ethanporcaro/eric-fulltext-meta huggingface dataset:
Envisioning Pathways to 2030: Megatrends Shaping the Future of Global Higher Education and International Student Mobility
Author: Choudaha, Rahul
Date: 2018-01-00
Type: Reports - Research
Subjects: Educational Trends,Higher Education,College Students,Student Mobility,Trend Analysis,Global Approach,Educational Strategies,Social Change,Social Influences,Economic Factors,Universities,Foreign Students,Developed Nations,Foreign Countries,Labor Market,Automation,Employment Potential,Enrollment Trends,Lifelong Learning

A decade ago, the world was not prepared for the widespread impact of the global financial recession. Gradually, the operating focus of higher education sector in many high-income countries around shifted, causing budget-cuts to become a recurring and dominant theme. Yet, at the same time, the expanding middle-class in emerging countries were keen to gain international experience -- thus fueling student mobility. Now, we are on the cusp of another major transformation. The acceleration of external megatrends -- including technological and societal changes -- are expected to push higher education institutions (especially in high-income countries) towards offering more relevant, affordable, and flexible academic programs. As a result, universities have an opportunity to overcome enrollment challenges by maximizing the potential of engaging new population through including adult learners (lifelong and online learning) and international students (recruitment and transnational education). In this report, we address following broad questions: What are the megatrends shaping the world? How are these megatrends transforming the future of global higher ed? What are the implications for international student mobility and global engagement strategies? We articulate our vision for the future of global higher education by synthesizing various external reports and data with the perspectives of higher education leaders from around the world. We propose conceptual frameworks for institutional archetypes of success and for their global engagement strategies leading up to 2030. This report is designed for higher education professionals in high-income countries many of whom are facing enrollment growth challenges. We recognize the diversity within the higher education landscape across and within countries, and, hence, do not claim to offer predictive and prescriptive findings. The purpose and approach of this report is to encourage higher education institutions to reflect, assess, and discover alternative pathways for the future leading up to 2030.
Making the Move: Transition Strategies at California Schools with High Graduation Rates
Author: Parrish, Tom
Date: 2011-10-00
Type: Reports - Research
Subjects: High Schools,Graduation Rate,School Effectiveness,Transitional Programs,Student Adjustment,High School Students,Middle School Students,Educational Strategies

Education practitioners and policymakers grapple with ways to ensure that students are adequately prepared for college and careers. An important step is ensuring that students graduate from high school. A number of studies indicate that programs and strategies designed to assist middle grades students' transition to high school can contribute toward graduation. To better understand the factors that make such transition programs successful, the American Institutes for Research (AIR), as a partner in the California Comprehensive Center (CA CC) at WestEd, worked with the California Department of Education (CDE) K-12 Innovation and Improvement Office (formerly the Middle Grades Improvement Office) to identify and gather information from schools with high graduation rates. Using publicly available data, the authors identified high schools with graduation rates that were substantially higher than statistically predicted given certain characteristics of their student population (such as the percentage of low-income students). The authors selected nine of these schools, seeking variation in factors such as urbanicity, district type, and size. They then conducted screening interviews with the principals of the nine high schools, and with nine administrators from the high schools' respective districts, to learn about the strategies the schools implemented and the challenges the schools faced in achieving high graduation rates and in helping middle grades students transition to high school. Based on these interviews, the authors selected four high schools, along with their predominant middle grades feeder school, to visit, where the authors conducted interviews and focus groups with staff and students. States and county offices of education could encourage collaboration within and across schools, facilitating and encouraging teachers and administrators to form communities of practice to examine data, share information about members' strengths and challenges, and learn from one another. [Additional support for this research was provided by the School Services of California.]
New Beginnings: Transitions to and from California Elementary Schools
Author: Scala, Jenny
Date: 2012-09-00
Type: Reports - Research
Subjects: Transitional Programs,Student Adjustment,Elementary Schools,Elementary School Students,Middle School Students,Principals,Administrators,Educational Strategies,Enrollment,Articulation (Education),Student Placement,Data,Decision Making,Expectation,Counselor Role,School Counselors

Successful entry into kindergarten and transitions into middle grades school are crucial to academic success, high school graduation, and post-secondary outcomes. An array of studies have revealed the contribution that transition strategies have made in reducing student dropouts, in enhancing academic performance, in alleviating student and family stress, and in increasing high school graduation rates, all of which are vitally important to success in adult life. Last year, the California Comprehensive Center (CA CC) at WestEd completed a study with the California Department of Education (CDE), which focused on the transition from the middle grades into high school. Building on the work in &quot;Making the Move: Transition Strategies at California Schools with High Graduation Rates,&quot; this new report focuses on student transitions into and out of elementary school. Drawing on the nine high schools from the previous study, the authors determined their primary feeder middle grades schools. Eight middle grades principals and eight corresponding district administrators were interviewed. In addition, the authors interviewed seven feeder elementary school principals (identified by the middle grades principal and using data from the CDE). This report presents examples and themes of how selected schools and districts support transitions into and out of elementary school. [Additional support for this research was provided by the School Services of California. For &quot;Making the Move: Transition Strategies at California Schools with High Graduation Rates,&quot; see ED592844.]
Left Out: California&apos;s Higher Education Governing Boards Do Not Reflect the Racial and Gender Diversity of California and Its Student Body
Author: Campaign for College Opportunity
Date: 2018-07-00
Type: Reports - Research
Subjects: Governing Boards,Higher Education,Student Diversity,Racial Composition,Gender Differences,College Administration,Women Administrators,Minority Groups,Barriers,Gender Bias,Racial Bias,Community Colleges,Empowerment,Leadership

In the next four years, the Governor of California will have the opportunity to appoint more than 40 key leaders to California's higher education governing boards. These individuals will shape higher education in the state for years to come by hiring leaders and adopting policies that directly affect students' ability to succeed. The University of California (UC) Board of Regents, California State University (CSU) Board of Trustees, the California Community Colleges Board of Governors, and the California Student Aid Commission (CSAC) are responsible for appointing college and university Chancellors and Presidents, and setting policies on academics, admissions, finances, faculty, and campus planning. The decisions made by these governing boards impact all aspects of students' lives. California's Governor appoints most of the members to these governing boards. This brief provides an analysis of the recent appointments made to California's governing boards while highlighting some bright spots of and challenges to inclusivity. It concludes with recommendations for California's Governor and State Legislature. [This brief is an update to the report, &quot;Left Out: How Exclusion in California's Colleges and Universities Hurts Our Values, Our Students, and Our Economy&quot; (ED582669).]
Proceedings of the 2018 ASCUE Summer Conference (51st, Myrtle Beach, South Carolina, June 10-14, 2018)
Author: Association Supporting Computer Users in Education (ASCUE)
Date: 2018-06-00
Type: Collected Works - Proceedings
Subjects: Computer Uses in Education,Conferences (Gatherings),College Students,Portfolios (Background Materials),Spreadsheets,Computers,Recycling,Internet,Child Safety,Educational Technology,Electronic Publishing,Shared Resources and Services,Computer Simulation,Online Searching,Evaluative Thinking,Business Skills,Games,Programming,Computer Science Education,Blended Learning,Faculty Development,Adult Learning,Hypermedia,Integrated Learning Systems,Classroom Techniques,Critical Reading,Active Learning,Online Courses,Instructional Design,Knowledge Management,Management Systems,Internship Programs,Electronic Learning,Distance Education,Computer Mediated Communication,Artificial Intelligence,Information Technology,Computer Software,Generational Differences,Social Media,Higher Education,Information Security,Computer Security,Technical Support,Technology Integration,STEM Education

The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as the College and University Eleven-Thirty Users' Group (CUETUG), with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: &quot;Our Third Quarter Century of Resource Sharing.&quot; ASCUE initiated a refereed track for paper submissions to the conference in 2008. In fact, at the 2008 business meeting, the membership approved three different presentation tracks: refereed with 3 blind reviews for each paper, session with paper where the author submits a paper but it is not reviewed, and session without paper where no paper is submitted and only the abstract is included in the proceedings. To reflect this division, the proceedings is divided into three sections. The first section, up to page 77, contains the approved refereed papers, the second section, from 78 to 102, holds the papers from the sessions with paper, and the last section lists the abstracts for the other sessions. A presenters index is included.
12 Strategies for Building a Capacity for International Graduate Student Career Success
Author: Choudaha, Rahul
Date: 2017-00-00
Type: Journal Articles
Subjects: Capacity Building,Academic Achievement,Foreign Students,Graduate Students,Student Recruitment,Intercollegiate Cooperation,Partnerships in Education,Career Planning,Job Search Methods,Cultural Awareness,Cultural Differences,Skill Development,Student Diversity,School Orientation,Alumni

American graduate schools command a strong aspiration among international students. However, there is a wide disparity in institutions' experience attracting and enrolling internationals students. Two out of every three international graduate students were enrolled in public institutions--an indication of international students' consideration of cost and affordability of studying abroad. Fifty-seven percent of all international students were enrolled in 108 Research Universities (very high research activities) by Carnegie Classification. This is a likely influence of institutional rankings and perception of prestige by many international students. International students consider rankings as a proxy of higher recognition by employers and hence a direct association with career advancement opportunities. Many students expect to receive more support identifying career opportunities. They assume that their high investment in education and the institutional reputation should entitle them to an experiential opportunity. This article focuses on 12 strategies to start building a capacity for international graduate student success.
A Cross-State Collaboration on Increasing Access to Industry Experts in High School
Author: Cohen, Marjorie D.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: High Schools,School Business Relationship,Vocational Education,Expertise,Partnerships in Education,Interstate Programs,Postsecondary Education,College Faculty,Educational Innovation,Vocational Education Teachers,Alternative Teacher Certification,Part Time Faculty,Dual Enrollment

Career and Technical Education (CTE) is an essential strategy for transforming the country's education system. Unfortunately, most learners lack sufficient access to knowledgeable industry experts who can link what is taught in the classroom to what is applied in the real world. To support states in addressing this lack of access, the Center on Great Teachers and Leaders (GTL Center), the College and Career Readiness and Success Center (CCRS Center), and Advance CTE: State Leaders Connecting Learning to Work convened 11 states and other national partners to explore two promising strategies for getting students better access to industry experts: (1) supporting industry experts in innovative roles; and (2) leveraging postsecondary partnerships and faculty with the goal of advancing work in these states and the broader field. This report provides a summary of the working groups' focus and design, the common challenges identified through the process, and promising state solutions and resources. The promising solutions the states shared to address their challenges fall into two categories: (1) Educator Policies (e.g., alternative licensure programs for full-time teachers, part-time/adjunct teachers, and dual enrollment); and (2) Employer Partnership Strategies (e.g., providing employers with a continuum of engagement opportunities, creating or connecting with intermediaries and industry associations, combating employer &quot;burnout,&quot; engaging with industry experts virtually).
Best Practices Guidebook: Supporting Students&apos; Self-Efficacy
Author: Constantine, Joseph
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Self Efficacy,Learner Engagement,Independent Study,Feedback (Response),Interpersonal Communication,Multisensory Learning,Student Centered Learning,Best Practices,Teaching Methods

Albert Bandura's theory of self-efficacy is a commonly known social-emotional learning theory that states that learners can only achieve that which they believe they can achieve. Strong self-efficacy, associated with confidence and a willingness to take risks in learning, has been positively correlated with strong student achievement. While some element of self-efficacy is determined by the learner's psychological underpinning, self-efficacy can be developed over time through a combination of mastery experiences, vicarious experiences, and positive social persuasions. This report identifies and examines six best practices for developing student self-efficacy in the classroom. [This report was published by Bluegrass Center for Teacher Quality, Inc.]
Increasing Teacher Leadership. Policy Snapshot
Author: Matlach, Lauren
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Educational Policy,Public Schools,Urban Schools,Compensation (Remuneration),Fellowships,Barriers,Standards,Technical Assistance,Collective Bargaining,Superintendents,Principals,Administrator Role,Faculty Development,Partnerships in Education

Teachers are our most valuable resource in education, and teacher leaders can maximize their impact on student learning by extending their impact beyond their own classrooms. Effective teacher leaders share their expertise, support the growth of other teachers, and increase the quality of instruction. This policy snapshot summarizes the literature regarding teacher leadership, including associated benefits and challenges, while also highlighting policy levers that can be used to improve teacher leadership opportunities. We also highlight examples of teacher leadership efforts, including the following programs: (1) The Baltimore City Public Schools Career Pathway Initiative; (2) Iowa's Teacher Leader Compensation System; (3) Tennessee's Teacher Leader Council and Governor's Teacher Cabinet; and (4) Kentucky's Teacher Fellowship Program.
Higher Education Affordability for Undocumented Students in California
Author: Campaign for College Opportunity
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Undocumented Immigrants,Paying for College,At Risk Students,Access to Education,Student Financial Aid,Federal Aid,State Aid,State Policy,Educational Attainment,Community Colleges

California has long been a global leader in higher education, innovation, and workforce development. The economy is the fifth-largest in the world. But, without a more educated workforce, its global economic standing will decline. As California's economy becomes both increasingly reliant on a better educated workforce and further connected to a global marketplace for its services and products, immigrant students that are bi-cultural and highly talented stand to be major contributors to future growth. Nearly 27 percent of the United States' (three million) undocumented immigrants reside in California. Among this diverse population of undocumented immigrants, few adults have a college degree. The opportunity to target supports to undocumented immigrants to bring their educational attainment to par with similar communities across the country provides California with an obvious place to begin addressing its skilled workforce gap. Undocumented students are not given sufficient access to financial resources to allow them to attend and succeed in college, which undermines the investments made to supporting the entire educational pipeline. Financial aid opportunities for undocumented students are complex and often difficult to understand. Most financial aid for college comes from the federal government, in the form of grants (Pell Grant) and federal student loans. However, undocumented students do not qualify for federal financial aid, thus making the ability to pay for college a significant obstacle. At a time of unprecedented, daily challenges to undocumented students from the national political climate, it is critical that state policymakers continue to build upon the supports California has developed. Undocumented students are part of California's identity and deserve the same chance to pursue their college dreams that their peers enjoy. When California faces such a stark gap in the educated workforce needed to maintain its economic dynamism, the reality is that the state must develop and foster the talent of all its students. Supporting undocumented students reinforces both California's economy and its values.
West Virginia Higher Education Report Card, 2016
Author: West Virginia Higher Education Policy Commission
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Higher Education,High School Graduates,Student Financial Aid,Public Colleges,Academic Degrees,Enrollment,Undergraduate Students,Graduate Students,College Freshmen,Tuition,Student Costs,In State Students,Out of State Students,Remedial Instruction,School Holding Power,Graduation Rate,At Risk Students,Licensing Examinations (Professions),Student Loan Programs,Debt (Financial),STEM Education,Community Colleges,Two Year College Students,Education Work Relationship,Labor Force Development,Health Sciences,Educational Finance,Educational Facilities,Human Resources,Master Plans,Student Personnel Services,State Programs,Dual Enrollment,High School Students,College Transfer Students

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card (Report Card). This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (&quot;Leading the Way: Access. Success. Impact. 2013-2018&quot;) and the Council (&quot;Fulfilling the Vision 2015-2020&quot;). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's &quot;Leading the Way&quot; master plan. [For the 2015 Report Card, see ED592830.]
West Virginia Higher Education Report Card, 2017
Author: West Virginia Higher Education Policy Commission
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,High School Graduates,Student Financial Aid,Public Colleges,Academic Degrees,Enrollment,Undergraduate Students,Graduate Students,College Freshmen,Tuition,Student Costs,In State Students,Out of State Students,Remedial Instruction,School Holding Power,Graduation Rate,At Risk Students,Licensing Examinations (Professions),Student Loan Programs,Debt (Financial),STEM Education,Community Colleges,Two Year College Students,Education Work Relationship,Labor Force Development,Health Sciences,Educational Finance,Educational Facilities,Human Resources,Master Plans,Student Personnel Services,State Programs,Dual Enrollment,High School Students,College Transfer Students

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (&quot;Leading the Way Access. Success. Impact. 2013-2018&quot;) and the Council (&quot;Fulfilling the Vision 2015-2020&quot;). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's &quot;Leading the Way&quot; master plan. [For the 2016 Higher Education Report Card, see ED592854.]