ethanporcaro/eric-fulltext-meta huggingface dataset:
Report Critique: The Utility of Dual Enrollment in Institutional Strategic Enrollment Management and Student College Access
Author: Martinez, Nicole
Date: 2018-06-00
Type: Journal Articles
Subjects: Criticism,Dual Enrollment,Enrollment Management,Qualitative Research,Graduation Rate,Access to Education,Higher Education,Debt (Financial),Time to Degree,Professional Associations,Cooperation,Statistical Analysis,Reports,College Admission

A recent collaboration between the professional organization of the American Association of Collegiate Registrars and Admissions Officers (AACRAO), with support from research partner Hobsons, resulted in a November 2016 report which seeks to examine college perceptions of dual enrollment as an enrollment management initiative. According to AACRAO, this work advances the organization's desire to promote college access and affordability (AACRAO 2016). The report examines enrollment management and its utilization of dual enrollment using both quantitative and qualitative measures. AACRAO's work serves to further the conversation on the merits of dual enrollment as an enrollment management strategy, but it does not offer an evidence-based argument that dual enrollment supports broad enrollment management goals. The work most saliently argues that student recruitment can benefit from such programs. The work of AACRAO and Hobsons should serve as a foundation for further research to explore enrollment management outcomes beyond recruitment, such as degree completion time, graduation rates and the education loan debt of former dual enrollment student as compared to non-dual enrolled students, to inform a more compelling argument for colleges and universities to begin and/or increase their commitment to such offerings.
Research Report Critique: Moving on Up? What Groundbreaking Study Tells Us about Access, Success, and Mobility in Higher Ed
Author: Pineda, Lizbeth
Date: 2018-06-00
Type: Journal Articles
Subjects: Access to Education,Academic Achievement,Social Mobility,Outcomes of Education,College Students,Low Income Students,Selective Admission,College Admission,College Attendance

The &quot;Moving on Up? What Groundbreaking Study Tells Us About Access, Success, and Mobility in Higher Ed&quot; report by Stephen Burd seeks to raise awareness of the data published in a paper, &quot;Mobility Report Cards: The Role of Colleges in Intergenerational Mobility.&quot; This paper was released at the same time that Donald Trump began his presidency, therefore, it may not have received as much attention as it could have, considering the findings. New America published a blog series highlighting the information from the Mobility Report Cards paper and versions of those posts have been reprinted in this report. The paper and this report gathered data from de-identified tax records from students, who attended college between the years 1999 and 2013, as well as from their parents. They also used the College Scorecard provided by the U.S. Department of Education, which supplied the information about the early adulthood earnings of the more than 30 million Americans for which data was gathered. The report begins by highlighting that the Mobility Report Card data demonstrates that college access is still a problem despite increases in the number of students receiving financial aid and the increasing number of low-income students pursuing degrees after high school. The report concludes that &quot;access rates for low-income students have an inverse relationship with selectivity and prestige.&quot; This is applicable in both public and private institutions. Many low-income students are attending community colleges and for-profit institutions, which do not have as high mobility rates as the more selective and prestigious public and private institutions nor do they have the necessary resources to assist these students. Furthermore, a significant discovery that arose from this data is that low-income students are nearly as successful as their wealthier counterparts that graduate from the same institution. Therefore, this finding contradicts the popular assumption that low-income students should settle for colleges that are less selective and that they should be going to the best college they can.
To Have and to Hold: Reflections of an Interim Director
Author: Hibl, Lisa M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Transformative Learning,Reflection,Learner Engagement,Administrative Change,Administrative Principles,Learning Experience,Leadership Qualities,Leadership Styles,Leadership Effectiveness,College Administration

Leading a long-established LLC as an Interim Director poses particular challenges and rewards. Uncertainties abound for the program and for the individual. Professionally speaking, taking on the hybrid role of faculty/ administrator can be both difficult and exciting. Ultimately, the solutions are in the details. Listening carefully to students, understanding institutional history, and looking toward the demands of the future can help an Interim Director care-take the program. In this reflection on my experience with the Russell Scholars Program at the University of Southern Maine, I seek to show how a commitment to student engagement is the bedrock for a successful interim period. From holding to stewarding to shaping, an Interim Director can support and buoy an established program. From a background in literature and creative writing, I discovered the poetry of work in the complexity of this new role. Rather than threaten to destabilize a settled environment, an interim period can provide a necessary pause for reflection and appreciation. As with other interstices, the period between permanent directorships can be rich with new energy, new ways of seeing, and new appreciation for the philosophical undergirding of the original LLC.
The Immortal Life of Henrietta Lacks: Using a Common Read to Transform a Learning Community
Author: Virtue, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Communities of Practice,Health Sciences,Content Area Reading,Interdisciplinary Approach,Cultural Awareness,Majors (Students),Critical Thinking,Scientific Concepts,Scientific Research,Cytology

First-year seminars and learning communities (LC) have been used to help increase retention, provide continuity, and support students as they transition to the university setting. Another high impact educational practice--common intellectual experiences (CIE)--includes student activities centered on a theme to help facilitate learning, increase involvement, and provide continuity; one such example is a common read. A group of interdisciplinary faculty created a health sciences specific learning community to help increase cultural awareness and understanding. &quot;The Immortal Life of Henrietta Lacks&quot; was used as a CIE to meet course objectives in all LC classes and provide a background to health sciences and caring professions. Data were collected from students (n = 14) by using an instructor-developed instrument that evaluated student knowledge of stem cell research, medical advances due to stem cell research, ethics in medical research, the African-American experience (1930s-1960s), and socioeconomic disparities in America. Results indicated statistical significance for the three content areas emphasized throughout the course. Further, results suggest that in LCs in which the students have similar academic and career goals, use of a common intellectual experience can enhance critical thinking and deep learning.
Learning Communities: Opportunities for the Retention of Faculty of Color
Author: Loveless-Morris, Judy A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Persistence,Minority Group Teachers,African American Teachers,College Faculty,Diversity (Faculty),Community Colleges,Urban Schools,Barriers,Tokenism,Professional Isolation,Disadvantaged,Mentors,Higher Education,Disproportionate Representation

The purpose of this article is to address how teaching in learning communities can be an effective tool for the retention of faculty of color. The article outlines the on-going, concerning issue of higher education's lack of faculty diversity. Through their shared lens as tenure-track faculty of color at an urban community college, the authors identify common barriers for retention of faculty of color, and types of learning community models. They also recommend the most effective learning community model for faculty of color collaboration, and explain how this model addresses the trends of tokenism, isolation, marginalization and lack of mentorship frequently experienced by faculty of color in higher education.
Constructing a Complex Learning Community Index--Operationalizing the Concept of a Learning Community into a Measurable Construct
Author: Marshall, Kevin S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Indexes,Definitions,Measurement,College Freshmen,Pretests Posttests,Instructional Design,Systems Approach,Difficulty Level,Theories,Theory Practice Relationship,Resilience (Psychology),Feedback (Response),Likert Scales

The fundamental challenge of higher education lies in its ability to intentionally design thriving, innovative, educational spaces that nurture and inspire transcendent and transformational outcomes at the individual, group, and institutional levels. One of the most studied high impact practices, a well-crafted learning community that fosters student-centered learning driven by collaboration, interdisciplinary study, and experiential learning is hypothesized to be one such educational space. This research advances the academic conversation regarding learning communities beyond nominal conceptualization and proposes an operational definition grounded on three dominant dimensions: (1) differentiation/diversity, (2) integration/association, and (3) feed-back/assessment loops. By constructing a &quot;complex learning community&quot; index, we translate the nominal conceptualization of the learning community into a measurable construct. By implementing a pre- and post-test of all incoming first-year students participating throughout our University's first-year learning communities over the course of two years, we offer insight as to learning community design and practices that influence transformational outputs, including flourishing and persistence.
An Innovative Postsecondary Education Program for Students with Disabilities in STEM (Practice Brief)
Author: Dunn, Caroline
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Postsecondary Education,Disabilities,College Students,Mentors,Program Evaluation,Program Effectiveness,Student Attitudes,Student Behavior,Academic Persistence,Success,Student Surveys,Barriers,Statistical Analysis,Student Characteristics,Tables (Data)

Careers in the science, technology, engineering, and mathematics (STEM) fields have many benefits, including decent salaries, a strong employment outlook, and high job satisfaction. Unfortunately, workers with disabilities are underrepresented in the STEM fields. This practice brief describes a program designed to support college students with disabilities in STEM programs. The program, the Alabama Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (AASD-STEM), is a multicomponent program, with a major emphasis on mentoring, and is funded by the National Science Foundation. Preliminary program evaluation data highlighted positive changes in key attitudes and behavior related to STEM degree persistence and success for students participating in the AASD-STEM program.
Learning Community Coordinator Efforts to Address Students with Potential Psychiatric/Psychological Disabilities
Author: Benjamin, Mimi
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Mental Disorders,Self Disclosure (Individuals),Emotional Disturbances,Peer Groups,Mentors,Qualitative Research,Instructional Leadership,Student Needs,Administrator Attitudes,Barriers,Educational Benefits,Success,College Students,Identification,Student Participation,Semi Structured Interviews

In structuring and providing leadership for learning community programs, learning community coordinators must address myriad issues and situations in order to create an experience that aids student learning and success. All types of students participate in learning communities, including students with psychiatric/ psychological disabilities; however, learning community coordinators may not proactively consider ways of addressing the needs of this particular student population. This qualitative study explored the experiences of learning community coordinators working with students with psychiatric/psychological disabilities within the specific context of the learning community and sought to identify successes, challenges, and recommendations for working with these students. Participants highlighted the value of student self disclosure, the benefits of utilizing peer mentors, colleague challenges, successes they experienced working with students with psychiatric/psychological disabilities, and recommendations for other learning community coordinators.
Community Resonance: Indigenous Epistemology and the Learning Community Program at the University of Hawai&apos;i, West O&apos;ahu
Author: Kato, Masahide T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Cultural Activities,Indigenous Populations,Place Based Education,Hawaiians,Universities,Transformative Learning,Epistemology,Program Evaluation,Classroom Communication,Service Learning,Student Projects,Teaching Methods,Learning Experience,Correlation,College Freshmen,Program Descriptions,Indigenous Knowledge

The paper examines the transformative potential unveiled by the integration of indigenous epistemology into an experimental learning community program in Hawai'i. Through contextual analysis of the author's direct participation in classroom interactions, cultural and service learning activities, the final project, and the culminating event, the paper unravels the twofold process. On the one hand, indigenous epistemology in action integrated classroom, placed-based service learning, and cultural activities into a holistic learning experience. On the other hand, it also connected diverse communities in an interdependent relationship through the resonance of its foundational concepts: shared responsibility (kuleana) to the &quot;homeland that feeds&quot; ('aina) and its ecosystems. Interdependence of diverse communities and learning activities formed through such resonance provides an opportunity for transformation.
Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities
Author: Dysterheft, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Inclusion,Aquatic Sports,Exercise,College Students,Physical Disabilities,Recreational Activities,Physical Activities,Experimental Groups,Control Groups,Student Surveys,Self Efficacy,Quality of Life,Intervention,Focus Groups,Semi Structured Interviews,Statistical Analysis,Qualitative Research

The purpose of this study was to determine whether university students with physical disabilities (SWD) gained similar benefits from recreational physical activity participation as able-bodied (AB) university students as reported in the literature. Researchers designed an inclusive, university-offered aquatic exercise class for SWD. Six SWD volunteered for participation and six SWD volunteered for the control group. Quantitative survey measures were used to compare group changes in exercise self-efficacy, quality of life, and social inclusion following the five-week testing period. Qualitative interviews were used to explore the experiences of intervention participants. Independent t-tests revealed no significant differences in pre/post changes between groups, however thematic analysis of qualitative interviews indicated intervention participants perceived numerous positive outcomes and experiences resulted from the intervention, very similar to those found in AB university students. Results from this study provide important information on participant experiences, outcomes, and assist in future recommendations for recreational physical activity for SWD.
Applying Salutogenesis to the Experiences of Students with Disabilities in the Netherlands
Author: Dell'Olio, Myriam
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Barriers,Student Experience,Identification (Psychology),Resources,Global Approach,Semi Structured Interviews,College Students,Academic Persistence,Social Support Groups,Environmental Influences,Resilience (Psychology),Stress Management,Coping,Case Studies

Students with disabilities face several barriers during their academic lives. However, as many of them manage to access a variety of resources, their experiences can be examined through the lens of salutogenesis, which is employed to analyze the mechanisms whereby people succeed in preserving their wellbeing while dealing with stress and difficulties. This study seeks to explain how students with disabilities identify and use resources to reach their academic goals, and to understand how their sense of coherence (namely, a global orientation that expresses the extent to which a person feels that the world is comprehensible, manageable, and meaningful) developed over time. This exploratory study has a dual focus: to test the applicability of salutogenesis to students with disabilities and to investigate their life experiences. A life course perspective has been adopted to allow for an in-depth exploration of the life histories of 11 students with disabilities at Wageningen University. After the participants designed a timeline of their life, semi-structured interviews were conducted. The identified general resistance resources included social support and supportive environments, as well as flexibility, persistence, and awareness of their own skills and limits. Specific resistance resources ranged from aids and treatments to institutional services and disease information. Such resources were identified through reflexive processes that led the students to understand first the stressors that they were facing and then the resources that they needed to deal with these stressors. Finally, some recommendations for disability services providers are reported.
Pedagogical Affection in Didactics of Mathematics--Amazonas Region from the Phenomenology Perspective
Author: Zumaeta Arista, Segundo
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Observation,Interviews,Hermeneutics,Phenomenology,Teacher Attitudes,Geographic Regions,Foreign Countries,Mathematics Teachers,Secondary School Teachers,Affective Behavior,Empathy,Job Satisfaction,Teacher Student Relationship,High School Students,Qualitative Research

This research work analyzed the experiences lived in the didactics of the mathematics by the teachers in the Amazonas region, whose emergent significance was the pedagogical affection in teaching understood as a process whereby two or more people interact socially, one of the passions of the mood. The study was conducted using the process of the hermeneutic phenomenological method with a criterion sample of five teachers of the area; the techniques used are close observation and conversational interview. Also, the instrument to collect the testimonies of each teacher and reflect about them was the anecdote. Thematic units emerged from them such as concern, confidence, humility, hope, empathy, among others, and the affection as a general meaning. From the experiences lived by the teachers, the affectivity emerges in the teaching of mathematics, which leads to good personal relationships, gives hope, color and sense to learning, acts and the student's life.
Factors Involved in the Decision of Whether to Do or Not a Thesis in Psychology Students
Author: Aiquipa, Jesús J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychology,Decision Making,Student Attitudes,College Students,Qualitative Research,Scientific Research,Mental Disorders,Social Problems,Undergraduate Students,Theses,Student Research,Grounded Theory,Focus Groups,State Universities,Social Influences,Cultural Influences,Family Influence,Institutional Characteristics,Difficulty Level,Sociocultural Patterns,Foreign Countries

Despite the need for scientific research in psychology to solve the different psychosocial problems of the country (family violence and corruption, for example), studies in this area are not still enough. One of the ways to encourage research is by doing a thesis. However, many students opt for other types of jobs for that purpose. The objective of the study is to identify, describe and explain those factors that influence the undergraduate Psychology students' decision to do or not a thesis in order to obtain the professional degree. A qualitative methodology and the Grounded Theory design were used. We conducted seven individual interviews and two focus groups of a total of 28 university students (20 women and 8 men), living in the city of Lima, two of them from public universities and three of them from private universities and who were in the last semesters of the Psychology specialty. The results suggest that there are psychological, circumstantial, family, university-related, social and cultural factors, complex interaction of which affects the psychological processes of the student to decide to do or not a thesis, representing the student's belief system in itself and in relation to the research activity, a main psychological factor.
Absenteeism, Presenteeism and Academic Performance in Students from Peruvian Universities
Author: Chafloque Céspedes, Raquel
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Attendance,Student Surveys,Student Attitudes,Foreign Countries,Undergraduate Students,Business Administration Education,Engineering Education,Psychometrics,Structural Equation Models,Universities,Comparative Analysis,Measurement Techniques,Statistical Analysis

The objective of this research was to determine the effect of absenteeism and presenteeism on the academic performance of undergraduate students from the Business and Engineering Schools in Peruvian Universities. The study is based on a self-report survey of 8,203 students from the business and engineering schools of Peruvian universities. Scales were used to analyze absenteeism, presenteeism and academic performance that showed suitable psychometric properties. The results showed that presenteeism has a higher impact on the academic performance of students ([beta] = 0.628) compared to absenteeism ([beta] = 0.101). Absenteeism has a greater effect on courses and disapproved terms (Beta = 0.163) and presenteeism, on the evolution of academic performance ([beta] = -0.145). Finally, by means of a model of structural equations, the causal structure of the academic performance decrease from absenteeism and presenteeism is proven.