ethanporcaro/eric-fulltext-meta huggingface dataset:
WICHE Student Access Programs: By the Numbers, 2018-19
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Exchange Programs,Geographic Regions,Out of State Students,Tuition,Enrollment,Paying for College,Majors (Students),Money Management,Eligibility,Access to Education,Fees,Public Colleges,Private Colleges,Community Colleges,Occupations,Dentistry,Medicine,Occupational Therapy,Optometry,Pharmacy,Physical Therapy,Allied Health Occupations,Podiatry,Veterinary Medicine,College Transfer Students,Outcomes of Education,Income,Graduate Study

For 65 years, the Western Interstate Commission for Higher Education (WICHE) has been serving the students of the West. The largest of WICHE's three Student Access Programs, the Western Undergraduate Exchange (WUE), helps more than 40,000 Western undergraduates save on nonresident tuition. The Western Regional Graduate Program (WRGP) allows nonresidents to pay resident tuition rates to attend more than 700 programs at nearly 60 Western institutions. And the Professional Student Exchange Program (PSEP) has enabled affordable access to professional health care programs (now in 10 fields) since the 1950s. This report outlines key data elements related to WUE, WRGP, and PSEP for the 2018-19 academic year across a range of categories. It also includes participation and migration for each of WICHE's Student Access Programs, and state-by-state summaries that provide convenient reference for an array of stakeholders in each of WICHE's 16 states and territories. In doing so, the report is a core resource for policymakers, institutional leaders, counselors, and other stakeholders across the region who find value in these programs on behalf of the students, families, and communities they serve. [For the 2017-18 report, see ED586790.]
Broken Mirrors: Black Student Representation at Public State Colleges and Universities
Author: Nichols, Andrew Howard
Date: 2019-03-00
Type: Reports - Research
Subjects: African American Students,Public Colleges,Enrollment,College Graduates,Racial Differences,Undergraduate Students,Equal Education,Access to Education,Racial Bias,Geographic Location,Associate Degrees,Bachelors Degrees,White Students,Selective Admission,Disproportionate Representation,Community Colleges,Vocational Schools

If America's public colleges and universities are supposed to be true democratic engines of opportunity and social mobility, their student body and graduates should at least mirror the racial and ethnic demographics of the state in which they reside. Public institutions should reduce -- rather than exacerbate -- race-based inequalities and advance the public interest by ensuring all Americans, regardless of race or ethnicity, are able to seek and earn a college degree. Although these expectations of public colleges and universities are more than sensible, they reflect more of an idealistic aspiration than a current reality. It is well-known that Black students continue to be underrepresented at the public flagship universities in most states. But how about at the hundreds of other public institutions of higher education across the country, both two-year and four-year? That's the question we've set out to answer with our State of Higher Education Equity project. As the next part in the project, Broken Mirrors digs deeper into where Black students go to college and what kinds of degrees they receive. To do this, we posed six questions related to Black student representation among undergraduates and degree earners. The answers clearly illustrate that public institutions in too many states are falling short of their obligation to enroll and graduate Black students.
Bridging the Skill Gap: Helping Non-Traditional Students Develop Research Skills When They Need It Most
Author: Wray, Christina C.
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Nontraditional Students,Research Skills,College Students,Working Class,Skill Development,Academic Libraries,Library Instruction,Information Literacy,Scaffolding (Teaching Technique),Seminars,Computer Uses in Education

Many of the research skills needed to succeed in higher education are never explicitly taught. Most students learn through experience and exposure. However, working-class students don't always grow up in academic environments that provide the same exposure to these skills. This paper will explore ways to help working-class and non-traditional students develop fundamental research skills while respecting their busy schedules. The University of Central Florida Library's &quot;Research Tips Tuesdays&quot; webinar series will be used as a model to help instructors identify skill gaps, design scaffolded skill building programs, and brainstorm potential campus partners. [For the complete proceedings, see ED597786.]
Experiences of Two Academics Teaching Abroad: The Impact of Culture
Author: Garcia, Nancy
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Teacher Attitudes,Teaching Experience,Overseas Employment,Occupational Mobility,Foreign Countries,Barriers,Cultural Awareness,Global Approach,Cultural Pluralism,Cultural Differences,Classroom Techniques,Cognitive Style,Learning Activities

This paper explores the collective experiences of two academics teaching in Beijing, China. Emphasis is placed on the impact of this experience on personal and professional development. In addition, this paper will provide recommendations for embarking on a professional assignment abroad. Thus, by sharing experiences, challenges, and strategies, fellow academics embarking on a similar journey will be better prepared to teach abroad and, as a result, prepare students for a diverse and global workplace. [For the complete proceedings, see ED597786.]
Graduate&apos;s Writing, Anxiety, Self-Efficacy, and Possible Solutions
Author: Gernatt, Joshua
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Anxiety,Self Efficacy,Research Reports,Writing Skills,Writing Assignments,Writing Evaluation

Graduate students face writing anxiety and low self-efficacy regarding writing research papers. Holladay (1981) addressed the negative characteristics of anxiety in graduate students by writing: &quot;They are frightened by a demand for writing competency, they fear evaluation of their writing because they think they will be rated negatively, they avoid writing whenever possible, and when they are forced to write, they behave destructively&quot; (as cited in Holmes, Waterbury, Battrinic, &amp; Davis, 2018, p. 66). This chapter identifies several situations and repeating themes associated with writing anxiety, causes of low self-efficacy in research writing, and illustrates positive results from programs offered to assist graduate students in research paper writing. [For the complete proceedings, see ED597786.]
Empowerment Agents in the Development of Adult, Working-Class, and Black Female Scholars
Author: Wilkerson, Amanda
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Empowerment,African Americans,Females,Scholarship,Adults,Working Class,Doctoral Students,Doctoral Degrees,Adult Students,Ethnography,Personal Narratives

The purpose of this article is to enhance understanding of how Black female working class adult scholars cultivated support and advancement in the academy with the goal of entering the professoriate. In this critical ethnography, the authors elaborate on the concept of empowerment agent to detail how professionals within the academy created pathways to the professoriate for marginalized doctoral students. Drawing from the work of Pendakur's empowerment agent to respond to the troubling data indicating a decrease in faculty diversification, the authors propose approaches that college and university faculty, staff, and administrators can utilize to act as empowerment agents in support of marginalized adult learners. [For the complete proceedings, see ED597786.]
Foreign Language Policies, Consequences, and Recommendations
Author: Rambur, Shawna
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Second Language Instruction,Second Language Learning,Educational Policy,Dual Enrollment,Labor Market,Intercultural Communication,Language Proficiency,Bilingual Education,Immersion Programs,Elementary Secondary Education

The U.S. job market increasingly seeks culturally responsive, multilingual employees a goal poorly aligned with U.S. higher education policies. This paper reviews recent K-16 enrollment in foreign language courses, with a focus on higher education. The individual and societal case for foreign language immersion throughout the educational pipeline in the will be detailed and compared to efforts abroad. Current policies and practice pitfalls as well as potential solutions will be discussed, including a shift from a language-literature approach to a proficiency approach fostered by context-rich dual degree programs. These recommendations aim to shape educational policies to encourage foreign language proficiency with an overall goal of creating agile, highly sought graduates who thrive in a continuously more competitive job market. [For the complete proceedings, see ED597786.]
Democracy and Education: Dewey and Adult Learners Today
Author: Coulter, Xenia
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Philosophy,Adult Learning,Democracy,Humanistic Education,Learner Controlled Instruction,Adult Students

In the authors' conference presentation, they sought to emphasize that in his well-known book, &quot;Democracy and Education&quot; (1916), John Dewey's goal was to describe an education appropriate to a democracy. They point out that he also believed that his approach was a more humane way of teaching and, as many have argued since (e.g., Paley, 1992; Rogers, 1969, 1983), a more effective way for students to learn. However, his primary goal was to argue for a form of education that allowed students to be their own free agents in learning. (For a contemporary restatement of this viewpoint, see also Biesta, 2017.) The authors also observe that although he wrote about education for children, his ideas are easily applied to education at all stages of life. (Dewey is sometimes credited with being one of the first to advocate &quot;life-long&quot; learning; see e.g., Cross-Durant, 1987.) Adult learners, many years out of school, have been learning on their own to make decisions and choices, to acquire skills needed at home or at work, to improve life for others, and to contribute to their communities. In short, in the many years out of school, adults typically have acquired an impressive set of work skills along with personal knowledge of importance in their lives. When they are encouraged to seek credit for this knowledge (the extent of which they often fail to fully appreciate), they are far readier to approach their academic studies in the ways Dewey recommends than are traditional-aged students without this extended period of learning on their own. Thus, the authors conclude, given the current rather rigid state of education (e.g., its domination by textbook companies, testing industries, government bureaucracies, and demands for credentials), that the best place to begin rethinking current-day educational practices, which they believe may be helping to undermine the nation's democratic institutions, should be with adult college students. This paper includes a brief summary of the authors' approach to their conference session and the session's outcomes. [For the complete proceedings, see ED597786.]
How Does Experimental Learning Increase Skills and Knowledge Acquisition and Retention in the Non-Traditional Adult Learner?
Author: Anticol, David
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Experimental Programs,Nontraditional Education,Nontraditional Students,Military Training,Health Education,Retention (Psychology),Adult Students,Adult Learning

In today's educational and workforce settings, the desire is for students to not only have &quot;book knowledge&quot; but also the ability to implement that knowledge into skills and abilities. Those desires are often met with decreasing time and money in order to help foster those knowledge, skills, and abilities (KSA). Experimental Learning is a critical learning step to bridge that gap. In high-stakes settings, like healthcare and military education, where non-traditional learners are often found, experimental learning can help build the confidence and KSAs, ensuring skills and knowledge acquisition and retention in non-traditional adult learners. Experimental learning is an avenue to ensure non-traditional adult learners are able to put into practice knowledge learned to develop sound and critical skills and abilities. [For the complete proceedings, see ED597786.]
Innovation in Prior Learning Assessment: Program, Course, Model, and Best Practices
Author: Sherron, Todd
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Prior Learning,Student Evaluation,Best Practices,Adult Students,Nontraditional Students,Educational Innovation,Competency Based Education,Educational Practices,College Students

Prior learning assessment (PLA) supports student persistence, shortens time-to-degree, and boosts degree completion, particularly for post-traditional (adult or non-traditional) students and underserved populations. This proceeding examines an innovative approach to PLA using block credit. Administered within the award-winning Department of Occupational, Workforce, and Leadership Studies at Texas State University, the current PLA competency model integrates components from an original model, Bloom's revised taxonomy, and the U.S. Department of Labor's Occupational Information Network (O*NET Online) measures. We discuss PLA innovation, including course and students, competency model and portfolio evaluation, best practices for stakeholders, and implications for research and practice. [For the complete proceedings, see ED597786.]
California&apos;s Education Systems: A Sum of the Moving Parts. A Primer for the California Education Policy Fellowship Program
Author: Nodine, Thad R.
Date: 2019-03-00
Type: Reports - Research
Subjects: Partnerships in Education,Educational Policy,Educational Objectives,Fellowships,Common Core State Standards,Elementary Secondary Education,Postsecondary Education,Educational Attainment,Low Income Students,Poverty,Ethnic Groups,Educational Change,Higher Education,Outcomes of Education,College Readiness,Career Readiness,Community Colleges,Two Year College Students,Graduation Rate,White Students,African American Students,Hispanic American Students,Asian American Students,High School Graduates

California is home to more of the &quot;super rich&quot; than any other state (Pastor &amp; Braun 2015), and yet Californians, on average, have become poorer since the turn of the century. With cost of living taken into account, California now claims the nation's highest rate of poverty (Fox 2017). California's disparities extend beyond economic factors. Based on health status, educational attainment, and income, California has been called the &quot;most unequal state.&quot; California is also the most diverse state, and its poverty levels vary widely by ethnic group. Latinx represent about 39 percent of the state population generally, and 54 percent of its K-12 school population. Non-Latinx whites make up 37 percent of the state population (U.S. Census 2017). About 44 percent of California's households speak a language other than English at home, which is more than twice the national average (21%). Latinx in California are about twice as likely as non-Latinx whites to be below the federal poverty threshold (14% vs. 7%), and about 17 percent of blacks are living in poverty (Kaiser 2017). If its educational institutions are to assist in addressing the state's significant disparities and advancing economic growth and civic stability, then schools, colleges, and universities will need to help all students reach their educational goals. Chapter 1 examines key indicators of student progress and completion in California's schools, colleges, and universities. Chapter 2 provides a brief overview of the governance structure of California's education systems and the challenges that this structure presents. Chapter 3 explores California's options to understand and improve all students' opportunities to reach their educational goals across education systems.
Investigating Gender Exclusivity in the Military Using CHAT
Author: Bellue, Kyle
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Gender Bias,Females,Military Personnel,Cultural Influences,History,Equal Opportunities (Jobs),Work Environment

This paper examines the potential causes of gender exclusion and the tension women face within the military today by drawing upon Cultural-Historical Activity Theory (CHAT) to examine the interaction of mediating tools within the military, as well as cultural and historical factors, that inhibit gender inclusivity. Using this theory, contradictive elements within the activity system of gender inclusivity will emerge to spotlight areas of future research into women's activity in the military and the role they play as an underrepresented part of the organization. This will hopefully lead to finding areas of expansive transformation regarding how women learn and survive in the male-dominated working environment of the military. [For the complete proceedings, see ED597786.]
Higher Education for Working-Class Adults -- Together, We Can Make It Work
Author: Marade, Angelo
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Working Class,Adult Students,Student Needs,College Students,Student Personnel Services,Academic Support Services,Self Concept,Internship Programs,Cooperative Programs

This literature review demonstrates that many working-class adult-learners continue to face challenges during their quest for new meaning in their lives. Many adults in workplace settings find themselves in environments with very little support. Consequently, adult learners rely on the academic community as their main source of emotional and academic support. Currently, many colleges do not offer adult learners effective student services and support. Research suggests a coming together of authentic college leadership is needed to meet adult learners' needs and career-oriented goals. Taken together, the availability of more college co-op programs with offerings of incremental academic and workplace achievement could effectively address adult learners' needs and concurrently contribute to the successful achievement of their academic goals. [For the complete proceedings, see ED597786.]
Preparing for the Fourth Industrial Revolution with Creative and Critical Thinking
Author: Coberly-Holt, Patricia
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Creative Thinking,Industrialization,Thinking Skills,Technological Advancement,Creativity,Problem Solving,Job Skills,Workplace Learning,Skilled Workers

We currently find ourselves in the midst of the fourth industrial revolution, a time when everything around us is evolving at an exponential pace, which is disrupting virtually every industry around the globe. With today's transformations and changes in the workplace, there are skills needed to remain employed. As we continue along this path, workplaces will require adaptable people whose jobs are reimagined, enriched, or facilitated by the technology they work alongside. This paper will begin with skillsets that will be needed by workers, followed by current descriptions of two of these crucial skills, and finally discuss how the two opposed skills can be brought together for learners. [For the complete proceedings, see ED597786.]
Rural Working-Class Scholars&apos; Perspectives and Experiences Seeking Postsecondary Education
Author: Isbell, Janet Kesterson
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Rural Areas,Postsecondary Education,Access to Education,Nontraditional Students,Adult Students,Working Class,Student Motivation,Barriers,Social Support Groups,Family Influence,Self Esteem

As the economy became the driving force behind education policy in recent decades, postsecondary education planners and policymakers turned their attention to older adults. In Tennessee, the state launched its &quot;Drive to 55&quot; campaign to increase the number of residents earning postsecondary degrees. Along with these changes came the call for more research to inform practices and policies related to older adult learners. This study sought to understand postsecondary education experiences of adult scholars from rural, low-education counties in Tennessee. Findings demonstrated participants' determination to complete despite initial doubts, the importance of informal peer supports, and the significance of family. [For the complete proceedings, see ED597786.]
School Leader Skill Development on the Job: Synopsis of Research and Major Findings
Author: Lyons, Nicole
Date: 2019-03-00
Type: Speeches/Meeting Papers
Subjects: Instructional Leadership,Skill Development,Educational Research,Assistant Principals,Principals,Leadership Effectiveness,Job Skills,Elementary Secondary Education,Faculty Development,Leadership Training

In this study, the researcher wanted to answer the following research question: How do K-12 assistant principals and principals develop their leadership skills and practices on the job after their pre-service programs in various school contexts? The researcher used purposive sampling, gathering participants from a state association of school principals in New England. The researcher conducted semi-structured interviews with each participant and used the Dreyfus &amp; Dreyfus Five Stage Model of Adult Skill Acquisition (The Model) results as well as documents to support the participants' perceived skill level. Inductive analysis was used to analyze the interviews, The Model, and document examination. Then, a cross-case analysis was conducted to reveal practices school leaders have developed on the job in order to be effective leaders in their school contexts. In order to address issues of trustworthiness, researcher utilized member checking, triangulation (interviews, skill model, and document examination), coding strategy, peer review, and thick description to address credibility, transferability, dependability, and confirmability. [For the complete proceedings, see ED597786.]