ethanporcaro/eric-fulltext-meta huggingface dataset:
The Emergence of Engaged Scholarship: Seven Additional Years of Evolution
Author: Giles, Dwight E., Jr.
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Vocabulary,Service Learning,Standards,Teacher Researchers,College Faculty,Teacher Motivation,School Community Relationship,Teacher Role,Teacher Participation

In this commentary, author Dwight Giles, Jr. reflects on his 2008 article, &quot;Understanding an Emerging Field of Scholarship: Toward a Research Agenda for Engaged, Public Scholarship,&quot; reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; In his original article, Giles argued that engaged public scholarship should draw from the lessons learned from the emergence of service-learning, both through adopting a unified term for the field and by using research agendas to advance its definition and boundaries. Giles points out that one element that has changed since 2008 is the national context to which the work has had to respond. At the time of that writing, the Carnegie Foundation's Community Engagement Classification was just beginning, and the 2008 engaged campuses had not been selected. Thus, &quot;community engagement&quot; is now the common term for the overall work, and the evidence suggests that &quot;community-engaged scholarship&quot; is emerging as the major term in regard to the scholarship dimension of the movement. Giles goes on to discuss an additional effect of the Carnegie Classification for Community Engagement--a redefining of the nature of scholarship itself. Specifically, as engagement has emphasized mutuality or reciprocity, scholarship has become more relational (J. Saltmarsh, personal communication, January 8, 2016). Lastly, in Giles' volume 12 article, he valued Lorilee Sandmann's empirical analysis of the emergence of the terms and &quot;the national scholarship of engagement movement&quot; (Sandmann, 2008, p. 91) over the decade from 1996 to 2006. In this 2016 reflection, he calls for similar scholarship to be undertaken covering the last 10 years, 2006-2016. [For &quot;Understanding an Emerging Field of Scholarship: Toward a Research Agenda for Engaged, Public Scholarship&quot; (2016), see EJ1097273.]
How Money Helps Keep Students in College: The Relationship between Family Finances, Merit-Based Aid, and Retention in Higher Education
Author: Olbrecht, Alexandre M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Academic Persistence,Family Income,Parent Financial Contribution,Student Financial Aid,Merit Scholarships,College Freshmen,Cohort Analysis,Maximum Likelihood Statistics,Statistical Analysis,School Holding Power,Predictor Variables,Regression (Statistics)

In this paper, we leverage detailed, individual-level student data to understand the relationships between family finances, merit-based aid, and first-year student retention. With three cohorts of student data that comprise family financial status, institutional merit scholarships, and many of the other known correlates of student retention, we regress sophomore retention of first-time, full-time students on the financial variables with controls. We find that an increase in a family's ability to contribute to educational costs improves a student's chances of retention. Additionally, our data show that institutional financial assistance also bolsters the likelihood that students return for their sophomore year.
Are Student Loan Default Rates Linked to Institutional Capacity?
Author: Ishitani, Terry T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Financial Aid,Loan Default,Loan Repayment,Hierarchical Linear Modeling,Unemployment,Institutional Characteristics,School Effectiveness,Disproportionate Representation,Minority Group Students,College Entrance Examinations,Scores,School Holding Power,Academic Persistence,Expenditure per Student,Efficiency,Postsecondary Education,Databases,Statistical Analysis,Tuition,Teacher Student Ratio

As more undergraduates have taken out loans to attend college, the number of borrowers who fail to repay their student loans has increased. While previous research has focused on students' likelihood to default, this study employed institutional cohort default rates (CDRs) as an outcome variable. Using Integrated Postsecondary Education Data System, this study investigated the association between institutional effectiveness and CDRs. Coupled with multilevel modeling, the study also observed the effects of state-level factors, such as state appropriation and unemployment, on CDRs. The results showed that institutional characteristics--e.g., proportion of minority students, admission test scores, retention rates, and instructional expenses--are strongly associated with institutional CDRs. This suggests that institutional default rates are mainly a function of the students that institutions enroll, and future studies should include institutional as well as student factors to provide policy makers and researchers with a more comprehensive understanding of institutional CDRs.
Study of Family Memoir and Ideologies of Gender: Application to the Intersection of the Creative and the Scholarly in the Writing Classroom
Author: Williams, Elly
Date: 2006-00-00
Type: Journal Articles
Subjects: Gender Issues,Ideology,Creative Writing,Literary Styles,Literary Devices,Essays,Family (Sociological Unit),Family Relationship,Didacticism

Elly Williams is an adjunct instructor at Johns Hopkins where she received her M.A. in writing. She is a faculty member for the Sewanee Young Writers' Conference, and the author of the novel &quot;This Never Happened.&quot; The article she presents here is divided into three parts: (1) Tales of a Grandmother's Commonplace Memoir; (2) Assignment: Lying Autobiographical Essay; and (3) Syllabus: Women and Writing. Williams begins part one with a description of her maternal grandmother's memoir entitled &quot;Annals and Anecdotes,&quot; in which Williams notes that her grandmother wrote her memoirs to re-create and honor the world of the past and the members within it in order to preserve it for future generations. She compares the somewhat emotionally enhanced writings of her grandmother to Susan Miller's &quot;Assuming the Positions: Cultural Pedagogy and the Politics of Commonplace Writing.&quot; Williams notes that while Miller's Southern upper-class mentality was not different from her own, the key difference between the two writers is the more rigid, romanticized stand that her grandmother takes. Miller's stance on the other hand is the concept that rhetoric can provide movement within a family's life for love, understanding, change, and growth in both roles and feelings. Williams' considers that her grandmother's writings did not, and a rhetoric of lack of flexibility and movement was at the heart of her &quot;Damma's&quot; memoir. Part one draws to a conclusion as Williams says she has come to understand that Damma didn't precisely lie on purpose, but rather wrote what she perceived as her necessary truths. The problem is that she demanded that they be the rest of the family's truths, and practices as well. Part two, presents a book called &quot;Lying: A Metaphorical Memoir&quot; by Lauren Slater. The premise of the book is that emotional truth &quot;is&quot; the truth--that if Slater writes she has epilepsy in order to describe trauma in her life, the fact that she doesn't have epilepsy is not relevant. All that matters is that the emotional truths are on the page. Having recently undergone the dissolution of her own relationship with her grandmother due to divorce, Williams loved this concept, and began to use this book as a text in her Women and Writing class. Williams tells her students that what matters most in writing is that the emotional truths are on the page. A class assignment is outlined in which Williams encourages her students to think beyond the literal. Guidelines for writing a lying autobiographical essay to guide students away from the traditional essay are provided. Part three offers a detailed syllabus.
Monstrous No More: How Shakespeare's Caliban and the Community College Student Aspire Together
Author: Gold Wright, Jill Y.
Date: 2006-00-00
Type: Journal Articles
Subjects: Classics (Literature),Community Colleges,Two Year College Students,Writing Instruction,Student Characteristics

Many students enter classes like the Shakespeare character Caliban, knowing books to be powerful but feeling eluded by them, unable to access their knowledge. Author Jill Wright shares new-found inspiration and insight she discovered while co-directing Act III, Scene ii of William Shakespeare's &quot;The Tempest&quot; and suddenly realized a direct and quite powerful connection between Caliban, the monster who lives on Prospero's island, and the aspiring community college student.
Does Hamlet Belong in Freshman Composition? The Debatable Role of Canonical Literature in Composition
Author: Fitzwilliam, Marie A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Classics (Literature),Writing Instruction,College Freshmen,Writing (Composition),Required Courses

The question of whether &quot;Hamlet&quot; belongs in a freshman composition classroom is one that institutions are making easier to answer, though perhaps for political rather than pedagogical reasons. This article describes a project in which Marie Fitzwilliam and her colleagues were asked to engage in a dialogue with the administration on institutional identity, which the provost claims is more professional than liberal. If she is correct, then &quot;Hamlet&quot; will most likely be a subject relegated to upper-level courses for English majors, not the stuff of papers in a first-year writing course. For if the goal of composition instructors is to provide the critical reading and writing skills necessary to surviving four years of college and entering the workplace, &quot;Hamlet&quot; and other representatives of canonical literature will become expensive luxury cars in a market that demands economy models. The debate centers on what goals fuel the required composition curriculum and if students may learn then from reading and discussing texts in general, as opposed to the texts (so-called great literature). Bear in mind that the prevalent gospel of compositionists is to provide reasoning and writing skills that are broadly applicable across the university [and] will carry over to the work of students in other classes and fields of inquiry.
Three Ways of Looking at a Blackboard: A &quot;Trivial&quot; Approach to Writing and Speaking
Author: McDonald, Hal
Date: 2006-00-00
Type: Journal Articles
Subjects: Freshman Composition,Rhetoric,Rhetorical Invention,Writing (Composition),Teaching Methods,Speech Skills,Writing Skills,Writing Strategies

The author writes that his experience in teaching has taught him that the perfect text simply does not exist, however the closest approximation to perfection lies in the direction of the classical world. Hal McDonald says that he cannot see how one can teach rhetoric without passing through pedagogical territory first cleared by Aristotle, Quintilian, Erasmus, and the like, any more than one can teach physics without covering the ideas of Galileo, Newton, and Kepler, even if these luminaries are never mentioned by name. Recognizing the serious need for freshman composition, McDonald believes that the classical approach to composition holds great promise as a pedagogical paradigm, and that the trivium is the heart and soul of the classical pedagogical tradition. He then names the trivium of grammar, logic, and rhetoric as the ideal curriculum for a classically-based freshman composition course. This curriculum offers students both a systematic method for processing new information, academic or otherwise, and a collection of practical tools with which to both establish and communicate connections between this information and the world in which they live. That being said, the freshman curriculum entails a large volume of unfamiliar material that must be processed by first-semester freshmen in 15 weeks. This article provides a doable learning model to accomplish that goal.
What Then Is the American, This New Man?
Author: Davis, Margaret
Date: 2006-00-00
Type: Journal Articles
Subjects: United States Literature,Service Learning,Social Justice,Citizen Participation,Course Objectives,Church Related Colleges,Outcomes of Education,Student Experience,Introductory Courses

In order to align her Early American Survey literature course with her Jesuit college's educational mission, &quot;Education for the common good of the global human community,&quot; Margaret Davis designed a learning environment that combined traditional academic goals with goals relating to civic engagement and social justice, requiring a service learning component. In addition to the expected goals related to content, critical thinking, and communication, two course objectives call for students to enlarge their understanding of what it means to be &quot;American&quot; and to recognize their own citizenship role in relation to the wider community of Americans. Toward that end, four more goals anticipate student achievement related to a service learning project: (1) Students will hear and understand voices outside the mainstream of middle class America; (2) Students will develop sensitivity to the needs of those who struggle to find their identity; (3) Students will understand their service as a contribution to the common good; and (4) Students will learn more about themselves in relation to the wider community. The path to accomplishing these goals begins by introducing students to a working definition of service learning as a widely practiced form of experience-based education rounded out by community service.
Postcolonial Appalachia: Bhabha, Bakhtin, and Diane Gilliam Fisher's &quot;Kettle Bottom&quot;
Author: Stevenson, Sheryl
Date: 2006-00-00
Type: Journal Articles
Subjects: Poetry,Literary Styles,Literature Appreciation,Literary Devices,Area Studies,Concept Teaching,Teaching Methods,Social Change,Violence,Activism,College Programs,United States Literature

Diane Gilliam Fisher's 2004 award-winning book of poems, &quot;Kettle Bottom,&quot; offers students a revealing vantage point for seeing Appalachian regional culture in a postcolonial context. An artful and accessible poetic sequence that was selected as the 2005 summer reading for entering students at Smith College, &quot;Kettle Bottom&quot; enables diverse students to reconsider their notions of Appalachia, and of regional identities, while also gaining a better understanding of postcolonial theory. In particular, Fisher's poems provide vivid examples that make Homi Bhabha's approach to postcolonial analysis not only relevant to the students themselves, but revelatory. In this article, Sheryl Stevenson demonstrates how combining concepts such as Bhabha's notion of hybridity with Mikhail Bakhtin's views on hybridization, polyglossia, and heteroglossia, and linking them to Fisher's poems can make these concepts come alive for students. &quot;Kettle Bottom&quot; portrays compelling events and clashing cultures of the 1920-1921 mine wars that were focused in Mingo County, West Virginia, with mining deaths and anti-union violence eventually drawing 9,000 or more miners into an armed uprising that was only quelled by national forces (Shogun 208). To see how the poems and theoretical concepts illuminate each other, Stevenson considers three types of hybridity in &quot;Kettle Bottom.&quot;
Using Political Cartoons as the Basis for a Freshman Comp Research Paper: Delineating the Reasons for the Failure of yet Another Clever Idea
Author: Kich, Martin
Date: 2005-00-00
Type: Journal Articles
Subjects: Freshman Composition,Cartoons,Politics,Research Papers (Students),Failure,Misconceptions,Instructional Effectiveness,College Freshmen

At the Lake Campus of Wright State University, students are required to complete two courses in English composition. In the second, English 102, the focal assignment is an eight- to ten-page research essay, typically with either an argumentative slant or a topic that requires some sort of interpretive analysis. When the department selected an anthology of political essays as the reader for this course, English professor Martin Kich was uncomfortable with the choice and believed he had conceived an imaginative alternative research topic: the students would focus on some of the 300 or so cartoons that had to do with Clinton's various policies and problems, and, working from the premise that it was now the year 2025, they would explain the cartoons to people who were &quot;now&quot; only passingly familiar with the Clinton presidency--if they had any knowledge of its particulars at all. The treatment would require them to do three things: (1) describe each cartoon, (2) explain its political context, and (3) analyze the cartoonist's or cartoonists' bias. They could choose the number of cartoons, the number and variety of topics addressed, and the number of cartoonists represented. Despite his enthusiasm for the topic, with the exception of several non-traditional students, the majority of the students in five English 102 classes over two quarters pretty much hated it. Herein Kich describes nine misconceptions and/or misperceptions on his part which he believes are the reasons for the failure of the research topic.
The Iceberg Principle: Discovering the Self in Poetry
Author: Monahan, Kathleen N.
Date: 2007-00-00
Type: Journal Articles
Subjects: Poetry,Student Experience,College Students,English Literature

For eight years, Kathleen Monahan taught English literature and composition at Saint Peter's College satellite campus at Newark Airport. Her students were Port Authority employees--police officers, mechanics, bridge painters--trying to wedge an education into lives criss-crossed by split shifts, swing shifts, and double overtime. On the first evening of one Survey of English Literature course, Dominic introduced himself, adding by way of further identification, &quot;I was never any good at English, and I hate poems.&quot; He didn't intend to be hostile; he was just an honest man who didn't want his instructor to have any illusions about him. On the third night of class, Dominic showed he connected with Coleridge's &quot;The Rime of the Ancient Mariner&quot; when he relates his experience in the Navy blowing up icebergs before they drift into the sea lanes to the section of the poem in which the luckless sailor finds himself floating through a sea of ice. Monahan reflects on this teaching experience and expresses her gratefulness for the occasional reminder that much of what she wants her students to know is planted firmly in human experience.
Ethics and Empathy in the Writing Center
Author: Hoskins, Betty
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Writing Instruction,Learning Laboratories,Skill Centers,Ethics,Empathy,Teacher Student Relationship,Tutors,Specialists,Teaching Methods,Confidentiality,Assignments,Ambiguity (Context),Plagiarism

Having established the &quot;Writing Lab&quot; at James Madison University in 1974, the author has watched the evolution and proliferation of Writing Centers in colleges and universities over the past 32 years. Common to support services at the beginning of her career as a writing specialist and in the present Writing Center are two primary areas of interest for the topic of ethics and empathy: (1) the relationship of the writing specialist and the student; and (2) the relationship of the writing specialist and the faculty. The Writing Center at James Madison University is now facing the challenge of change which has brought into high relief questions of the writing specialists' relationship to students and to faculty. In this essay, the author intends to address two questions: (1) What is the relationship between the professional tutor and the student?; and (2) Are the writing specialists paper-centered or student-centered? The author provides examples of ethical situations that arise when working with students in the Writing Center, such as dealing with conditions of confidentiality, determining how much help is &quot;too much,&quot; helping a student when a faculty member writes a &quot;bad assignment,&quot; and dealing with suspected plagiarism.
Not Looking Away: The Homeless Journal
Author: Matthews, Debra H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Freshman Composition,Nontraditional Students,Writing Processes,Student Journals,Homeless People,Writing Assignments,Student Experience,College Freshmen,Writing Apprehension

Much of Debra Matthews' teaching experience has been with apprehensive writers, and while teaching freshman English to primarily nontraditional students, she found that the students were often nervous about the writing process. The students acknowledged that they felt threatened by the evaluation process, and some were intimidated by the writing assignments. Frequently, students said they had no source of reference for a given topic. Therefore, as a way of introducing narration and description, Matthews requires students to develop journals by assuming the identities of homeless people. All of the students have seen homeless men and women at some point, and all of them have preconceived opinions about homelessness. After a brief discussion about homelessness, she presents students with the guidelines for the activity. Herein, Matthews describes the instructions for the exercise and provides excerpts of her students' journal entries. She concludes that writing activities that allow students to draw upon their own experiences are especially beneficial. The Homeless Journal actively engages the students in the writing process, and for the week that they complete the assignment, it changes the atmosphere in the classroom. It allows even those who are having difficulty with the writing process to experience a degree of success, since the journal is not evaluated in the same way as an essay. In addition to allowing all writers to experience a degree of success, the Homeless Journal encourages students to write more.