ethanporcaro/eric-fulltext-meta huggingface dataset:
An Engineering Degree Does Not (Necessarily) an Engineer Make: Career Decision Making among Undergraduate Engineering Majors. Research Brief
Author: Lichtenstein, Gary
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Majors (Students),Engineering,Engineering Education,Career Choice,Decision Making,College Faculty,Guidance,Careers,Influences,College Seniors,Labor Supply

This paper explores the career-related decision making of seniors enrolled in undergraduate engineering programs at two nationally recognized institutions. This strand of the Academic Pathways Study (APS) research revealed that many engineering students were undecided about their career plans, even late into their senior years and that many were deciding not to pursue engineering careers. In addition, the findings indicate that students' decision making about their post-graduate plans often takes place without the knowledge or influence of engineering faculty, who could conceivably provide valuable insights and guidance. Structuring such guidance into existing programs could ensure that qualified, talented graduates of engineering programs will use their skills and abilities in the service of engineering-related careers.
More to Say: Analyzing Open-Ended Student Responses to the Academic Pathways of People Learning Engineering Survey. Research Brief
Author: Lande, Micah
Date: 2009-04-00
Type: Reports - Research
Subjects: Undergraduate Students,Engineering,Online Surveys,Student Attitudes,Inquiry,Statistical Analysis,Universities,Mixed Methods Research,Questioning Techniques,Content Analysis

The Academic Pathways of People Learning Engineering Survey (APPLES2) was administered in Spring 2008 to undergraduate engineering students at 21 American universities. Students took the 10-minute online survey that asked mainly multiple choice questions related to their undergraduate engineering experience. A final optional open-ended question asked, Is there anything else you want to tell us that we didn't already cover? This paper explores the responses from survey participants to this open-ended question. These open-ended responses provided a rich addition to the emerging quantitative research findings from the APPLES2 survey instrument. Issues important to students such as advising and gender were not subjects that were probed as part of the multiple choice survey questions. Additionally, there are a considerable number of untapped student experiences outside the classroom to be understood.
Exploring Gender and Self-Confidence in Engineering Students: A Multi-Method Approach. Research Brief
Author: Chachra, Debbie
Date: 2009-04-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Self Esteem,Gender Differences,Problem Solving,Academic Ability,Mathematics,Sciences,Interpersonal Competence,Mixed Methods Research

Despite generally higher academic achievement, female students display lower academic self-confidence than males. Of particular interest to engineering educators is the difference in confidence in mathematical, scientific and problem-solving skills. Using a multi-method approach that utilizes the rich dataset of the Academic Pathways Study, the researchers were able to consider approaches to understanding the "confidence gap" in engineering students. The quantitative data indicates that, over the course of the four years of their engineering education, men have higher confidence than women in their math and science abilities and in their ability to solve open-ended problems. No difference was observed in confidence in professional and interpersonal skills.
Outside the Classroom: Gender Differences in Extracurricular Activities in Engineering Students. Research Brief
Author: Chachra, Debbie
Date: 2009-10-00
Type: Reports - Research
Subjects: Engineering,Undergraduate Study,Engineering Education,Student Participation,Extracurricular Activities,Gender Differences,Academic Persistence

Student engagement in extracurricular activities, and the integration of these activities with academics, can be critical factors influencing student persistence. There is also evidence linking extracurricular and social involvement to career choices, goals and plans, as well as success in future employment and earnings. This paper explores the relationship of students to these extra- and co-curricular activities. Extracurricular activities can play an important role in exposing undergraduate engineering students to broader challenges that enable them to utilize and/or complement their disciplinary knowledge. Fostering integrative learning "across courses, over time, and between campus and community life" has been highlighted as an important goal of undergraduate education.
Competence in Engineering: A Tale of Two Women. Research Brief
Author: Matusovich, Holly
Date: 2009-04-00
Type: Reports - Research
Subjects: STEM Education,Academic Persistence,Engineering,Student Attitudes,Females,Student Characteristics,High Achievement,Self Esteem,Beliefs,Ability,Competence

Who persists in science, technology, engineering and math (STEM) fields? Looking for ways to increase persistence rates, the authors frequently look for the characteristics that differentiate persisters and non-persisters. However, the choice to persist may not be as binary as these two terms would imply. The research reported here begins to unravel the complexities of persistence by looking at the choice to be an engineer as a process which extends over time and involves continual motivated decisions. Additionally, using primarily interview data, this research looks at the choice to be an engineer from the student perspective.
Persistence, Engagement, and Migration in Engineering Programs. Research Brief
Author: Ohland, Matthew W.
Date: 2008-12-00
Type: Reports - Research
Subjects: Engineering Education,Undergraduate Study,Outcomes of Education,Educational Indicators,Academic Persistence,Learner Engagement,Student Interests,Engineering,Career Choice,Student Attitudes,Majors (Students),Ethnic Diversity,Homogeneous Grouping,Program Effectiveness

Those responsible for designing, maintaining, and delivering engineering education are asking questions to understand the outcomes of undergraduate engineering programs. These questions have been motivated by concerns about the declining interest in studying engineering, the continued lack of gender and ethnic diversity in the engineering population in education and practice, and the effectiveness of programs in preparing engineering graduates to take on today's engineering challenges. This study compared persistence and engagement of students in undergraduate engineering and in other college majors. The authors found that, in general, engineering students are more persistent than, and as engaged as, other college students.
How Newcomers Learn the Social Norms of an Organization: A Case Study of the Socialization of Newly Hired Engineers. Research Brief
Author: Korte, Russel
Date: 2009-11-00
Type: Reports - Research
Subjects: Engineering,Technical Occupations,Novices,Socialization,Norms,Work Environment,Human Resources,Manufacturing,Mentors,Group Dynamics,Context Effect

Current scholarship views organizational socialization as a learning process that is primarily the responsibility of the newcomer. Yet recent learning research recognizes the importance of the social interactions in the learning process. This study investigated how newly hired engineers at a large manufacturing company learned job-related tasks and the social norms of the organization. Enhancing the socialization of newcomers into an organization is an important strategy for developing human resources. This study found that relationships mediated the quality of working and learning among workers in a group; therefore, it seems appropriate that managers and coworkers attend to the relationship structures found in work groups as critical contextual factors that affect learning and work organizations.
Bibliography of Research Studies in Education, 1928-1929. Bulletin, 1930, No. 23
Author: Wright, Edith A.
Date: 1930-00-00
Type: Historical Materials
Subjects: Educational Research,Bibliographies,Masters Theses,Doctoral Dissertations,Organizations (Groups),Universities,Colleges,Public Agencies,State Agencies

The Bibliography of Research Studies in Education presented is the third attempt to bring together in one volume information concerning investigations in the field of education. The first volume, covering the year 1926-27 was issued as Bulletin (1928) No. 22; the second for the year 1927-28, as Bulletin (1929) No. 36. The accompanying list covers the year 1928-29 and lists 3,065 investigations undertaken by 317 research agencies. It continues the project of listing the titles of masters' and doctors' theses in education formerly carried on by the Bureau of Educational Research at the University of Illinois, under the direction of Dr. Walter S. Monroe. In order to obtain the material for this volume, letters of inquiry were sent to all agencies known to be engaged in educational research, including colleges and universities, city and State research bureaus, and educational organizations. This bibliography lists the masters' and doctors' theses and other research investigations reported in reply to these letters. An index is included. [Best copy available has been provided.]
Statistics of Private Commercial and Business Schools, 1928-29. Bulletin, 1930, No. 25
Author: United States Department of the Interior, Office of Education (ED)
Date: 1930-00-00
Type: Historical Materials
Subjects: Enrollment,Evening Programs,Average Daily Attendance,Statistical Data,Proprietary Schools,Business Education,Tables (Data),Teacher Certification,Day Schools

This bulletin contains the statistics of private commercial and business schools for 1928-29. There is a noticeably constant fluctuation in the list of private commercial and business schools. Out of a list of approximately 1,850 private commercial schools of which the Office of Education had record during the period from June, 1925, to June, 1929, reports were received from 743. Statistical tables included in this bulletin contain the following data: (1) Table 1--Summary of statistics of all private commercial and business schools reporting, 1900 to 1929; (2) Table 2--Data relative to enrollments in 743 private commercial schools according to size of cities; (3) Table 3--Distribution of students, both day and evening classes, in various curricula in private commercial and business schools, according to previous education, for the year 1928-29; (4) Table 4--Distribution of private commercial schools according to number of months required for graduation, 1928-29; (5) Table 5--Instructors, students, and attendance in all private commercial and business schools reporting, including both day and evening classes in 1928-29; (6) Table 6--Number of students in private commercial schools receiving teachers' certificates; (7) Table 7--Students in day and night courses and average daily attendance in all private commercial and business schools reporting in 1928-29; (8) Table 8--Day-school enrollment, by course of study, in all private commercial and business schools reporting in 1928-29; (9) Table 9--Night-school enrollment, by course of study, in all private commercial and business schools reporting in 1928-29; (10) Table 10--Total number of students pursuing certain subjects in private commercial and business schools in 1928-29; and (11) Table 11--Statistics of private commercial and business schools which enrolled 100 or more students, 1928-29. (Contains 11 tables.) [Prepared in the Division of Statistics by and under the supervision of Maris M. Proffitt. Best copy available has been provided.]
The Activity Program and the Teaching of Reading: Manual for Kindergarten and Primary Teachers. Bulletin, 1931, No. 2
Author: United States Department of the Interior, Office of Education (ED)
Date: 1931-00-00
Type: Historical Materials
Subjects: Reading Instruction,Reading Programs,Reading Readiness,Elementary School Teachers,Reading Habits,Kindergarten,Elementary Schools,Emergent Literacy,Teaching Methods,Learning Activities,Reading Achievement,Grade 1

Reading is an important part of the modern child's environment. The number of things one must know about in order to understand this world has been enormously increased. No one can hope to learn of them all through first-hand experiences. Printed matter, which preserves and facilitates widespread distribution of knowledge, becomes a necessity. To extend the child's experiences, to teach him "how to acquire and use" knowledge in order to further his experiences and understand them--these are objectives of paramount importance before the school to-day. This bulletin focuses on these topics: (1) How the teacher helps children to realize the value of reading and to prepare themselves for it; (2) The evidences of reading readiness; (3) How the teacher builds a reading program about children's activities and contributing enterprises; (4) The reading table in the primary grades; and (5) Building fundamental reading habits. A bibliography is included. Individual sections contain footnotes. (Contains 1 table.) [Developed under the direction of the California Curriculum, Commission, California State Department of Education. Best copy available has been provided.]
Record of Current Educational Publications. Bulletin, 1931, No. 3
Author: McCabe, Martha R., Comp.
Date: 1931-00-00
Type: Historical Materials
Subjects: Foreign Countries,Annotated Bibliographies,Educational History,School Administration,African American Education,Primary Education,Preschool Education,Professional Associations,Career Guidance,Reports,Conference Papers,Conferences (Gatherings),Elementary Education,Public Education,Special Needs Students,Special Education,Early Childhood Education,Kindergarten,Higher Education,Postsecondary Education,Two Year Colleges,International Education,Professional Education,Vocational Education,Secondary Education,Adult Education,Teacher Education,Government Publications,Educational Policy,State Policy,Curriculum,Public School Teachers,Junior High Schools,High Schools,Womens Education,School Health Services,Health Education,Rural Education,Extension Education,Child Welfare,Physical Education,Teaching Methods,Intellectual Disciplines,Educational Facilities,American Indian Education

The following pages contain a classified and annotated list of current educational publications for the period July to December, 1930, inclusive. The preceding records for the current year were issued as Bulletin, 1930, No. 15, January to March, 1930, and Bulletin, 1930, No. 32, April to June, 1930. Books, periodicals, and pamphlets here mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. The publications are organized into the following topics: (1) Nursery, Kindergarten and Primary Education; (2) Elementary Education; (3) Secondary Education; (4) Exceptional Children; (5) Junior Colleges; (6) Teacher Training; (7) Colleges, Universities, and Graduate Schools; (8) Public School Administration; (9) Adult Education; (10) Vocational Educational and Guidance; (11) Negro Education; (12) Foreign Education; (13) Proceedings of associations, reports, and office of education publications; and (14) Office of Education: Recent Publications. An index is included. [Compiled in the Library Division of the Office of Education. Best copy available has been provided.]
Current Practices in the Construction of State Courses of Study. Bulletin, 1931, No. 4
Author: Langvick, Mina M.
Date: 1931-00-00
Type: Historical Materials
Subjects: Educational History,Curriculum Design,Curriculum Development,Course Content,State Curriculum Guides,State Programs,State Officials,State Policy,Educational Policy,State Agencies,Agency Role,State Departments of Education,Public Schools,School Organization,State Standards,State School District Relationship,Statewide Planning,Textbook Selection,Textbooks,School Law,Educational Legislation,Special Education,Special Needs Students,Elementary School Curriculum,Secondary School Curriculum,Educational Research,Research Utilization,Educational Philosophy,Educational Principles,Early Childhood Education

The purpose of this study is to analyze current practices in the construction of State courses of study. Available State courses of study, reports of survey commissions and educational officials, and other State educational publications have been examined to discover the problems considered significant by State educational officials and the methods of procedure which they have employed. The reports indicate that in a few of the States preliminary to curriculum revision the causes of pupil failure have been analyzed, and data for desirable changes in time allotment, in grade placement of subject matter, and basis criteria for determining promotion have been sought. Among the problems of curriculum construction which are considered in the publications analyzed are: Should the State department of education publish state course of study? If so, will one course of study fit the different types of school organization represented in the State? Should programs for curriculum revision be continuous? Should they precede textbook selections? Who should construct State courses of study? How should the work of state-wide curriculum commissions be coordinated and integrated? Individual sections contain tables and footnotes. [Best copy available has been provided.]
A Symposium on Home and Family Life in a Changing Civilization. Addresses Delivered at the Second Regional Conference on Home Making Held at Ames, Iowa, November 10 and 11, 1930. Bulletin, 1931, No. 5
Author: Cooper, John William
Date: 1931-00-00
Type: Historical Materials
Subjects: Sociocultural Patterns,Family Relationship,Family Life,Conferences (Gatherings),Educational History,Home Economics Education,Economic Change,Trend Analysis,Social Change

This bulletin comprises a symposium on Home and Family Life in a Changing Civilization by William John Cooper, United States Commissioner of Education; Karlee E. Lib, professor of commerce, University of Iowa; Arthur J. Todd, professor of sociology, North-Wester University; and William H. Lancelot, head, vocational education department, Iowa State College of Agriculture and Mechanic Arts. These educators presented the information presented in this bulletin before the second Regional Conference on Home-Making Education. Following a Letter of Transmittal, a Foreword, and an Introduction by William John Cooper, contents include the following: (1) Recent economic changes and their effect on home and family life (Karl E. Lib); (2) Social trends and their effect on home life and family relationships (Arthur J. Todd); (3) Education for home and family in the light of recent economic and social changes (William H. Lancelot); and (4) Recommendations adopted by the conference. [Best copy available has been provided.]
Survey of State-Supported Institutions of Higher Learning in Arkansas. Bulletin, 1931, No. 6
Author: United States Department of the Interior, Office of Education (ED)
Date: 1931-00-00
Type: Historical Materials
Subjects: Educational History,State Surveys,Higher Education,Institutional Characteristics,Educational Policy,Educational Development,Teacher Education,Libraries,Business,Extension Education,Standards,Educational Practices,Public Schools,Institutional Administration

On September 7, 1929, the Hon. Harvey Parnell, Governor of the State of Arkansas, addressed a request to Dr. William John Cooper, United States Commissioner of Education, asking that the United States Office of Education &quot;... make or cause to be made, under its supervision and direction, a survey of the State-supported institutions of higher learning in Arkansas.&quot; Governor Parnell's letter states: &quot;The subject of the survey would be: (1) To examine the scope and character of the work of these institutions, and (2) to make recommendations as to what policy the State should pursue in the development and maintenance of a State-supported system of higher education.&quot; In response to this request arrangements were made for Dr. Arthur J. Klein, Chief of the Division of Higher Education of the United States Office of Education, to meet with the governor, the State superintendent of public instruction, and the presidents of the State-supported institutions of higher learning in Arkansas, at the governor's office in Little Rock, September 23, 1929. As a result of  this preliminary conference, certain memoranda of agreement were entered into between the State of Arkansas and the United States Office of Education. Consequently, under the direction of Dr. Arthur J. Klein, a large amount of data was collected by questionnaire and other methods, relating to the status and the problems of the State-supported institutions in Arkansas. When these data were thoroughly studied and digested, they were made the basis for an intensive field study of the institutions, and the findings and recommendations are presented in this bulletin, which is divided into 11 chapters, as follows: (1) Introduction; (2) The public schools and higher education; (3) Teacher training; (4) Institutional functions and relations; (5) Physical plant and libraries; (6) Ability to support education; (7) Business management; (8) General extension service; (9) Standards and practices in teacher training; (10) Uniform standards and practices; and (11) Summary of conclusions and recommendations. (Contains 40 tables. Individual chapters contain footnotes.) [Best copy available has been provided.]
The Speech Defective School Child: What Our Schools Are Doing for Him. Bulletin, 1931, No. 7
Author: Rogers, James Frederick
Date: 1931-00-00
Type: Historical Materials
Subjects: Speech Language Pathology,Speech Impairments,Special Needs Students,Teaching Methods,Cognitive Ability,Gender Differences,Racial Differences,Age Differences,Student Needs,Special Education,Educational History,Urban Schools,Teacher Competencies,Teacher Education,Teacher Salaries,Classification,Physical Examinations,State Departments of Education

A very large number of school children have defects of speech. Their defects may prove a very serious handicap if not a source of misery during the period of their schooling and later in life. Their conditions can, in a large measure, be cured or improved by proper speech instruction. The number helped will depend, however, not only on the character of the special instruction but on the cooperation of school officials, teachers, and parents. While much is being done for them in larger cities and communities, practically no attention is paid elsewhere. Herein, the author recounts his experience and study of the methods and practices being used to teach a speech defective child. Further, he offers solutions on what more can be done. Records and other forms are appended.  A bibliography is provided. Contains 10 footnotes.) [Best copy available has been provided.]