ethanporcaro/eric-fulltext-meta huggingface dataset:
Florida Polytechnic University Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-12-10
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Reputation,Research and Development,Annual Reports

Florida Polytechnic University offers industry focused, cutting-edge STEM degree programs in the College of Engineering and the College of Innovation and Technology. As a new university, they have the ability to adapt and be responsive to their industry partners' needs in a timely manner. The curriculum is cross-discipline and includes lab and design experiences, research opportunities, and internships with industry partners. It includes innovative instructional methods, advanced technology and the latest resources and reference materials. Further, Florida Polytechnic University is researching and developing proprietary research platforms that will cultivate significant derivative work and solve intellectual property challenges as innovation and entrepreneurship is integrated into the learning process. They are also forming strategic partnerships with industry leaders, trade associations and policy makers to initiate collaborative student-driven applied research. This statistical report provides data tables on Florida Polytechnic University's financial resources, personnel, undergraduate education, and graduate education.
University of Central Florida Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-12-19
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Research and Development,Reputation,Commercialization,Annual Reports

This statistical report provides data tables on University of Central Florida (UCF) financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development. Highlighted achievements included: (1) &quot;U.S. News &amp; World Report&quot; ranked UCF 14th as an &quot;up and coming&quot; school, 94th overall among public institutions, and 31st in the &quot;most connected&quot; category based on access to high-speed internet connection; (2) UCF awarded 2,539 master's degrees (an increase of 11.1 percent) and 356 doctoral degrees (an increase of 27.1 percent); (3) Forty-nine percent of all bachelor's degrees awarded by UCF were in programs of strategic emphasis (totaled 6,160 degrees); (4) UCF has partnered with Osceola County and the Florida High Tech Corridor Council to create the Florida Advanced Manufacturing Research Center. The center's goal is to recruit or create the world's first industry-led smart sensor consortium; (5) UCF set a school record for research funding - $145.6 million in contracts and grants (a 29 percent increase over last year); (6) Professionals at UCF received a record $145.6 million in contracts and grants, a 29 percent increase over last year; (7) The Minority Teacher Recruitment and Retention Program awarded more than $100,000 to 25 students in the Minority Teacher Education Scholarship Program. The program had a retention rate of 100 percent, and students in the program provided more than 500 hours of service to local schools and community organizations; (8) The Office of Experiential Learning provided 4,336 students experiences in cooperative education at 1,386 employer sites; and (9) UCF was one of four institutions to receive $3.75 million in non-recurring funding for the Information Technology Performance Funding Pilot Project (funding for 2012-13 and 2013-14). The outcomes of the grant focus on career-readiness skills for graduates in information technology fields.
The State University System of Florida Strategic Plan 2012-2025
Author: State University System of Florida, Board of Governors
Date: 2011-11-10
Type: Numerical/Quantitative Data
Subjects: Governing Boards,State Universities,Educational Quality,Strategic Planning,Goal Orientation,Institutional Mission,Productivity,Knowledge Economy,Economic Climate,Educational Innovation,Enrollment,Budgets,Educational Finance,Labor Force Development,Financial Support,Incentives,Benchmarking,State Standards,Commercialization,Scholarship,School Business Relationship,School Community Relationship,Educational Indicators,Performance,Academic Degrees,Graduation Rate,Student Characteristics,College Faculty

The Board of Governors continues to be committed to achieving excellence in the tripartite mission of its state universities--teaching, research, and public service--for the benefit of Florida's citizens, their communities, and the state economy. In light of the velocity with which the 21st century is moving ahead, however, the Board of Governors recognizes the need to view this public mission through a clearer lens and with a sharper focus on teaching &quot;and&quot; student learning, research &quot;and&quot; commercialization, and community &quot;and&quot; business engagement. As Florida and the nation face economic competition on an unprecedented scale, the State University System must prepare graduates to excel in the global society and marketplace. The Board of Governors presents the following vision for the State University System to guide the programs, activities, and plans of the state universities during these years: By 2025, the State University System of Florida will be internationally recognized as a premier public university system, noted for the distinctive and collective strengths of its member institutions. To realize its mission and its vision for the State University System between 2012 and 2025, the Board of Governors focuses on three critical points of emphasis that provide a framework for the targeted 2025 Goals and recognize the university's teaching, research, and public service priorities: (1) &quot;Excellence&quot;; (2) &quot;Productivity&quot;; and (3) &quot;Strategic Priorities for a Knowledge Economy.&quot; The 2025 Goals will strengthen quality and reputation and maximize resource utilization to increase productivity in each of the priority areas.
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework of Core Processes and Constructs
Author: Goldman, Susan R.
Date: 2016-03-10
Type: Reports - Research
Subjects: Literacy,Educational Objectives,Literature,Sciences,History,Content Area Reading,Meta Analysis,Logical Thinking,Inquiry,Epistemology,Reading Processes,Writing Processes,Models,Reading Comprehension,Persuasive Discourse

This paper presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas--literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into five higher-order categories of &quot;core constructs&quot;: (1) epistemology; (2) inquiry practices/strategies of reasoning; (3) overarching concepts, themes, and frameworks; (4) forms of information representation/types of texts; and (5) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. [Project READI also assisted in writing this article. At time of submission to ERIC this article was in press with &quot;Educational Psychologist.&quot;]
The University of West Florida Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Reputation,Research and Development,Annual Reports

This statistical report provides data tables on the University of West Florida's (UWF's) financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development. Highlights of UWF's achievements in the 2013-2014 academic year include: (1) In 2013-2014, UWF was Designated as a &quot;Best Southeastern College&quot; by the Princeton Review; (2) UWF created a standing Strategic Enrollment Planning and Management Council to monitor, evaluate, and revise strategic enrollment plans; track enrollment key performance indicators (KPIs), benchmarks, and assessments; and coordinate the work of the various units involved in enrollment planning and management; (3) More than 18% of all undergraduate degrees and more than 14% of all graduate degrees awarded at UWF were within a science, technology, engineering, or mathematics (STEM) discipline; (4) UWF researchers received 81 awards totaling $23,953,028, only five less than in 2012-2013, in spite of the decrease in federal and state funding opportunities; (5) UWF posted $18.9 million in total research and development (R&amp;D) expenditures in 2013-2014; (6) External entities funded 89% of research and development expenditures (consistent with 2012-2013 funding); (7) Through Business Enterprises, Inc., (BEI), UWF continued to work on agreements to finance, design, and construct, lease, lease-purchase, and/or purchase the operations and facilities necessary and desirable to meet UWF's mission and strategic priorities (e.g., East Campus Development, University Park, NW Retirement Village); (8) Private gifts in 2013-2014 exceeded the 2012-2013 fundraising goal ($4.1 million in total gifts); and (9) UWF's College of Business partnered with Pensacola Young Professionals and the Greater Pensacola Chamber to create Internship Pensacola, which provides students with summer internships with local businesses and industry. Seventy percent of participants were either hired by the company hosting the internship or immediately at another company via new contacts made by the Pensacola Young Professionals.
University of Florida Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Reputation,Research and Development,Annual Reports

This statistical report provides data tables on the University of Florida (UF's) financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development. Highlights of UF's achievements in the 2013-2014 academic year include: (1) Upon being named the state's highest-achieving preeminent university, UF initiated a program of investment designed to strengthen the quality and reputation of many departments and research initiatives; (2) UF's four-year graduation rate for the Fall 2010 cohort is 67%. This is an increase of 1% over last year's 2009 cohort rate and is a return to 2008's 67% rate; (3) Comparing total strategic emphasis degrees using the new categories, UF shows an increase of 8% in undergraduate programs and 6% in graduate programs over 2012-13 data; (4) To facilitate research computing, including its thrust into Big Data, UF created the HiPerGator supercomputer. The results have exceeded expectations, with well over $300M in research being performed on it; (5) UF received a record $702 million in external grants and contracts in the 2013-14 fiscal year. Total federal agency funding (awards) for FY 2014 was over $465 million; and (6) In its first dozen years of operation, the University of Florida's Tech Connect program has helped launch 157 technology-based startup companies that in turn generated more than $1 billion in private funding, $530 million in public funding and 2,000 new jobs. During the fiscal year that ended June 30, the program's affiliated companies hired more than 345 new employees and raised more than $106 million in private funding and $105 million in public funding.
Florida Atlantic University Work Plan Presentation for 2013-14 Board of Governors Review
Author: State University System of Florida, Board of Governors
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new &quot;Strategic Plan 2012-2025&quot; is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's &quot;Annual Accountability Report&quot; provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional &quot;Work Plans&quot; connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2013-14 components. Florida Atlantic University's &quot;Work Plan Presentation for 2013-14 Board of Governors Review&quot; is divided into the following sections: (1) Strategy (Mission Statement, Vision Statement, Statement of Strategy, Strengths and Opportunities, and Key Initiatives &amp; Investments); (2) Key Performance Indicators (Goals Common to All Universities, Goals Specific to Research Universities, and Institution Specific Goals); (3) Operations (Fiscal Information (includes Tuition Differential Fee Request), Enrollment Planning, and Academic Program Coordination); and (4) Key Performance Indicator Definitions.
Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class
Author: Harackiewicz, Judith M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Achievement Gap,Intervention,Race,Social Class,Introductory Courses,Biology,College Science,Relevance (Education),First Generation College Students,Disproportionate Representation,Minority Group Students,Program Effectiveness,Course Content,Writing (Composition),STEM Education,Undergraduate Students

Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, 0.84 grade points (d = 0.98), and the treatment effect for FG-URM students was 0.51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. [At the time of the submission to ERIC, this article was in press with &quot;Journal of Personality and Social Psychology.&quot;]
Florida A&amp;M University Work Plan Presentation for 2013-14 Board of Governors Review
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new &quot;Strategic Plan 2012-2025&quot; is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's &quot;Annual Accountability Report&quot; provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional &quot;Work Plans&quot; connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2013-14 components. Florida A&amp;M University's &quot;Work Plan Presentation for 2013-14 Board of Governors Review&quot; is divided into the following sections: (1) Strategy (Mission Statement, Vision Statement, Statement of Strategy, Strengths and Opportunities, and Key Initiatives &amp; Investments); (2) Key Performance Indicators (Goals Common to All Universities, Goals Specific to Research Universities, and Institution Specific Goals); (3) Operations (Fiscal Information (includes Tuition Differential Fee Request), Enrollment Planning, and Academic Program Coordination); and (4) Key Performance Indicator Definitions.
Florida International University Work Plan Presentation for 2013-14 Board of Governors Review
Author: State University System of Florida, Board of Governors
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new &quot;Strategic Plan 2012-2025&quot; is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's &quot;Annual Accountability Report&quot; provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional &quot;Work Plans&quot; connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2013-14 components. Florida International University's &quot;Work Plan Presentation for 2013-14 Board of Governors Review&quot; is divided into the following sections: (1) Strategy (Mission Statement, Vision Statement, Statement of Strategy, Strengths and Opportunities, and Key Initiatives &amp; Investments); (2) Key Performance Indicators (Goals Common to All Universities, Goals Specific to Research Universities, and Institution Specific Goals); (3) Operations (Fiscal Information (includes Tuition Differential Fee Request), Enrollment Planning, and Academic Program Coordination); and (4) Key Performance Indicator Definitions.