ethanporcaro/eric-fulltext-meta huggingface dataset:
Brief 7: Preparing for the Next Wave of Faculty. New England Resource Center for Higher Education Publications. Paper 31
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-05-01
Type: Reports - Descriptive
Subjects: College Faculty,Diversity (Faculty),Teacher Orientation,Tenure,Department Heads,Mentors,Faculty Development,Teacher Collaboration,Part Time Faculty,Adjunct Faculty,Family Work Relationship,Faculty Recruitment,Rewards

Ten years ago higher education scholars predicted a major faculty turnover in the late 1990s and into the twenty-first century--a prediction based on demographic data on an aging faculty. The turnover is under way, accelerated by early retirement policies. Currently blocks of faculty positions are opening up at regional colleges and universities, and new faculty are being hired in groups, rather than a few at a time. In larger universities, the impact of this kind of hiring is felt most acutely at the department level. At small institutions, the effects can be institution wide. Throughout this academic year, [New England Resource Center for Higher Education's] NERCHE's Department Chairs, Chief Academic Officers, and Associate Deans Think Tanks have examined changes in faculty demographics and discussed the structures and policies that campuses need to orient and retain new faculty.
Brief 11: Partnering for Accountability--The Role of the Chief Financial Officer at an Academic Institution. New England Resource Center for Higher Education Publications. Paper 35
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2002-01-01
Type: Reports - Descriptive
Subjects: Partnerships in Education,Accountability,Colleges,Educational Finance,Educational Administration,Deans,College Faculty,Administrator Role,Misconceptions,Administrator Responsibility,Incentives,Budgeting

There is rarely a perception in colleges and universities that everyone owns the financial plan. Deans, department chairs, and division heads are most concerned with their own budgets, rather than the aggregate. Mythologies about how the academic and financial sides of the house operate create artificial divisions and compromise the development of shared responsibility. Driven by myth, each side tends to view the other as a threat to its values and priorities. These views often stereotype the other in ways that become self-fulfilling prophesies. For example, Chief Financial Officers (CFOs) believe that academics are inefficient and that CFOs, with their particularly keen grasp of reality, are better suited to set institutional priorities. They believe that, as in the for-profit world, finance is the language and measurement of success, and everyone should be fluent. And from the academic side of the house comes the conviction that those who work in finance are unable to comprehend the essence of higher education and that CFOs will arbitrarily take away needed resources. In a recent discussion NERCHE's [New England Resource Center for Higher Education] Chief Financial Officers Think Tank approached the task of finding ways for the CFO to help dismantle these myths and build partnerships with academic administrators.
Brief 12: Global Citizenship--A Role for Higher Education. New England Resource Center for Higher Education Publications. Paper 36
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2002-03-01
Type: Reports - Descriptive
Subjects: Global Approach,Citizenship Education,Higher Education,Role of Education,Terrorism,Critical Thinking,Data Analysis,Consciousness Raising,Cultural Awareness,Faculty Development,World Problems,Academic Freedom,College Role

Immediately after the events of September 11, the US was stunned by horror and disbelief, angry at the perpetrators of such awful violence, puzzled by the country's inability to recognize itself in the eyes of the world, and eager to learn more about other cultures from which it felt so alien. Our college campuses reflected this range of responses. At their first meetings of the academic year, members of NERCHE's Think Tanks, who represent faculty and administrators in New England, and SAGES (Senior Academics Guiding Educational Strategies), retired presidents and provosts, described their reactions and the range of responses campus.
Brief 9: Practices and Policies for Dealing with Students with Mental Health Issues. New England Resource Center for Higher Education Publications. Paper 33
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-10-01
Type: Reports - Descriptive
Subjects: Mental Disorders,Access to Health Care,Student Needs,Student Personnel Services,Higher Education,College Students,Civil Rights Legislation,Disabilities,Federal Legislation,Legal Responsibility,School Community Relationship

One of higher education's crowning achievements is that colleges and universities are currently educating many groups of people who have been denied access to this resource in the past. A growing percentage of the new population of students arrives on campus with unique mental health needs, which until now campuses have been largely unprepared to accommodate. This new student profile may be more familiar to Student Affairs' offices, but the educational implications extend to the whole campus. Members of NERCHE's (New England Resource Center for Higher Education) Student Affairs Think Tank discussed this topic at one of their meetings and offer the following insights.
Brief 13: The Critical Connection--Department Chairs&apos; and Associate Deans&apos; Strategies for Involving Faculty in Outcomes Assessment. New England Resource Center for Higher Education Publications. Paper 37
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2002-05-01
Type: Reports - Descriptive
Subjects: Department Heads,Deans,Educational Strategies,College Faculty,College Outcomes Assessment,Inclusion,Teacher Administrator Relationship,Participative Decision Making

Assessment, with a capital &quot;A&quot;, has become in the academy a politically loaded buzzword that closes many more doors than it opens. Assessment, with a small &quot;a&quot;, however, is a necessary part of any attempt to find the best path forward in environments that change. At meetings this spring, Members of NERCHE's Departments Chairs Think Tank and Associate Academic Deans Think Tank discussed this controversial issue, focusing on ways to foster climates in which faculty and administrators are collaborative partners in assessment with the intention of strengthening teaching and learning.
Brief 8: Graduate Preparation of Student Affairs Staff--What&apos;s Needed. New England Resource Center for Higher Education Publications. Paper 32
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-05-01
Type: Reports - Descriptive
Subjects: Higher Education,Student Personnel Services,Student Personnel Workers,Graduate Study,Educational Assessment,Interdisciplinary Approach

The Student Affairs profession has changed significantly. Is graduate training keeping up? Do young Student Affairs professionals know what to expect once they get to campus? Members of NERCHE's (New England Resource Center for Higher Education) Student Affairs Think Tank met to discuss the relationship between graduate training and the workplace.
Reviewing and Renewing General Education: A Practical Guide. Working Paper 24
Author: Janice S. Green
Date: 2000-04-01
Type: Reports - Descriptive
Subjects: General Education,Higher Education,Undergraduate Study,Liberal Arts,Educational Change,Change Strategies,Committees,Curriculum Development,Program Implementation,Faculty Development,Program Evaluation

The process of reviewing and renewing a program of general education is complex, challenging, and often frustrating. This paper is presented with the aim of facilitating the process from inception to successful conclusion. Practical guidelines and suggestions, derived from long experience as faculty member, academic administrator, and consultant, are offered to assist those responsible for reviewing, evaluating, developing, and implementing general education curricula. Emphasis is placed on collaborative practices, ongoing open communication, thorough planning, and reliable information. It is assumed throughout, that pitfalls can be avoided, obstacles circumvented, and a climate of civility maintained despite the difficulty and scope of the task.
Brief 2: Benchmarking from the Perspective of Chief Financial Officers. New England Resource Center for Higher Education Publications. Paper 26
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2000-04-01
Type: Reports - Descriptive
Subjects: Benchmarking,Deans,Educational Administration,School Policy,Data Collection,Institutional Cooperation,Higher Education,Best Practices

Benchmarking is a widespread practice in all industries today. Higher education is no exception. One need only look at annual rankings in &quot;U.S. News and World Report&quot; to appreciate power of benchmarking in a market-driven society that is seeking the best value in education. To the public, and even to leaders in higher education, measures such as these amount to an externally imposed evaluation. The impact of benchmarking on an institution can be significant. But is it worth it? Chief Financial Officers from the New England area offer their views.
Brief 10: Lessons on Supporting Change through Multi-Institutional Projects. New England Resource Center for Higher Education Publications. Paper 34
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-11-01
Type: Reports - Descriptive
Subjects: Higher Education,Institutional Cooperation,Educational Change,Change Strategies,Expertise,Financial Support,Accountability,Time

The New England Resource Center for Higher Education's (NERCHE) Civic Engagement Cluster is a multi-institutional model for strengthening civic engagement in higher education across ten institutions simultaneously. Reflecting NERCHE's mission to promote community, collaboration, and change in higher education, the Cluster is based on the premise that significant change can be accomplished most effectively through collaboration and communication across institutions. The purpose of this Brief is to pass on some key lessons learned in the pilot year of this project about laying the groundwork for collaboration and improving institutional practice.
Brief 3: Making Assessment Work. New England Resource Center for Higher Education Publications. Paper 27
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2000-07-01
Type: Reports - Descriptive
Subjects: Accountability,Educational Assessment,Institutional Research,Higher Education,Institutional Evaluation

Assessment and accountability are embedded in the context in which most colleges and universities operate. In the current climate, one is deeply entwined with the other. Originally, assessment in higher education meant assessing students. The broader appeal of the concept quickly claimed the attention of a multitude of constituents within the academy, each with a different goal in mind -- from program review to public relations. Those whose relationship to the academy was once or twice removed, such as trustees, accreditors, and legislators, saw assessment as a simple and cost effective means to report information about the effectiveness of complex organizational processes as a way to hold institutions accountable. Especially in times of economic upheaval, &quot;accountability&quot; held much promise for those watching the bottom line.
Brief 6: The Merit Aid Question--How Can We Attract Promising Students While Preserving Educational Opportunity for All? New England Resource Center for Higher Education Publications. Paper 30
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-03-01
Type: Reports - Descriptive
Subjects: Student Financial Aid,Access to Education,Equal Education,Barriers,Competition,Disadvantaged Youth,Student Recruitment,Academic Persistence,Merit Scholarships,Student Needs,Eligibility,Socioeconomic Influences,School Holding Power,College Role,Government Role,State Aid,Federal Aid,Higher Education

[New England Resource Center for Higher Education's] NERCHE's think tank members recently participated in a discussion of the competitive forces driving change in higher education. The discussion, facilitated by The Futures Project: Policy for Higher Education in a Changing World (www.futuresproject.org), revealed tremendous concern among faculty and administrators in New England about safeguarding the principles of equal access and equal educational opportunity during a time of accelerating competition for students. This is a crucial time for a reevaluation of barriers to full educational opportunity in this country. We need policies both at the institutional level and the state and federal levels to reverse the widening educational and economic divide.
Scholarship Unbound: Assessing Service as Scholarship in Promotion and Tenure Decisions. New England Resource Center for Higher Education Publications. Working Paper 25
Author: O'Meara, KerryAnn
Date: 2001-01-01
Type: Reports - Research
Subjects: Faculty Promotion,Tenure,College Faculty,Scholarship,Decision Making,Rewards,Institutional Mission,Job Satisfaction,Faculty Workload,Faculty Development,Teacher Role,Public Service

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution's service mission, faculty workload, and reward system; expand faculty's views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution's service culture.
Inside Rankings: Limitations and Possibilities. NERCHE Working Paper: 2012 Series, Issue 1
Author: O'Meara, KerryAnn
Date: 2012-03-00
Type: Information Analyses
Subjects: Colleges,Problems,Higher Education,Educational Objectives,Achievement Rating,Institutional Evaluation

Americans love ranking systems. Whether we are ranking the hottest celebrities, the top ten singles, the top chef, or the next design star, ranking seems to be built into the American psyche as a symptom of our competitive, aspirational nature, and our desire to quickly understand the value of things. This desire has fueled a veritable ranking industry with respect to institutions of higher education. There is great diversity in what ranking systems purport to rank. Beyond the well-known U.S. News and World Report (USNWR) &quot;Best Colleges&quot; lists are those that rank specific institutional types, such as flagship, land-grant, and international universities. Others aim to provide information to consumers about how a particular college or university rates on anything from &quot;value,&quot; broadly defined, to institutional commitment to sustainability, gender balance within the student population, and salaries of recent graduates, to the perceived quality of its athletic facilities, the popularity of its website, or its status as a party school. The ranking industry has become very influential in higher education, raising questions about the relationship between dominant ranking systems and the purposes and goals of institutions of higher education. Whose interests do the most widely-used rankings systems serve, and why? What purposes and ideologies are they not representing? Questions such as these led the first author of this paper to develop a graduate course on ranking systems in higher education. The second author was first a student, then a speaker in the course. The purpose of this article is to present the authors' critique of the main weaknesses and contributions of dominant ranking systems, to consider some of the positive and/or neutral roles that they are serving, and to offer three examples of purposes and goals of higher education the authors believe are not being fulfilled.
Brief 17: New Faculty: A Catalyst for Change. New England Resource Center for Higher Education Publications. Paper 41
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2003-05-01
Type: Reports - Descriptive
Subjects: College Faculty,Beginning Teachers,Tenure,Faculty Workload,Faculty Development,Educational Environment,Collegiality,Family Work Relationship,Accountability,Cooperation,Interdisciplinary Approach,Teacher Attitudes

The message of new faculty is not new, but their power may be. As the demand for new faculty increases due to retirements and increased enrollments in systems and institutions around the country, large cohorts of tenure-track faculty are being hired. Early-career faculty want what they've wanted for many years now: clarity surrounding the tenure process, a workload that is meaningful and manageable, professional development for research and teaching, a hospitable campus climate, a collegial workplace, work-family balance, equity, transparency, and fairness. Many young teacher scholars are interested in collaboration over competition, research that is organized around problems rather than disciplines, and a multidisciplinary work environment shaped by interaction between researchers and users. At the same time, colleges and universities are facing pressures from outside to change what they do, how they do it, and how they measure it--much of this in line with the values and concerns of new faculty cohorts.
Development and Initial Validation of the Student Rating of Environmental Stressors Scale (StRESS): Stressors Faced by Students in Accelerated High School Curricula
Author: Suldo, Shannon M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Rating Scales,Test Construction,Test Validity,High School Students,Acceleration (Education),Secondary School Curriculum,Advanced Placement Programs,Item Analysis,Factor Analysis,Factor Structure,Test Reliability,Construct Validity,Interviews,Focus Groups,Grade Point Average,Attendance,Mental Health,Life Satisfaction,Anxiety,Stress Variables

High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS in parallel with a new measure of coping designed for this same population (Suldo, Dedrick, Shaunessy-Dedrick, Fefer, &amp; Ferron, in press). Items were derived from sentiments expressed during focus groups and individual interviews with 177 students, 72 parents, and 47 teachers. Multiple iterations of expert review and item analyses focusing on conceptual clarity and comprehensiveness resulted in 75 items reflecting stressors across domains, including school, home, and peers. High school students in AP or IB (N = 727) completed the 75-item inventory. Exploratory factor analyses and additional item review indicated a five-factor solution with 32 items. Cronbach alpha reliabilities ranged from 0.67 to 0.88. Five additional items representing a composite of Major Life Events also were included. The five factors and Major Life Events composite had test-retest reliabilities greater than 0.70. These scores were related to multiple conceptualizations of stress, as well as academic outcomes (GPA and attendance) and mental health (life satisfaction and anxiety), thus supporting the construct validity of the StRESS scores. Further support for the five-factor structure of the StRESS was provided by results of a confirmatory factor analysis (standardized root mean square residual = 0.051, root mean square error of approximation =0.048, comparative fit index = 0.900) with a separate sample of 2,193 AP and IB students. [This article is published in the &quot;Journal of Psychoeducational Assessment&quot; v33 n4 p339-356 2015 (EJ1063628).]
Students&apos; Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses
Author: Shaunessy-Dedrick, Elizabeth
Date: 2015-00-00
Type: Reports - Research
Subjects: Student Attitudes,High School Students,Work Ethic,High Achievement,Acceleration (Education),Stress Variables,Coping,Goal Orientation,Social Support Groups,Personality Traits,Advanced Placement Programs,Student Motivation,Achievement Need,Trust (Psychology)

In this qualitative study, we investigated 15 successful and 15 struggling high school students' perceived stressors, coping strategies, and intrapersonal and environmental factors students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands and seeking a balance between academic goals, social needs, and extracurricular activities. The most frequently described and commonly used effective coping responses involved time and task management, seeking temporary diversions, and cognitive reappraisal. Students perceived a strong work ethic and high achievement motivation as personal traits aligned with success, and support from a broad network of peers, parents, and teachers as environmental factors that are also related to optimal performance in rigorous accelerated high school programs. [This paper was published in &quot;High School Journal&quot; v98 n2 p109-137 2015 (EJ1051363).]
Vocational Education and Training in Finland. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Foreign Countries,Educational Change,Qualifications,Continuing Education,Labor Market,Employment,Population Trends,Economic Climate,Unemployment,Educational Attainment,Secondary Education,Workplace Learning,Individualized Instruction,Competency Based Education,Apprenticeships,Educational Finance,Governance,Vocational Education Teachers,Job Skills,Nonformal Education,Informal Education,Quality Assurance,Incentives,Educational Counseling

Seamless and future-oriented: in essence, this is Finland's vision for lifelong learning in a world where adapting to new jobs and tasks and trends in society is becoming the norm. To make it a reality requires the support of the entire education and training system. This renewed emphasis on learning as a continuous process throughout life and the need for future-proof education and training policies are priorities of Finland's 2019 Presidency of the Council of the European Union. For Europe to remain competitive and inclusive also requires sufficient investment in human capital. This is highlighted by the intention of the Finnish presidency to bring together education and finance ministers, sending a strong signal to policy-makers. This short description, drawn up in close collaboration with Cedefop's national ReferNet partner, aims to offer a glimpse of Finland's VET, its successes and challenges, to a wider European audience. Our overall aim is to help readers understand VET in its specific country context; this is a prerequisite to supporting policy learning, building bridges between VET systems, and encouraging learner and teacher mobility across Europe.