ethanporcaro/eric-fulltext-meta huggingface dataset:
Patterns in Student Financial Aid at Rural Community Colleges
Author: Hardy, David E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Community Colleges,Student Financial Aid,Grants,Rural Schools,Trend Analysis,Student Loan Programs,Educational Finance,Classification,Institutional Characteristics,Urban Schools,Suburban Schools,State Aid,Federal Aid,Enrollment,School Districts,Full Time Students,School Size

This article uses the 2005 Basic Classifications of the Carnegie Foundation for the Advancement of Teaching as a framing device through which to examine patterns of student financial aid at America's rural community colleges, which represent 64% of all U.S. community colleges. Rural community colleges serve more first-time, full-time students than suburban and urban community colleges, and their 3.2 million students have different patterns of student financial aid. Rural small and medium colleges have the most aided students, receive more Pell Grants and institutional aid, and have more students incurring loan indebtedness than do other types of community colleges. The article offers recommendations for future research, as well as for policy development and practice. (Contains 5 tables.)
Who Enrolls in Two-Year Colleges? A National Study of Price Response
Author: Stokes, Timothy
Date: 2009-00-00
Type: Journal Articles
Subjects: High Schools,Grade Point Average,College Choice,Student Financial Aid,Educational Experience,College Students,Two Year Colleges,Student Characteristics,Academic Aspiration,Student Experience,Costs,Decision Making,Racial Differences,Geographic Location,High School Graduates,Academic Achievement,College Entrance Examinations,Scores,Tuition,Fees

The authors examine the factors that influence the college choice process of two-year college students and explore the effect these variables have on the two-year/four-year college choice dichotomy, using the National Postsecondary Student Aid Study (NPSAS) of 1995-96 and the Beginning Postsecondary (BPS) component of that survey. This study provides new insight into the influence that background characteristics, aspirations, high school experience, college experience, price and subsidy, and beginning postsecondary variables have on a student's decision to attend a two-year college as compared to a four year institution. The study finds that ethnicity, location, high school degree attainment, educational achievement (as measured by high school GPA and ACT score), tuition and fee rates, net cost, and campus climate are the most influential variables influencing a student's decision to attend a two-year college. (Contains 3 tables.)
What Matters in Student Loan Default: A Review of the Research Literature
Author: Gross, Jacob P. K.
Date: 2009-00-00
Type: Information Analyses
Subjects: Student Loan Programs,Family Income,Loan Default,Literature Reviews,Loan Repayment,Student Characteristics,Institutional Characteristics,Racial Differences,Gender Differences,Age Differences,Socioeconomic Influences,Family Structure,Parents,Educational Attainment,Debt (Financial),Enrollment,Predictor Variables,Time to Degree,College Credits,College Transfer Students,Grades (Scholastic),College Preparation,Majors (Students)

Federal higher education policy has shifted over the past few decades from grants to loans as the primary means for providing access to postsecondary education for low- and moderate-income families. With this shift, policy makers have begun tracking student loan default rates as a key indicator of the efficacy of student loan programs. This effort requires a closer examination of how to define default and what default signifies: What is an acceptable rate of default? What factors contribute to default? Should default rates be used as indicators of institutional quality or loan program efficacy. These questions lead to further investigation of factors influencing default, such as whether default is a function of the characteristics of students or of the institutions they attend, and whether the types of loans borrowed influence the probabilities of default. To help answer these and related questions, this study reviewed the literature of research on student loan default conducted between 1978 and 2007, and identified 41 of the higher quality studies, the findings of which are summarized here.
Defining Merit: The Impact of Award Structure on the Distribution of Merit Aid
Author: Kash, Jeffery P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Awards,Grade Point Average,Standardized Tests,Academic Achievement,Multivariate Analysis,White Students,Student Financial Aid,Merit Scholarships,Recognition (Achievement),Scholarship Funds,State Aid,Student Characteristics,High School Students,Racial Differences,Institutional Characteristics,Program Effectiveness,Paying for College,Low Income Groups,At Risk Students,Minority Groups

The Kentucky Education Excellence Scholarship (KEES) is a merit-based scholarship program intended to increase college access, long-term academic commitment, and retention of top students within the state. KEES uses a heavily graduated award structure and both high school grade point average and standardized test scores to establish award amounts. Using school-level data, this study applied means tests, correlation, and multivariate analysis to examine the relationship between the demographic composition of high schools and the amount and number of KEES awards received. KEES was found to be regressive, and that regressivity is compounded by its graduated structure. Students from higher socioeconomic status schools, from schools with more Caucasian students, or from schools with more females received a higher proportion of KEES awards, in larger amounts, than those from other schools. The source of KEES funding was also found to be regressive: the more successful the program, the greater the strain on its static lottery revenue funding. Because awards are not indexed to inflation, their impact on college affordability diminishes as education costs rise. Recommended steps for addressing regressivity in the KEES program, including clearly defining the program's primary goal and introducing a need-based component, are discussed. (Contains 4 footnotes, 5 tables, and 1 figure.)
Exploring the College Enrollment of Parents: A Descriptive Analysis
Author: Perna, Laura W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Parents,Undergraduate Students,Enrollment Trends,Student Characteristics,Paying for College,Grants,Student Financial Aid,National Surveys,State Aid,Educational Attainment,Racial Differences,Age Differences,Family Structure,Spouses,Institutional Characteristics,Tuition,Budgets,Time to Degree,Federal Aid

Despite the substantial size of the population, relatively little research has focused on the status and experiences of undergraduate parents. Using descriptive analyses of data from the NPSAS:04, this study provides a starting point for campus administrators, public policymakers, and educational researchers who seek to identify ways to better understand the characteristics of this population. (Contains 4 tables.)
Who Benefits from Tuition Discounts at Public Universities?
Author: Hillman, Nicholas W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Colleges,Family Income,Student Financial Aid,Tuition Grants,Student Characteristics,Tuition,Resource Allocation,Age Differences,Racial Differences,Place of Residence,Institutional Characteristics,Low Income Groups,Socioeconomic Influences,Minority Groups,College Freshmen,Regression (Statistics),Access to Education

This article uses data from the 2004 National Postsecondary Student Aid Study to provide insight about the range of tuition discounting practices at public institutions. Specifically, it examines the characteristics of students who receive tuition discounts from public four-year colleges and universities. A binary logistic regression is applied to all students enrolled in a public four-year institution in 2003-04 to determine which students were most likely to receive a tuition discount. Descriptive statistics show how tuition discount rates differ according to student characteristics such as academic level, race, residency, family income, and institution type. This study examines national patterns and also makes use of the 12-state representative samples available in NPSAS:04. Findings demonstrate that low-income students, minorities, freshmen, and non-resident students are the groups most likely to receive tuition discounts. Based on the logistic regression results, it appears that public colleges are using tuition discounts in a way that increases opportunity for traditionally underrepresented students, and as an incentive for freshmen to enroll in college. However, while low-income students are more likely to receive tuition discounts, their discount rate is equal to or less than their upper-income peers. (Contains 4 tables.)
Graduate Student Persistence: Evidence from Three Decades
Author: Gururaj, Suchitra
Date: 2010-00-00
Type: Information Analyses
Subjects: Graduate Students,Student Financial Aid,School Holding Power,Tuition,Academic Persistence,Mothers,Educational Attainment,Racial Differences,Age Differences,Gender Differences,Income,Employment Level,Grade Point Average,Enrollment,Outcomes of Education,Academic Aspiration,Student Loan Programs,Grants

This article conducts a meta-analysis of results of studies by Andrieu (1991), DeAngelis (1998), and Liseo (2005) to assess changes over time in the effects of financial aid and other factors on graduate student persistence. A descriptive review of the studies finds that combination aid packages encouraged persistence in 1987 (Andrieu, 1991), while any aid promoted persistence in 1993 (DeAngelis, 1998). In 2000, loans and assistantships, as well as tuition increases, were related to persistence (Liseo, 2005), demonstrating that available aid may offset tuitions at private institutions. The individual studies demonstrate the significance of differing financial variables during different time periods. The meta-analysis demonstrates that every form of aid is significant in promoting graduate student persistence and that grants, in particular, offer the greatest bang for the buck among this population. These findings present policy implications for improving graduate student retention. (Contains 2 tables.)
Crossing Scholarly Divides: Barriers and Bridges for Doctoral Students Attending Scholarly Conferences
Author: Chapman, Diane D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Career Development,Doctoral Programs,Learning Experience,Educational Strategies,Conferences (Gatherings),Observation,Interviews,Pretests Posttests,Attendance,Graduate Students,Barriers,Expectation,Student Participation,Student Experience,Participant Satisfaction,Scholarship

Scholarly conferences are one mechanism by which doctoral students can enter into their profession as practitioners and scholars. Unfortunately, research about the effectiveness of this career development strategy is limited. This paper explores learning experiences of doctoral students at a scholarly conference. Theories about learning communities, communities of practice, and knowledge creation frame student experiences. Special attention is given to how legitimate peripheral participation describes interactions of students with the scholarly community of practice during the conference. Recommendations for students, faculty, other scholars, and program planners are given in order to promote improved access to and participation in the scholarly community. Such changes can provide doctoral students with a smoother transition from academic learning to learning in the scholarly community of a professional conference.
Application of Social Network Theory: Doctoral Students' Experiences in Conferences
Author: Ghosh, Rajashi
Date: 2009-00-00
Type: Journal Articles
Subjects: Network Analysis,Student Participation,Social Networks,Doctoral Programs,Graduate Students,Learning Experience,Student Experience,Communities of Practice,Conferences (Gatherings),Attendance

As regular attendees at the Academy of Human Resource Development (AHRD) Conference, the authors enjoyed interacting with the highly relevant study by Diane Chapman and her colleagues (Chapman, Wiessner, Morton, Fire, Jones, & Majekodunmi, 2009). In the study, they use several theoretical tools to understand the learning experiences of doctoral students at a professional conference. In the authors' view, the concept of the "learning organization" serves as a foundation for the creation of new knowledge at conferences. "Communities of practice" and the idea of "legitimate peripheral participation" represent the process that occurs at conferences. "Knowledge creation" is the outcome of these events. The authors concluded that an additional tool, social network analysis, could help to expand these ideas further. In this reaction article, the authors explain how the tools of social network analysis might be used to enhance their understanding of doctoral student participation in scholarly conferences. As formation of developmental relationships is central to the purpose of scholarly conferences such as AHRD, the authors argue that it is worth exploring the ties that doctoral students might develop in these conferences through the lens of Social Network Theory.
The University Forum for Human Resource Development: Its History, Purpose, and Activities. Perspectives on Practice
Author: Stewart, Jim
Date: 2009-00-00
Type: Journal Articles
Subjects: Qualifications,Labor Force Development,Human Resources,Consortia,Educational History,Institutional Mission,Foreign Countries,Administrative Principles,Group Membership,Institutional Characteristics

This article features the University Forum for Human Resource Development (UFHRD), a voluntary network or an informal association stemming from two separate initiatives in the UK in the late 1980s. The first of these was at national government level and was the introduction of national competence based vocational qualifications (NVQs) following extensive consultation with professional bodies, providers, and potential recipients. The second was an initiative by the Institute of Training and Development (ITD), which was at that time the professional body for human resource development (HRD) practitioners. The authors discuss the history, purpose and activities of UFHRD.
The University Council for Workforce and Human Resource Education: Its History, Purpose, and Activities
Author: Johnson, Scott D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Vocational Education,Labor Force Development,Human Resources,Consortia,Program Descriptions,Institutional Mission,Educational History,Educational Development,Governance,Group Membership,Eligibility,Institutional Characteristics

This article features the University Council for Workforce and Human Resource Education, a nonprofit organization representing leading United States universities that offer graduate programs in career and technical education (CTE) and human resource development (HRD). The mission of the Council is to be a recognized force in shaping the future of CTE and HRD through improving the policy and practices of education in the United States toward the betterment of individuals and the larger society. The universities represented by UCWHRE are considered world leaders in the area of workforce development and human resource education. While they are natural competitors for students and external funding, they have traditionally worked closely together for over 30 years to collectively develop the next generation of leaders that are prepared to solve problems related to achieving a professional, productive, and competent workforce. The authors discuss the history, purpose and activities of the University Council for Workforce and Human Resource Education.
Program Excellence Network of the Academy of Human Resource Development: Its Purpose and Activities
Author: Ruona, Wendy E. A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Labor Force Development,Professional Education,Educational Quality,Networks,Professional Associations

This article features the Program Excellence Network (PEN) of the Academy of Human Resource Development (AHRD) which was established in September 2006 in response to a proposal brought forward by the author. The mission of PEN is to strengthen HRD academic programs and promote excellence in teaching HRD. PEN provides a forum for its members to explore, learn, and work together to shape the future direction of HRD education. This includes professional development as well as fostering the scholarship of teaching. The author presents a retrospective on the first two years of PEN and shares her perspective on the future of PEN.
Intimacy and Ethical Action in Adult Education
Author: Plumb, Donovan
Date: 2009-00-00
Type: Journal Articles
Subjects: Adult Education,Intimacy,Adult Educators,Ethics,Psychological Patterns,Teacher Responsibility,Teacher Attitudes,Teacher Characteristics,Human Relations,Interpersonal Relationship,Emotional Response,Sexuality

This article suggests that thinking about the nature of intimacy, especially sexual intimacy, is a good way of deepening our understanding of how deep-seated psychic vulnerabilities play an important role in adult education contexts. Drawing on psychoanalytic accounts of human development, the paper outlines how the capacity for ethical action in adult education rests on the ability of adult educators to develop identities that can recognize and accept their own imperfections. Rigid, narcissistic, and omnipotent identities are incapable of understanding and nurturing the pro-social identity development of other people. Viewing human development issues through the lens of intimacy helps clarify not only what is at stake in contexts like adult education but also helps illuminate the qualities of generativity most conducive to the development of other people.
I Feel, Therefore, I Learn: The Role of Emotion in Self-Directed Learning
Author: Rager, Kathleen B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Independent Study,Psychological Patterns,Health Services,Brain,Cancer,Patients,Models

It is rare to find the emotional component of self-directed learning discussed explicitly in the literature. This lack is particularly glaring given the interest sparked by recent brain research concerning the importance of emotion in all types of learning as well as by the dramatic increase in self-directed learning in the emotionally charged context of health care. The purpose of this paper is to address this void and to present an interactive model of self-directed learning that positions emotion in this type of experience. Support for the model is presented by integrating information from diverse bodies of literature that contribute to understanding the link between learning and emotion. The resulting model provides a more comprehensive and practical tool for understanding self-directed learning. The essential premise of the model is that context, content, learning, and process each carry an inherent emotional load that is mediated by the characteristics of the individual learner. (Contains 1 figure.)
Funneling toward Authenticity: A Response to "Intimacy and Ethical Behavior in Adult Education"
Author: Callahan, Jamie L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Adult Education,Intimacy,Learning Experience,Adult Educators,Ethics,Sexuality

In his article, "Intimacy and Ethical Action in Adult Education," Donovan Plumb (2009) suggests a pathway for adult educators to achieve the type of world that Gunter (1996) envisions. Plumb argues that the personal qualities that enable people to have fulfilling (sexually) intimate relationships are also those that enable ethical action on the part of adult educators. On the one hand, his choice of strategy (sexual intimacy) for creating a more honoring, accepting, equitable, and loving learning experience is intriguing because it shocks readers (presumably mostly other adult educators) out of their comfort zones of what is considered "acceptable" to discuss as educators of adults and as members of organizations. Yet, on the other hand, Plumb (implicitly) reinforces some of the very social constructions he seeks to throw off. In this response, the author explores these two aspects of Plumb's work and suggests an alternative framing of intimacy and ethical action for adult educators. (Contains 1 figure.)
Perspective on Out & Equal Workplace Advocates Building Bridges Model: A Retrospect of the Past, Present, and Future of Training Impacting Lesbian, Gay, Bisexual, and Transgender Employees in the Workplace
Author: Baillie, Pat
Date: 2009-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Identity,Sexual Orientation,Sensitivity Training,Adult Education,Work Environment,Instructional Effectiveness

As early as 1983, a group of lesbian, gay, bisexual, and transgenders (LGBTs) in the San Francisco Bay Area met with the United Way to discuss the needs of the community in the workplace. In 1986, the United Way authorized a board-level task force on LGBT issues, which looked at health and human care concerns. In 1990, Building Bridges was formed as an organization to provide the sensitivity training for United Way Agencies. The term "Building Bridges" had historically been used by many groups in the diversity community to reflect inclusion and a deeper understanding of different groups. The United Way Building Bridges program marked the first connection of diversity work around the LGBT community. In 2001, Out & Equal began teaching the Building Bridges model nationally. Building Bridges is a model for LGBT diversity training that has been continually refined over the course of its 7-year life. In this article, the authors share their perspective on the Building Bridges model and discuss the effectiveness of the model from 2001 to today. They also present the current course description and performance outcomes of Building Bridges. (Contains 1 figure and 1 table.)
Reflections on the White Privilege Conference
Author: Brainard, Patricia J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Training,Adult Educators,Reflection,Adult Education,Whites,Racial Attitudes,Racial Bias,Racial Discrimination,Conferences (Gatherings),Social Psychology,Social Justice,Attitude Change,Change Strategies,Personal Narratives

What is the work of White adult educators to dismantle racism in our classrooms and training sessions? How are we to engage and influence White people to do what is required to create a more just society? These are some questions that the ninth annual White Privilege Conference attempts to address. This "Perspective on Practice" essay reviews that conference to share my reflections on its meaning and relevance to adult education and implications for practitioners. (Contains 1 footnote.)
Adult Learning in the Queer Nation: A Foucauldian Analysis of Educational Strategies for Social Change
Author: Walker, Wayland
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Strategies,Adult Learning,Social Change,Homosexuality,Power Structure,Intervention,Activism,Social Bias,Humor,Beliefs

Adult education for social change can occur within social movements, and the fight for Lesbian, Gay, Bisexual, Transgendered and Queer (LGBTQ) rights has included educational strategies designed to challenge heterosexist and homophobic systems of power. This article explores how the Queer Nation movement of the early 1990s deployed a Foucauldian (1976/1990) reading of power-relations to create educational interventions that allowed relatively small numbers of activists to affect powerful social change. By analyzing how power functioned within American society, queer activists designed specific interventions, which, while often humorous, sarcastic, and lighthearted, were nonetheless effective in disrupting prejudices because they demonstrated the absurdity of heterosexist beliefs. In making the theoretical move from object of hatred to subject who resists oppression, activists in the Queer Nation movement changed American culture and contributed to the social and legal gains made by LGBTQ people over the next two decades.