ethanporcaro/eric-fulltext-meta huggingface dataset:
Diversity in Engineering Education Research: Insights from Three Study Designs. Research Brief
Author: Allendoerfer, Cheryl
Date: 2007-07-00
Type: Reports - Research
Subjects: Majors (Students),Engineering Education,Minority Groups,Minority Group Students,Engineering,Transfer Students,Research Methodology,Student Experience,Researchers,Student Diversity,Females,Sciences,Disproportionate Representation,College Faculty,African American Students,Hispanic American Students,Cultural Differences,Cognitive Style

One research area with particular potential for having impact on engineering education is diversity. Diversity is a significant concern in engineering education, as evidenced by the numerous recent calls to recruit and retain more women and underrepresented minorities into engineering majors and professions. By encouraging educators to think about diversity, the authors hope to emphasize the idea that investigating issues of diversity in engineering education means both characterizing retention and participation in engineering and delving into the theories that might help explain these patterns. Examples of how people are thinking about and studying diversity can be drawn from the work of engineering faculty who participated in the Institute for Scholarship on Engineering Education (ISEE). The primary goal of ISEE is to cultivate a diverse community of engineering education researchers who can think and work across disciplines with the ultimate aim of improving the engineering student experience. The example studies in this paper examine types of diversity that are frequently discussed as national concerns: (1) underrepresented minority students; (2) transfer students; and (3) learning styles. These researchers developed their studies and conceptions of diversity issues in ways salient to their specific campus contexts. The researchers were also very deliberate and careful in the development of their research questions and study designs. In each study, both the research question and research methods allowed the researcher to first assess the study context, describe the situation, and back up that description with data. The researcher was then well-positioned to dig deeper and develop a richer, more meaningful explanation of why and how certain things were happening in the setting. The three studies described provide examples of how some researchers are conceptualizing and investigating diversity in engineering education. For other engineering educators who may wish to conduct similar studies of diversity issues, it is important to view these examples not necessarily as models to be replicated, but as illustrations of the importance of context and the critical need to rethink assumptions about diversity.
Using Diversity Statements to Promote Engagement with Diversity and Teaching. Research Brief
Author: Turns, Jennifer
Date: 2007-08-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Graduate Students,Student Diversity,Learner Engagement,Teaching Methods,College Faculty,Diversity (Faculty),Higher Education

For many engineering educators, the often controversial topic of diversity can be frustrating and difficult. Even for those who acknowledge that diversity is an important issue for the engineering education community, translating understanding into tangible actions that support diverse students can be problematic. This paper provides results from a program using written diversity statements to encourage thinking and dialogue about the topic of diversity among graduate students interested in a faculty career. Analysis of the discourse surrounding the diversity statements suggests that there is reason to be encouraged about the usefulness of such an exercise in enabling participants to engage with diversity issues in engineering education. The data reflect a conversation with a continuous interplay of three topics (diversity, teaching, and task), and concerns about the purpose of the diversity statement were restricted to the early part of the conversation. All participants were involved in the conversation and had similar overall contributions that continued throughout session 7 and included all three primary themes (diversity, teaching, and task). The conversation covered a variety of challenges associated with thinking about diversity and teaching, but also included concrete strategies for integrating diversity issues into teaching, including both in-class actions and outside of class activities. Analysis of the data also indicates that the participants were capable of discussing, writing, and thinking about diversity in engineering education. Participants' perspectives on teaching went well beyond traditional lecturing, and they had sufficient awareness of diversity issues to begin and sustain the conversation. Participants engaged in this complex discourse without any external authority figures managing the discussion or providing additional information. The authors conclude that the graduate students in this study were prepared to discuss issues of diversity and teaching on engineering.
Engineering Students Define Diversity: An Uncommon Thread. Research Brief
Author: Fleming, Lorraine
Date: 2008-06-00
Type: Reports - Research
Subjects: Attitude Change,Student Attitudes,Teaching Methods,Racial Identification,Race,Engineering,Opinions,Grounded Theory,Private Colleges,Engineering Education,Student Diversity,Longitudinal Studies,Interviews,College Students,Higher Education,Sex Role,Sexual Identity,Females,Males,Role Models

Diversity has taken on many meanings, depending on the context in which it is used and the person using it. Today's engineering students have come to embody diversity as an extension of their home, academic and social environments. The result is a group of students that often show indifference to diversity (however defined) and the impact it will have on their professional careers. This study used grounded theory, an inductive, analytical approach, to develop the concepts that ultimately informed the research. Findings from structured interview data from 94 (out of 160) sophomore students participating in a longitudinal study called the Academic Pathways Study were analyzed. The four participating schools (referred to by pseudonyms) include: (1) Technical Public Institution (TPI), a public mid-western university specializing in teaching engineering and technology; (2) Urban Private University (UPU), a private, mid-Atlantic Historically Black University; (3) Large Public University (LPU), a large public university in the Northwest US; and (4) Suburban Private University (SPU), a medium-sized private university on the West Coast. The major findings of this study are divided into three primary categories: (1) defining diversity; (2) gender roles and identity; and (3) racial identity. Students defined diversity in many ways. Among the familiar themes were diversity of gender, race, culture, and ideology. The less familiar themes included diversity of major, geography, socio-economic status, and political affiliation. When students were asked to what extent their gender affects their views of becoming an engineer, two statistically significant relationships were found. First, female and male students had differing opinions about the impact that gender has on their becoming an engineer and second, that a lack of role models was significantly associated with being female. Almost two thirds (63%) of students said that their gender did not affect their views of becoming an engineer. However, both females and males voice many different opinions about the impact of gender on their educations. Students were also asked to share views about how they believed their racial identity affected their views of becoming an engineer. Eighty-one percent answered "no," that race had no impact on their engineering aspirations. These findings together demonstrate a changing attitude toward diversity among college age students. As the multicultural landscape continues to broaden, radial identity is a term that must be operationalized, and not generalized, for discussion among engineering academicians to incorporate in the teaching and learning process.
Impact of Sequestration on the Nation's Urban Public Schools. Research Brief
Author: Council of the Great City Schools
Date: 2012-12-00
Type: Reports - Research
Subjects: Urban Schools,Public Schools,Financial Problems,Retrenchment,Budgeting,School Districts,Federal Programs,Academic Achievement,Core Curriculum,State Standards,Alignment (Education)

The nation's urban public school districts have been bracing for the fiscal impact that would result from a sequestration of federal funds, a financial provision in the Budget Control Act of 2011. The result of this across-the-board cut would be felt most severely by programs serving poor urban students, students with disabilities, and English learners, and would also impact teacher salaries, classroom aides, professional development, and career and technical education programs in high schools across the country. (Contains 5 exhibits.)
Implementing the Common Core State Standards in Urban Public Schools--2012
Author: Council of the Great City Schools
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Stakeholders,Professional Development,Educational Change,School Districts,English Instruction,Mathematics Instruction,Language Arts,Communication Strategies,Surveys,Academic Standards,Public Schools,Urban Schools

This report represents findings from a survey the Council did in which 36 Council member public school districts responded to questions regarding the implementation of the Common Core State Standards (CCSS). The survey covered a wide range of implementation areas including questions regarding districts' long-term CCSS implementation plans, professional development activities in both English Language Arts & Literacy and Mathematics, strategies on measuring and collecting data on the implementation of the CCSS and communication strategies to inform key community and education stakeholders of their district's Common Core initiative. As school districts are only beginning to implement the Common Core State Standards, this report's findings represent the initial year in an expected trend toward full district-wide implementation. Appended are: (1) Crosstabs between professional development activities in English Language Arts and percentage of school-level staff knowledgeable of instructional implications of the CCSS--2012 (n=31); (2) Crosstabs between professional development activities for the Math CCSS and the percentage of school-level staff able to discuss instructional implications of the CCSS; and (3) Crosstabs between percentage of schools with organizational structures needed to implement the CCSS and the percentage of school level staff knowledgeable about instructional implications of the CCSS--2012 (n=31). (Contains 7 tables, 20 figures and 1 footnote.)
School-Based Health Centers and Childhood Obesity: &quot;An Ideal Location to Address a Complex Issue&quot;
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Public Health,Mental Health,School Health Services,Child Health,Obesity,Children,Adolescents,At Risk Students,Diseases,Physical Activities,School Role,Health Promotion,Health Education,Health Behavior,Nutrition Instruction,Prevention,Primary Health Care,Integrated Services,Educational Policy,Program Effectiveness

One of today's most pressing public health problems is the rise in childhood overweight and obesity. School-based health centers (SBHCs)--the convergence of public health, primary care, and mental health in schools--represent an important element in the public health toolbox for combating the challenging epidemic. When working side-by-side in a school setting, medical and mental health professionals have a unique window into their patients' world and unparalleled opportunities for addressing common and emerging health problems from a population-based approach. Childhood is a critical period for the development of healthy behaviors and habits that frequently continue to adulthood. In fact, obese children between the ages of 10 to 13 year old are 80 percent more likely to become obese adults. Addressing health and nutrition during childhood and adolescence is therefore critical to tackling obesity. Through the help of SBHCs, schools--where children spend a large majority of their time--present a great opportunity to instill life-long healthy behaviors in children and adolescents. (Contains 3 endnotes.)
School-Based Health Centers and Academic Success
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Change,School Health Services,Learning Readiness,Dropout Rate,Disadvantaged,Achievement Gap,African American Students,Males,Time Factors (Learning),Health Promotion,Child Health,Integrated Services,Primary Health Care,Mental Health,Public Health,Educational Policy,Program Effectiveness,Attendance Patterns,High School Students,Elementary School Students

Poor academic outcomes and high dropout rates are major concerns of educators, policy makers, and parents alike--and poor health severely limits a child's motivation and ability to learn. Recent research confirms that &quot;health disparities affect educational achievement&quot;. Improving students' health is integral to education reform. &quot;School-Based Health Centers&quot; (&quot;SBHCs&quot;)--the convergence of public health, primary care, and mental health--provide an optimal setting to &quot;foster learning readiness and academic achievement&quot; while giving children the resources they need to improve their health.
School-Based Health Centers: On the Front Line for Mental Health
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Health Needs,Public Health,Mental Health,School Health Services,Counseling Services,Substance Abuse,Urban Schools,Health Promotion,Health Education,Health Behavior,Primary Health Care,Child Health,Integrated Services,Program Effectiveness

School-based health centers (SBHCs) are the "ideal location" for primary care and mental health staff to "collaboratively address students' physical and mental health needs"--leading to greater success in school and in life. This brief document provides key facts that support this argument.
Cost-Savings of School-Based Health Centers
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: School Health Services,Costs,Cost Effectiveness,Investment,Public Policy,Research Reports,Program Evaluation,Health Promotion,Prevention,Primary Health Care,Mental Health,Public Health,Child Health,Integrated Services,Educational Policy,Program Effectiveness

This bnef document describes research and evaluations that have demonstrated that school-based health centers represent cost-effective investments of public resources.
School-Based Health Centers + School Nurses = Student Success
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Health Promotion,Health Education,Health Behavior,Nutrition Instruction,Health Insurance,Prevention,School Health Services,Child Health,School Nurses,Immunization Programs,Integrated Services,Academic Achievement,Well Being,Privacy,Role,Educational Finance,Primary Health Care,Mental Health,Public Health

School-based health centers (SBHCs) and school nurses know that healthy students learn better. They share an important mission: providing preventive care for all students they serve, with the goal of keeping students in class learning. They both: (1) Educate students and families about healthy behaviors and nutrition; (2) Enroll students and families in public insurance programs; and (3) Offer immunizations. The benefits of working together include: (1) Enhance students' health, academic outcomes, and overall well-being; (2) Plan and implement health promotion and disease prevention programs; (3) Increase information sharing to protect student privacy and continuity of care; (4) Reduce emergency room visits and hospitalizations; and (5) Detect health problems before onset of chronic conditions. This paper also presents questions and answers pertaining to SBHCs and school nurses.
Benefits of School-Based Health Centers
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Attendance,Public Health,Mental Health,Counseling Services,Depression (Psychology),Suicide,Pregnancy,School Health Services,Minority Group Students,Males,Adolescents,Costs,Cost Effectiveness,Public Policy,Research Reports,Program Evaluation,Health Promotion,Prevention,Primary Health Care,Child Health,Integrated Services,Educational Policy,Program Effectiveness,Outcome Measures

This brief document provides a look at research and evaluations that have demonstrated that school-based health centers represent cost-effective investments of public resources.
Painting with Broader Strokes: Reassessing the Value of an Arts Degree--Based on the Results of the 2010 Strategic National Arts Alumni Project. Special Report 1
Author: Lindemann, Danielle J.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Alumni,Graduate Surveys,Art Education,College Graduates,High School Graduates,Educational Attitudes,Satisfaction,Outcomes of Education,Education Work Relationship,Career Choice,Teachers,Volunteers,Economic Status,Barriers,Self Employment,Individual Characteristics

What is the value of an arts degree? How do arts graduates define success and how can educational institutions better prepare arts students for career achievement? The responses of 13,581 arts alumni to the Strategic National Arts Alumni Project (SNAAP) survey in 2010 provide an unprecedented opportunity to answer critical questions. SNAAP results challenge pre-existing frameworks for evaluating the impact of an education. Prevailing views are fixated on measures related to salary and traditional employment options, whereas SNAAP findings suggest there are multiple ways to view the value of an arts education. Whether they work in the arts or in other fields, arts graduates continue to flex their creative muscles after graduating by using the creative skills they learned in school, teaching the arts, and contributing to the arts in their non-work time through volunteering, participating, and making and performing art. At the same time, arts alumni face hurdles after graduation and must draw upon a certain "pluckiness" to succeed. Arts training requires a balancing act between the development of creative talent and necessary support to navigate the job market. Both those evaluating the impact of arts degrees and those in a position to influence arts training must paint with broader strokes, looking beyond narrow educational measures as the sole defining features of educational success but also expanding the scope of arts training to provide students with the resources necessary to move forward in their careers. (Contains 12 tables and 38 footnotes.) [This paper was written with Sally Gaskill, Scott D. Jones, George D. Kuh, Amber D. Lambert, Jennifer Lena, Angie L. Miller, Kendall Park, Ellen B. Rudolph, and Leah Vanderwerp.]
A Diverse Palette: What Arts Graduates Say about Their Education and Careers. Annual Report 2012
Author: Indiana University, Strategic National Arts Alumni Project
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Alumni,Graduate Surveys,Art Education,College Graduates,High School Graduates,Educational Attitudes,Satisfaction,Outcomes of Education,Education Work Relationship,Employment,Majors (Students),Job Satisfaction,Income,Economic Status,Teachers,Volunteers

Educators, researchers, and policy makers have long been interested in what happens to students after they graduate. For this reason as well as others, some high schools and most colleges and universities try to stay in contact with their alumni. While the quality of K-12 and postsecondary education in general has long been debated, in recent years the value of arts education has been particularly questioned. Yet reliable data on some highly desired outcomes of postsecondary education, perhaps especially arts education--such as the capacity to continue to learn on one's own or to think deeply about and craft creative solutions to complex problems--may not be evident until many years after college. This annual report from the Strategic National Arts Alumni Project (SNAAP) provides some answers as well as context for a better understanding of student learning outcomes in arts education. (Contains 8 tables, 6 figures and 11 notes.)
Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11. First Look. NCES 2013-001
Author: Thomas, Nina
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,High Schools,High School Students,Credits,Dual Enrollment,Postsecondary Education,Advanced Placement Programs,Distance Education,Academic Education,Vocational Education,Student Transportation,Student Costs,Institutional Characteristics,Prerequisites,Educational Finance,Associate Degrees,Bachelors Degrees,Certification,Secondary School Teachers,College Faculty,Grouping (Instructional Purposes),National Surveys

This report provides nationally representative data on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. The National Center for Education Statistics (NCES) previously collected data on dual credit and exam-based courses for the 2002-03 school year from high schools (Waits, Setzer, and Lewis 2005; Kleiner and Lewis 2005). To gather current data on dual credit and dual enrollment, NCES fielded an updated survey of public high schools on dual credit and a complementary survey of postsecondary institutions on dual enrollment. The study presented in this report collected information from public high schools with grade 11 or 12 about dual credit and exam-based courses for high school students in the 2010-11 school year. NCES, in the Institute of Education Sciences, conducted this survey in fall 2011 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,500 public high schools with grade 11 or 12 in the 50 states and the District of Columbia. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public high schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public high schools. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 10 footnotes.)