education,Foreign Countries,Attendance,Credentials,High School Graduates,Enrollment,Colleges,Community Colleges,Two Year Colleges,Vocational Education,Vocational Schools,Participation,College Transfer Students,Articulation (Education)

Because of its diversity, the BC post-secondary system offers many routes to credential completion. However, to capture the dynamics of institutional attendance requires a long view of individuals' journeys through the various post-secondary institutions over time. In this report, the authors employ data from the &quot;Paths on Life's Way&quot; project to examine the attendance sequences of the BC high school graduating class of 1988 through the postsecondary system over a 22 year period. The &quot;Paths&quot; data set is ideal in capturing the nature of transitions and trajectories over a long period of time. The main purpose of these analyses are to build on earlier research and to further specify and refine the different templates of institutional trajectories that individuals undertake during the course of their lives. Also, they offer policy implications for BC and beyond from the results of these analyses. In this report, the authors use the analytical technique of sequence analysis. Sequence analysis is ideal for life course research as it uses variables or elements with certain states--in this case post-secondary participation status--that can be ordered into sequences; then, the sequential nature of all elements can be examined simultaneously. The sequence then serves as a representation of an individual's pathway through the postsecondary system. In the analyses presented in this newsletter, each state represents a one year time period. (Contains 7 figures and 4 footnotes.)
Flexible Pre-Majors: Final Report of the Flexible Pre-Majors Working Group
Author: FitzGibbon, John
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Majors (Students),Articulation (Education),Anthropology,Transfer Students,Student Mobility,Foreign Countries,Decision Making,Intellectual Disciplines,Diversity (Institutional),Higher Education

This report provides advice for program areas contemplating the development of a Flexible Pre-Major (FPM) in their discipline. The FPM is another means of aiding student transfer in a system that expects and encourages significant student mobility. The FPM addresses a problematic area for academic students: that of completing the lower level major requirements before transfer when the transfer destination is not yet determined. The process of developing FPMs, in addition to providing support for students, has other positive benefits. For many disciplines, the exercise of agreeing on the core elements of the discipline and determining the sequence of offering has been very useful. Preparing the grid of equivalent courses or determining the program outcomes for the FPM has also enabled articulation committees to focus on the key element of their work, articulation and transfer, and to address longstanding issues of equivalency. As institutions change under new mandates, the decision-making processes and personnel may not be clear, both within the institution and generally. The process of gaining FPM signoff by multiple institutions has aided in understanding the decision-making and approval processes in the system generally. This report attempts to capture this information and provide a useful tool for use in programs and institutions. Appended are: (1) FPM Working Group Terms of Reference and Composition; (2) FPM Projects Supported by BCCAT; (3) Flexible Pre-Major Process Description; (4) FPM Flowchart; (5) Institutional Decision-Making Template; (6) Institutional Signoff Sheet; (7) Flexible Pre-Major Frequently Asked Questions (FAQ); and (8) FPM Example: Anthropology. (Contains 1 footnote.)
Enabling the BC Transfer System: A Discussion Paper
Author: British Columbia Council on Admissions and Transfer
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Articulation (Education),Institutions,Feedback (Response),Student Mobility,Discussion,Transfer Policy,Foreign Countries,College Transfer Students,College Credits,Transfer Students

This discussion paper outlines processes, as well as opportunities and constraints, for &quot;enabling&quot; BC Transfer System institutions to enhance transfer credit information in the BC Transfer Guide, making it more reflective of institutional practices and student mobility. BCCAT's focus is increasing the availability of transfer credit information for students so they may better plan their pathways across institutions, where appropriate to their educational needs and goals. Currently 40 institutions comprise the BC Transfer System. Seven perform receiving functions only, 18 perform sending functions only, and 13 perform both sending and receiving functions. Two institutions with distinctive curriculum and program design do not articulate on a course-by-course basis. BCCAT is proposing that all institutions be enabled to enhance the scope of their role in the BC Transfer Guide by lifting the sending/receiving restrictions and revising the language of the bctransferguide.ca site and appropriate BCCAT documents in a manner commensurate with these changes. BCCAT is aware that any expansion of transfer credit information within the BC Transfer Guide should proceed cautiously with due consideration of the implications to the system as a whole. Therefore, BCCAT is operating under two assumptions in making this proposal: (1) Institutions want articulation agreements to reflect credit transfer and student mobility patterns; and (2) Institutions do not want a significant increase in articulation work. This proposal provides several potential opportunities for students and institutions alike. The key benefit would be an increase in the available transfer information at the BC Transfer Guide website. This would assist students in making more informed choices about their transfer pathways. A further outcome would be increased transparency and accountability of transfer arrangements among participating institutions. Implications arise for all institutions when one expands the scope of its articulation activity. An issue that would require consideration in moving forward under the proposed scenario is the maintenance of articulation agreements, which is a shared responsibility between institutions. In order to consider this proposal and inform development of a possible implementation strategy, BCCAT is seeking feedback from transfer system member institutions: students, faculty, and staff. (Contains 1 footnote.)
Decisions about Teaching: What Factors Do Engineering Faculty Consider? Research Brief
Author: Huang, Yi-Min
Date: 2007-07-00
Type: Reports - Research
Subjects: Engineering,Decision Making,Engineering Education,Time on Task,Creativity,Interviews,College Faculty,College Students,Higher Education

Decision making is central to the teaching of engineering, however, little has been written about the teaching of engineering educators. The authors believe that engineering educators can benefit from insights into how to better prepare for teaching decisions since they are faced with teaching-related decisions on a daily basis. The findings from this study illustrate that time can be a valuable lens for showing the complexity of engineering educator decisions. Although participants generally acknowledged time as constraints or limitations, some participants' responses suggested creative solutions to overcome time as a limitation. The authors categorized these creative approaches along three dimensions: (1) Faculty-centered approaches; (2) Student-centered approaches; and (3) Content-centered approaches.
Following Their Footsteps: What Happens to Students Who Move from Research Universities to Other BC Public Post-Secondary Institutions?
Author: Heslop, Joanne
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Credentials,Student Educational Objectives,Foreign Countries,Educational Change,Research Universities,Postsecondary Education,Higher Education,Transfer Students,Enrollment,College Admission,Educational Objectives

British Columbia has a differentiated post-secondary system in which different kinds of institutions provide students with a wide range of educational program options and numerous opportunities for credential completion. As a result of the many education choices and pathways available to students in BC, they tend to navigate their way through the education system in a variety of ways in order to achieve their goal. This report is intended to provide more information to education planners and policy makers about one of those pathways, from research universities to other BC public postsecondary institutions. This &quot;non-traditional&quot; education pathway was likely uncommon several decades ago, but numerous changes have taken place in the BC public post-secondary system over the past few decades which now facilitate this pathway. The traditional view of unidirectional movement to research universities for degree completion is now evolving to a more comprehensive view because of the changing post-secondary landscape and the numerous degree completion options. Research conducted by the Student Transitions Project (STP) has shown that 22,500 students moved from one BC public post-secondary institution to another, from academic year 2007/08 to 2008/09. The volume and direction of this student movement between BC's different types of institutions is shown in this paper. The matrix shows that one third of all movers entered a research-intensive university (RIU) in 2008/09 and two thirds moved to one of the other sectors. This report focuses on the 6,143 students who moved from an RIU in 2007/08 to some other BC public post-secondary institution in 2008/09. Where are they going? What programs are they enrolling in? What program areas are they moving from and to? What can we imply about their educational goals? How many complete a credential at a research university before enrolling elsewhere? What are the differences in educational goals of students (with or without a credential) who left a research university to attend another institution? Answers to these research questions are provided in this document. Appended are: (1) New Students to RIUs in 2002/03--Following the Cohort to 2008/09 (Supplementary Tables); and (2) Credential Categories. (Contains 20 figures, 5 tables, and 9 footnotes.) [For &quot;Following Their Footsteps: What Happens to Students Who Move from Research Universities to Other BC Public Post-Secondary Institutions? Research Results,&quot; see ED540044.]
2012 Shape of the Nation Report: Status of Physical Education in the USA
Author: American Alliance for Health, Physical Education, Recreation and Dance, National Association for Sport and Physical Education
Date: 2012-00-00
Type: Reports - Research
Subjects: Profiles,National Standards,Physical Education,Charts,Elementary Secondary Education,Public Policy,Federal Legislation,State Departments of Education,Professional Associations,Educational Improvement,Educational Quality,Life Style,Physical Activities,Health Behavior,Questionnaires,Administrator Attitudes

This report provides current information on the status of physical education in each of the states and the District of Columbia. Advocates can use this information in presentations, letters and other means of communication with federal and state policymakers, the media and the general public as part of the basis for expanding and improving physical education. This project was supported by the professional members and leaders of the National Association for Sport and Physical Education (NASPE), an association of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), and by the volunteers and leaders of the American Heart Association (AHA). This report not only brings attention to the importance of quality, daily physical education programs for all school-age children, it also provides information that can be used as a basis for expanding and improving physical education programs in those states that need assistance. Quality physical education programs for all of our children are the foundation for healthy, physically active lifestyles as adults. The vision is that every student will become physically educated and thus possess the knowledge, skills and confidence to be physically active and healthy for a lifetime. During the winter of 2011-12 NASPE asked physical education coordinators in all 50 state education agencies and the District of Columbia to complete an online questionnaire about physical education mandates and practices in their states. Follow-up email messages and phone calls achieved complete response by all 51 entities. The data were reviewed and compiled into individual state profiles and summary charts. The profile for each state was returned to the respective state education agency representatives for confirmation of the contents and revisions were made as needed. Appended are: (1) National Standards and Guidelines for K-12 PE; (2) Federal Legislation Affecting PE; (3) The Fight for PE in the States; and (4) Public Policy Agenda for PE Research. (Contains 25 resources.)
The Time It Takes: A Longitudinal Study of the 2003 Cohort Eligible to Transfer to a Research Intensive University. Research Results
Author: Lavin, Tracy
Date: 2011-06-00
Type: Reports - Research
Subjects: Credentials,Credits,Articulation (Education),Transfer Students,Public Colleges,Longitudinal Studies,Research Universities,Higher Education,Grouping (Instructional Purposes),Enrollment

For a number of years, the Student Transitions Project (STP) has tracked the students in BC's public colleges, institutes and teaching intensive universities (CDW institutions) who are eligible to transfer (ETR) to any of the four research intensive universities in BC in the subsequent year (i.e., students who have completed or enrolled in at least 24 credits in courses listed in the BC Transfer Guide and have maintained a GPA of at least 2.00). These students have been followed from one year to the next in order to determine how many of them enroll in a research intensive university with transfer as the basis of admission. Beyond this first year, however, little is known about the educational pathways and outcomes of eligible transfer students. The BC Council on Admissions and Transfer (BCCAT) commissioned a longitudinal study of the cohort of 23,506 students who were enrolled at 19 CDW institutions in the fall of 2003 and who were eligible to transfer to a research intensive university in 2004/05. Using enrolment and credential data from the STP, these ETRs were followed up to the 2009/10 academic year to determine (a) how many transferred to research intensive universities, (b) how many remained at CDW institutions, (c) how many left the BC public post-secondary system and (d) how many and what sorts of credentials were obtained. (Contains 5 figures, 1 table, and 2 footnotes.) [For the full report, "The Time It Takes: A Longitudinal Study of the 2003 Cohort of Students Eligible to Transfer to a BC Research Intensive University," see ED540049.]