ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Full-Time and Part-Time Faculty in Student Learning Outcomes
Author: Rossol-Allison, Patrick M.
Date: 2011-00-00
Type: Reports - Research
Subjects: Higher Education,College Faculty,Adjunct Faculty,Outcomes of Education,Age,Context Effect,School Holding Power,Academic Achievement,Community Colleges,Transfer Students,Graduation Rate,Educational Finance,Economic Impact,Student Attitudes,Academic Rank (Professional)

The growing reliance on adjunct faculty has been a recent controversial trend in higher education. One of the often overlooked aspects of shifting instruction to part-time faculty members is the impact of this policy on student learning outcomes. This paper studies the impact of faculty status on both short-term and long-term retention and student success, utilizing two datasets at a public, two-year college in the Midwest. The contribution of this study to the field is the inclusion of student transfer and individual level data, a novelty in learning success studies. Results suggest that faculty status does not impact student learning outcomes. Instead, the present study suggests that student intent is the best predictor of success and retention and should be considered in future intervention programs. (Contains 3 tables and 3 footnotes.)
An Examination of Master's Student Retention &amp; Completion
Author: Barry, Melissa
Date: 2011-05-00
Type: Reports - Research
Subjects: Higher Education,Public Colleges,Graduate Study,Role,Graduate Students,Masters Degrees,Masters Programs,Full Time Students,Part Time Students,College Credits,School Holding Power,Educational Attainment,Graduation Rate,Logical Thinking,Models,Regression (Statistics),Scores,Standardized Tests,Fellowships,Intellectual Disciplines,Majors (Students),Business Administration Education,Age Differences

This study was conducted at a research-extensive public university in the southeastern United States. It examined the retention and completion of master's degree students across numerous disciplines. Results were derived from a series of descriptive statistics, T-tests, and a series of binary logistic regression models. The findings from binary logistic regression models indicate that standardized test scores (GMAT or GRE) did not affect graduation and impacted retention only for GMAT majors. Students who were full-time were much more likely to be retained and graduate than part-time students. Receiving an assistantship or fellowship impacted the speed of graduation of students, but not the overall ability of a student to graduate within three years. For GMAT students, students who received an assistantship or fellowship were more likely to graduate in two years or less. For GRE majors, students who received an assistantship or fellowship were less likely to graduate in two years or less. However, all of the influence of receiving an assistantship or a fellowship on graduation went away in the graduation in three years or less models (for both the GRE and GMAT majors). For GRE students only, the age of students at the start of their program negatively impacted graduation in both the two years or less and three years or less graduation models, (i.e., the older the student is at the start of their program, the less likely they were to graduate). (Contains 6 tables and 3 footnotes.)
Investigating Social Desirability Bias in Student Self-Report Surveys
Author: Miller, Angie L.
Date: 2011-00-00
Type: Reports - Research
Subjects: Social Desirability,Bias,College Students,Student Surveys,Measurement Techniques,Student Behavior,National Surveys,Regression (Statistics),Correlation,Effect Size,Computation,Scores

The frequent use of self-report student surveys in higher education calls into question the possibility of social desirability having an unwanted influence on responses. This research explores the potential presence of social desirability bias with the National Survey of Student Engagement (NSSE), a widely used assessment of student behaviors. Correlations between a short social desirability scale and NSSE benchmarks, subscales, and selected items suggest that the majority of scores have no significant relationship with a measure of social desirability. Effect sizes and estimates of explained variance are also discussed. (Contains 2 tables.)
Complementing the Numbers: A Text Mining Analysis of College Course Withdrawals
Author: Michalski, Greg V.
Date: 2011-05-24
Type: Reports - Evaluative
Subjects: College Instruction,Courses,Withdrawal (Education),College Students,Student Attitudes,Responses,Information Needs,Information Seeking,Information Retrieval,Content Analysis,Information Technology,Data Processing,Pattern Recognition,Classification,Data Analysis,Enrollment Influences,State Colleges,Factor Analysis,Models

Excessive college course withdrawals are costly to the student and the institution in terms of time to degree completion, available classroom space, and other resources. Although generally well quantified, detailed analysis of the reasons given by students for course withdrawal is less common. To address this, a text mining analysis was performed on open-ended, verbatim, student comments in which students explained their reason(s) for course withdrawal. The text for all comments was extracted from the course withdrawals database of Florida State College at Jacksonville, a large, diverse, multi-campus institution located in northeast Florida. An initial set of 616 comments from the fall 2010 term was used to develop a preliminary text mining model which categorized 96.1% of all records. The model was retained and further tested using a second set of 679 comments from the spring 2011 term and found to categorize 98.7% of the term records. Combined data from both terms (n = 1,295) was used to produce a final text mining model containing eleven node categories. Model node categories were labeled referencing a framework of prior empirical work in the area of student course withdrawal. Leading academic rationales include course characteristics (especially those involving student preparedness, satisfaction, and delivery mode), faculty satisfaction, and schedule adjustments. Leading non-academic rationales include personal issues especially involving job/work, family, financial, and health. Record classification data from the model were also exported and explored to further group and summarize results. Principal Components Analysis of all data from both terms revealed four components which accounted for 45% of the total variance with the first two components involving instructional delivery and student personal issues accounting for 24% of the variance. Hierarchical Cluster Analysis and Multiple Correspondence Analysis were also used to confirm results suggesting major academic withdrawal reasons to include negative course perceptions and to a lesser degree negative faculty perceptions. Non-academic rationales were found to center on job-work, personal, and time-schedule issues. Limitations and implications for institutional research and practice are presented and discussed. Additional Model Diagrams by Primary Node Category (fall 2010) are appended. (Contains 12 tables and 9 figures.)
University Transformation: New Demands and Coping Strategies
Author: Chidindi, Joseph
Date: 2012-05-05
Type: Reports - Descriptive
Subjects: Higher Education,Coping,Change Strategies,Educational Change,Organizational Change,Universities,Institutional Characteristics,Organizational Climate,Organizational Culture,Educational Research,College Planning,College Admission

University education system is undergoing transformation requirements particularly in the developing world. The demands require adaptation to the prevailing circumstances hence the need for relevant strategies for universities. Issues such as institutional profiles, organizational structure and work integration, research activities, and funding need address. This paper provides universities with hints on how they can cope with some transformation requirements.
Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives
Author: Zascerinska, Jelena
Date: 2010-04-15
Type: Reports - Evaluative
Subjects: Language Research,Second Language Learning,Language Acquisition,Native Language,Models,Transfer of Training,Learning Processes

Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language learning  involves a process of analyzing the meaning of key concepts "language acquisition", "language learning", "mother tongue" and "foreign language", and demonstrates how the key concepts are related to the idea of developing the system of external and internal perspectives. Results. The study presents a potential model for development indicating how the steps of the process are related. Conclusion. The theoretical findings of the research allow putting forth the following hypothesis: the synergy between language acquisition and language learning is efficient if language learners gradually move from the external perspective, namely, language learning, to the internal perspective, namely, language acquisition through foreign language for professional purposes peer-learning. A bibliography is included. (Contains 1 figure.)
Conditions for Developing Communicative Competence
Author: Zascerinska, Jelena
Date: 2010-04-16
Type: Reports - Evaluative
Subjects: Citizenship,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Peer Relationship,Interpersonal Communication,Native Language,Cognitive Processes,Scientific Research,Languages for Special Purposes,Professional Education,Teacher Student Relationship,Reflection

Introduction. Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Materials and Methods. The meaning of the key concepts of "communicative competence" and "opportunities" is studied within the search for conditions to develop. Conclusion. The theoretical findings allow putting forth the following hypothesis: communicative competence is developing if educator and students create the efficient professional environment based on students' interaction in foreign/professional language with the educators, on students' interaction in foreign language for professional purposes with peers, and reflection. (Contains 1 figure.)
Sustainable Development in Engineering Education: A Pedagogical Approach
Author: Ahrens, A.
Date: 2012-05-00
Type: Reports - Research
Subjects: Engineering Education,Summer Schools,Social Responsibility,Sustainable Development,Qualitative Research,Curriculum Development,Conservation (Environment),College Students,Social Attitudes,Economic Factors,Educational Technology,Computer Uses in Education,Student Attitudes,Foreign Countries,Attitude Measures

Engineering education is facing a challenge of the development of student engineers' social responsibility in the context of sustainable development. The aim of the research is to analyze efficiency of engineering curriculum in the context of sustainable development underpinning elaboration of pedagogical guidelines on the development of students' social responsibility in engineering education. The analysis involves a process of analyzing the meaning of the key concepts &quot;sustainable development&quot; and &quot;engineering curriculum.&quot; Moreover, the study demonstrates how the key concepts are related to the idea of &quot;efficiency.&quot; The qualitative evaluation research has been used. The present empirical research was conducted during the Baltic Summer School &quot;Technical Informatics and Information Technology&quot; in 2009, 2010 and 2011. The sample involved 85 participants. The students' needs in Enterprise 2.0 were a criterion of efficiency of engineering curriculum in the context of sustainable development. Descriptive statistics was implemented for primary data analysis. The findings of the research allow drawing conclusions on efficiency of engineering curriculum for the development of students' social responsibility in the context of sustainable development. Pedagogical guidelines are elaborated. (Contains 5 tables and 12 figures.)
Perspective of Game Theory in Education for Sustainable Development
Author: Ahrens, A.
Date: 2012-05-00
Type: Reports - Research
Subjects: Game Theory,Sustainable Development,English for Academic Purposes,Fundamental Concepts,Learning Processes,Teaching Methods,Instructional Development,Outcomes of Education,Models,Educational Strategies,Instructional Design,Behavioral Objectives,Foreign Countries,Teacher Education Programs

The sustainable development of society has attracted a lot of research efforts. A strategic aspect to the society's evolution is introduced by the game theory (Fernandez, 2011, p. 1). The research question is as follows: how to organize the process of teaching and learning in education for sustainable development? The aim of the research is to model the process of teaching and learning in education for sustainable development. The present research involves a process of analyzing the meaning of the key concepts &quot;education for sustainable development&quot;, &quot;game theory&quot;, &quot;social situation&quot;. Moreover, the study demonstrates how the key concepts are related to the idea of &quot;the process of teaching and learning&quot;. The empirical research was carried out in the &quot;English for Academic Purposes&quot; course of Riga Teacher Training and Educational Management Academy in 2008-2009. The sample included 10 students. The findings of the research allow modelling the process of teaching and learning in education for sustainable development. Directions of further research are proposed. (Contains 2 tables and 8 figures.)
Houston Community College 2011-2012 Fact Book
Author: Houston Community College System, Office of Institutional Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Tables (Data),Graphs,Academic Achievement,Teacher Characteristics,Profiles,Educational Finance,College Faculty,College Students,Institutional Mission,School Districts,Values,Goal Orientation,Boards of Education,Trustees,Public Colleges,Population Trends,Family Income,Gender Differences,Racial Differences,Educational Attainment,Enrollment Trends,Student Characteristics,Foreign Students,Continuing Education,Adult Education,Adult Literacy,High Schools,Labor Force Development,White Students,African American Students,Asian American Students,Hispanic American Students,College Credits,Age Differences,Place of Residence,Trend Analysis,Foreign Countries,School Schedules,Distance Education,Developmental Programs,Dual Enrollment,Library Services,Technical Education,English (Second Language),Adult Basic Education,Awards,Graduation Rate,Grades (Scholastic),College Transfer Students,Associate Degrees,Educational Certificates,Costs,College Administration,Pacific Islanders,Educational Facilities,Teacher Salaries,Income,Tuition,Budgets,Expenditures,Resource Allocation,Fees,Student Financial Aid

The Houston Community College (HCC) 2011-2012 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. [For &quot;Houston Community College 2010-2011 Fact Book,&quot; see ED531754.]
Houston Community College 2008-2009 Fact Book
Author: Houston Community College System, Office of Institutional Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Tables (Data),Graphs,Academic Achievement,Teacher Characteristics,Profiles,Educational Finance,College Faculty,College Students,Institutional Mission,School Districts,Values,Goal Orientation,Boards of Education,Trustees,Public Colleges,Population Trends,Family Income,Gender Differences,Racial Differences,Educational Attainment,Enrollment Trends,Student Characteristics,Foreign Students,Continuing Education,Adult Education,Adult Literacy,High Schools,Labor Force Development,White Students,African American Students,Asian American Students,Hispanic American Students,College Credits,Age Differences,Place of Residence,Trend Analysis,Foreign Countries,School Schedules,Distance Education,Developmental Programs,Dual Enrollment,Library Services,Technical Education,English (Second Language),Adult Basic Education,Awards,Graduation Rate,Grades (Scholastic),College Transfer Students,Associate Degrees,Educational Certificates,Costs,College Administration,Pacific Islanders,Educational Facilities,Teacher Salaries,Income,Tuition,Budgets,Expenditures,Resource Allocation,Fees,Student Financial Aid

The Houston Community College (HCC) 2008-2009 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences in the source of information used (AtD, IPEDS, CBMs, TEA, FMRs, HCC reports), the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included.
What Is Spanglish according to the Speakers and What They Think about the Inclusion of It on Literacy Materials?
Author: Gallegos, Miriam Jacqueline Garcia
Date: 2012-04-27
Type: Reports - Research
Subjects: Measures (Individuals),Reading Materials,Questionnaires,High School Students,College Students,Hispanic American Students,Spanish Speaking,Code Switching (Language)

This paper is a research about the perspectives about Spanglish according to the users. The research was divided in two parts. A total of 50 individuals participated in the first part of the research and a total of 35 in the second part (same participants from the first part) between 15 to 30 years of age, living in Shelbyville, Tennessee. In the first part they answered a questionnaire and in the second one they viewed a prezi presentation about facts of Spanglish and answered another questionnaire according to what they had viewed. They answered questions like what is the meaning of Spanglish, it should be include on literacy materials, do you think Spanglish is a language, etc. The results in general showed that the participants agree that they use Spanglish in their everyday life but they do not agree that it should be included in literacy materials. The participants concluded that they use Spanglish in their everyday life and is a way to communicate between their peers but they do not think that it should be included on literacy materials because is not a language. Participants need to understand and acknowledge that Spanglish is everywhere and even in literacy materials. (Contains 11 graphs and 1 table.)
Let's GO Tech to Pursue Sustainability and Happiness
Author: Lee, Lung-Sheng
Date: 2012-04-26
Type: Opinion Papers
Subjects: STEM Education,Technology Education,Engineering Education,Higher Education,Universities,Technology,Sustainability,Well Being,Foreign Countries

Technology refers to making or doing things to extend human capability to meet our needs or wants. Both technology and engineering are closely related. The majority of faculty and students in both Kisarazu National College of Technology (Kisarazu Kosen or KNCT) and National United University (NUU) are in the field of engineering. Based upon a literature review and this author's understandings, this paper first introduces the STEM education promoted in the United States and argues the vital role of Technology and Engineering (T&amp;E), then introduces the GO Tech promoted at NUU. GO Tech stands for both &quot;Green Technology&quot; and &quot;Orange Technology.&quot; This author mainly argues that the students in both Japan and Taiwan need STEM education and should value the &quot;T and E&quot; in STEM, and states that &quot;GO Tech&quot; means &quot;We should cherish the opportunity to learn 'T and E' and value both green and orange technologies.&quot; This author also wishes that more cooperation between Kisarazu Kosen and NUU is promoted to obtain positive synergies to help students' learning and pursue human sustainability and happiness.
Houston Community College 2010-2011 Fact Book
Author: Houston Community Coll. System, TX. Office of Institutional Research.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Continuing Education,School Districts,Community Colleges,Tables (Data),Graphs,Adult Literacy,Student Characteristics,Academic Achievement,Profiles,College Faculty,College Students,Teacher Characteristics,Educational Finance,Institutional Mission,Boards of Education,Trustees,Ethnicity,Racial Differences,Gender Differences,Educational Attainment,Family Income,Family Structure,Population Trends,College Credits,Enrollment Trends,Foreign Students,Distance Education,High Schools,Adult Education,Library Services,Library Materials,Awards,Grades (Scholastic),Transfer Students,Associate Degrees,Educational Certificates,Expenditures,Budgets,Taxes,Income,Tuition,Fees,Student Financial Aid,White Students,African American Students,Hispanic American Students,Asian American Students

The Houston Community College (HCC) 2010-2011 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included.