ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the BC Transfer Experience: Feedback from Students
Author: British Columbia Council on Admissions and Transfer
Date: 2012-00-00
Type: Reports - Research
Subjects: Credits,Foreign Countries,College Transfer Students,Feedback (Response),Public Colleges,Research Universities,Higher Education,College Students,Outcomes of Education,Surveys,Transfer Rates (College),College Admission

The BC Council on Admissions and Transfer is always seeking ways to improve the transfer system for the benefit of students. Doing so is informed by research in one form or another. Questions added to the 2011 Diploma, Associate Degree and Certificate Student Outcomes (DACSO) survey sought to gain a better understanding of why some students are dissatisfied with their overall transfer experience. The good news is that only 193 students reported being dissatisfied, which is consistent with the small number of respondents reporting dissatisfaction in former years. The 2011 research shows that the BC credit transfer system continues to work well for the large majority of students who use it. For the small number of students reporting dissatisfaction, the findings shed light on the nature of their experiences and what would have improved them. Highlights of this survey include: (1) A high proportion of former students who continued their studies at a different institution expected to transfer credits regardless of whether they continued in the BC public system (79%), BC private (47%), or elsewhere in the Canadian public post-secondary system (64%); and (2) 92% of students who moved from BC public colleges, institutes, or teaching-intensive universities to BC research-intensive universities expected to transfer credits and 87% of these students reported receiving all of their expected credits. (Contains 7 figures, 3 tables, and 8 footnotes.) [For related report, &quot;Improving the BC Transfer Experience: Feedback from Students. Research Results,&quot; see ED540033.]
Following Their Footsteps: What Happens to Students Who Move from Research Universities to Other BC Public Post-Secondary Institutions? Research Results
Author: Heslop, Joanne
Date: 2011-08-00
Type: Reports - Research
Subjects: Articulation (Education),Foreign Countries,Student Mobility,Research Universities,Transfer Policy,Higher Education,Postsecondary Education,Enrollment,College Transfer Students,Transfer Rates (College),Time to Degree

Historically, student mobility in the BC public post-secondary system consisted mainly of students transferring from colleges and institutes into baccalaureate degree programs at a research university. This dichotomous system has evolved significantly over the past few decades to a system where every institution in the BC public post-secondary system now has degree-granting authority. As a result, British Columbia has a differentiated post-secondary system in which different kinds of institutions provide students with a wide range of educational program options and numerous opportunities for credential completion. Given the numerous education choices and pathways available in BC, students tend to navigate their way through the education system in a variety of ways in order to achieve their goal. The Student Transitions Project (STP) conducted a study for the British Columbia Council on Admissions and Transfer (BCCAT) to help education planners and policy makers gain a better understanding of one of those pathways--the route from research-intensive universities (RIUs) to other BC public post-secondary institutions. This newsletter briefly highlights some of the findings from the study, from a short-range and long-range perspective. (Contains 3 figures and 4 footnotes.) [For the full report, &quot;Following Their Footsteps: What Happens to Students Who Move from Research Universities to Other BC Public Post-Secondary Institutions?,&quot; see ED540040.]
Decision-Making: What Does It Have to Do with My Teaching? Research Brief
Author: Huang, Yi-Min
Date: 2007-07-00
Type: Reports - Research
Subjects: College Faculty,Engineering Education,Engineering,Instructional Development,Decision Making,Teaching Methods,Instructional Effectiveness

Engineering education can be thought of as a complex design activity where educators create a range of teaching artifacts including course curricula, classroom policies, lecture notes, exams, and timelines for student group projects. In order to design such artifacts, engineering faculty must make a series of teaching decisions, each of which can impact their students' learning and engagement with course activities. Given the importance of decision-making in engineering education, the authors hope that by beginning to characterize engineering educator decisions, educators will gain a greater awareness of their decision-making by recognizing, characterizing, and anticipating decision points. Thus, the initial research questions driving this study were: (1) What aspects of engineering educators' decision-making processes are prominent during their participation in the instructional development process?; and (2) How can engineering educators make more effective decisions? This exploratory study looks at engineering faculty decisions as expressed during the instructional development process.
A Rationale for Expanding Our Understanding of Student Mobility
Author: British Columbia Council on Admissions and Transfer
Date: 2011-02-15
Type: Reports - Descriptive
Subjects: Credits,College Transfer Students,Student Mobility,Research Universities,Foreign Countries,Higher Education,Cooperation,College Admission,Institutions,Transfer Policy,Transfer Students,Articulation (Education)

The Student Transitions Project (STP) has demonstrated that students are moving in multiple directions between institutions, not just in the traditional college to research university direction. Every institution plays a role as both a sending and receiving institution to varying degrees. However, little is known about the transfer behaviour of the bulk of these student movers because research universities are the only institutions that are currently able to identify traditional transfer students. If transfer information, including basis of admission and volume of credits transferred, was available on these students from every institution, then students, institutions, and the BC system would all benefit. A better understanding of these seemingly complex transfer patterns would facilitate better planning and policy decisions at all levels and would help to maintain and improve BC's excellent student transfer/mobility system. (Contains 1 figure.)
2011 Admissions and Transfer Experiences of Students Continuing the Studies in British Columbia
Author: British Columbia Council on Admissions and Transfer
Date: 2012-00-00
Type: Reports - Research
Subjects: College Credits,Foreign Countries,College Transfer Students,Associate Degrees,College Admission,Expectation,Access to Education,Educational Mobility,Profiles,Student Surveys,Student Experience,Public Colleges,Student Attitudes,Articulation (Education),Comparative Analysis,Cohort Analysis

This report presents the results of an analysis of admissions and transfer data from the 2011 BC Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey (formerly the BC College and Institute Student Outcomes Survey). This province-wide survey contacted former students 9 to 20 months after they completed all, or a significant portion, of their programs of study. It addressed a number of issues related to their admissions and transfer experiences from BC's college, teaching-intensive university, and institute sector. This report is similar to a report released by the Council in 2008, titled &quot;2008 Admissions and Transfer Experiences of Students Continuing their Studies in British Columbia&quot; and the Council's 2005 and 2002 version of the same report. This current report contains updated information from the 2011 cohort and comparisons with previous surveys. With respect to admissions, this report explores the direction and magnitude of student flows between institutions in the BC public post-secondary system. It also explores the extent to which students are able to access the institutions, programs, and courses of their choice. On the transfer side, this report profiles students who expected to transfer credits between institutions and identifies where in the system the majority of students who did not realize their transfer expectations are concentrated. For the first time, the report takes an in-depth look at responses to a special series of questions that focus on respondents who were dissatisfied with their overall transfer experience. The goal is to learn more about why they were dissatisfied and how their transfer experience might have been improved. The survey results show that the admissions and transfer system in BC is working very well for students who continue their studies after having studied in the BC college, teaching-intensive university, and institute sector. Since 2002, there has been steady growth in the proportion of students continuing their studies at the same institution, as opposed to transferring to a different institution. Appended are: (1) Relevant Questions from the BC Diploma, Associate Degree, and Certificate of Student Outcomes Survey; (2) About the BC Diploma, Associate Degree, and Certificate Student Outcomes Survey Cohort; and (3) Glossary of Terms. (Contains 32 tables, 16 figures, and 11 footnotes.) [Contributing authors are Devron Gaber and Jean Karlinski.]
2011 Admissions and Transfer Experiences of Students Continuing Their Post-Secondary Studies in British Columbia. Research Results
Author: British Columbia Council on Admissions and Transfer
Date: 2012-03-00
Type: Reports - Research
Subjects: Credentials,College Credits,Foreign Countries,College Transfer Students,Associate Degrees,Public Colleges,Student Surveys,College Admission,Expectation,Access to Education,Educational Mobility,Profiles,Student Experience,Student Attitudes,Articulation (Education),Comparative Analysis,Cohort Analysis

Recent figures show that each year over 22,000 students move between institutions in BC's geographically dispersed network of public colleges, institutes, teaching-intensive universities, and research-intensive universities. The ability of students to move easily through the system, accessing the institutions, programs of study, and courses that they need and, where appropriate, transferring credits for their work, is key to the success of the province's post-secondary education system. The BC Council on Admissions and Transfer (BCCAT) facilitates the movement of students among BC postsecondary institutions by coordinating an efficient system for transferring course credits. In order to learn more about the actual experiences of students who changed institutions, BCCAT commissioned an analysis of relevant questions from a provincial survey of former students conducted in 2011, the BC Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey. This analysis focuses on the admissions and transfer experiences of almost 5,500 former students who left a BC public college, institute, or teaching-intensive university program to continue their studies in another program at the same institution or at another BC public post-secondary institution. The former students were surveyed 9 to 20 months after they left their programs of study. This information includes a comparison of results with similar studies conducted in 2002, 2005, and 2008. This analysis reveals that 44% of post-secondary students surveyed continue their studies (33% for credential completers and 73% for those who had not completed their credential). Of those continuing their studies at a different institution: (1) 80% are satisfied with admissions services; (2) 86% enter their preferred institution; (3) 94% enter their preferred program; (4) 85% register in all the courses they want; (5) 86% receive all the transfer credits they expect; and (6) 79% are satisfied with their transfer experience. (Contains 10 figures and 11 footnotes.)
The Time It Takes: A Longitudinal Study of the 2003 Cohort of Students Eligible to Transfer to a BC Research Intensive University
Author: Lavin, Tracy
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Degree Requirements,Credentials,Outcomes of Education,College Transfer Students,Public Colleges,Research Universities,Articulation (Education),Longitudinal Studies,Cohort Analysis,Eligibility,Transitional Programs,Enrollment Rate,Enrollment Trends,Data Analysis,College Credits,Transfer Rates (College),College Outcomes Assessment,Academic Persistence,College Admission,Time Factors (Learning),Time to Degree

The BC Transfer System allows students to attend public colleges, institutes and teaching intensive universities (i.e., Central Data Warehouse or CDW reporting institutions) throughout the province where they accumulate credits which they can transfer to research intensive universities and use to fulfill their degree requirements. The Student Transitions Project (STP) links data about students in the BC public post-secondary education system with information from their years spent in primary and secondary schooling. Because STP links data across educational institutions, it provides excellent information regarding educational pathways and outcomes. The STP has analyzed its data for the last several years to determine the annual flow of ETRs into research universities, building on previous research conducted by the BC Council on Admissions and Transfer (BCCAT). BCCAT commissioned the current project to make use of the longitudinal capacity in the STP database in order to examine the educational outcomes of an ETR cohort over a seven-year period. The cohort consists of students who were enrolled at a CDW institution in the fall of 2003 and were eligible for transfer to a research intensive university the following year. This cohort's enrolment and credential data from 2003/04 to 2009/10 were analyzed to determine how many transferred to research universities, how many remained at CDW institutions, how many left the post-secondary system and what sorts of credentials were obtained during those seven years. The longitudinal enrolment data reveal a significant degree of mobility among Eligible Transfer Students (ETRs) and several interesting findings. (Contains 14 figures, 18 tables, 11 footnotes.) [For &quot;The Time It Takes: A Longitudinal Study of the 2003 Cohort Eligible to Transfer to a Research Intensive University. Research Results,&quot; see ED540042.]
An Overview of Admissions Practices at BC Post-Secondary Institutions
Author: Heath, Nick
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Articulation (Education),Foreign Countries,Best Practices,Transfer Policy,Admission (School),Evaluation,Scores,Enrollment,Admission Criteria,College Credits,Higher Education,Credits,Surveys,Counseling,Standards,Academic Achievement

Each year, the public post-secondary institutions in British Columbia admit large numbers of new students to their various programs. Each institution has autonomy in making choices in the selection of its students and, as a result, a variety of methods and processes are used. A survey conducted by the British Columbia Council on Admissions and Transfer (BCCAT) in 2008/09 had revealed that secondary school counsellors believed that there were too many different admissions practices in use to be able to provide students with sound advice. In addition, the survey showed that even within postsecondary institutions, admission methods often were not well understood. This overview started from the premise that best practices in admissions could be described and presented for institutions to adopt, as appropriate, but evolved into a non-prescriptive form because of wide variability of circumstances among institutions and programs. The document begins by describing the context, and then examines the organization, process and policy with respect to admissions. The relative merits of various approaches to admissions are examined in broad terms, with a view to making general comparisons and noting adherence to key principles of fairness, transparency and efficiency. This overview is aimed at post-secondary personnel and others who are interested in the practices of admitting students to post-secondary institutions in British Columbia. Some parts may also apply to the other jurisdictions of Canada and to other countries. The document is aimed at addressing a number of admissions issues common across institutions. Abbreviations and Acronyms Used are appended. (Contains 2 footnotes.)
Further Fostering Intrinsic Motivation in the Montessori Elementary Classroom
Author: Fitch, Victoria A.
Date: 2013-02-28
Type: Reports - Research
Subjects: Student Motivation,Incentives,Goal Orientation,Quasiexperimental Design,Montessori Method,Personal Autonomy,Mastery Learning,Student Participation,Intelligence Quotient,Academic Achievement,Student Attitudes,Elementary School Students

The Montessori classroom appears to be the ideal learning environment for children throughout elementary and middle school. It is based on the philosophy of Dr. Maria Montessori which describes an environment tailored to the Sensitive Periods of children, prepared with materials appropriate for the age and abilities of the children in a particular classroom (McCormick Rambusch, 2010). Children are observed as they choose their work and are assessed according to mastery (2010). This form of education supports the popular notion that intrinsic motivation is best developed in classrooms which incorporate autonomy, mastery and purpose. It also supports the view that extrinsic motivation is a thing of the past and does not belong in the elementary classroom. However, might Montessori teachers further foster intrinsic motivation within students? In some Montessori classrooms, there still exists a gap between measured levels of intelligence and actual academic achievement in students who have not benefited from the Montessori way from the beginning of their educational careers. When extrinsic motivation, such as grades, does not exist, what is the most effective method for cultivating intrinsic motivation in elementary children in the Montessori classroom? In an attempt to identify a method for further fostering intrinsic motivation among elementary age Montessori children, this study will follow a quasiexperimental design in which the intervention entails a goal-setting exercise intended to strengthen the sense of purpose and thus improve mastery within the children studied. Appended are: (1) Student Perception of Teachers' Goal Orientation; and (2) Student's Goal Setting Sheet.
America's Promise Alliance Dropout Prevention Summits: Mobilizing Action to Address the High School Dropout Crisis Across the Nation
Author: Gifford, Beth
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Dropouts,Dropout Prevention,High School Students,Public Agencies,Cooperation,Politics of Education

In this final evaluation of the America's Promise Dropout Prevention Summits, the evaluation reveals that the Summits not only served as the catalyst for the creation of new programs and collaborative efforts around ending the high school dropout crisis, but strengthened existing work, political and public awareness, and funding at the state, local and school level. Most impressive, this final evaluation highlighted that momentum from the original summits has been sustained with the majority of dropout prevention workgroups established in response to these convenings still intact today, and meeting on a regular basis. Specifically, 77 summit conveners surveyed reported that a collaboration of community agencies is continuing the work from the summit and 84 percent said the momentum generated by the summit remains strong. (Contains 12 tables, 6 figures and 1 footnote.)
Savings Now, Savings Later: Smart Early Childhood Programs Pay off Right Away and for the Long Term
Author: America's Promise Alliance
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Young Children,Human Capital,Early Childhood Education,Outcomes of Education,Futures (of Society),Educational Benefits,Evidence,Grade 3,Scores,Academic Achievement,Child Health

Abundant evidence has shown that quality early childhood programs generate enormous long-term benefits for young people as they grow to become productive adults, for our economy, and for society. But we don't have to wait 10 or 20 years to see strong returns on our investments in young children. Some programs create real savings in a year or less. Early education also improves third-grade scores, and children who do not read well by the end of 3rd grade are 4 times more likely to drop out. This brief documents three kinds of programs that have both near-term and sustained impact.
Attracting, Developing, and Maintaining Human Capital: A New Model for Economic Development
Author: America's Promise Alliance
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Young Children,Business,Incentives,Economic Development,Human Capital,Models,Labor Force Development,Articulation (Education),Educational Benefits,Job Skills,Productivity,Alignment (Education),Outcomes of Education,Futures (of Society)

&quot;Investing in Kids: Early Childhood Programs and Local Economic Development,&quot; a 2011 book by Timothy Bartik, Senior Economist at the W.E. Upjohn Institute for Employment Research, provides a new evidence-based approach for effective economic development. This approach is designed to support business growth and job creation by improving worker productivity and earnings both today and in the years and decades to come. In his book, Bartik argues for a comprehensive model that employs a combination of programs--well-designed business incentives and high-quality early childhood services open to all children--to build short- and long-term human capital. By supplementing a research driven package of business incentives with investments in early childhood programs, economic development agencies can meet business' immediate need for skilled workers, strengthen the workforce pipeline, and generate strong returns to taxpayers. This brief summarizes Bartik's findings on early education. His book also contains a detailed analysis of the data on business incentives and related recommendations. (Contains 8 endnotes and 3 exhibits.)
Business Case for Early Childhood Investments
Author: America's Promise Alliance
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Young Children,Human Capital,Business,Leadership,Persuasive Discourse,Early Childhood Education,Cost Effectiveness

America's Promise's ReadyNation initiative has released this brief, which &quot;makes the case&quot; to business leaders on why investing in early childhood should be important to them. The brief includes &quot;how-to&quot; tips, helpful statistics and more.
Proposed Cal Grant Cuts Would Hit Community College Students Hardest. Keeping California's Promise. Issue Brief
Author: Cochrane, Deborah Frankle
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Educational Finance,Community Colleges,Grants,College Students,Program Budgeting,Retrenchment,Student Financial Aid,State Aid,Funding Formulas,State Policy,Eligibility,Institutional Characteristics,Economic Impact

Many more community college students than students at California's four-year colleges would lose financial aid under Governor Schwarzenegger's proposed budget for 2009. This issue brief finds that the budget-cutting plan would eliminate new Cal Grant awards for 45 percent of community college students who would have received them, compared to five percent of would-be recipients at the University of California and 10 percent in the California State University system. (Contains 5 sources and 7 footnotes.) [Contributions to the writing and production of the brief are by Robert Shireman, Lauren Asher, Edie Irons, and Shannon Gallegos.]