ethanporcaro/eric-fulltext-meta huggingface dataset:
Joint Enrollment Report, 2014
Author: Iowa Department of Education
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Dual Enrollment,High School Students,College Credits,Enrollment Trends,Student Characteristics,Intellectual Disciplines,Information Management,Information Systems,Institutional Characteristics

The Iowa Department of Education collects information on joint enrollment in Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus (SYP) programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students, or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report consists of fiscal year and trend data on joint enrollment, including headcount enrollment, credit hours, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. The following 15 community college profiles are included: (1) Northeast Iowa Community College; (2) North Iowa Area Community College; (3) Iowa Lakes Community College; (4) Northwest Iowa Community College; (5) Iowa Central Community College; (6) Iowa Valley Community College District; (7) Hawkeye Community College; (8) Eastern Iowa Community College; (9) Kirkwood Community College; (10) Des Moines Area Community College; (11) Western Iowa Tech Community College; (12) Iowa Western Community College; (13) Southwestern Iowa Community College; (14) Indian Hills Community College; and (15) Southeastern Community College. [For the report from the previous year, &quot;Joint Enrollment Report, 2013,&quot; see ED583836.]
Public Policy for Higher Education in the United States: A Brief History of State Leadership
Author: Lingenfelter, Paul E.
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Policy,Educational Policy,Educational History,State Government,Federal Government,Leadership,Professional Associations,Role

The State Higher Education Executive Officers (SHEEO) is the national association of the chief executives of statewide governing, policy, and coordinating boards of postsecondary education. Founded in 1954, SHEEO serves its members as an advocate for state policy leadership, as a liaison between states and the federal government, as a vehicle for learning from and collaborating with peers, and as a source of information and analysis on educational and public policy issues. SHEEO seeks to advance public policies and educational practices to achieve more widespread access and successful participation in higher education, more new discoveries through research, and more applications of knowledge that improve the quality of human lives. This document, written to commemorate the 60th Anniversary, and presented at the 61st Annual meeting of SHEEO provides an abbreviated history of the organization. It begins with a discussion of the influence of John Dale Russell who convened the first meeting of the association in 1954 in Santa Fe, New Mexico, and provides details of his career. The history continues from the first years of the association, 1954-1958, to the expansion of the profession in 1959-1968. The years between 1969-1984 are described as the maturing of the association. 1984-2000 were the years in which the scope and capabilities of the association expanded. In the more recent past, the years between 2000-2014 brought with them dramatic changes in the economic and political environment that played an important role in shaping the association's development and services. State higher education leaders face the next 20 years with a goal, but no road map, and there is an &quot;argument in the car about which direction to take.&quot; The challenges of state policy leadership in higher education are different and perhaps more difficult than those faced in the past. More than ever before, SHEEO sees an urgency to sustain and nurture the community of public policy leaders in higher education. Appended are: (1) Professional History of John Dale Russell;(2) 1954 Meeting Agenda; (3) Notable SHEEO Alumni, Staff and Policy Leaders; (4) SHEEO Chairs and Presidents Since 1975; (5) History of Leadership in SHEEP Agencies; and (6) Staff Who Have Served SHEEO. [This document was written in collaboration with James R. Mingle.]
Promoting College and Career Success: Portfolio Assessment for Student Veterans
Author: Council for Adult and Experiential Learning
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Portfolio Assessment,Veterans,College Students,Prior Learning,Student Evaluation,College Credits,Interviews,Academic Records,Difficulty Level,Career Development,Academic Achievement,Higher Education,Federal Legislation

Active service members and veterans are pursuing postsecondary degrees in record numbers today, due in large part to the GI Bill education benefits that can cover much or all of the cost. An important tool for helping service members and veterans succeed in postsecondary education is prior learning assessment (PLA). PLA is a process that includes a formal review of an individual's learning outside of the traditional classroom in order to award the individual college-level credit, advanced program standing, or other formal recognition of his or her learning. The experiences of the seven veterans who are profiled in this publication show how providing military and veteran students with opportunities to earn academic credit through portfolio assessment can help them successfully earn degrees and achieve their career goals. Several themes emerged in the interviews with the veterans: (1) Student veterans who earned college credit through portfolio assessment were able to save time and money while completing their degrees; (2) Portfolio assessment is an important complement to other PLA methods, such as military transcript review; (3) Student veterans find the portfolio assessment process challenging and academically rigorous; and (4) Portfolio assessment helps student veterans get ahead in their careers.
2013-14 Tuition and Fee Rates: A National Comparison
Author: Webster, Marc
Date: 2014-07-00
Type: Reports - Research
Subjects: Higher Education,Public Colleges,State Legislation,Tuition,Educational Finance,Fees,Paying for College,Student Costs,Student Financial Aid,National Surveys,Comparative Analysis,Annual Reports,Undergraduate Study,Graduate Study,State Agencies

This is the forty-third report prepared in Washington providing tuition and fee data for flagship institutions, comprehensive institutions, and community colleges. Tuition and fee rates for academic year 2013-14 were collected by staff from the Connecticut Office of Higher Education, who developed an online tool to collect these data from the 50 states and transmitted the information to the Council in early 2014. Washington Student Achievement Council staff analyzed the data and prepared the current report. Among the key findings were: At flagship institutions, the average increase from 2012-13 to 2013-14 was just under four percent. Several states, including Washington, froze tuition this academic year, though the data show small changes due to increases in mandatory fees. In all, 20 states increased total resident undergraduate tuition and fees at their flagship institution by less than $200. Resident undergraduate tuition and fees grew by three percent in the comprehensive sector. Sixteen states held average tuition and fee growth below $200 in this sector. Whereas five states saw tuition growth of over ten percent in this sector from 2011-12 to 2012-13, only two states exceeded that figure this year. Growth in community college tuition was similar to the other sectors at three percent. In all, 20 states, including Washington, held tuition and fee growth below $100 in the two-year college sector, with Missouri significantly reducing tuition for residents. Three appendices are included: (1) Resident Undergraduate Tuition and Required Fees by State; (2) National Comparisons--Tuition and Required Fees by Sector and Residency, 2009-10 to 2013-14; and (3) List of Colleges and Universities Included in the Tuition and Fee Report Survey.
A View from CAEL: Are Your Employees Asking for Career Development?
Author: Council for Adult and Experiential Learning
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Employees,Career Development,Labor Force,Occupational Mobility,Health Services,Biological Sciences,Telecommunications

The Council for Adult and Experiential Learning (CAEL) created this document in response to an increased amount of requests for effective career development strategies that target the entry and mid-level workforce. These requests came from a number of different industry sectors throughout the country. This paper summarizes all of those requests, takes a closer look at what is driving their needs, and offers possible strategies that address career development in the entry and mid-level workforce.
Social Entrepreneurship Education in Higher Education: Insights from a Developing Country
Author: Salamzadeh, Aidin
Date: 2013-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Higher Education,Foreign Countries,Developing Nations,Questionnaires,Universities,Management Development,Engineering Education,Intention,Guidelines,College Faculty,Surveys,Graduate Students,Teaching Methods,Career Choice,Social Problems,Social Responsibility,Student Attitudes,Mentors,Financial Support,Access to Information,Role Models,Institutional Characteristics,Program Development,Teacher Attitudes

The purpose of this research is to investigate awareness, intentions/support, and the contextual elements among higher education students in the University of Tehran (UT) in order to find the gap(s) in social entrepreneurship education in Iran. The authors used Ajzen's theory of planned behaviour as the theoretical framework. The research questions are based on a revised version of Kirby and Ibrahim's (2011) questionnaire. A survey was conducted in three faculties of UT. These faculties were selected intentionally, to evaluate the social entrepreneurship gaps for post-graduates of entrepreneurship, management, and engineering, and to capture varied orientations. Findings show a significant rate of intention towards and awareness of the concept among respondents, but a lack of sufficient attention to contextual elements and adequate support. Investigating social entrepreneurship intention and education is lacking in Iran's higher education and this study is one of the first in the country.
Entrepreneurial University Conceptualization: Case of Developing Countries
Author: Farsi, Jahangir Yadollahi
Date: 2012-00-00
Type: Reports - Research
Subjects: Entrepreneurship,Universities,Developing Nations,Qualitative Research,Semi Structured Interviews,Expertise,Coding,Institutional Mission,Foreign Countries,Program Development,Institutional Characteristics,Barriers,Resistance to Change

Purpose: The main purpose of the present paper is to elaborate an entrepreneurial university conceptualization which could be appropriate for developing countries. A conceptualization which distinguishes between different elements of entrepreneurial universities in developing countries, and identifies the common ones. This conceptualization considers the indigenous aspects and the contextual factors. Design/methodology/approach: The authors used a qualitative approach to investigate the concept, more deeply, in developing countries. In order to do so, a series of semi structured in-depth interviews were conducted with ten experts in this domain. Coding of qualitative data--both interviews and documents--was used to identify new dimensions, elements, and variables. The experts were chosen from knowledgeable individuals in this domain in the universities, including university officials, professors, and officials of the Science and Technology Parks. It should be noted that a non-probability sampling technique, i.e. judgmental sampling were used to find the knowledgeable experts of this field of study. Findings: This study presents a conceptualization for entrepreneurial universities in the developing countries. The findings reveal that there are four main elements in the proposed entrepreneurial university conceptualization, which are as follows: resources, capabilities, mission, and impeding elements. Practical implications: The results of the present study could be used for policy making in the higher education sector of developing countries. Also, the results might be compared with the other conceptualizations in different contexts.
Accelerating Degree Completion for Latinos through Prior Learning Assessment. Policy Brief
Author: Klein-Collins, Rebecca
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Higher Education,Prior Learning,Student Evaluation,Educational Attainment,Graduation,Graduation Rate,College Credits,Adults,Standardized Tests,Achievement Gap,State Policy,Educational Policy

National efforts to address the degree completion goals of the country cannot succeed without focusing on strategies to improve the educational attainment of Latinos. Latinos are the nation's second largest racial or ethnic group, and growing. Compared to other racial/ethnic populations, however, Latinos have lower rates of educational attainment and lower rates of degree completion, on average. Latinos also comprise a growing proportion of the workforce, and so it is important to consider strategies to help Latino adults complete degrees. Prior learning assessment (PLA) is a strategy for helping adults and other nontraditional students earn college credit for what they have learned in work, military, self-study, and other life experiences. Previous Council for Adult and Experiential Learning (CAEL) research has shown that Latino adult students with PLA credit are eight times more likely to complete their degrees than students without PLA credit. Yet, at some institutions, PLA is not promoted well, and students are not taking advantage of those limited offerings. This policy brief provides suggested policy changes that would help make PLA more accessible to students through information, outreach, guidance, and financial support.
The Annual Condition of Iowa's Community Colleges 2014
Author: Bassis, Vladimir
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Enrollment,College Credits,Human Resources,Adult Literacy,Tuition,Fees,Educational Finance,School Demography,Online Courses,Dual Enrollment,High School Students,Academic Degrees,Certification,College Programs,Noncredit Courses,Labor Force Development,Apprenticeships,Academic Achievement,Student Financial Aid,Outcomes of Education

Since 1998, the Management Information System (MIS) group of the Division of Community Colleges has been responsible for compiling and publishing &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the condition report. Primary data sources for the condition report are each of the 15 public community colleges in Iowa. Every August, community colleges transmit data to the Department of Education. Upon receipt, MIS staff members review the data for discrepancies, then return summary reports to confirm accuracy. After confirmation, data files are aggregated for analysis and subsequent reporting. The condition report describes and addresses key indicators associated with Iowa's community colleges. Some indicators covered in this report include demographics, enrollment in credit and non-credit courses, credit and contact hours, human resources, adult literacy, tuition and fees, and summary financial data. These indicators provide a snapshot of institutional effectiveness for a given fiscal year. The body of the condition report emphasizes tables of summary data that provide snapshots of key indicators. Readers should study the narrative of each section to understand its content. These narratives help readers understand indicators cited throughout this document. The intent of this report is to help policymakers, governing entities, and community college officials make data-driven decisions on issues pertaining to Iowa's community colleges. &quot;Methods&quot; is appended. [Geoffrey Jones assisted in the compilation of data. For &quot;The Annual Condition of Iowa's Community Colleges 2014: Tables,&quot; see ED561992.]
The Annual Condition of Iowa's Community Colleges 2014: Tables
Author: Iowa Department of Education
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Enrollment,College Credits,College Programs,Online Courses,Dual Enrollment,Academic Degrees,Certification,Noncredit Courses,Adult Literacy,Labor Force Development,Apprenticeships,Academic Achievement,Tuition,Fees,Student Financial Aid,Educational Finance,Tables (Data),School Demography

This group of tables are a companion to the report: &quot;The Annual Condition of Iowa's Community Colleges 2014.&quot; Information is provided here in tabulated format on the following broad subject areas: (1) Fall Enrollment; (2) Fiscal Year Credit Enrollment and Demographics; (3) Online Credit Enrollment and Demographics; (4) Joint Enrollment and Demographics; (5) Credit Student Awards; (6) Credit Programs; (7) Non-Credit Enrollment and Programs; (8) Adult Literacy Enrollment and Programs; (9) Skilled Worker and Job Creation Fund, Tables; (10) Apprenticeship; (11) Student Success; (12) Tuition and Fees; (13) Financial Aid; (14) Financial Tables; and (15) Human Resources. Each group of tables provides a table of contents which lists the table number and heading for each table in a particular section. [For &quot;The Annual Condition of Iowa's Community Colleges 2014,&quot; see ED561991.]
Choosing a College. Minnesota 2014-15
Author: Minnesota Office of Higher Education
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: College Choice,Public Colleges,Private Colleges,Institutional Characteristics,Profiles,Associate Degrees,Bachelors Degrees,College Preparation,College Bound Students,State Colleges,Two Year Colleges,Tribally Controlled Education,Student Characteristics,Student Needs,Guides,High School Students,Education Work Relationship

Minnesota is home to some of the finest postsecondary institutions in the country. From campuses large to small, urban to rural, close to home or far away, the state's public and private colleges and universities offer a broad spectrum of surprising educational opportunities and experiences. This guide can help students explore Minnesota College options. It includes public and private colleges and universities located in Minnesota offering two-year associate and four-year bachelor's degrees. In addition to the profiles for each college, there are program grids in the back to facilitate learning about programs of interest.
The Case for Improving and Expanding Time in School: A Review of Key Research and Practice. Updated and Revised February 2015
Author: Farbman, David A.
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: School Schedules,Outcomes of Education,Academic Achievement,Teacher Collaboration,Time Factors (Learning),Learner Engagement,Enrichment Activities,Professional Development,Educational Research,Time Management,School Effectiveness

How can more time in school lead to more learning and, by extension, greater success in life? As this report will highlight, both research and practice indicate that adding time to the school day and/or year can have a meaningfully positive impact on student proficiency and, indeed, upon a child's entire educational experience. Such enhancement can be especially consequential for economically disadvantaged students, who tend to enter school trailing behind their more affluent peers academically, continue to lag as they proceed through each grade, and have fewer opportunities outside of school for learning. For these millions of students, more time in school can be a path to equity. The evidence makes clear that expanding school time holds this potential because, when planned and implemented well, it confers three distinct, though interdependent, benefits to both students and teachers: (1) More engaged time in academic classes, allowing broader and deeper coverage of curricula, as well as more individualized learning support; (2) More dedicated time for teacher collaboration and embedded professional development that enable educators to strengthen instruction and develop a shared commitment to upholding high expectations; and (3) More time devoted to enrichment classes and activities that expand students' educational experiences and boost engagement in school. This report explores these three benefits, which emerge as a redesigned education, built upon a longer school day and year, opens up new learning and growth opportunities. Using a mix of formal research inquiries and effective practices studies from the field, evidence is considered that demonstrates how time relates to each of the three benefits. Along with explicating the value that more time in schools can bring, the research also makes clear that time is a resource which must be used well and in concert with a continuous focus on quality implementation to realize its full potential. [This is an updated report from 2012. For the 2012 report &quot;The Case for Improving and Expanding Time in School: A Review of Key Research and Practice,&quot; see ED534894.]
Measuring Social Return on Investment for Community Schools: A Case Study
Author: Martinez, Laura
Date: 2013-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Community Schools,Outcome Measures,Integrated Services,Educational Research,Data Collection,Data Analysis,Case Studies,Urban Schools,Educational Change,Models,Computation,Elementary Schools,Middle Schools

Social return on investment (SROI) offers a new strategy to measure and communicate the value of outcomes achieved by programs that provide social, health, and education services to children and their families. It can be a powerful tool for demonstrating the monetary value of programs and services and for communicating that value in a way that can be understood at a basic economic level. This case study of two community schools operated by The Children's Aid Society in partnership with the New York City Department of Education--PS 5 and Salomé Ureña--provides convincing results. It was prepared using a methodology developed by The Finance Project to help community school leaders measure and communicate the social and economic value of a community school and its programs. This methodology is presented in a companion guide. The findings provide clear quantitative evidence that investments in Children's Aid community schools are making a demonstrable difference in the community. The following are appended: (1) Community School Goals and Outcomes Crosswalk; (2) Data Inventory Worksheet; (3) Impact Maps by Site and Beneficiary; (4) Monetized Benefits; and (5) SROI Deadweight Rationale. [For the companion guide &quot;Measuring Social Return on Investment for Community Schools: A Practical Guide,&quot; see ED561996.]