ethanporcaro/eric-fulltext-meta huggingface dataset:
Physics Bachelor's Initial Employment: Data from the Degree Recipient Follow-Up Survey for the Classes of 2009 and 2010. Focus On
Author: Tesfaye, Casey Langer
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Employment,STEM Education,Salaries,Gender Differences,Private Sector,Physics,National Surveys,College Graduates,Graduate Surveys,Astronomy,Employment Patterns,Entry Workers

Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the U.S. to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, the authors ask for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct their follow-up survey in the winter following the academic year in which they received their degrees. The data in this "focus on" comes from that survey. Findings revealed that after they graduate, physics bachelor's degree recipients choose whether to continue directly to graduate school or enter the workforce. Of the combined 2009 and 2010 classes of new physics' bachelor's, 60% were enrolled in graduate programs by the winter following their degrees, and the remaining 40% entered the workforce. The majority of the employed physics bachelor's degree recipients from the combined classes of 2009 and 2010 worked in the private sector. Overall, about three-quarters of employed physics bachelor's are working in STEM fields. The majority of non-STEM jobs are in the private sector. The majority of physics bachelor's from the combined classes of 2009 and 2010 found jobs in all areas of the economy that were well-paying, intellectually rewarding and satisfying. However, it is important to note that students from these classes graduated at a time when a recession had just ended and a slow recovery was beginning. Thus, some struggled to find appropriate employment. (Contains 9 figures and 1 table.)
Teaching the Techniques of Making Architectural Metaphors
Author: Fez-Barringten, Barie
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Architectural Education,Educational Philosophy,Educational History,Educational Practices,Culture,Schemata (Cognition),Learning,Foreign Countries

This monograph is in response to a request to explain the application of the metaphoric theorem and metaphors in teaching architecture in Saudi Arabia. It incorporates views by Mark Gelertner presented in 1988 at the Association of the Collegiate Schools of Architecture's Seventy-sixth annual meeting. These views are particularly relevant to any discussion about education in Saudi Arabia because in various forms they are widely shared. Happily though these views do not prevail but do have an important dimension worthy of consideration. This article applies the research and scholarship of H.A. Ozman and S.M. Craver, W.J. Gordon, P. Weiss, G. Dodds and A. Al-Saati into ten divisions which studies teaching the techniques of making architectural metaphors in the twenty-first century. [This article has been published as: &quot;Teaching the techniques of making architectural metaphors in the twenty-first century.&quot; Journal of King Abdul Aziz University Engg...Sciences; Jeddah: Code: BAR/223/0615: Oct. 2, 1992 (1421 H.) 12th Edition; Vol. I and &quot;Transactions&quot; of Cardiff University, UK. April 2010.]
Making Student Learning Evidence Transparent: The State of the Art
Author: Jankowski, Natasha A.
Date: 2011-11-00
Type: Collected Works - General
Subjects: College Outcomes Assessment,Student Evaluation,College Students,Access to Information,Disclosure,National Programs,Web Sites,National Surveys,Test Results

This publication presents a series of studies that the National Institute for Learning Outcomes Assessment (NILOA) staff, led by Staci Provezis and Natasha Jankowski, conducted over the past couple of years. It may be the most comprehensive examination yet of institutional transparency in terms of student learning outcomes and the assessment activities. This publication contains the following sections: (1) Revealing Student Learning Outcomes: National Transparency Initiatives Make a Difference; (2) The Changing Landscape of Transparency in Student Learning Outcomes Assessment; (3) Presenting and Using Student Learning Outcomes Assessment Results; and (4) Online Transparency of Student Learning Outcomes Assessment. Web Study Methodology is appended. Individual sections contain footnotes. (Contains 14 figures and 2 tables.) [Foreword by George Kuh and Stanley Ikenberry.]
Down and In: Assessment Practices at the Program Level
Author: Ewell, Peter
Date: 2011-06-00
Type: Reports - Research
Subjects: Student Evaluation,Deans,Program Effectiveness,Institutional Evaluation,Discipline,Undergraduate Students,Evaluation Methods,Administrator Attitudes,Accreditation (Institutions),Intellectual Disciplines,Program Evaluation,Educational Quality,Higher Education,Questionnaires,College Faculty,Teacher Attitudes,Educational Improvement,Accountability,Goal Orientation,Outcomes of Education,Data Analysis,Department Heads

Assessing the quality of undergraduate student learning continues to be a priority in U.S. postsecondary education. Although variations in outcome assessment practices have long been suspected, they have not been systematically documented. To follow up the 2009 National Institute for Learning Outcomes Assessment (NILOA) report on institutional assessment activity described by chief academic officers, NILOA surveyed program heads in the two and four-year sectors to gain a more complete picture of assessment activity at the program or department level. This report confirms the views of chief academic officers that there is considerable assessment activity at the program level. However, perceptions of program heads differ from chief academic officers in terms of the challenges that must be addressed to advance assessment on campus. The report also examines how specialized accreditation status influences the level of faculty involvement in assessment, and the differences by discipline in assessment practices and use of results. Information about the range and frequency of use of assessment practices documented in this report provides those responsible for assessment planning and implementation with information about how to take advantage of processes like program review to promote promising assessment practices. In addition, the report informs individuals responsible for implementing assessment at the program level as to what assessment practices are being used in their disciplines at other institutions. Appended are: (1) Methodology; and (2) Detailed Results by Discipline Groupings. (Contains 11 tables and 6 footnotes.)
Using Assessment Results: Promising Practices of Institutions That Do It Well
Author: Baker, Gianina R.
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: College Outcomes Assessment,Student Evaluation,Undergraduate Students,Test Results,Educational Improvement,Case Studies,Colleges

Most institutions are collecting evidence of student learning, but it is not clear how these results are being used to improve student outcomes. To learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, the National Institute for Learning Outcomes Assessment conducted nine case studies. This report synthesizes the insights from these individual studies to discern promising practices in using information about student learning. Institutional behavior appears to be generally consistent with the Principles of Effective Assessment Practice identified by Banta and Associates (2002). For example, the case study institutions took advantage of calls for accountability to leverage internal improvement efforts, communicated widely about assessment efforts and results, and took time to reflect on their assessment activities and results. Equally important, the case study institutions aligned their assessment work with organizational structures and cultures, and focused their assessment efforts on specific problems or questions. The report concludes with lessons learned and reflective questions to help institutions advance their own assessment efforts within their specific institutional contexts. Appended are: (1) Methodology; and (2) Annotated Case Study List. [Funding for this paper was provided by the College of Education at the University of Illinois.]
Online Learning Trends in Private-Sector Colleges and Universities
Author: Seaman, Jeff
Date: 2011-03-00
Type: Reports - Research
Subjects: Web Based Instruction,Electronic Learning,Blended Learning,Educational Environment,School Surveys,National Surveys,Comparative Analysis,Economic Impact,Educational Demand,Educational Trends,Private Colleges,Proprietary Schools,Conventional Instruction,Outcomes of Education,Federal Regulation,Strategic Planning,Student Financial Aid

For the past eight years, the Babson Survey Research Group has conducted surveys of higher education institutions on their attitudes, beliefs, and practices concerning online education. This current report is a new analysis of this collection of data, focusing on the role of online education among private-sector colleges and universities. For the purposes of the report, private-sector institutions are defined as for-profit colleges that are Title IV eligible. Comparative national results are provided for context of the private-sector results. This study, like the national Sloan Survey of Online Education, addresses fundamental questions about the nature and extent of online education. Based on responses from more than 2,500 colleges and universities, the study addresses the following: (1) Is Online Learning Strategic?; (2) Are Learning Outcomes in Online Comparable to Face-to-Face?; (3) What Is the Impact of the Economy on Online Education?; and (4) Proposed Federal Regulations on Financial Aid. Over 60% of private-sector institutions report that online education is critical to their long-term strategies--a rate only slightly below rates at other types of higher education institutions. Since initially measured in 2003 by the Sloan survey, the proportion of chief academic officers reporting learning outcomes for online compared with face-to-face as &quot;the same,&quot; &quot;somewhat superior,&quot; and &quot;superior&quot; has shown a steady increase. In 2003, 57% reported that online is &quot;at least as good,&quot; while 2010 results indicated that two-thirds (67.1% of private sector and 65.8% of all other institution types) now agree. In addition, evidence from the two most recent national Sloan surveys gives credence to the belief that poor economic times may be good for higher education. Institutions across the board reported that poor economic conditions led to increased demand for courses and programs, with the level of increase in demand for online courses and programs exceeding that for face-to-face. [Additional funding for this paper was provided by Pearson Learning Solutions.]
Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use Social Media
Author: Moran, Mike
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: College Faculty,Barriers,Integrity,Privacy,National Surveys,Social Networks,Computer Mediated Communication,Web 2.0 Technologies,Video Technology,Computer Uses in Education,Web Sites,Electronic Publishing,Computer Use,Use Studies,Teacher Attitudes,Teacher Surveys,Online Surveys

Faculty are big users of and believers in social media. Virtually all higher education teaching faculty are aware of the major social media sites; more than three-quarters visited a social media site within the past month for their personal use; and nearly one-half posted content. Even more impressive is their rate of adoption of social media in their professional lives: over 90% of all faculty are using social media in courses they're teaching or for their professional careers outside the classroom. There are big differences, though, among the patterns of use from one social media site to another. For personal use, Facebook is both the most visited site and, by a large margin, the one with the highest rate of postings. YouTube is the second most visited, but posting rates are low. YouTube and Facebook are also the most frequently cited when faculty report on their uses of social media in support of their professional careers. Nearly two-thirds of all faculty have used social media during a class session, and 30% have posted content for students to view or read outside class. Over 40% of faculty have required students to read or view social media as part of a course assignment, and 20% have assigned students to comment on or post to social media sites. Online video is by far the most common type of social media used in class, posted outside class, or assigned to students to view, with 80% of faculty reporting some form of class use of online video. Use of social media is not without its problems; most faculty are concerned with the time it requires. The two most pressing concerns about faculty use of social media are privacy and integrity: 80% report that "lack of integrity of student submissions" is an "important" or "very important" barrier, and over 70% say privacy concerns are an "important" or "very important" barrier. In spite of those concerns, however, faculty believe that social media sites offer value in teaching. An overwhelming majority report that they believe that video, podcasts, and wikis are valuable tools for teaching, and a majority report that social media sites can be valuable tools for collaborative learning. Figures are appended. (Contains 22 figures.) [This paper was a collaborative effort with Pearson Learning Solutions and Converseon.
Community College Students and Applied Research. Professional File. Number 30
Author: Zuniga, Sabrina Faust
Date: 2009-12-00
Type: Reports - Research
Subjects: Two Year College Students,Community Colleges,Research,Student Participation,Research Projects,Experiential Learning,Student Attitudes,Behavioral Objectives,College Faculty,Case Studies,Mixed Methods Research,Foreign Countries

Student participation in applied research as a form of experiential learning in community colleges is relatively new. Ontario Colleges today participate at different levels with different numbers of projects and faculty involved. A few colleges in Ontario are more established in doing applied research including having basic infrastructure for research and having defined in which disciplines they will conduct research. This study took place in a college with a more established applied research program with the study goal of hearing and listening from the students and their teacher/research leaders as to their perceived benefit from the research program. The findings showed that the students found the program very beneficial and that student learning in areas considered important for the workplace was occurring that would not have been possible in the regular classroom.
The Efficacy of Strategy in Higher Education--A Methodology. Professional File. Number 27
Author: Litwin, Jeffrey
Date: 2006-04-00
Type: Reports - Descriptive
Subjects: Higher Education,Research Universities,Competition,Financial Support,Federal Aid,Research Administration,Research and Development,Resource Allocation

All research intensive universities (RIU's) want to expand their scope of operations. Research performance is a key driver of institutional reputation which underpins a university's ability to generate revenues from all sources. Achieving an accelerating rate of growth of the virtuous cycle, in which increasing research performance enhances institutional reputation which, in turn, facilitates increasing research performance, is the desired objective of RIU's. This shared objective is contributing to an intensification of the competition for research funds. Successfully competing for research funds depends on realizing an increasing share of the federally financed research funding that is available to academic institutions. To this end, RIU's are using strategic processes with varying degrees of intensity and formality in an effort to achieve their objectives. The question arises as to whether these strategies produce desirable outcomes. That is, are some expressions of strategy more closely associated with an increased share of federally financed research funding than others? This methodology provides insight into this question by presenting a model that exposes the strategic emphases of individual RIU's which are correlated with the changes in the shares of federally financed research funding actually realized by the institutions. Using this method, the relationship between strategy and institutional performance is observable which can be used to inform the process of strategy formation. Appended are: (1) A list of universities that are defined as research intensive in this study; and (2) Procedure for Accessing RIU Research Data. (Contains 7 figures.)
Course Management Systems and Campus-Based Learning. Professional File. Number 29
Author: Lopes, Valerie
Date: 2008-12-00
Type: Reports - Research
Subjects: Integrated Learning Systems,Business Administration Education,Urban Schools,Colleges,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Computer Uses in Education,Learning,Barriers,Case Studies,Mixed Methods Research,Student Surveys,Interviews,Foreign Countries

Course management systems (CMSs) have become a symbol of innovation at institutions of higher education and in less than a decade they have been rapidly adopted by a large number of colleges and universities in many countries around the world (Coates, 2005; Dutton, Cheong, &amp; Park, 2004; Malikowski, Thompson, &amp; Theis, 2007; Wise &amp; Quealy, 2006). Ten years after the first commercial systems were made available to colleges and universities, many institutions of higher education are still struggling to determine the best way to support their educational missions with CMSs and other web technologies. Utilizing a mixed methods case study approach, the study explored the perceptions of the students and faculty, in the business programs, at a large, urban, multiculturally diverse college in Ontario which has a history of CMS use. The reasons for using a CMS in the college's business programs, the characteristics of the use of the CMS that enhanced learning and those that created barriers to learning and their perceptions about what constitutes the effective use of the CMS were explored. The main focus of this study was the examination of the students' perspective, as the aim of the study was to understand the effect of the CMS on their learning. Teaching and learning are inextricably connected; therefore obtaining the faculty's perspective was an important, but secondary, part of the study. This research was carried out at a large, urban and multiculturally diverse college in southern Ontario. This college was selected because it has been using some form of a CMS since 1997 and the current CMS has been implemented at the college since 2000. Some of the findings include: (1) The students and professors who participated in this study both affirmed that the main purpose for using the CMS was for the delivery of and access to information; (2) Increased access to information was the characteristic of the use of the CMS that the professors felt was most beneficial to learning. The comments from the professors indicated that the more information available to the students the &quot;more&quot; that they would learn; (3) The professors agreed with the students that if the use of the CMS replaced &quot;teaching&quot;, which was equated with the students being able to get all the information without attending class, it would be a barrier to learning. They were quite concerned about the students not attending class if material was posted online; and (4) The mixed reaction to the effective use of the discussion board which the students discussed was shared by the professors. A bibliography is included.
Homeschool Progress Report 2009: Academic Achievement and Demographics
Author: Ray, Brian D.
Date: 2009-00-00
Type: Reports - Research
Subjects: Home Schooling,Academic Achievement,Student Characteristics,Educational Background,Case Studies,Scores,Standardized Tests,Parent Background,Teacher Certification,Parents as Teachers,Educational Quality

In 2007, the Home School Legal Defense Association commissioned Dr. Brian D. Ray of the National Home Education Research Institute to conduct a nationwide study of homeschooling in America. The study's purpose was to develop a current picture of homeschool students and their families--capturing their demographics and educational background--and analyze the impact of certain variables on homeschoolers' academic achievement. Dr. Ray collected data for the cross-sectional, descriptive study in spring 2008. The 11,739 participants came from all 50 states, Guam, and Puerto Rico. In the study, homeschoolers scored 34-39 percentile points higher than the norm on standardized achievement tests. The homeschool national average ranged from the 84th percentile for Language, Math, and Social Studies to the 89th percentile for Reading. The study also found that whether or not parents were teacher-certified had no impact on these high scores. Critics of home-schooling have long insisted that parents who want to teach their own children should become certified teachers first. But in this study, students received slightly higher scores if neither parent had ever held a state-issued teaching certificate than if one or both parents had. Critics also insist that the government should regulate homeschooling in order to ensure the quality of education that students receive. However, in this study, the degree to which homeschooling was regulated by state governments had no bearing on student test scores. Adjusting the scores down is appended. (Contains 9 figures and 8 endnotes.)
The Effects on Monopsony on Strategy and Leadership in Ontario Colleges. Professional File. Number 28
Author: Cooke, Michael
Date: 2008-01-00
Type: Reports - Research
Subjects: Foreign Countries,Two Year Colleges,Urban Schools,Strategic Planning,Government School Relationship,Leadership,Leadership Role,Economics

The period 1995 to 2005 was one of significant turbulence for Ontario colleges, marked by increasing globalization, immigration, disruptions in the labour market, new technologies and dramatic reductions in government operating grants. This study examines how colleges and their leaders responded to those strategic challenges in their official strategy texts. It finds that (1) the strategies of colleges were more alike than different; (2) the strategic content of the texts was relatively weak; and (3) attention to the organizational field was limited. The research applies key concepts from organizational to the analysis of eight strategy texts, and triangulates the findings with 23 in-depth interviews and a survey of 338 college staff. The study finds that Ontario colleges are subject to the monopsonistic power (a single buyer) of the government, to the point that monopsony trumps strategy. It also identifies three corollary effects: (1) monopsony trumps differentiation; (2) the quest for legitimacy trumps strategy; and (3) the local imperative trumps strategy. It concludes with several propositions that can inform the practice of strategic planning in colleges in the future. A bibliography is included. (Contains 3 tables and 8 footnotes.)