ethanporcaro/eric-fulltext-meta huggingface dataset:
The Distance Educator's Opportunity for Institutional Leadership
Author: Matkin, Gary W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Continuing Education,Distance Education,Educational Opportunities,Influences,Instructional Leadership,Teacher Leadership,Accountability,Influence of Technology,Competition,Educational Technology,Educational Practices,Change Strategies,Educational Change,Performance Factors

Continuing education is facing greater opportunities and challenges than at any other time in history. In this article, the author focuses on the unique and identifiable circumstances that are presenting distance educators with unprecedented opportunities to assume greater leadership roles in their parent institutions. These opportunities are largely driven by outside forces acting on institutions of higher education, and by the inherent advantages that distance (and continuing) educators have over others in academia. The author will describe these outside forces, list the advantages that distance educators possess, and then identify practical ways in which they can take advantage of this situation.
An Update on Student Authentication: Implementation in Context
Author: McNabb, Lori
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,College Students,Identification,Federal Legislation,Educational Legislation,Federal Regulation,Cheating,Prevention,Supervision,Computer Security,Information Technology

This article discusses the implementation this year of the Department of Education's Higher Education Opportunity Act of 2008 (HEOA), which requires accreditors to ensure that an institution that offers distance or correspondence education has a process in place to establish that a student who registers in a course or program is also the same student who participates in and receives credit for the course or program. This requirement has generated a robust dialogue about academic integrity in the distance education community and has created opportunities for companies to provide student authentication technology. Drawing extensively on the extant literature relevant to student authentication and academic integrity, the author outlines how the federal requirements can best be met.
Growing with the Flows
Author: Durkin, Dorothy
Date: 2010-00-00
Type: Journal Articles
Subjects: Policy Formation,Coping,Educational Change,Access to Information,Technological Advancement,Influence of Technology,Marketing,Student Recruitment,Knowledge Management,Continuing Education,Higher Education

People live and work in an era of transformation and uncertainty; they know that things are changing, but they are not sure where they are headed. One of the key forces of change is the enormous flow of information that individuals and institutions consume and produce. Awareness of knowledge flow is essential, but so is the sense that neither individuals nor institutions can control these flows. In this article, the author provides useful strategies for coping with information overload in developing an effective marketing campaign for her institution.
Digital Public Relations: E-Marketing's Big Secret
Author: Gifford, Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: Continuing Education,Public Relations,Marketing,Program Descriptions,Student Recruitment,News Media,Web Sites,Search Engines,Internet,Computer Uses in Education

Online programs and courses are established presences in higher education, and so are processes such as online registration. Prospective students routinely turn to the web for information to help them decide on the most appropriate programs for their situation. Digital public relations (digital PR) is rapidly becoming one of the cornerstones of an effective competitive strategy, and by efficiently combining marketing, search engine optimization, and digital PR to promote news about the professional and continuing education programs of the university, University Professional &amp; Continuing Education Association (UPCEA) member institutions will reach millions of people searching for information online daily. In this article, the author, who is the director of marketing for Linfield College's Division of Continuing Education, relates how she employs digital PR to produce significant increases in visitors to the institution's website and to targeted webpages by prospective students conducting searches that are a close match with the university's professional and continuing education programs.
Partner for More: Creating and Sustaining Collaboration to Support Campus-Based Rich Media
Author: Hancock, Mara
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Open Source Technology,Multimedia Materials,Influence of Technology,Web Based Instruction,Partnerships in Education,Program Descriptions,Program Development,International Education,International Cooperation,Educational History

Education in the 21st century is diverse not only in content and discipline but also in format and delivery. Today's students have access to a broad range of information, knowledge, ideas, and opinions well beyond their classroom. Never before have learners been able to interact so closely with instructors, mentors, subject-matter experts, and peers, and yet be so dispersed. As the possibilities for educational institutions have increased, so have the challenges. Institutions are challenged to keep up with rapidly evolving technology and to cover costs for outfitting classrooms with high-cost hardware, proprietary software, long-term media and data management. Open-source, rich-media platforms such as Opencast Matterhorn 1.0 and Kaltura promise to make the capture, delivery, and access of video and audio content easier and less expensive. In this article, the author presents her experiences at Berkeley with the Sakai and Opencast projects as evidence that partnerships and associated communities within higher education can enhance both teaching and learning.
Putting Creativity and Innovation to Work: Continuing Higher Education's Role in Shifting the Educational Paradigm
Author: Sandeen, Cathy A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Creativity,Educational Innovation,Educational Change,Change Strategies,Surveys,College Faculty,Knowledge Level,Skill Development,Thinking Skills,Case Studies

The success of the US economy has always been its ability to innovate, create, invent, and commercialize groundbreaking discoveries. Today, Americans seem to be losing their edge and have begun to suffer an "innovation deficit." The authors say re-engineering the entire US educational system in order to foster and enhance necessary creativity and innovation skills is daunting. However, because of its ability to adapt, change, and develop educational programs rapidly in response to social, economic, and workforce trends, the field of continuing higher education should be particularly well suited to making an impact in this area. In this study, the authors conducted a web-based survey of continuing higher educators to assess the current state of education designed to enhance general creativity and innovation knowledge and skills. The survey revealed that to some degree continuing higher educators recognize the need for developing skills and abilities for greater creativity and innovative thinking, but the numbers are still modest and more needs to be done. Finally, the authors selected a few case studies of unique programs, events, and activities from different types of organizations that could be incorporated in various ways into professional development curricula, in the hope of motivating their colleagues.
For Gain or Pain? Establishing Effective Partnerships with outside Organizations
Author: Allen, Nicholas H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Continuing Education,Partnerships in Education,Group Dynamics,Best Practices,Institutional Advancement,School Business Relationship,School Community Relationship,Interpersonal Competence,Social Cognition,Program Effectiveness,Organizational Theories,Change Strategies

As pressure grows on continuing education (CE) operations to maintain or even increase their contributions to the parent institution, the imperative to consider partnerships with outside organizations for some aspects of institutional operations should be a key consideration. But under what circumstances does partnering make sense? How can a CE unit create conditions for effective partnerships? How can partnerships be properly monitored and terminated? The aim of this article is to provide perspective on partnering effectively. The authors discuss such topics as when to establish a partnership, how to engage and evaluate prospective partners, maintaining a productive partnership, ending a partnership well, and when not to enter a partnership.
Square Pegs, Round Holes: Distance Students and Campus Priorities in the Academic Community
Author: Wherry, Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Continuing Education,Teaching Methods,Continuing Education Units,Nontraditional Education,Barriers,Cheating,Nontraditional Students,Delivery Systems,Instructional Leadership,Academic Standards,Teaching Experience,Educational Practices

As universities respond to rapid changes in course delivery methods, economic shortfalls, and a re-examination of who their students are, continuing education (CE) units find themselves with an opportunity to influence significantly the direction of the response. Continuing education has long led the way in reaching out to previously unserved or underserved learners and meeting their distinct needs through innovative scheduling and formats, including distance education, as well as separate processes for registration, fee payment, advising, and other student services. In this article, the authors discuss their experiences in CE units at large public institutions where nontraditional or distance students are seen as square pegs that must fit into the round holes of campus procedures. They describe how continuing educators can provide leadership by demonstrating how the on-campus and off-campus core academic values result in a "one-size-fits-all" model for both.
Cooperative Education in the Andean Countries: A Case Study of International Education Efforts
Author: Cushman, Charles B., Jr.
Date: 2010-00-00
Type: Journal Articles
Subjects: Strategic Planning,Educational Needs,International Education,International Programs,Foreign Countries,Case Studies,Cooperative Education,Partnerships in Education,Governance,Program Descriptions,International Educational Exchange,Political Science,Group Dynamics,Intercollegiate Cooperation,Continuing Education

Since 2001, the Graduate School of Political Management (GSPM) at The George Washington University (GW) has managed a cooperative education program with a network of nine respected universities in South America. This &quot;governance and political management&quot; program serves working professionals in the civil service, political party offices, advocacy groups, non-governmental organizations, labor unions, business leaders, and the press. GSPM faculty travel to the region to lead weekend workshops to educate these working professionals in the tools, skills, and strategic management of communication, organization, and advocacy--an education not otherwise available in the region. Over 7,000 students have graduated from the GSPM program since its launch. International programs advance GW's goal of being a global university, but they are difficult to design, launch, and maintain. GSPM's innovation was to create the program with a sponsor in the region and to provide faculty to teach in programs offered, administered, and accredited in the regional nations. This cooperative-education model allows GSPM to focus on the content of the courses while the sponsor funds the effort and regional partners administer the program. The GSPM program can be a useful model for creating a cooperative international program that meets an educational need, addresses the challenges of running such a program, and successfully launches a partnership to bring world-class coursework to an underserved audience. (Contains 2 tables and 8 endnotes.)
Syracuse University English Language Institute: Business Communication for Executives
Author: de Berly, Geraldine
Date: 2010-00-00
Type: Journal Articles
Subjects: English Curriculum,Business Communication,Program Descriptions,Business English,Noncredit Courses,Business Administration Education,Cooperative Education,Participant Satisfaction,Course Organization,Course Descriptions,Contract Training,English Instruction,Continuing Education,Foreign Students

The Syracuse University English Language Institute (ELI), housed within University College, has been offering noncredit executive English courses on a contract basis for the past 12 years. Despite its small size and limited resources, the ELI, whose main mission is to prepare international students for academic study, also manages a successful Business English program, &quot;Business Communication for Executives.&quot; Cohorts of international executives in homogeneous language groups come to Syracuse for three weeks in the summer for an intensive course. At the end of the course, participants receive a certificate of completion, including comments from instructors as to their proficiency. Participants are junior and senior executives from a major international firm. The program's design utilizes the firm's stated values and services to address its personnel's needs in business communication, which include negotiation, critical thinking, and dispute resolution. The firm's lingua franca is English. This article provides a description of the program to assist administrators who may be contemplating expanding the scope of their English language offerings to serve corporate clients.
UCSC Extension in Silicon Valley: Early Enrollment Incentives
Author: Desrosier, James
Date: 2010-00-00
Type: Journal Articles
Subjects: Continuing Education,Incentives,Enrollment Management,Student Recruitment,Program Effectiveness,School Holding Power,Academic Persistence,Extension Education,Educational Objectives,Change Strategies,Program Implementation,Measurement Techniques,Withdrawal (Education),Dropout Rate

An economically healthy continuing education institution thrives or declines on its ability to offer courses that sufficient numbers of students want to enroll in and do in timely fashion. A key metric associated with this is the percentage of courses offered in any given quarter that are cancelled. Low cancellation rates contribute to institutional stability economically as well as to greater organizational productivity by sustaining efficient use of staff, facility, instructional, and marketing resources. Course cancellations can have a significant negative financial impact on the viability of an institution. To quantify this, University of California-Santa Cruz (UCSC) Extension in Silicon Valley conducted long-range tracking of the impact of early registration incentives against several key metrics. The director of its largest department, who eventually became the head of enrollment, initiated the effort, which showed that well-conceived, tightly implemented incentives could have a substantial beneficial impact on a continuing education operation.
Navigating the Social Media Learning Curve
Author: Pikalek, Amy J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Adult Students,Economic Factors,Educational Environment,Guidelines,Social Networks,Marketing,Educational Technology,Influence of Technology,Web Sites,Internet,Computer Uses in Education,Continuing Education,Program Descriptions,Program Development,Generational Differences,Case Studies,Computer Mediated Communication,Electronic Publishing

In recent years, terms such as &quot;social media&quot; and &quot;social networking&quot; have become staples in the university continuing education marketer's vocabulary. This article provides both a working knowledge of the social media landscape and practical applications of the concepts using a case study approach from a Midwestern university. Throughout are a number of definitions of commonly accepted terms related to social media and examples of how it was successfully--and less than successfully--applied to programs being marketed through the University of Wisconsin Extension's Division of Continuing Education Outreach and E-Learning (CEOEL) from 2006 to 2010.
Capella University: Innovation Driven by an Outcomes-Based Institution
Author: Pearce, Kimberly D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Virtual Universities,Educational Quality,Distance Education,Effective Schools Research,College Outcomes Assessment,Outcomes of Education,Expertise,Delivery Systems,Teacher Effectiveness,Evaluation Methods,Educational Innovation

In 2010, Capella University became the first online university--and the first for-profit institution--to receive the CHEA (Council for Higher Education Accreditation) Award for Outstanding Institutional Practice in Student Learning Outcomes. In 2009, Capella University also received the Platinum-level Learning Impact Award/Best Outcomes-based Learning Solution from the IMS Global Consortium; the WCET Outstanding Work (WOW) Award from the Western Cooperative for Educational Telecommunications; Best in Class, Interactive Media Awards, from the Interactive Media Council; and Blackboard Greenhouse Exemplary Course Award. How did Capella University accomplish this? More importantly, how is Capella systematically demonstrating high academic quality and successfully assessing learning outcomes for students? This article examines why Capella declared itself an outcomes-based institution, and explores the comprehensive learning and career outcomes system that Capella spearheaded over the last decade, along with the facets that go into Capella's outcomes-based approach. It also will touch on future capabilities of the system. (Contains 2 figures.)
Beyond One-Size-Fits-All College Dreams: Alternative Pathways to Desirable Careers
Author: Rosenbaum, James E.
Date: 2010-00-00
Type: Journal Articles
Subjects: High School Students,Student Educational Objectives,Education Work Relationship,Theory Practice Relationship,Educational Attainment,Goal Orientation,Career Awareness,Career Planning,Educational Opportunities,Community Colleges,Associate Degrees,Self Concept,Job Satisfaction,Reverse Transfer Students,Adoption (Ideas),Careers,College Preparation

The vast majority of high school students plan to attend college--and believe that a bachelor's degree all but guarantees them a high-paying job. What many of them don't know is that those who are not well prepared are not likely to graduate. They also don't realize that plenty of career-focused certificates and associate's degrees lead to satisfying careers that pay just as well as, and sometimes better than, careers that require a bachelor's degree. If detailed information on the broad array of higher education and career options were made available to them, students would have more incentive to work hard in high school and a better chance of achieving their dreams. This paper aims to identify three elements of the BA-for-all movement that are potentially harmful: (1) the idealization of the BA degree, which results in ignoring excellent options like an applied associate's degree in mechanical design technology, graphic communication technologies, dental hygiene, or computer networking; (2) the promise of college access, which results in high school students seeing their slightly older peers go off to college, but not seeing the trouble many have once on campus; and (3) the cultivation of stigma-free remediation, which results in many &quot;college&quot; students not even knowing that they are in remedial, noncredit courses. The authors discuss each of these issues and call for three simple remedies: (1) realizing that many good jobs do not require a BA; (2) fully informing students about their options; and (3) honestly telling them what it will take to succeed. (Contains 60 endnotes.)
Sparks Fade, Knowledge Stays: The National Early Literacy Panel's Report Lacks Staying Power
Author: Neuman, Susan B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Educational Research,Synthesis,Meta Analysis,Instructional Effectiveness,Research Methodology,Discovery Learning,Knowledge Level,Prior Learning,Predictor Variables,Reading Comprehension,Reader Text Relationship,Reading Motivation,Educational Strategies,Vocabulary Development,Holistic Approach

In this article, the author talks about "Developing Early Literacy," the report of the National Early Literacy Panel. The panel, which consisted of nine experts, was convened by the National Institute for Literacy to synthesize the research on the development of literacy from birth through age 5. Over the eight years of their work, only 190 studies met their rigid criteria for examining the effectiveness of instructional strategies, programs, or practices. Almost half of those studies (41 percent) focused on code-based interventions, which were designed to help young children understand the alphabetic principle, decoding (i.e., sounding out words), and encoding (i.e., learning which letters are used to write particular sounds and words). The author agrees that all these things are extremely important. But she worries that too many readers of "Developing Early Literacy" will not realize what a narrow view of literacy development it presents. She stresses her mother's advice on finding a life partner when reviewing a major meta-analysis on developing literacy. While her mom said to avoid the "flashy types" and pick someone with "staying power," the experts who wrote the report focused only on the most obvious components of developing early literacy. The author argues that the panel failed to consider the component with staying power: background knowledge. (Contains 11 endnotes.)
An Artful Summer: A Job Program Inspires Creativity and Teaches Responsibility
Author: Dubin, Jennifer
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Areas,Art Education,Nonprofit Organizations,Disadvantaged Youth,Summer Programs,Youth Employment,Creativity,Job Skills,Self Expression,Visual Arts,Job Training

Just as the economic downturn and narrowing of the curriculum have prompted school districts to cut art classes, a nonprofit organization in Baltimore gives disadvantaged youth the opportunity to create art, earn a stipend, and learn valuable job skills. Each summer, Art with a Heart hires about 40 young people to make marketable art--tables and chairs, jewelry, and lamps, among other pieces--which they then sell at Artscape, an annual summer arts festival in Baltimore. The author discusses Art with a Heart's Summer Job Program in Baltimore which inspires creativity and teaches responsibility. Art with a Heart uses art as a vehicle to teach job skills to students, many of whom have never filled out a job application or looked an interviewer in the eye. The program also allows teens to express themselves through visual art, an opportunity they may not get during the school year.