ethanporcaro/eric-fulltext-meta huggingface dataset:
Success Factors for University Research Development Offices and Activities
Author: Ross, Roxana
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Research Administration,Development,Success,Administrator Attitudes,Educational Finance,Financial Support,Grants,Fund Raising

As a relatively new function of the academic research enterprise, research development offices and research development activities are being used to improve grant funding success and achieve university research goals. This article describes and analyzes survey data collected as part of a sequential explanatory mixed methods investigation of university research development activities and research development offices. The purpose of this investigation was to determine administrators' perceptions of what research development activities and best practices have contributed to increasing a university's annual sponsored funding totals. The data referenced in this article was collected via an electronic survey instrument posted to a listserv of members of the National Organization of Research Development Professionals. Data was collected on 21 research development activities, with support for large, multi-investigator project grants selected as the most important and impactful research development activity. Other highly-ranked research development activities are internal grant programs, grant team project management, and grant writing workshops. The responses helped to create a profile of university research development offices and revealed general agreement that the research development function in universities does improve grant funding success and also helps universities achieve their research goals. Understanding the roles that research development offices and activities play in supporting and improving grant funding success and university research goals is critical to organizational decision making. Keeping in mind the goals of their institution, research development professionals can consider the results of the present study in determining what research development activities have the most impact.
How the Federal Government Actually Works: The Reflective Experiences of a University Research Administrator Who Took a Federal Government Job (VA)
Author: Hearns, Rene
Date: 2019-00-00
Type: Journal Articles
Subjects: Federal Government,Research Administration,Private Sector,Public Sector,Public Agencies,Personnel Management,Organizational Culture,Administrator Responsibility,Government Employees

Even though research administration is governed by one body of law and regulations within the United States of America, there are many differences on how these laws are implemented. These differences are determined by the type of entity (Federal, state, non-profit, corporation) and may have further laws and regulations imposed by the state in which the organization is located. This paper will compare the differences of internal processes associated with operations, financial, and personnel management between a U.S. Federal Government agency and private sector organizations within the United States through the experiences of a seasoned U.S. research administrator who transitioned into Federal service near the end of her career.
The Power of Place-Based Legacies in Advancing Reengagement with Community
Author: Fritz, William
Date: 2019-12-00
Type: Journal Articles
Subjects: School Community Relationship,Urban Universities,Community Needs,Institutional Mission,College Role,Metropolitan Areas,Public Colleges,Campuses,Residential Institutions,Social History,Relevance (Education)

The degree to which urban and metropolitan colleges and universities can have a positive impact on their respective communities is heavily influenced by the nature and extent of their connectedness to, and alignment with, civic need. Drawn from the experiences and outcomes of the College of Staten Island's Legacy Trilogy initiative, a comprehensive educational and community engagement campaign exploring and leveraging the college's Legacy of Institution, Legacy of Place, and Legacy of Mission, this article proposes that higher education institutions can increase connectedness and alignment with their surrounding metropolises by embracing their deep and intricate social and economic place-based histories. Engaging with legacy in this uniquely personal and purposeful way can not only give more meaningful shape and added dimension to institutional identity, it can also empower colleges and universities to become more impactful to the communities they serve. [Note: The issue number (2) shown on the PDF is incorrect. The correct issue number is 4.]
A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?
Author: Joosten, Tanya
Date: 2019-12-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Quality,Online Courses,Predictor Variables,Academic Achievement,Distance Education,College Students,Student Satisfaction,Disproportionate Representation,Minority Group Students,First Generation College Students,Low Income Students,Students with Disabilities,Instructional Design,Teacher Student Relationship

A study was conducted to examine instructional characteristics of quality in online courses and their relationship to student outcomes in online courses at a National Research Center for Distance Education and Technological Advancements 2-year and a 4-year higher educational institution. Instructional characteristics included learner support, course design and organization, content design and delivery, interactivity (student-instructor and student-student), and assessment. A student survey instrument was created that captures student perceptions of the instructional characteristics of their courses, their learning, and their satisfaction with the courses. The data collected from the student survey was merged with data from institutional student information systems (e.g., demographics and course grade). This article examines the relationship between these instructional characteristics, sometimes referred to as &quot;indicators of online course quality,&quot; and their relationship to student outcomes for all students and for underrepresented students. Additional analyses were conducted to examine differences among underrepresented students (e.g., minorities, first-generation, low-income, students with impairments or disabilities) using MANOVA. Significant findings are reported.
Strategies for Increasing Research at a PUI
Author: Eisenhower, Tracy
Date: 2019-00-00
Type: Journal Articles
Subjects: Research Universities,College Faculty,Teacher Researchers,Collegiality,Communities of Practice,Self Efficacy

The purpose of this study was to analyze and develop an in-depth understanding of the characteristics of an R3, predominantly undergraduate institution of higher education with a high-performing externally-funded research portfolio. This study used a qualitative single-bounded case study approach and utilized a focus group structure for the interviews. The research questions sought to identify the perceived factors, characteristics, and resources believed to motivate researchers to participate and succeed in externally-funded research. Active faculty researchers comprised the target audience and focus group participants for this study. The results revealed a cohesive infrastructure with high levels of mutual gratitude and respect among the diverse groups of individuals and the entities that constitute the research infrastructure. The collective efforts to support research, funded and unfunded, is immense and strategic at this institution. Researchers believe the leadership embodies the definition of transformational leadership by utilizing their personal experiences and knowledge to create positive change, motivate and encourage, and build confidence and respect toward and from their researchers. In addition, the leadership recognizes the need for continuous change and improvement of the research infrastructure and actively acknowledge, seek, and act on the needs of the research community. This institution has actively facilitated a culture shift to focus on research at a predominantly undergraduate, teaching-focused institution. This study identified and explored the myriad of resources provided to faculty researchers in the area of research and scholarship and identified those found most beneficial by the researchers. It identified the perceptions and attitudes regarding infrastructural resources in support of research activities. The results of this study will help doctoral level PUIs strengthen their faculty scholarship base, develop a more robust and efficient infrastructure, and increase their externally-funded research portfolio. Successful and meritorious faculty will further engage students and positively affect student recruitment and retention.
An Examination of Instructional Approaches in Online Technical Education in Community Colleges
Author: Horvitz, Brian S.
Date: 2019-12-00
Type: Journal Articles
Subjects: Online Courses,Community Colleges,Technical Education,Teaching Methods,Blended Learning,Video Technology,Computer Simulation,Laboratory Equipment,Student Attitudes,Employer Attitudes,Graduates,Education Work Relationship,Educational Experience,Two Year College Students

Technical education programs in community colleges prepare students for many science and engineering-based jobs in the United States. An increasing number of technical education programs in community colleges are using online learning tools to teach courses. However, little is currently known about the ways these programs are integrating online learning in their coursework. This study examined fifteen National Science Foundation funded technical education programs that use online learning to partially or entirely deliver their courses. We conducted semi-structured interviews with key personnel from each project. Through analysis of this data, we found that these technical education programs used a variety of instructional delivery approaches that can be categorized as follows: (a) a hybrid or blended course with asynchronous online lectures; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; or (d) a course that is fully online. We also found that these online or hybrid technical education programs used a variety of different methods to give students experience in their field of study that can be categorized as follows: (a) pre-recorded video; (b) live video; (c) simulations; (d) equipment at home; (e) equipment in lab; and (f) professional site experience. We recommend that future research examine how well these approaches are working, incorporate student perceptions, and incorporate the views of employers of these programs' graduates.
Educational Leadership Doctoral Students&apos; Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course
Author: Jiang, Mei
Date: 2019-12-00
Type: Journal Articles
Subjects: Doctoral Students,Student Attitudes,Instructional Effectiveness,Instructional Design,Online Courses,Statistics,Introductory Courses,Competency Based Education,Learning Strategies,Video Technology,Lecture Method,Teacher Student Relationship,Synchronous Communication,Administrator Education,Public Colleges,Mathematics Anxiety,Feedback (Response)

In the past several decades, higher education has witnessed the exponential growth of online learning. New technology has dramatically transformed the way education is delivered compared to what takes place in the traditional classroom. It has enabled online delivery of course materials to students outside of face-to-face classroom in an asynchronous manner and provide them with self-paced flexibility. Given the abstract nature of statistics content, effectiveness of the instructional strategies and course design in online statistics instruction has become particularly important to students' learning success. In this qualitative study, the authors explored perceptions of the Educational Leadership doctoral students towards an online graduate level introductory statistic course in terms of whether the online course instructional strategies and course design helped them learn statistics. The authors assessed effectiveness of the instructional strategies and design of the online statistics course as well as students' needs, so more effective instructional strategies could be used for online statistics teaching. Students identified the PowerPoint presentations with recorded lectures to be the most useful strategy. This strategy, along with live Q&amp;A sessions and guided practices and activities, helped to connect the textbook information and its application to the real world.
Strategically Connecting a University to a Community
Author: Lovell, Michael R.
Date: 2019-12-00
Type: Journal Articles
Subjects: Catholic Schools,Church Related Colleges,School Community Relationship,College Administration,Economic Development,Administrative Organization,School Business Relationship,Urban Universities

To further live our mission, Marquette has launched many new initiatives over the past five years that strategically connect our university to our community. In this paper, we will highlight three of these initiatives. The first relates to connecting the anchor institutions in our neighborhood through an effort called Near West Side Partners. The second discusses the creation of a centralized Office of Community Engagement that advances the development, support, and promotion of the research, teaching, and service partnerships between our campus and our community partners. The third initiative, our most recent enterprise, is our Office of Corporate Engagement and Partnerships. All three of these efforts follow through on Ignatius of Loyola's vision to serve others and collectively make a difference.
Brain Remain: Shifting the Paradigm of Pride
Author: Lieberman, Devorah
Date: 2019-12-00
Type: Journal Articles
Subjects: Brain Drain,Educational Change,Higher Education,Education Work Relationship,Partnerships in Education,School Business Relationship,Educational Opportunities

Volumes of research studies, surveys, and census data document the &quot;brain drain,&quot; the phenomenon of highly educated and highly skilled workers migrating from their hometown to an urban or metropolitan area that promises a better life. Early indications of brain drain begin with high school graduates determining where to attend college. There is a pervasive belief that it is a measure of success and part of a process of upward mobility to go away to college, and therefore an implied failure if one remains in their hometown or region while earning a degree. This mentality and encouraged brain drain behavior is reinforced by a K-12 education system that sorts students early in their academic careers and invests in the best and brightest, while paying little attention to the majority of students (Harmon, 2010). This is a skewed approach and leaves many individuals, and their hometowns, with few opportunities and stifled upward social and economic mobility. The needs of the workforce are rapidly changing. Some form of post-secondary education is required for the majority of entry-level jobs in the United States (Bureau of Labor Statistics, 2017). Yet, higher education is being faced with increasing competition and growing skepticism regarding the value of a college degree. By collaborating and partnering with the region in which an institution exists, urban, suburban, or rural, colleges and universities can cut through higher education's competitive noise and growing skepticism, while addressing the changing workforce needs and redefining students' pride about where they earn a degree, and begin their careers, close to home. We call this paradigm shift the &quot;Brain Remain,&quot; and it has the potential to significantly alter the way higher education, K-12 districts, businesses, and community leaders work, operate, and collaborate in the new economy. This, in turn, can create bold new opportunities for students where they least expect them: right in their own backyards.
Looking Forward in Ominous Times: Two Pathways for Urban Colleges and Universities
Author: Guarasci, Richard
Date: 2019-12-00
Type: Journal Articles
Subjects: Colleges,Universities,Urban Schools,Educational Trends,Politics of Education,Educational Change,Social Change,Educational Practices,Evidence Based Practice,Trend Analysis,Role of Education,Democracy

On the whole, futurists usually suffer badly. Unforeseen challenges, new political realities, technological breakthroughs, and cultural patterns shape futures as well as markets. As one realist once said, &quot;real life happens in-between plans.&quot; I suspect the future reality lies somewhere in between these two possible pathways. The larger point is that higher education can allow other societal forces to predominate in shaping its future or it can challenge itself to find a pathway to a future where its commitment to deep learning will be predicated on our core values of evidence-based and logical reasoning, openness to new and challenging ideas and educating students to play their roles as creative, ethical, and civic professionals, all necessary for a dynamic economy and a robust, diverse democracy. [Note: The issue number (2) shown on the PDF is incorrect. The correct issue number is 4.]
An Investigation of Students&apos; Learning Achievement and Perception using Flipped Classroom in an Introductory Programming Course: A Case Study of Thailand Higher Education
Author: Pattanaphanchai, Jarutas
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Academic Achievement,Blended Learning,Introductory Courses,Computer Science Education,Programming,Student Attitudes,Scores

Computer programming is a difficult subject for most novice programming students which leads to a high rate of dropout or failure. Flipped classrooms have been increasingly used to teach programming students to practice their programming skills in the class based on their knowledge acquired from outside the classroom. This study investigated students' learning achievement which was measured by their performance on a coding test and an exam. We compared students' programming test scores of the traditional classroom in semester 1 of the academic year 2016 with the flipped classroom in semester 1 in 2017. In addition, we studied students' perception of flipped classrooms in a structured programming course. The population of this study consisted of 69 second-year students of the Information and Communication Technology programme in the Faculty of Science, Prince of Songkla University, Thailand. The research instrument for investigating students' perception of flipped classrooms was a questionnaire. Students were positive in their perception of flipped classrooms and agreed that in-class activities improved their understanding of concepts. Moreover, students in the flipped classroom environment had a significantly higher test score compared to students in a traditional lecture class.
Multiliteracies in Rural Communities: The &quot;Revuelto y Mezclado&quot; of Home and Community Literacy Practices of Midwestern Emergent Bilingual Families
Author: Morita-Mullaney, Trish
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingualism,Rural Areas,Multiple Literacies,Social Environment,English (Second Language),Second Language Learning,Spanish Speaking,Family Literacy,Case Studies,Multilingualism,Parent Attitudes,Elementary School Students,Language Proficiency,Media Literacy,Teaching Methods

Families moving to new settings mix and blend languages as they are influenced and shaped by their new social contexts and the languages around them. This unique phenomenon has been described as language contact or linguistic transformation (Fishman, 2001; García, 2009). Little research, however, has been conducted related to the dynamic languages and literacies that are created when families possess multiple linguistic resources. This study intends to address this gap by examining the multilingual multiliteracies of families' households in two rural Indiana communities, bringing more texture to our current understanding of the &quot;revuelto y mezclado&quot; among rural multilingual families. [This study was made possible by the United States Department of Education's Office for English Language Acquisition's National Professional Development grant.]
&quot;Why Rural Matters 2018-2019&quot;: &quot;The Time Is Now&quot;: Interview with Authors Jerry Johnson, Daniel Showalter, and Sara Hartman
Author: McHenry-Sorber, Erin
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Education,Reports,Educational Indicators,Educational Trends,Rural Areas,Educational Policy,Elementary Secondary Education,Early Childhood Education

The &quot;Rural Educator&quot; (TRE) editor Erin McHenry-Sorber recently spoke with three of the authors of the biennial report on the status of rural education published by the Rural School and Community Trust in partnership with the College Board and the American Association of School Administrators (AASA): The School Superintendents' Organization. &quot;Why Rural Matters 2018-2019 The Time is Now&quot; examines the state of rural education in each of the 50 states in the United States. The authors describe the significance of the report and its implications for policy and practice.
Social Responsibility and Civic Readiness as Critical Higher Education Outcomes. Invited Commentary
Author: Caret, Robert L.
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Responsibility,Citizenship Responsibility,Citizenship Education,Citizen Participation,College Presidents,Leadership,Higher Education,Urban Universities

The author has 25 years of experience in higher education leadership, overseeing two campuses and two university systems. He has maintained a strong connection to the Coalition of Urban and Metropolitan Universities (CUMU), both philosophically and in practical terms. In this article, the author discusses his experience and feelings on social responsibility and civic readiness in higher education.
Analysis of the Levels of Organizational Culture of Academicians in Terms of Some Variables
Author: Nacar, Eyyup
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Culture,College Faculty,Teacher Attitudes,Foreign Countries,Measures (Individuals),Gender Differences,Academic Rank (Professional),Age Groups,Social Sciences,Team Sports

The main purpose of this research is to examine the level of organizational culture of academicians in terms of some variables. The research universe is formed by academicians at Firat University in the 2018-2019 academic year. The sample of the study is 96 randomly selected academicians from Firat University Faculty of Education, Faculty of Humanities and Social Sciences and Faculty of Sports Sciences in the 2018-2019 academic year. The Personal Information Form was used in order to determine the demographic information of the subjects participating in the study, in addition, &quot;Organizational Culture Scale&quot; was used that prepared by Ogbonna and Harris (2000) and translated into Turkish by Karadeniz (2010) and developed in the master's study. The data of the research were determined to be parametric. Therefore, t test and variance analysis (Anova) test was used. Tukey test and LSD test results were used to determine which groups the difference was among the results with significant differences. The error level in the study was taken as p&lt;0.05. As a result of the research, academicians' organizational culture scale is based on the findings; it was found that there was no statistically significant difference in all sub-dimensions of the title and gender variable. There was a statistically significant difference in faculty, age group and academic study year variables.