ethanporcaro/eric-fulltext-meta huggingface dataset:
Roster of Astronomy Departments with Enrollment and Degree Data, 2011. Results from the 2011 Survey of Enrollments and Degrees
Author: Nicholson, Starr
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Astronomy,Bachelors Degrees,College Science,Enrollment Trends,Doctoral Degrees,National Surveys,Departments,Masters Degrees,Academic Degrees,Undergraduate Students,Graduate Students,Educational Attainment,Foreign Students

The number of astronomy bachelor&apos;s conferred in the U.S. continues to climb. The academic year 2010-11 produced more astronomy bachelor&apos;s than in any other time in U.S. history. The 408 astronomy bachelor&apos;s degrees earned in the class of 2011 more than doubled the class of 2000, and the number of astronomy PhDs conferred (160) is one degree short of being tied with the all-time high of three years earlier. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of 2011-2012 and includes all degree-granting astronomy departments in the United States.
Astronomy Enrollments and Degrees: Results from the 2012 Survey of Astronomy Enrollments and Degrees. Focus On
Author: Mulvey, Patrick
Date: 2014-06-00
Type: Numerical/Quantitative Data
Subjects: Astronomy,Bachelors Degrees,Departments,Masters Degrees,Doctoral Degrees,Academic Degrees,Enrollment Trends,National Surveys,College Science,Educational Attainment,Undergraduate Students,Graduate Students,Foreign Students,Majors (Students),Trend Analysis,Gender Differences,Citizenship,Physics

Interest in astronomy degrees in the U.S. remains strong, with astronomy enrollments at or near all-time highs for the 2012-13 academic year. The total number of students taking an introductory astronomy course at a degree-granting physics or astronomy department is approaching 200,000. Enrollments in introductory astronomy courses have been steadily increasing over the years and are now about 10% higher than what they were a decade earlier. These increasing enrollments have resulted in record numbers of students receiving doctorates and bachelor&apos;s degrees. Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees. The survey is sent to all degree-granting physics and astronomy departments in the U.S. and Puerto Rico to provide information concerning the number of students they currently have enrolled and the number of degrees they conferred in the previous academic year. In the 2011-12 academic year, there were 385 astronomy bachelor&apos;s degrees awarded at U.S. colleges and universities. This is 23 degrees below the all-time high reached the previous year. The 40 doctoral-granting astronomy departments in the U.S. awarded 152 astronomy PhDs in the class of 2012. This report also examines issues of gender and citizenship. The following are appended: (1) Number of Astronomy Degrees Granted by Highest Astronomy Degree Offered by Department, Academic Year 2011-12; and (2) Trends in Astronomy Enrollments and Degrees, Academic Years 2002-2013.
African Americans &amp; Hispanics among Physics &amp; Astronomy Faculty: Results from the 2012 Survey of Physics &amp; Astronomy Degree-Granting Departments. Focus On
Author: Ivie, Rachel
Date: 2014-07-00
Type: Reports - Research
Subjects: African American Teachers,Hispanic Americans,Physics,Minority Group Teachers,Astronomy,Science Teachers,Disproportionate Representation,Racial Differences,Whites,Educational Attainment,Academic Degrees,Black Colleges,Departments,Women Faculty,Females

The United States is becoming more and more diverse, but the representation of some minority groups in physics and astronomy lags behind. Although 13% of the US population is African American or black, and 17% is Hispanic (US Census), the representation of these two groups in physics and astronomy is much lower. For this reason, African Americans and Hispanics are considered under-represented minorities (URMs) in physics and astronomy. Furthermore, the representation of Native Americans in physics and astronomy is so low that data often cannot be reported. AIP collects data on the ethnicity of physics and astronomy faculty members every four years. This report summarizes the African-American and Hispanic presence among these faculty members as of 2012.
Graduate Physics Degrees: Largest Departments and Degree Distribution. Focus On
Author: Mulvey, Patrick J.
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Graduate Study,Physics,Masters Degrees,Doctoral Degrees,College Science,Departments,Trend Analysis,Institutional Characteristics,Astronomy,Enrollment Trends,Bachelors Degrees

In the 2011-12 academic year there were 751 degree-granting physics departments in the U.S. Of these, 195 offered a PhD and 62 departments offered a master&apos;s as the highest physics degree. The remaining 494 departments offered a bachelor&apos;s as their highest physics degree. There were six universities that had two doctoral-granting physics departments, a traditional physics department and one with an applied physics program. This &quot;Focus On&quot; presents findings on graduate physics degrees from the Statistical Research Center&apos;s annual Survey of Enrollments and Degrees. It examines the size of PhD and master&apos;s granting departments in the U.S. as measured by the number of graduate degrees awarded. It also identifies the departments that recently awarded the most degrees. Physics and astronomy are closely related fields and as a result, in the academic year 2011-12, departments at 12 universities granted graduate-level degrees in both physics and astronomy. These departments were asked to report their astronomy enrollment and degree data separately from their physics data.
Physics Enrollments in Two-Year Colleges: Results from the 2012 Survey of Physics in Two-Year Colleges. Focus On
Author: White, Susan
Date: 2013-04-00
Type: Reports - Research
Subjects: Two Year Colleges,Postsecondary Education,Science Education,Physics,Student Surveys,College Seniors,Majors (Students),Student Characteristics,Racial Differences,Student Diversity,High School Students,Secondary School Science,White Students,Asian American Students,Hispanic American Students,Course Selection (Students),Enrollment Trends,College Science

This &quot;Focus On&quot; first considers the role two-year colleges (TYCs) play in post-secondary physics education. In their 2007 Survey of Undergraduate Seniors in degree-granting physics departments, the authors asked students if they had begun their post-secondary education at a TYC. Nine percent of the physics undergraduate seniors in 2007 had started their college education at a TYC. These physics majors differ significantly from those who did not start at a TYC. First, the physics seniors who started at a TYC are more racially diverse: about twenty percent of those who started at a TYC were Hispanic or a non-Asian minority. A second major difference between physics seniors who started at a TYC and those who did not is their high school physics experience. More than one-fourth of those who started at a TYC did not take physics in high school, and only 18% took AP physics. The 6% of those who did not start at a TYC and did not take physics is consistent with the 5% of high school seniors who attend a school where physics is not offered. After highlighting these findings, the authors of this &quot;Focus On&quot; determine how many two-year colleges might reasonably be expected to offer courses in physics and conclude with a discussion of the prevalence of physics offerings at two-year colleges.
Number of Physics Faculty in Two-Year Colleges: Results from the 2012 Survey of Physics in Two-Year Colleges. Focus On
Author: White, Susan
Date: 2013-06-00
Type: Reports - Research
Subjects: Two Year Colleges,College Science,Physics,Science Teachers,College Faculty,Surveys,Trend Analysis,Part Time Faculty,Women Faculty,Gender Differences,Departments,Astronomy,Questionnaires,Institutional Characteristics,School Size,Associate Degrees,Teacher Responsibility,Course Selection (Students)

In an earlier report, (&quot;Physics Enrollments in Two-Year Colleges,&quot; ED547610), Susan White and Raymond Chu examined physics enrollments--both the number of students and the types of classes taught--at the 1,063 two-year college campuses in the US where they believe physics is offered. This &quot;Focus On&quot; considers the faculty members who teach those courses--how many, how many are on one campus, how they are employed (full- or part-time), whether they teach courses other than physics, and how many are women. They begin, however, by considering the place of physics at two-year colleges (TYCs).
MCAT, LSAT and Physics Bachelor's. Focus On
Author: American Institute of Physics, Statistical Research Center
Date: 2013-12-00
Type: Reports - Research
Subjects: Physics,Majors (Students),Medical Schools,Law Schools,College Entrance Examinations,Scores,Standardized Tests,Career Development

Physics majors pursue a wide variety of career paths, many of which are not what you might expect. Some pursue advanced training by applying to graduate schools, medical schools, or law schools. The Medical College Admissions Test (MCAT) and Law School Admission Test (LSAT) data in this report show that the physics majors who applied to either medical schools or law schools in the 2012 academic year scored quite well as a group on their admission tests. Although one should choose a major based on personal interests and goals, these data show that physics can be an excellent entry degree for programs outside of physics.
Trends in Exiting Physics Master&apos;s. Focus On
Author: Mulvey, Patrick J.
Date: 2014-03-00
Type: Reports - Research
Subjects: Masters Degrees,Physics,Academic Degrees,Trend Analysis,Graduate Study,Masters Programs,Gender Differences,Citizenship,Age Differences,Doctoral Degrees,Bachelors Degrees,Specialization,Racial Differences,Black Colleges,White Students,Asian American Students,African American Students,Foreign Students,Womens Education,Surveys

A physics master&apos;s degree provides the recipient with a variety of career options. Some master&apos;s recipients will continue their education at the graduate level in physics or another field, where others enter the workforce pursuing a wide range of employment opportunities. This &quot;Focus On&quot; provides an in-depth analysis of physics master&apos;s production in the U.S. It presents detailed trends on the number of physics master&apos;s awarded in the U.S. including data on citizenship, women, and minorities. For the purposes of this report exiting physics master&apos;s degrees include degree recipients who left their current physics department with a master&apos;s. Some exiting master&apos;s will continue their graduate education in a different department at the same institution or at a different institution, possibly in physics.
The Public Schools Cannot Do It Alone
Author: Watkins, J. Foster
Date: 2014-03-00
Type: Journal Articles
Subjects: Public Schools,Family School Relationship,School Community Relationship,Child Development,Family Environment,School Responsibility,School Effectiveness

The longstanding concerns of the author relative to society's tendency to make the public schools &quot;responsible for all of society's problems&quot; is addressed. The concerns as updated in this article have been expressed over the years as the author moved around the southeast in several letters to editors along the way.
Reflections of an Administrative Technifob
Author: Watkins, Foster
Date: 2004-03-26
Type: Speeches/Meeting Papers
Subjects: College Presidents,Information Technology,Technological Advancement,College Administration,Computer Uses in Education,Administrator Role

The president of a relatively small college describes the road he traveled in trying to adjust to the emerging technologies. While the embedded leadership in technology in an earlier presidency had resulted in that institution becoming somewhat of a &quot;posture-institution&quot; for the other colleges and universities in the larger state system, He had served primarily as a &quot;cheerleader&quot; and provided the needed funding. He took the opportunity to reflect as a &quot;substitute presenter&quot; a a state conference that focused upon technology and its emerging challenges in schooling at all levels. The presentation was included in the conference proceedings. [This paper was published in: Proceedings of the Teaching Matters Annual Conference, 2004, p20-26.]
Physics &amp; Astronomy Master&apos;s One Year after Degree: Results from the Follow-up Survey of Master&apos;s Recipients, Classes of 2009, 2010, &amp; 2011 Combined. Focus On
Author: Mulvey, Patrick
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Physics,Astronomy,Masters Degrees,College Graduates,Graduate Surveys,Followup Studies,Foreign Students,Employment,Salaries,Graduate Study,Demography

Each fall, the Statistical Research Center conducts the Survey of Enrollments and Degrees, which asks physics and astronomy departments to provide information on the number of students enrolled and the number of recent degree recipients conferred the previous academic year. This survey also asks for the names and contact information of their recent degree recipients. This degree recipient information is used to conduct a master&apos;s follow-up survey in the winter following the academic year in which they received their degrees. In this report an exiting master&apos;s is defined as an individual who received his or her degree from a US physics department and left that department with a master&apos;s. Exiting master&apos;s can be earned at departments where the master&apos;s is the highest degree offered as well as at departments that offer a PhD. Physics departments in the US averaged 790 exiting physics master&apos;s degrees a year in the classes of 2009, 2010, and 2011. In the winter following the academic year in which they received their degree, these new exiting physics master&apos;s were asked about their current status. This &quot;focus on&quot; summarizes the findings from those follow-up surveys. Included at the end of this &quot;focus on&quot; is a brief summary of the outcomes of exiting astronomy master&apos;s.
Trends in Physics PhDs. Focus On
Author: Mulvey, Patrick J.
Date: 2014-02-00
Type: Reports - Research
Subjects: Physics,Doctoral Degrees,Foreign Students,Time to Degree,Doctoral Dissertations,Satisfaction,Demography,Race,Ethnicity,Females,Hispanic Americans,African Americans,Educational Trends

Each fall, the American Institute of Physics (AIP&apos;s) Statistical Research Center conducts its Survey of Enrollments and Degrees. The survey is sent to all degree-granting physics and astronomy departments in the U.S. and Puerto Rico, and asks them to provide the number of degrees they conferred in the previous academic year. The academic year is defined as being from September to August. In the academic year 2011-12 there were 195 departments with a physics PhD program. Responses were received from 96% of these departments. Estimates were derived and included in the totals for non-responding departments. This &quot;focus on&quot; provides an in-depth analysis of physics PhD production in the U.S. It presents detailed trends on the number of physics PhDs awarded in the U.S. including data on citizenship, women, and minorities. It includes data on recent PhD recipients such as time to degree, subfield of dissertation, and general satisfaction with degree. The number of physics PhDs awarded in the U.S. continued to climb with the class of 2012, reaching a new high. The 1,762 physics PhDs awarded in the class of 2012 represented a 4% increase over the previous year and a 62% increase from a recent low 8 years earlier. An appendix presents the number of physics doctorates conferred in academic years 2002-2012.
Roster of Physics Departments with Enrollment and Degree Data, 2013: Results from the 2013 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: Physics,Science Instruction,Enrollment Rate,Enrollment Projections,Bachelors Degrees,Graduate Students,Undergraduate Students,Surveys,Enrollment Trends,Colleges

Physics bachelor&apos;s degree production has more than doubled since the recent low in 1999, and enrollment in U.S. undergraduate physics programs continues to increase. The all-time high of 7,329 bachelor&apos;s degrees in the class of 2013 represents the 14th consecutive year that the number of physics bachelor&apos;s conferred has increased. First-year graduate physics student enrollments have averaged just above 3,100 students in recent years. After steadily increasing for the past decade, the number of physics PhDs conferred in the class of 2013 (1,743) was relatively unchanged from the previous year. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of 2013 and covers all degree-granting physics departments in the United States. Of the 752 degree-granting physics departments, 688 (91%) contributed to the data supplied in this year&apos;s roster. The totals include data from responding departments as well as estimated data for the 64 non-responding departments.
The OCDQ--An Application and Some Implications
Author: Watkins, J. Foster
Date: 1968-00-00
Type: Journal Articles
Subjects: Organizational Climate,Questionnaires,School Effectiveness,Elementary Schools,Secondary Schools,Principals,Elementary School Teachers,Secondary School Teachers,Classification,Validity,Comparative Analysis,Participation,Correlation

The article describes an application of the Organizational Climate Descriptive Questionnaire (OCDQ) in the author's dissertation. He explored the possible relationships among [Fred] Fiedler's assessment of psychological distance of the leader (the principal) and the organizational climate of schools as assessed by the then recently developed OCDQ by [A. W.] Halpin and [D. B.] Croft. The article speaks directly to application of the OCDQ in a particular research situation with results obtained and the implication of the results in a critique of the OCDQ as a research instrument.
Physics Bachelor&apos;s One Year after Degree: Data from the Degree Recipient Follow-Up Survey for the Classes of 2011 and 2012 Combined. Focus On
Author: Tesfaye, Casey Langer
Date: 2014-09-00
Type: Reports - Research
Subjects: Physics,Bachelors Degrees,College Graduates,Graduate Surveys,Followup Studies,Graduate Study,Employment,Science Departments,Unemployment,Astronomy,Engineering,Student Financial Aid,Graduate Students

Each fall, the Statistical Research Center conducts the &quot;Survey of Enrollments and Degrees,&quot; which asks physics and astronomy departments to provide information concerning the number of students they have enrolled and counts of recent degree recipients. In connection with this survey, the names and contact information for their recent degree recipients are requested. This information is used to conduct the follow-up survey in the winter following the academic year in which they received their degrees. Once they receive a bachelor&apos;s degree in physics, new graduates typically follow one of two paths: enroll in graduate school or enter the employment market. This publication explores the post-degree paths of the physics bachelor&apos;s from the classes of 2011 and 2012. Within these classes, nearly sixty percent of graduates chose to enroll in a graduate program, and about forty percent entered the employment market. Enrollment in physics bachelor&apos;s programs has continued to increase dramatically over the last decade, with each year representing a record high for the number of bachelor&apos;s degrees conferred.
Women among Physics &amp; Astronomy Faculty: Results from the 2010 Survey of Physics Degree-Granting Departments. Focus On
Author: Ivie, Rachel
Date: 2013-08-00
Type: Reports - Research
Subjects: Women Faculty,Physics,Astronomy,College Faculty,Science Departments,Academic Rank (Professional),School Surveys,Disproportionate Representation

Between March and July 2010, each of the 796 departments that awarded at least a bachelor&apos;s degree in physics or astronomy were contacted by e-mail, mail, and certified mail. Follow-up contacts were made for departments that had not yet responded. Responses were received from 744 departments (93%). The percentage of women among physics faculty members continues to rise, reaching 14% overall in 2010. Likewise, the percentage of women in each academic rank continues to rise. However, the rank with the largest number of faculty members, full professors, is less than 10% female (Table 1). As previous reports have shown, the main reason for the low representation of women among full professors of physics is the low representation of women among physics doctorates in the past (Ivie and Ray, 2005).
Effective Communication in Higher Education
Author: Howard, Melissa
Date: 2014-09-21
Type: Reports - Evaluative
Subjects: Higher Education,Age Groups,Generational Differences,Organizational Change,Interpersonal Communication,Organizational Culture,Individual Characteristics,Audiences,Influence of Technology,Recordkeeping

The intent for this paper is to show that communication within the higher education field is a current problem. By looking first at the different styles, forms, and audiences for communication, the reader will hopefully gain perspective as to why this is such a problem in higher education today. Since the Millennial generation is the newest set of individuals to enter the workforce, this specific group will be looked upon as a possible reason communication in higher education is lacking at the moment, with solutions given that may help to resolve this issue. Organizational change can also bring about confusion in who does what within the organization, especially when those changes have not been voiced properly. The culture within an organization is also important when thinking about proper etiquette when communicating with others, which is why organizational culture may also be a reason communication in higher education is not where it should be. With a project assigned to myself within my own department at a local university in the Seattle area, it is hopeful that this example will provide a learning opportunity not only for myself, but ideally with discovering a way in how to better communicate within our own departments and the university as a whole.