ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Impact Research: Engaged Universities Making the Difference
Author: Association of Public and Land-grant Universities (APLU)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Research and Development,Theory Practice Relationship,Public Colleges,Land Grant Universities,School Community Relationship,College Role,Communication (Thought Transfer),Organizational Culture,Financial Support,Personnel Policy,Stakeholders,Research Administration,Faculty Promotion,Outcome Measures

The authors of this report call on their colleagues to adopt &quot;Public Impact Research&quot; (PIR) as a broad label to describe how university research improves lives and serves society--locally, regionally, nationally, and globally. Using PIR consistently along with fundamental discovery and training the next generation workforce communicates powerfully to the public the value of university research and could help restore public trust in institutions. PIR is an overarching concept for a growing number of complementary labels for research activities and engagement, including Grand Challenges, Convergence, transdisciplinary, and &quot;HIBAR&quot; (Highly Integrative Basic and Responsive) research, among others. Using PIR as an umbrella term will leverage these approaches to magnify the general public's understanding of how universities partner with others to provide value to the public on issues of real interest and impact. In these troubled and challenging times, this report seeks to provide, in a clear and streamlined way, an explicit call to university leaders, faculty, and their partner stakeholders to act both individually, and collectively through Association of Public and Land-grant Universities (APLU). This report outlines five action steps: (1) Adopt the overarching term &quot;PIR&quot;; (2) Conduct PIR more purposefully; (3) Engage stakeholders; (4) Communicate about PIR to all stakeholders; and (5) Build specific campus and stakeholder structures and policies to encourage PIR. The goal in issuing this report is to normalize PIR as a standard part of the university research enterprise, recognizing that this will require incremental cultural changes at many institutions.
Branches to Recovery: Tapping the Power of New York&apos;s Public Libraries to Ensure an Inclusive Recovery and Rebuild a More Equitable City
Author: Surico, John
Date: 2021-11-00
Type: Reports - Research
Subjects: Public Libraries,Urban Areas,Library Role,COVID-19,Pandemics,Social Justice,Library Services,Business,Access to Computers,Internet,Immigrants,Minority Groups,Academic Support Services,Employment Services,Inclusion,Achievement Gap,Early Childhood Education,Adolescents,Young Adults,Career Readiness,College Readiness,Older Adults,Adult Programs,Vocational Education,Economic Development,Automation,Self Employment

In many of the New York City neighborhoods hit hardest by the pandemic, libraries are among the only trusted resources for immigrants, teens, older adults, and those on the wrong side of the digital divide. For example, in 64 percent of the city's neighborhoods, branch libraries are the sole public hub for career services and support for jobseekers. Libraries are the only local, public resource for small business owners and aspiring entrepreneurs in 67 percent of the city--including many neighborhoods where minority- and immigrant-owned businesses are still reeling from the pandemic--at a time when thousands of lower-income New Yorkers are turning to entrepreneurship out of necessity. As the city faces the consequences of widespread learning loss, libraries are the only local, public provider of family literacy programs in over one-third of city neighborhoods--and among the only options for free, drop-in homework help. Today, the city's public libraries serve over 35 million visitors annually, with program attendance increasing 178 percent over the past decade and WiFi usage more than tripling. This study provides a detailed vision for how policymakers can harness the full potential of New York's 217 branch libraries--operated by the city's three library systems, Brooklyn Public Library (BPL), New York Public Library (NYPL), and Queens Public Library (QPL)--to ensure an inclusive recovery and build a more equitable city for the long term. It expands on previous research examining the critical role of New York City's branch libraries as engines of economic mobility and social cohesion, including the 2013 report &quot;Branches of Opportunity&quot; and the 2014 report &quot;Re-Envisioning New York's Branch Libraries.&quot; [For &quot;Branches of Opportunity,&quot; see ED540171. For &quot;Re-Envisioning New York's Branch Libraries,&quot; see ED555645.]
Report on California Community Colleges CTE Programs: Return to In-Person Instruction. 2021 Report
Author: American Association of Community Colleges
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Community Colleges,Teaching Methods,Vocational Education,Online Courses,Barriers,COVID-19,Pandemics,School Closing,Public Health,Emergency Programs,Collective Bargaining,Interpersonal Communication,Planning,Computer Mediated Communication,School Registration,Textbooks,Instructional Materials,Two Year College Students,Health Promotion,Telecommunications,Space Utilization,Disease Control,School Safety,Student Diversity,Inclusion,Accessibility (for Disabled),Screening Tests,Hygiene,Access to Computers,Educational Technology,Mental Health,Attendance,School Policy,Innovation,Allied Health Occupations Education,Emergency Medical Technicians,Equipment,Early Childhood Education,Employment Qualifications,Success,Student Personnel Services,Computer Simulation

This report has been prepared to document the in-person instruction practices developed and implemented by colleges during the pandemic. The report is intended to provide assistance to California community colleges in planning for continuity of instruction when fully returning to in-person instruction for career and technical education (CTE) programs. It incorporates work the American Association of Community Colleges (AACC) created at the outset of the pandemic, which addressed the economics of a mindful return for community college CTE programs, and the limitations of online education for CTE. Additionally, AACC surveyed Chief Instructional Officers across the system, and conducted multiple individual interviews with college leaders, including campus executives, facilities and emergency response staff, and career and technical education deans, from October 2020 to February 2021. Some common struggles and successes as identified across the country by community college CTE programs are also incorporated. This report is a synthesis of lessons learned for a mindful return to CTE in-person instruction in an efficient and effective manner, with a focus on safety in the vastly varied, and ever-evolving situation at the time of the writing of the report. It is unquestionable that the future of higher education has changed, and while this report covers the functional realities of community colleges and delivery of instructions under pandemic conditions, considerations for new expectations from students and industry partners should also be top of mind as California, the nation and the world navigate towards what that &quot;new normal&quot; looks like.
Is College Worth the Time and Money? It Depends on Whom You Ask
Author: Finley, Ashley
Date: 2021-09-00
Type: Reports - Research
Subjects: Tuition,Higher Education,Outcomes of Education,Futures (of Society),Employment Opportunities,Educational Attitudes,Labor Force Development,Educational Objectives,Job Skills,Citizen Participation,College Role,Democracy,Educational Policy,Surveys,Employer Attitudes,Success,Costs,Employment Qualifications,STEM Education,Access to Education,Educational Attainment

As students face rising tuition costs, increasing debt burdens, and uncertain employment prospects, a central question arises: Is college worth it? Although empirical research consistently finds that a college education is a profitable investment, media stories continue to cast doubt on the value of the degree. Findings from two recent studies provide compelling insights into not just how different groups of Americans view college education as a whole, but also the degree to which there is agreement on the aspects of a college education that matter for future success--namely, career success. Is college worth the time and money? Are students learning what matters most for workforce preparation? Is there consensus on the virtues of being &quot;well-rounded,&quot; or is it time to emphasize specific job skills? And at a time of renewed focus on civic engagement, what role should higher education play in supporting communities and democracy? To address these questions, the Association of American Colleges and Universities (AAC&amp;U) and the Bipartisan Policy Center partnered with Morning Consult to conduct a survey of 2,200 American adults. The survey was administered March 3-5, 2021. The findings are presented in this report, alongside results from AAC&amp;U's recent survey of employers. Together these surveys highlight the nuances of public opinion on higher education--what is most highly valued about it and by whom, as well as its relevance to workforce success. [This report was prepared with the Bipartisan Policy Center (BPC).]
Getting Schooled: The Role of Universities in Attracting Immigrant Entrepreneurs. Research Briefs in Economic Policy. Number 280
Author: Amornsiripanitch, Natee
Date: 2021-12-15
Type: Reports - Evaluative
Subjects: Immigrants,Entrepreneurship,College Role,Job Skills,Immigration,Geographic Regions,Financial Support,Business,Background,Higher Education,School Business Relationship

Immigrants play a vital role in innovation activities and entrepreneurship. Given the substantial contribution of immigrants in these areas, a set of natural questions arise: What are the pathways that high-skilled immigrants take to arrive in the United States, and how has the importance of these pathways changed over time? What are important institutions that serve as gatekeepers for high-skilled immigrants, and do they affect the types of immigrant founders that come to the United States? Do certain parts of the United States benefit disproportionately from high-skilled immigration, and if so, what are some factors that contribute to these benefits? The answers to these questions have important implications for designing immigration policy and regulation, which have become increasingly acrimonious topics in public discourse. They also have important implications for firms and universities that recruit talent from abroad and for the communities that hope to promote vibrant entrepreneurial ecosystems. To answer these questions, the authors studied immigrant entrepreneurs backed by venture capital (VC). From a policy perspective, the results emphasize the importance of immigrant entrepreneurs as founders of startups with high growth potential. [This research brief is based on Natee Amornsiripanitch, Paul A. Gompers, George Hu, and Kaushik Vasudevan, &quot;Getting Schooled: The Role of Universities in Attracting Immigrant Entrepreneurs,&quot; NBER Working Paper no. 28773, May 2021.]
Evidence of Service Learning in Primary and Secondary Education Is Inconclusive. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Service Learning,Elementary Secondary Education,Instructional Effectiveness,Out of School Youth,Academic Achievement,Interpersonal Competence,Risk,Elementary School Students,Secondary School Students

Service learning is distinctive from traditional voluntarism or community service in that it intentionally connects service activities with curriculum concepts and includes structured time for reflection. This review examines the evidence of impact of service learning on students' 'neither employed, nor in education or training' (NEET) status after compulsory schooling, academic success personal and social skills, and risk behaviour of students in primary and secondary education (from Kindergarten to Grade 12). The review summarises evidence from 10 studies undertaken in the USA that involved over 8,000 service learning participants in total. The evidence was inconclusive. The majority of studies available for meta-analysis reported on a very limited number of outcomes; in particular, few reported results on students' academic success even though the outcome was collected. [This summary is based on Filges, T., Dietrichson, J., Viinholt, B. C. A., &amp; Dalgaard, N. T. (2022). Service learning for improving academic success in students in grade K to 12: A systematic review. &quot;Campbell Systematic Reviews,&quot; 18, e1210. https://doi.org/10.1002/cl2.1210.]
Design Thinking in the EEIDSP Conference Series
Author: Association of Public and Land-grant Universities (APLU)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: State Universities,Land Grant Universities,STEM Education,Inclusion,College Faculty,Diversity (Faculty),Change Agents,Conferences (Gatherings),Videoconferencing,Barriers,Disproportionate Representation,Faculty Recruitment,Teacher Selection,Equal Opportunities (Jobs),Faculty Evaluation,Research,Leadership Styles

The Association of Public and Land-grant Universities (APLU) wanted to gather the STEM higher education community to imagine new futures in implementation and research on creating and supporting an inclusive and diverse STEM professoriate. Ideally, they wanted to develop a community-built agenda on how to move forward in tackling complex, systemic issues which have prevented progress despite 30 years of cumulative and compelling research. To that end, APLU invited a diverse group of leaders, scholars and change agents to participate in the &quot;2021 Envisioning &amp; Enacting an Inclusive &amp; Diverse STEM Professoriate (EEIDSP) Conference Series.&quot; APLU led the EEIDSP Conference Series, three half-day virtual convenings, to catalyze a series of discussions in the STEM higher education community to understand what would be needed to address systemic barriers, structures and cultures that prevented broader participation and diversity among the STEM professoriate. This report discusses what APLU did and what APLU found during conference sessions on the following topics: (1) aligning the recruitment and hiring of diverse STEM faculty; (2) equitable STEM faculty evaluation &amp; reviews of research; and (3) inclusive leadership to support diverse &amp; inclusive STEM faculty. [This report was produced with Intentional Futures.]
Two City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore. Research &amp; Occasional Paper Series: CSHE.10.2021
Author: Penprase, Bryan E.
Date: 2021-09-22
Type: Reports - Evaluative
Subjects: Futures (of Society),Cross Cultural Studies,Universities,Foreign Countries,Postcolonialism,Nationalism,Social Systems,Social Change,Activism,Civil Rights,Foreign Students,Foreign Nationals,Authoritarianism,Academic Freedom,Institutional Autonomy,Political Attitudes,Deception,News Reporting,College Faculty,College Students,National Security,Laws,Government School Relationship

Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book &quot;Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education&quot; (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?
Driving U.S. Competitiveness through Improved University-Industry Partnerships
Author: Association of Public and Land-grant Universities (APLU)
Date: 2022-00-00
Type: Reports - Research
Subjects: Partnerships in Education,School Business Relationship,Industry,Research Universities,Economic Climate,Competition,Social Change,Economic Change,Research and Development,Innovation,Productivity

Cross-sector research collaboration is viewed as one of the most important elements of a national innovation system. Collaborative university-industry R&amp;D has benefits for universities, for industry, and for the U.S. economy. Collaboration can speed discovery and its application to important societal problems. The aim of this report is to investigate the state of industry-university research collaboration and to identify methods and practices that might recouple university and industry research with the twin goals of solving important societal problems and generating renewed competitiveness for the U.S. economy. Research questions were explored by conducting interviews with both university leaders working to improve industry R&amp;D engagement and industry leaders working on university partnerships. This report details the significant value universities can provide industry in partnerships, including access to: cutting-edge labs and facilities, opportunities to pursue federal research funding, students who build companies' talent pipeline, and access to interdisciplinary solutions to vexing problems facing industry, among other things. A strong base of research demonstrates that firms collaborating with universities have higher innovation productivity and sales. For universities, partnerships with industry offer opportunities for additional applied research, unique research assets, co-investment in long-term research in strategic priority areas, among other benefits. The report also details policies lawmakers at the local, state, and federal levels can take to foster stronger university-industry partnerships.
Call to Action: Reimagining Campus Policing Task Force Recommendations. 2022 Report
Author: California Community Colleges, Chancellor's Office
Date: 2022-01-04
Type: Reports - Descriptive
Subjects: Police School Relationship,Campuses,Violence,Minority Groups,Criticism,Racial Differences,Community Colleges,Racial Bias,College Administration,Police Education,Law Enforcement,Advisory Committees,Academic Achievement,Strategic Planning,Statewide Planning,Communications,Minority Group Students,Two Year College Students,State Policy

Increased attention to police brutality and violence against people of color has elevated scrutiny of campus police. Students have critiqued the inequitable treatment of students of color on their campuses by campus police. In doing so, the students are critiquing racial inequity in the campus climate. The California Community Colleges Chancellor's Office (Chancellor's Office) issued a &quot;Call to Action for the California Community Colleges&quot; in summer 2020 to eradicate systemic racism across the programs and services at California's community colleges. This scrutiny includes campus police training, practices and campus culture. To address the first area of the Call to Action, which is focused on campus policing practices, a diverse Reimagining Campus Policing Task Force has been assembled. After nearly a year, the task force has drafted this set of substantive recommendations to enhance campus policing and campus climate as well as impact student success as part of this broad Call to Action to mitigate structural racism.
Advancing Equitable State Child Care Policies Using ARPA and Other Relief Funds
Author: Fortner, Alyssa
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Child Care,State Policy,Grants,Costs,COVID-19,Pandemics,Federal Aid,Preschool Education,Educational Finance,Access to Education,Equal Education,Educational Equity (Finance),Mental Health,Health Services,Child Caregivers,Child Care Centers,Preschool Teachers,Teacher Shortage,Federal Legislation,Eligibility,Salaries,Family Environment,Family Needs

During a time of historic COVID-related federal investment in child care and early education, states are working to leverage this opportunity to provide significant relief and recovery to providers and families. This fact sheet highlights the actions that select states have implemented to make the most of this critical time and opportunity. As parents continue to struggle to find child care and child care workforce shortages reduce their options, states must act quickly to commit their remaining relief funds and get them out the door, while supporting policy changes that set the stage for future federal investments. As states work toward these goals, they should consider principles and policy priorities for equitable implementation. The recommendations include: (1) Designing accessible and inclusive grant application processes; (2) Improving data systems to increase equity and understand needs; (3) Setting grant amounts that reflect adequate compensation, benefits, and address inequities; (4) Simplifying applications and supporting the true cost of providing care; (5) Funding supply-building activities; and (6) Connecting children and providers to mental health services. The state actions included in this brief highlight some of the impactful strategies states across the country are using to provide relief and recovery for child care providers and families with young children.