ethanporcaro/eric-fulltext-meta huggingface dataset:
Degrees Conferred by Connecticut Institutions of Higher Education Highlights, 2007-08. Report
Author: Connecticut Department of Higher Education
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Higher Education,Health Occupations,Intellectual Disciplines,Social Sciences,Biological Sciences,Liberal Arts,Minority Groups,Academic Degrees,Business Administration Education,Engineering,Nursing,Computer Science,Minority Group Students,State Universities,Public Colleges,Ethnicity,Race,College Graduates,Gender Differences,Education

This paper presents the degrees conferred by Connecticut institutions of higher education in 2007-08. Connecticut colleges and universities awarded 36,634 degrees in 2007-08 (up 1.6% over 2006-07), the state's seventh consecutive year of growth and a 28 percent increase since 1998. Once again, the top five degree-producing disciplines were business, health professions, education, social sciences/history and liberal arts and sciences. Those five fields comprise 57 percent of all degrees and are up 22 percent over the last decade. All but business and education (both down 1%) saw gains in 2008. Degrees across the health professions increased seven percent to 4,179 in 2008 and are 29 percent above their production in 2004. Nursing degrees were down two percent (i.e., 20 fewer awards) in 2008, but are up 32 percent above 2004. Degrees across four other fields important to Connecticut's economy (engineering, physical and biological sciences and computer science) increased six percent over 2007 and rose a cumulative 14 percent since 2004. Forty-two percent (1,457) of teacher preparation awards were in the 10 critical shortage areas identified last year by the State Department of Education. Degrees awarded to minority students increased 1.3 percent. Degrees earned by African Americans fell (2.6%) for a second consecutive year, but degrees to Hispanics/Latinos were up 6.0 percent. Minority students earned 17.6 percent of all awards in 2007-08, up from 13.4 percent 10 years ago. Women earned 59.1 percent of all degrees, up from 55.3 percent two decades ago, down slightly from their record high of 60.3 percent set in 2005-06. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut, 2007-08; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities, 2007-08; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities, 2007-08. (Contains 7 tables.)
Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2009. Annual Report
Author: Connecticut Department of Higher Education
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Higher Education,Public Colleges,American Indians,Asian Americans,Minority Groups,Professional Personnel,Student Diversity,Hispanic Americans,African Americans,Trend Analysis,Enrollment,State Legislation,Academic Achievement,Resource Allocation,Undergraduate Students,Statistical Data,High Schools,College Entrance Examinations,Scores

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 &quot;Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education&quot;. The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's &quot;Strategic Plan&quot; was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the &quot;Strategic Plan&quot;, students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2008 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2008 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 13 tables.)
The Able Privilege Scale: A New Educational Tool
Author: Larson, Alan B.
Date: 2011-12-20
Type: Reports - Descriptive
Subjects: Social Justice,Disabilities,Measures (Individuals),Advocacy,Empathy,Group Activities,Test Construction,Attitudes toward Disabilities,Consciousness Raising,Advantaged,Group Discussion,Barriers,Social Distance,Attitude Change,Training Methods,College Students,Professional Personnel,Evaluation Methods

The Able Privilege Scale (APS) is a theoretically derived reflexive instrument that asks participants to assess their level of personal power and privilege in relation to society depending upon the presence, and/or type, of disability. The 23-items on the APS are derived form McIntosh's concept of white privilege (1988) and adapted to reflect disability issues. The APS is administered in a group setting, and preliminary qualitative results show that the group debriefing process increases participants' self-awareness regarding their attitudes toward disability, in general, while at the same time improving empathy for people with disabilities. Participants also report that the APS has high educational value, and there is indication that it may also increase motivation for professional advocacy activities. Currently, the sole use of the APS is as a disability-related social justice educational tool, but it appears to have potential as a more formal assessment. Future research areas are recommended. (Contains 2 tables.)
The Relationship between the Conscientiousness Trait and Use of the English Language Learning Strategies
Author: Fazeli, Seyed Hossein
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Strategies,Foreign Countries,English (Second Language),Second Language Learning,Correlation,Personality Traits,Indo European Languages,Questionnaires,Personality Measures,Language Tests,Females,Majors (Students),College Students

The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteered to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs. (Contains 3 tables.)
Attitudes toward English &amp; English Learning at an Iranian Military University: A Preliminary Survey
Author: Mahdavi Zafarghandi, Amir
Date: 2012-01-00
Type: Reports - Research
Subjects: Negative Attitudes,Military Personnel,Questionnaires,Social Environment,English (Second Language),Language Attitudes,Military Schools,Military Training,Likert Scales,English Instruction,English for Special Purposes,Second Language Instruction,Second Language Learning,Learning Motivation,Extraversion Introversion,Foreign Countries

This study intends to represent attitudes toward English and English learning at an Iranian military university. Iranian military staff is required to study English in a social environment where there is little immediate need or opportunity to use the language for real communicative purposes.The subjects included 34 Iranian military personnel who took part in 4 different English classes at Iranian Military University's Foreign Language Center. The present study employed a questionnaire based on the Attitude/Motivation Test Battery provided by Gardner R.C (2004), incorporating some new concepts in SLA research that have come to light since the time of previous surveys. Quantitative treatment of qualitative data was the method of this study. After collecting the qualitative data through questionnaires and using Likert-5 scale, the data converted to the quantitative data for analysis. Overall non-negative attitude toward English and English learning was the most important result of this study. Finally some suggestions for further research are given. Appended to this document are: (1) Questionnaire construction with original question numbers; and (2) Complete table questionnaire responses with standard deviations. (Contains 10 tables and 1 figure.)
Differing Gender Characteristics and Associated Needs and College Student Retention
Author: Butterfield, Rex M.
Date: 2012-01-02
Type: Reports - Research
Subjects: Undergraduate Students,Religion,Mail Surveys,Factor Analysis,Student Characteristics,Gender Differences,Academic Persistence,School Holding Power,Student Needs,Religious Factors,Correlation,Student Attitudes,Role of Religion,Withdrawal (Education)

The purpose of this study was to explore the relationship between religiosity and undergraduate student retention at Idaho State University (ISU). With only 50% of college students consistently persisting to graduation, attrition is a problem that plagues colleges and universities. Research shows that students who are more integrated in education (both in and out of class) are more likely to remain enrolled. For this study, religious involvement was examined as an avenue of educational integration. Data for this study were obtained from 103 respondents to mail surveys. Factor analysis revealed three useable factors regarding religious attitudes and behaviors. These factors were analyzed along with demographic variables to explore the relationship between religiosity and retention. The demographic analysis showed that the sample was representative of the ISU undergraduate student population. Although statistically significant differences based on demographics in terms of enrollment were not found, significant differences were noted between males and females across some enrollment related demographic variables. These differences were largely associated with heavier familial responsibilities borne by the female respondents, and are the focus of this paper, providing important evidence-based insights regarding gender-specific student characteristics and associated needs. (Contains 8 tables.)
English Language Influence on THE-Reuters 2010 University Rankings; The Evidence: A South Korean Model in a Global Context
Author: Jambor, Paul Z.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Universities,Language Role,Higher Education,Familiarity,English,English (Second Language),Reputation,Second Language Learning,Statistical Data,Global Approach,Foreign Countries,Language Usage,Language of Instruction,Lecture Method,Correlation,Models,Official Languages

There appears to be a direct as well as an indirect link between the scholastic presence of the English language at any particular university and its respective Times Higher Education-Thomson Reuters 2010 World University Ranking, one of numerous world university rankings. Due to the author's familiarity and to some extent intimate relationship with THE-Reuters World University Rankings, its statistics are exclusively employed to emphasize the intended function of this paper. The claim is made using data sets from THE-Reuters rankings by way of a Korean model in a global tertiary educational context. Effectively, since it is the objective of a growing number of universities worldwide to improve their THE-Reuters World Rankings, it is thus the purpose of this paper to quantitatively depict the growing necessity of English language use in the context of delivering lectures at the tertiary level, so as to make a documented attempt with regard to persuading non-complying universities to offer additional English mediated lectures. (Contains 4 tables and 3 figures.)
Connecticut Public Higher Education: 2009 System Trends. Report
Author: Connecticut Department of Higher Education
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Student Financial Aid,Enrollment Trends,Public Colleges,Educational Trends,Trend Analysis,Public Education,Annual Reports,State Surveys,Context Effect,Expenditures,Educational Indicators,Educational Assessment,Academic Degrees,Fees,Student Costs,Enrollment Rate,Graduation Rate,Tenure,Resource Allocation,Funding Formulas,Educational Finance

This paper presents the public higher education system trends in Connecticut for 2009. This report contains the following sections: (1) Higher Education in a Statewide Context; (2) Expenditure Trends; (3) Comparative Funding Indicators; (4) Enrollment Trends; (5) Degrees Conferred; (6) Position Trends; (7) Tuition and Fees; (8) Student and State Share of Costs; and (9) Student Aid and Statutory Waivers.
Separate Paths, Common Goals: Cross-District Collaboration on Mathematics and English Learner Instruction. Special Series on the Fresno-Long Beach Learning Partnership
Author: Duffy, Helen
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: School Districts,Cooperation,Partnerships in Education,Goal Orientation,College Readiness,Employment,Readiness,Mathematics Instruction,Second Language Learning,English (Second Language),Leadership Training,Schools,Communities of Practice,Role

Across the country, resource-strapped school districts are looking for opportunities to work strategically with other districts to increase efficiencies and learn from each other's experiences. The Fresno-Long Beach Learning Partnership, established in 2008, serves as a useful example of such collaboration. The overarching goal of the Partnership is to graduate students prepared for success in higher education or for a career with significant growth potential. With this goal in mind, the third and fourth largest districts in California identified three major areas of focus for their joint endeavors: enhancing mathematics instruction, improving outcomes for English learners (ELs), and developing strong leaders at the school and district levels. In 2011, they added a fourth focus--college and career readiness--to leverage additional strategies underway within each district. In their first two briefs describing the Fresno-Long Beach Learning Partnership, the authors used Etienne Wenger's (1998) communities of practice framework to describe the initial stages of the Partnership and its role in developing district-level leadership. Here, they look more deeply at two specific areas of focus for the Partnership--mathematics and ELs. Both of these areas provide insights for other jurisdictions considering similar cross-system efforts. (Contains 9 exhibits and 13 endnotes.)
Higher Education Counts: Achieving Results
Author: Connecticut Department of Higher Education
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Operating Expenses,Higher Education,Graduation Rate,State Aid,Student Financial Aid,Access to Education,Academic Achievement,College Preparation,High School Students,Accountability,Educational Attainment,Minority Group Students,Tables (Data),Enrollment

To improve performance, Connecticut must: (1) Increase student access and success in all types of postsecondary education (4-year, 2-year, training), particularly in critical workforce fields; (2) Reach consensus on what constitutes a &quot;college-ready&quot; curriculum for high school students; (3) Improve college graduation rates; and (4) Provide stable state support for operating expenses and student financial aid. This brochure highlights some of the performance indicators used by Connecticut's public higher education institutions to demonstrate accountability. [For related reports, see &quot;Higher Education Counts: Achieving Results. 2009 Executive Summary&quot; (ED528174); and &quot;Higher Education Counts: Achieving Results. 2009 Report&quot; (ED528171).]
Higher Education Counts: Achieving Results. 2009 Report
Author: Connecticut Department of Higher Education
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Graduation Rate,Elementary Secondary Education,In State Students,Teacher Certification,Early Intervention,College Preparation,Access to Education,Student Costs,Minority Group Students,Student Financial Aid,Economic Development,College Graduates,Research and Development,Educational Attainment,School Holding Power,Enrollment,Licensing Examinations (Professions),Expenditures,Labor Force Development,Teacher Shortage,Financial Needs,Education Work Relationship,Bachelors Degrees,College Faculty,Teacher Salaries,Employment,College School Cooperation,Outreach Programs,College Freshmen,Remedial Mathematics,State Aid,Student Educational Objectives,Distance Education,Student Attitudes,Satisfaction,College Students,Accreditation (Institutions)

&quot;Higher Education Counts&quot; is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to basic questions about institutional performance and return on investments in Connecticut's higher education system. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. Appended are: (1) Performance Measures Task Force; and (2) Methodology. An index is included. [For related reports, see &quot;Higher Education Counts: Achieving Results&quot; (ED528170); and &quot;Higher Education Counts: Achieving Results. 2009 Executive Summary&quot; (ED528174).]
FY 2009-11 Operating Budget for Higher Education: Appropriations Committee Recommendations. Highlights
Author: Connecticut Department of Higher Education
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Budgets,State Aid,Student Financial Aid,Public Colleges,Educational Finance

This report explains that the General Fund budget: (1) calls for $1,565.4 million for the FY 2009-11 biennium, including $781.2 million in FY 2010 and $784.2 million in FY 2011; and (2) maintains the State's primary student financial aid programs at FY 2009 funding levels, with Connecticut Aid to Charter Oak funded at 80.0 percent of full funding and the Connecticut Independent College Student Grant program (CICSG) along with the Connecticut Aid to Public college Students grant (CAPCS) at 80.5 percent and 55.0 percent of full funding, respectively. The Appropriations Committee recommends maintaining a separate Department of Higher Education. Funding for the University of Connecticut, Connecticut State University, the Connecticut Community College System and Charter Oak State College represents the restoration of 2009 rescissions. At the UConn Health Center, recommendations include additional funding of $10 million to recognize anticipated fringe benefit costs and $500,000 to continue funding for the Connecticut Health Information Network, an initiation which integrates state health and social services data within and across the Health Center, the Office of Health Care Access and the Departments of Public Health, Mental Retardation and Children and Families.
Fall 2008 College and University Enrollment in Connecticut: Comprehensive Report. Report
Author: Connecticut Department of Higher Education
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Public Colleges,Private Colleges,Community Colleges,Full Time Equivalency,In State Students,Out of State Students,High School Graduates,College Freshmen,Race,Sex,Age,Student Characteristics

Enrollment at Connecticut's 46 colleges and universities reached yet another record of 184,544 in fall 2008. This report presents general trends in headcount enrollment; analyzes full-time equivalent (FTE) enrollment; and provides demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 11 tables and 6 endnotes.)
Higher Education Counts: Achieving Results. 2009 Executive Summary
Author: Connecticut Department of Higher Education
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Graduation Rate,Elementary Secondary Education,In State Students,Teacher Certification,Early Intervention,College Preparation,Access to Education,Student Costs,Minority Group Students,Student Financial Aid,Economic Development,College Graduates,Research and Development,Educational Attainment,School Holding Power,Enrollment,Licensing Examinations (Professions),Expenditures,Labor Force Development,Teacher Shortage

&quot;Higher Education Counts&quot; is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is intended to provide state policy-makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. Overall performance results again are somewhat mixed with goals reached or strong progress made on several strategic measures such as licensure pass rates, reducing the brain drain, workforce preparation and student retention rates. Other indicators, however, have shown little improvement or have declined over the last five years. Among those of particular concern are graduation rates within our four-year comprehensive universities and two year colleges and minority retention and graduation rates, particularly among Hispanic students. [For related reports, see &quot;Higher Education Counts: Achieving Results&quot; (ED528170); and &quot;Higher Education Counts: Achieving Results. 2009 Report&quot; (ED528171).]