ethanporcaro/eric-fulltext-meta huggingface dataset:
The Changing Landscape of Library and Information Services: What Presidents, Provosts, and Finance Officers Need to Know. White Paper. CLIR Publication No. 162
Author: Holmgren, Richard
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Library Services,Information Services,Information Technology,Academic Libraries,Higher Education,Influence of Technology,Organizational Change,Educational Finance,Futures (of Society),Educational Trends,Library Role

In December 2013, the Council on Library and Information Resources (CLIR) sponsored a workshop that explored the ways in which library and information technology services (LITS) organizations and academic institutions will need to evolve in the face of new challenges and opportunities. The workshop discussions, reflected in this paper, offer insight into how the transformative potential of an evolving digital infrastructure can help relieve the pressures faced by these institutions. Meeting participants discussed the changing nature of their combined LITS organizations and explored opportunities and challenges presented by the blended organization model. This blend of disciplinary viewpoints and the expanded vision that these professionals must have to lead an integrated LITS division allowed the group to consider libraries and IT in a broader institutional context.
The Experiences of One New York City High School Cohort: Opportunities, Successes, and Challenges
Author: Ready, Douglas
Date: 2013-10-08
Type: Reports - Research
Subjects: Educational Change,College Preparation,Career Readiness,High School Students,Public Schools,Program Design,Educational Policy,Educational Objectives,Grade 9,Educational Improvement,Graduation Rate,Barriers,Data Analysis,Mathematics Education,Student Mobility,Attendance,Student Behavior,Student Characteristics,Institutional Characteristics,Suspension,Outcomes of Education,Quasiexperimental Design,Advanced Courses,School Surveys,Longitudinal Studies,Educational Finance,Policy Formation,Correlation,Academic Persistence,College Attendance,Academic Achievement

The shift in education reform to a goal of college and career readiness for all students is a change that has been embraced widely across the country. The challenge of designing new policies and programs that could accomplish the goal that all students should graduate from high school with the skills and knowledge necessary to succeed in college and career is tremendous. The pressing question now is whether and how students, schools, and the New York City public school system can move this ambitious goal from rhetoric to reality. To help understand this change, the challenge it presents for schools and students in New York City, and the ways in which philanthropy might help move New York City's schools closer to the goal, Philanthropy New York commissioned a set of three papers. This paper, the second in the series, examines the experiences of a single cohort of New York City public high school students who entered ninth grade in 2005, and who hoped to graduate in 2009. During this period, New York City schools showed strong improvements, and the outcomes associated with these 77,501 students were clearly representative of these positive trends. For example, graduation rates grew from 51% for students entering ninth grade in 1999 to 67.1% for the student cohort examined in this paper. However, many students in this cohort continued to encounter individual challenges and structural barriers that impeded their social and academic development, and research points to these as well. Many findings throw into stark relief historic inequities that remain major challenges today. The aim of this paper is to unify a relatively distinct--though clearly related--set of analyses into a single document to foster dialogue and advance discussions about the public schools in New York City. The following are appended: (1) Data and Analytic Methods; and (2) Multi-Level Models of Highest Math Course Completed. [For the first paper in this series, &quot;College and Career Readiness in Context,&quot; see ED562071. For the third paper in this series, &quot;Building Blocks for Better Schools: How the Next Mayor Can Prepare New York's Students for College and Careers,&quot; see ED562069. For the &quot;Initiative Overview &amp; Summary of Research,&quot; see ED562084.]
Participatory Design in Academic Libraries: New Reports and Findings. CLIR Publication No. 161
Author: Foster, Nancy Fried, Ed.
Date: 2014-02-00
Type: Collected Works - Proceedings
Subjects: Academic Libraries,Users (Information),Design,Participation,Library Services,Library Administration,Library Research,Ethnography,Observation,Library Facilities,Use Studies,Qualitative Research,Statistical Analysis,User Needs (Information),Health Sciences,Administrative Organization,Space Utilization,College Students,Student Participation

This report is based on a series of presentations at the second CLIR Seminar on &quot;Participatory Design of Academic Libraries,&quot; held at the University of Rochester's River Campus June 5-7, 2013. Participatory design is a relatively recent approach to understanding library user behavior. It is based on techniques used in anthropological and ethnographic observation.This second volume hears from a number of librarians and library staff who have taken CLIR workshops and gone on to conduct their own participatory design projects. In these papers, they explain how they learned about the people who use their libraries, whether in person or online, and how they applied their findings to the design or improvement of library technologies, spaces, and services. The papers in this volume are presented in ten themed chapters: Introduction: Chapter 1. Participatory Design in Academic Libraries: The Second CLIR Seminar (Nancy Fried Foster); Keynote: Chapter 2. Organizing the Library for User-Centered Design (David Lindahl); Methodological Papers: Chapter 3. A Recipe for Participatory Design of Course Pages (Susan K. Cardinal); Chapter 4. Improving Norlin Commons: An iPad + Evernote Approach (Mark Werner and Mark Mabbett); Chapter 5. Co-Viewing: Creating Broader Participation through Ethnographic Library Research (Marilyn Pukkila and Ellen Freeman); Observational Studies: Chapter 6. Portrait of One Floor: What Students Are Doing in a Library Space (Susanna M. Cowan, Joelle E. Thomas, Steve Batt, Kate Fuller, Kathy Banas-Marti, Kathy Banas-Marti, Kathy Labadorf, and Jane Recchio); Chapter 7. Qualitative and Quantitative Studies at Butler Library: Exploring Student Use of Library Spaces (Nisa Bakkalbasi, Francie Mrkich, and Barbara Rockenbach); Large-Scale Projects: Chapter 8. Replicating Rochester: Developing a Feasible Multi-Institution Study of User Information Needs in the Health Sciences (Jeanne Link and Jonna Peterson); Chapter 9. Participatory Design of the Active Learning Center: A Combined Classroom and Library Building (Jeremy R. Garritano and Jane Yatcilla); Institutionalizing Participatory Design: Chapter 10. Library Practice as Participatory Design (Geoffrey Swindells and Marianne Ryan); and the Appendix: Results of the Roundtable Discussions. [Individual chapters include references. The first volume &quot;Participatory Design in Academic Libraries: Methods, Findings, and Implementations,&quot; was published in October 2012. It is available at http://www.clir.org/pubs/reports/pub155.]
The DNA of a Converging Diversity: Regional Approaches to Quality Assurance in Higher Education
Author: Wells, Peter J.
Date: 2014-01-00
Type: Reports - Research
Subjects: Higher Education,Educational Quality,Quality Assurance,Foreign Countries,Evolution,Regional Characteristics,Differences,Agencies,Diversity (Institutional),Networks,Guidelines,Evaluation Criteria

The modernization agendas of higher education systems and institutions around the world are littered with debate over definitions of what is a &quot;quality higher education&quot; often paralyzed by the parallax of multiple stakeholder perspectives. Over the last decade or so there has been a hitherto unprecedented appetite for attempting to clearly define the DNA of quality in higher education. In the process, certain red-herrings have emerged, such as the so called &quot;World-Class Universities&quot; and &quot;University Rankings&quot;, but more pragmatic and practical initiatives have also evolved to speak to criteria that are generally held to be important when qualifying an effective higher education system, not merely for the purposes of national trumpet-blowing but in recognition of the immeasurable contribution to economic, political, and cultural development that a strong national higher education system plays. In 2013, are these criteria really so different from nation to nation and from region to region? Is there a convergence towards common principles of evaluating higher education occurring or not? This document examines the evolutions of quality assurance in higher education in four regions of the world (Africa, the Arab Sates, the Asia-Pacific and Europe) and attempts to determine whether or not the diversity of agencies, networks of agencies, their respective guidelines, handbooks and good practices criteria all belong to a common 21st century higher education quality assurance genome. Three annexes are provided: (1) Internal Quality Assurance Criteria; (2) External Quality Assurance Criteria; and (3) Quality Assurance Agency Criteria. A list of references and internet sources is included.
Is Big Brother Watching You? The Evolving Role of the State in Regulating and Conducting Quality Assurance. CIQG Publication Series
Author: Salmi, Jamil
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Quality Assurance,Government Role,Educational Change,Postsecondary Education,Economic Factors,State Agencies,Accountability,Institutional Autonomy,Educational Finance,Federal Aid,Federal Regulation,Innovation,Learner Engagement,Student Surveys,Student Educational Objectives,Student Evaluation,Labor Market,Institutional Characteristics,Reputation,Benchmarking,Educational Assessment,Accreditation (Institutions),Politics of Education,Developed Nations,Developing Nations,Foreign Countries

A recent report published in the United Kingdom proposed the image of &quot;an avalanche&quot; to describe the radical changes affecting tertiary education in many parts of the world (Barber, Donnelly and Rizvi, 2013). Indeed, powerful transformative forces of three kinds--rupture factors, crisis factors and stimulus factors--are challenging tertiary education systems all over the planet. First, a growing number of rupture factors are at play in transforming the ecosystem in which tertiary education institutions are operating, drastically influencing how they perform their teaching and research functions. Second, as a result of the 2007 financial downturn, the tertiary education sector in most regions of the world has been affected by serious crisis factors. The third type of factors are the stimulus factors that refer to the availability of significant additional funding for tertiary education in a small number of countries where governments consider that the role of universities in support of innovation and growth is so important that they deserve extra resources. Against this background of complex forces at play, tertiary education enrollment has continued to increase rapidly in most parts of the world. The main objective of this report is to analyze how the interplay among governments, quality assurance agencies and tertiary education institutions has evolved in the past decade. After a brief summary of the history of quality assurance, the report documents the evolution of the role of the State vis-à-vis quality assurance agencies in recent years, identifying significant developments, key issues and new challenges. Next, the growing importance of new forms of accountability, such as rankings and measures of learning outcomes are explored. The report concludes by proposing a few principles to help reach an appropriate balance between autonomy and accountability as they apply to the relationship between governments and quality assurance agencies.
Black+Brown: Institutions of Higher Education
Author: UNCF, Frederick D. Patterson Research Institute (FDPRI)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Black Colleges,African American Students,Hispanic American Students,College Students,Low Income Students,Colleges,Universities,Higher Education,Definitions,Geographic Location,Governance,Enrollment,Graduate Study,College Admission,Statistical Data

Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs) represent a small percentage of all institutions in the U.S. but educate a large portion of all black and Latino students, many of whom are low-income and first-generation college attendees. Given the population growth of these students overall, both HSIs and HBCUs are in a distinct position to help move the country's college completion agenda forward. Showing the commonalities between these two groups of institutions can be beneficial in raising policy awareness about Latino and black students and the institutions serving them.
Considering the Future of University-Based Teacher Preparation
Author: Fraser, James W.
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Futures (of Society),Educational History,Historians,Teacher Education Programs,Universities,Fellowships,Partnerships in Education,Educational Change,Schools of Education,Teacher Effectiveness,Alternative Teacher Certification,Standards,Program Descriptions,Work Experience,Criticism,Information Technology,Educational Innovation,Teaching Methods,Educational Practices

In this commentary, James W. Fraser, a noted historian of education, cites examples from several teacher education programs at more than 30 universities partnering with the Woodrow Wilson Teaching Fellowships in various ways. Additionally, Fraser reviews decades of challenges to traditional teacher preparation, looks at some current reforms, and calls for a commitment to &quot;reshaping the way that universities prepare great teachers for our schools.&quot;
Why Clinical Experience and Mentoring Are Replacing Student Teaching on the Best Campuses. A White Paper
Author: Fraser, James W.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Clinical Experience,Mentors,Student Teaching,College Students,Educational Change,Educational Trends,Trend Analysis,Fellowships,Teacher Education Programs,Residential Programs,Team Teaching,School Community Programs,Value Added Models,Academic Achievement

Woodrow Wilson Senior Fellow James W. Fraser and Audra Watson, the Foundation's Director of Mentoring and Induction Strategy, take a look at emerging trends in clinical preparation for new teachers. This new white paper is based on experience with the Woodrow Wilson Teaching Fellowships, and includes observations from some of the colleges and universities partnering in the program.
10,000 Scholarships, 400 Programs: The UNCF 2012-2013 Scholarship Profile
Author: Awokoya, Janet
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,Scholarships,Internship Programs,Student Financial Aid,Financial Needs,Demography

Each year, as the title of this report suggests, UNCF awards well over 10,000 scholarships, fellowships and internships under 400 programs. As UNCF receives no federal or state funds, these programs are supported by contributions from corporations, foundations, families and individuals-- investments in the futures of the students who receive the scholarships, fellowships and internships. And because the nation and every community in it need the college-educated professionals students will become upon graduation, these are investments in everyone's futures. This report, issued biennially by UNCF's Frederick D. Patterson Research Institute (FDPRI), is UNCF's accounting for these programs collectively and, for several of the largest and most innovative programs, individually as well. UNCF's scholarship programs support students at UNCF-member institutions and other colleges and universities during a critical period of their academic lives. These scholarships eliminate a significant portion of the students' unmet financial need and therefore are instrumental in their ability to remain enrolled in and graduate from their institutions.
Building Blocks for Better Schools: How the Next Mayor Can Prepare New York's Students for College and Careers
Author: Hemphill, Clara
Date: 2013-11-21
Type: Reports - Evaluative
Subjects: Educational Change,Career Readiness,College Readiness,Public Schools,Change Strategies,Philanthropic Foundations,High School Graduates,Literacy Education,Middle Schools,High Schools,Elementary Schools,Accountability,Principals,Administrator Role,Neighborhood Schools,Budgets,Educational Finance,Cost Effectiveness,Financial Support,Reading Skills,Local Government,Educational History,Poverty,Disadvantaged Schools,Disadvantaged Youth,Educational Improvement

The shift in education reform to a goal of college and career readiness for all students is a change that has been embraced widely across the country. The challenge of designing new policies and programs that could accomplish the goal that all students should graduate from high school with the skills and knowledge necessary to succeed in college and career is tremendous. The pressing question now is whether and how students, schools, and the New York City public school system can move this ambitious goal from rhetoric to reality. To help understand this change, the challenge it presents for schools and students in New York City, and the ways in which philanthropy might help move New York City's schools closer to the goal, Philanthropy New York commissioned a set of three papers. This paper, the third in the series, combines research from the other two papers in this series, and identifies a series of priorities for building on what New York City has already achieved to enable the City to increase the number of students who graduate &quot;ready for success&quot; in college and careers. The following is appended: The City Budget and Mayoral Discretion. [For the first paper in this series, &quot;College and Career Readiness in Context,&quot; see ED562071. For the second paper in this series, &quot;The Experiences of One New York City High School Cohort: Opportunities, Successes, and Challenges,&quot; see ED562061. For the &quot;Initiative Overview &amp; Summary of Research,&quot; see ED562084.]
A District's Use of Data and Research to Inform Policy Formation and Implementation
Author: Seager, Andrew
Date: 2015-11-00
Type: Reports - Research
Subjects: School Districts,Boards of Education,Data Analysis,Information Utilization,Educational Policy,School Policy,Policy Formation,Decision Making,Urban Schools,Semi Structured Interviews,Ethics,Suspension,Strategic Planning,Capacity Building,Program Implementation,Justice,Case Studies

This descriptive study of a change initiative by the Syracuse (NY) City School District informs the question, &quot;How do school boards and districts better use research and data to inform policy decisions?&quot; Researchers used interviews and artifacts to describe how the district developed and implemented a new discipline policy, the Syracuse Code of Conduct, Character and Support. The researchers recorded semi-structured interviews with six participants in the policy study: a school board member, three district office staff, a principal, and an external consultant. Interviewees were asked to identify publicly available documents or other materials that were used to inform the policy decision or that played a part in the process. Researchers developed an interview coding scheme, analyzed the interviews using commercially available software, and examined publicly available documents. The Syracuse City School District was cited for high and disproportionate rates of out-of school suspension. The study describes how the district developed a strategic plan, built internal analytic capacity, reviewed relevant research, created a representative 50-person committee to analyze current policy and recommend a new one, compared drafts against those of other urban districts, arrived at a new policy, and systemically implemented that policy. This included adopting a code of conduct based in restorative justice principles, revising memorandums of understanding with outside service providers, changing school counselor and other school staff role descriptions, installing a data system so that each school and the district could monitor school discipline patters, and training all staff. The study suggests components of a coherent strategy for using data and research to inform policy and practice that other districts might consider.
College and Career Readiness in Context
Author: Siskin, Leslie Santee
Date: 2013-10-08
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Educational Change,Public Schools,Private Financial Support,High Schools,Educational Policy,Resistance to Change,Graduation Rate,Educational Innovation

The shift in education reform to a goal of college and career readiness for all students is a change that has been embraced widely across the country. The challenge of designing new policies and programs that could accomplish the goal that all students should graduate from high school with the skills and knowledge necessary to succeed in college and career is tremendous. The pressing question now is whether and how students, schools, and the New York City public school system can move this ambitious goal from rhetoric to reality. To help understand this change, the challenge it presents for schools and students in New York City, and the ways in which philanthropy might help move New York City's schools closer to the goal, Philanthropy New York commissioned a set of three papers. This paper, the first in the series, takes a broader look at the context of this reform, beginning with a brief overview of the challenge, both nationally and in New York City. The second section explores the policy context: how we moved from addressing the &quot;rising tide of mediocrity&quot; targeted in &quot;A Nation at Risk,&quot; the 1983 report by the National Commission on Excellence in Education, through efforts to raise achievement levels and reduce dropout rates, to this new goal of readiness without remediation. The third focuses on the history and context of the high school--the deeply embedded structures and expectations that make this change so very difficult. The final section looks at current examples of instruments and initiatives underway to measure where we are now, and how to move forward. This section centers on New York City, where over the last decade philanthropies have invested more than two billion dollars in public education, developing many of the innovations that have helped raise the graduation rate, and have begun to advance college and career readiness. [For the second paper in this series, &quot;The Experiences of One New York City High School Cohort: Opportunities, Successes, and Challenges,&quot; see ED562061. For the third paper in this series, &quot;Building Blocks for Better Schools: How the Next Mayor Can Prepare New York's Students for College and Careers,&quot; see ED562069. For the &quot;Initiative Overview &amp; Summary of Research,&quot; see ED562084.]