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Full-Text Articles in Education

Charting Ahead: Navigating Threats And Challenges To The Urban-Serving Research University Mission, Desiree D. Zerquera, Erin E. Doran May 2017

Charting Ahead: Navigating Threats And Challenges To The Urban-Serving Research University Mission, Desiree D. Zerquera, Erin E. Doran

Education Publications

The higher education context that our CUMU institutions must navigate is complex and begets challenges resulting from the distinct mission our institutions seek to uphold. The implications of these challenges give rise to impacts on everyone within the institution and consequently our constituents within the cities we seek to serve. Bringing together literature, emerging research, and points from discussions at the 2016 CUMU conference, this paper analyzes challenges and their implications and highlights the strategies being employed to navigate them. We consider the tensions inherent in the urban-serving university identity, the cost of serving urban regions, and the state structures ...


Rethinking Preparation Program Leadership In Improvement-Oriented Contexts: Identifying New Work Demands, University Responses, And Persistent Challenges, Shelby Cosner, Joanne Marshall Oct 2016

Rethinking Preparation Program Leadership In Improvement-Oriented Contexts: Identifying New Work Demands, University Responses, And Persistent Challenges, Shelby Cosner, Joanne Marshall

Education Publications

Although there is considerable interest in promoting exemplary leadership preparation throughout the field of educational leadership, and particularly by UCEA, not much has been written about how leadership preparation programs are administered or led if such improvements are to be realized. Beyond a few notable exceptions (e.g., Hackmann & Wanat, 2008, 2016), there has been scant at- Shelby Cosner University of Illinois at Chicago Joanne Marshall Iowa State University 30 • UCEA Review • Fall 2016 www.ucea.org tention to what the leadership of preparation programs, a position often titled as program coordinator, entails. This is particularly true regarding preparation program leaders who are committed to the kinds of program change and improvement work necessary to produce an exemplary preparation program. Much of what we currently know comes from descriptive accountings of program improvement work that provide opaque images of this leadership (e.g., Cosner, Tozer, & Smylie, 2012; Cosner, Tozer, Zavitkovsky, & Whalen; Jean-Marie, Adams, & Garn, 2010; Kochan & Reames, 2015; Merchant & Garza, 2015).


Consideration Of Technology Transfer In Tenure And Promotion, Judy Genshaft, Jonathan Wickert, Bernadette Gray-Little, Karen Hanson, Richard Marchase, Peter E. Schiffer, R. Michael Tanner Jan 2016

Consideration Of Technology Transfer In Tenure And Promotion, Judy Genshaft, Jonathan Wickert, Bernadette Gray-Little, Karen Hanson, Richard Marchase, Peter E. Schiffer, R. Michael Tanner

Office of the Senior Vice President and Provost Publications

Universities face increasing expectations from both the public and elected officials to contribute to the economic development of their respective states, geographical regions, and the country. Technology transfer activities have proven to be a key way to meet these new imperatives. Despite the university’s expanded mission and the growing role of tech transfer, the academic community has yet to produce a consistent framework for evaluating faculty activities in technology transfer and their societal benefits. In response to this situation, the authors, working as the APLU Task Force on Tenure, Promotion, and Technology Transfer, surveyed US and Canadian universities to ...


Pre-Enrollment Identification Of At-Risk Students In A Large Engineering College, Amy L. Kaleita, Gregory R. Forbes, Ekaterina Ralston, Jonathan I. Compton, Darin Wohlgemuth, D. Raj Raman Jan 2016

Pre-Enrollment Identification Of At-Risk Students In A Large Engineering College, Amy L. Kaleita, Gregory R. Forbes, Ekaterina Ralston, Jonathan I. Compton, Darin Wohlgemuth, D. Raj Raman

Agricultural and Biosystems Engineering Publications

Historical data from multiple institutions show that students who achieve a first-semester grade point average (GPA) below 2.0 are at substantially greater risk of leaving engineering programs before graduating with a degree than are those who achieved above 2.0. Identifying these ‘‘at risk’’ students prior to the start of their first semester could enable improved strategies to enhance their academic success and likelihood of graduation. This study used two distinct modeling approaches to predict first-term GPA group (low-risk: GPA > 2.0; at-risk: GPA < 2.0) based upon data available prior to the student’s first pre-enrollment advising session. In the case of one of the approaches—which allowed a differential weighting of Type I to Type II errors—we explore how these weightings influences the prediction accuracy. The models used academic and demographic data for first-year engineering students from 2010 to 2012 from a single large public research-active institution. The two model types employed to build predictive models were (1) ordinary least squares multiple linear regression (MLR), and (2) classification and regression trees (CART). For both MLR and CART models, high school GPA and math placement exam scores were found to be significant predictors of first-term GPA. Increasing the cost of missing at-risk students in the CART models improves at-risk prediction accuracy but also increases the rate of false positives (incorrectly identifying a low-risk student as at-risk). The relative simplicity of the CART models, as well as the ease with which error-types can be weighted to reflect institutional values, encourages their use in this type of modeling effort.


Student Engagement In Higher Education: Theoretical Perspectives And Practical Approaches For Diverse Populations. (2nd Edition), Brian A. Burt Apr 2015

Student Engagement In Higher Education: Theoretical Perspectives And Practical Approaches For Diverse Populations. (2nd Edition), Brian A. Burt

Education Publications

As enrollment in postsecondary education increases, so does the diversity of students. Because merely attracting students to college is not enough if we want them to flourish and graduate, institutional leaders and college and university constituents aim to create welcoming teaching and learning environments to retain students while preparing them for the diverse workforce they will enter upon graduation.


Aligning Competencies With Success: What Does It Take To Be An Effective Admissions Counselor, Ann M. Gansemer-Topf, Kasie Von Haden, Elyse Peggar Jan 2015

Aligning Competencies With Success: What Does It Take To Be An Effective Admissions Counselor, Ann M. Gansemer-Topf, Kasie Von Haden, Elyse Peggar

Education Publications

The admissions counselor position is a common entry-level professional position in higher education. However, little is known about the competencies needed to be successful in this position. Through interviews with entry-level admissions counselors, this study sought to better understand these competencies and their alignment with the recently created ACPA/NASPA Student Affairs competencies. Results and implications for practice are discussed.


Student Perceptions Of Dual-Listed Courses, Katia Balassiano, Kurt A. Rosentrater, Sara B. Marcketti Jan 2014

Student Perceptions Of Dual-Listed Courses, Katia Balassiano, Kurt A. Rosentrater, Sara B. Marcketti

Apparel, Events and Hospitality Management Publications

Academic departments regularly offer dual-listed courses in which one course has two course numbers, yet are taught in the same place, at the same time, by a single instructor, and in one department to undergraduate and graduate students. While universities discourage their use by subjecting such courses to more rigorous approval processes, academic departments often offer these courses to solve logistic and resource concerns. Little empirical research has examined students’ perceptions of dual listed courses. This pilot study presents quantitative and qualitative findings (n = 781) of a survey sent to students enrolled at a Midwestern, land-grant University. The findings reveal ...


Whatever Happened To Art And Design?: Using Archival Practice To Manage The Impact Of Academic Restructuring On Institutional Repositories, Harrison W. Inefuku Dec 2013

Whatever Happened To Art And Design?: Using Archival Practice To Manage The Impact Of Academic Restructuring On Institutional Repositories, Harrison W. Inefuku

Digital Scholarship and Initiatives Publications

In the interest of providing access to and preserving scholarship produced by faculty, students and staff, many universities have developed and implemented institutional repositories. Repositories are often organized into communities that correspond to campus units, including departments, research centers and institutes, and administrative offices. Universities, however, frequently undergo academic restructuring, which can make repository organization out of sync with university organization. This article addresses the impact of academic restructuring on repositories and looks to practices from archival arrangement and description to create repository organizational structures and community descriptions flexible enough to reflect university organization, despite changes arising from academic restructuring.


"I Don’T Just Give Tours”: Examining What Students Learn From The Student Orientation Leader Experience, Ann M. Gansemer-Topf, Kristin Economos Oct 2012

"I Don’T Just Give Tours”: Examining What Students Learn From The Student Orientation Leader Experience, Ann M. Gansemer-Topf, Kristin Economos

Education Publications

Undergraduate student orientation leaders play a vital role in many new student orientation programs. Although the leaders assume many responsibilities, little is known about how these students benefit from this experience. This qualitative study examined what students learned from being student orientation leaders. Students' learning occurred in four areas: interpersonal growth, skill development, understanding of others, and understanding of the institution. Results of this study highlight the benefit of incorporating upper division leaders into orientation programs. In addition, it illustrates how new student programs provide a valuable experience for upper-division continuing students as well as new students in transition.


International Graduate Students: How Do They Choose Academic Majors?, Jia Ren, Linda Serra Hagedorn, Michael T. Mcgill Jan 2011

International Graduate Students: How Do They Choose Academic Majors?, Jia Ren, Linda Serra Hagedorn, Michael T. Mcgill

Educational Leadership and Policy Studies Publications

International graduate students are a sizeable segment of the student body in the U.S. higher educational system, but remain an understudied population in the educational literature. As a result, this student population is not adequately understood by higher education administrators and faculty. The current study explored 16 factors associated with international graduate students’ choice of academic majors for their American degrees and how factors affected this population’s academic choice among four academic categories. Based on the findings, this study suggests recruitment and admission policies and support services and programs to attract and retain international graduate students, in order ...


Isu Advance Annual Report, Year 4: April 2009–April 2010, Iowa State University Advance Program Jun 2010

Isu Advance Annual Report, Year 4: April 2009–April 2010, Iowa State University Advance Program

Office of the Provost Reports

Over our four years, ISU ADVANCE has become Iowa State’s most prominent vehicle to recruit, retain, and advance women and women of color in STEM faculty positions. We are known for a well-managed network, innovative research, and an integrated approach to change. We work within departments using a Collaborative Transformation approach to improve the work environment for all faculty members. Our program identifies cultures, practices, and structures that enhance or hinder the careers of ISU faculty, and works with faculty and administrators to transform university policies, practices, and academic culture in pursuit of a diverse and vibrant faculty in ...


Isu Advance—Transformation Across The University Hierarchy To Enhance Recruitment, Retention And Advancement Of Women Faculty In Engineering, Kristen P. Constant Jun 2010

Isu Advance—Transformation Across The University Hierarchy To Enhance Recruitment, Retention And Advancement Of Women Faculty In Engineering, Kristen P. Constant

Materials Science and Engineering Conference Papers, Posters and Presentations

ISU is in the 4th year of a 5-year NSF funded ADVANCE grant. In accordance with the intent of NSF’s “Institutional Transformation” grants, the focus of this work is not on the individual professional development of women, but instead, on changing the academic environment in which they work. The goal of the ISU ADVANCE research program is to investigate the effectiveness of a multilevel collaborative effort to effect institutional transformation that results in the full participation of women faculty in STEM fields in the university. Our approach focuses on transforming departmental cultures (views, attitudes, norms and shared beliefs), practices ...


Isu Advance Collaborative Transformation Project: Rounds 1 And 2 - Focal Department Synthesis Report, Sharon R. Bird, Laura Rhoton, Carla Fehr, Lisa M. Larson Apr 2010

Isu Advance Collaborative Transformation Project: Rounds 1 And 2 - Focal Department Synthesis Report, Sharon R. Bird, Laura Rhoton, Carla Fehr, Lisa M. Larson

Office of the Provost Reports

This report summarizes research from the Iowa State University ADVANCE Collaborative Transformation (CT) Project. The results discussed here are based on intensive research conducted within six Science, Technology, Engineering and Mathematics (STEM) departments at ISU during 2006-2009. The report also reviews some of the activities within the departments aimed at enhancing workplace climate and improving recruitment, retention and promotion of diverse faculty that have been inspired and informed by the CT Project. These activities are funded by a 5 year grant from the National Science Foundation’s ADVANCE Institutional Transformation program, which is designed to create an infrastructure for transforming ...


Iowa State University Strategic Plan 2010–2015, Iowa State University Jan 2010

Iowa State University Strategic Plan 2010–2015, Iowa State University

Office of the Provost Reports

The challenges of the 21st century demand that we focus on what we do best. To ensure that Iowa State University is a leading research university in 2050, we must recruit, support, and retain students, faculty, and staff who are committed to excellence, integrity, the free exchange of ideas, and collaboration. It is imperative that the creation, sharing, and application of knowledge be a global effort characterized by a profound respect for the diversity of people and ideas. These are the values that enrich our work and guide Iowa State’s Strategic Plan.


Isu Advance Annual Report, Year 3: May 2008–March 2009, Iowa State University Advance Program Jun 2009

Isu Advance Annual Report, Year 3: May 2008–March 2009, Iowa State University Advance Program

Office of the Provost Reports

ISU ADVANCE has become Iowa State’s most prominent vehicle to recruit, retain, and advance women and women of color in STEM faculty positions. We are known for a well managed network, innovative research, and an integrated approach to change. We work within departments using a Collaborative Transformation approach to improve the work environment for all faculty members. Our program identifies cultures, practices, and structures that enhance or hinder the careers of ISU faculty, and works with faculty and administrators to transform university policies, practices, and academic culture in pursuit of a diverse and vibrant faculty in STEM disciplines.


Recognizing, Characterizing, And "Unsettling" Unintended Bias In The Faculty Search Process In Engineering, Kristen P. Constant, Sharon R. Bird Jun 2009

Recognizing, Characterizing, And "Unsettling" Unintended Bias In The Faculty Search Process In Engineering, Kristen P. Constant, Sharon R. Bird

Materials Science and Engineering Conference Papers, Posters and Presentations

Faculty searches are one of the most critical activities undertaken with regards to shaping the future of a department, college or university. Despite the importance of this activity, most search committees are comprised of faculty who have very little time to commit to this task, and little if any training on ‘best practices’ or policies for conducting searches. National recognition of the need in faculty search processes for decision-makers to understand the prevalence of unintended biases and how to combat them has grown precipitously in recent years. Cognitive scientists have shown that many of the selection and evaluation processes we ...


The Enrollment Research Team: An Example Of Collaborative Strategic Enrollment Management Research, Darin Wohlgemuth, Ann M. Gansemer-Topf, Jonathan I. Compton, Gregory R. Forbes, Julia Sullivan Apr 2009

The Enrollment Research Team: An Example Of Collaborative Strategic Enrollment Management Research, Darin Wohlgemuth, Ann M. Gansemer-Topf, Jonathan I. Compton, Gregory R. Forbes, Julia Sullivan

Education Publications

Effective strategic enrollment management (SEM) requires a “data rich environment” (Bontrager 2004)—a significant amount of data, intentional efforts to analyze the data and processes through which the results of the analysis can be implemented. In other words, successful SEM involves research. Although few would disagree that research is a necessary component of SEM, institutions may struggle with finding or aligning their resources (time, money and personnel) to adequately fulfill their research needs.


Incorporating Crisis Planning And Management Into Orientation Programs, Dian Squire, Victor Wilson, Joe Ritchie, Abbey Wolfman Jan 2009

Incorporating Crisis Planning And Management Into Orientation Programs, Dian Squire, Victor Wilson, Joe Ritchie, Abbey Wolfman

Education Publications

On April 16, 2007, at 6:47 a.m., Seung-Hui Cho stood outside West Ambler Johnston residence hall. Approximately 30 minutes later Cho shot and killed Emily Hischler and a resident assistant, Ryan Christopher Clark. By 7:30 a.m., a “person of interest” had been identified, and the University’s Policy Group called a meeting. Within an hour of the incident, the chief of police provided information to the Policy Group; requested the Virginia Tech Police Department Emergency Response Team arrive at the scene; and the Policy Group discussed how to notify the community of the homicides. Meanwhile, Cho ...


Isu Advance Annual Report, Year 2: June 2008, Iowa State University Advance Program Jul 2008

Isu Advance Annual Report, Year 2: June 2008, Iowa State University Advance Program

Office of the Provost Reports

The goal of the ISU ADVANCE program is to investigate the effectiveness of a multilevel collaborative effort to produce institutional transformation that results in the full participation of women faculty in science, technology, engineering and math fields in the university. Our approach focuses on transforming departmental cultures (views, attitudes, norms and shared beliefs), practices (what people say and do), and structures (physical and social arrangements), as well as university policies, through active participation of individuals at all levels of the university.


Advancing Women Faculty In Engineering Through Institutional Transformation: The Iowa State University Nsf Advance Program In The College Of Engineering, Kristen P. Constant, Sharon R. Bird, Florence Hamrick Jun 2008

Advancing Women Faculty In Engineering Through Institutional Transformation: The Iowa State University Nsf Advance Program In The College Of Engineering, Kristen P. Constant, Sharon R. Bird, Florence Hamrick

Materials Science and Engineering Conference Papers, Posters and Presentations

The goal of the ISU ADVANCE program is to investigate the effectiveness of a multilevel collaborative effort to produce institutional transformation that results in the full participation of women faculty in science, technology, engineering and math fields in the university. Our approach focuses on transforming departmental cultures (views, attitudes, norms and shared beliefs), practices (what people say and do), and structures (physical and social arrangements), as well as university policies, through participation of individuals at all levels of the university. At the department level, faculty in nine focal departments, three from the college of engineering, form the core department-level working ...


Executive Summary: Isu Advance Collaborative Transformation Project: First Round Focal Department Synthesis Report, Sharon R. Bird, Diane M. Debinski Mar 2008

Executive Summary: Isu Advance Collaborative Transformation Project: First Round Focal Department Synthesis Report, Sharon R. Bird, Diane M. Debinski

Office of the Provost Reports

This report summarizes research from the Iowa State University ADVANCE Collaborative Transformation (CT) Project. The results discussed here are based on intensive research conducted within three STEM (Science, Technology, Engineering and Mathematics) departments at ISU during 2006-2007. The report also reviews some of the activities within the departments aimed at enhancing workplace climate and improving recruitment, retention and promotion of diverse faculty that have been inspired and informed by the CT Project. These activities are funded by a 5 year grant from the National Science Foundation’s ADVANCE Institutional Transformation program, which is designed to create an infrastructure for transforming ...


Connecting Non Full-Time Faculty To Institutional Mission: A Guidebook For College/University Administrators & Faculty Developers (Review), Kevin L. Kane Mar 2008

Connecting Non Full-Time Faculty To Institutional Mission: A Guidebook For College/University Administrators & Faculty Developers (Review), Kevin L. Kane

Landscape Architecture Publications

The employment of non full-time faculty is a major issue in higher education and much has been written on its virtues and perils, especially in the past decade. In Connecting Non Full-time Faculty to Institutional Mission, Lenora BaronNixon adds much needed breadth to the discussion by exploring the challenges these faculty members face and outlining the actions needed for their successful integration into the mission and culture of the institution


Iowa State University Advance Program, Annual Report, Year 1: June 2007, Iowa State University Advance Program Jul 2007

Iowa State University Advance Program, Annual Report, Year 1: June 2007, Iowa State University Advance Program

Office of the Provost Reports

The goal of the ISU ADVANCE program is to investigate the effectiveness of a multilevel collaborative effort to produce institutional transformation that results in the full participation of women faculty in science, technology, engineering and math fields in the university. Our approach focuses on transforming departmental cultures (views, attitudes, norms and shared beliefs), practices (what people say and do), and structures (physical and social arrangements), as well as university policies, through active participation of individuals at all levels of the university.


Classroom Observation Data For District B: Anecdotal Observation Results, Jeannette R. Olson, Anne Foegen Jan 2007

Classroom Observation Data For District B: Anecdotal Observation Results, Jeannette R. Olson, Anne Foegen

Project AAIMS Technical Reports

This report documents the results of anecdotal observations conducted in District B during the fall of 2004. It describes the algebra topics addressed during our observations, the expected tasks (class activities), teacher actions, and student actions in four Algebra IA classes and two Algebra IB classes in this district. We looked at the algebra curriculum for students in these beginning algebra classes, the ways that class periods were structured in these classes, the kinds of instructional approaches that were used, and students’ responses to these instructional approaches. Student with and without disabilities were all enrolled in general education beginning algebra ...


Alignment Of Algebra Curriculum, Assessment, And Instructional Practices In District A: A Case Study Of Spring 2004, Jeannette R. Olson, Linda Lind, Anne Foegen Jan 2007

Alignment Of Algebra Curriculum, Assessment, And Instructional Practices In District A: A Case Study Of Spring 2004, Jeannette R. Olson, Linda Lind, Anne Foegen

Project AAIMS Case Studies

Project AAIMS (Algebra Assessment and Instruction: Meeting Standards) is a federally funded project that has two objectives. The first is to examine the alignment of algebra 1 curriculum, instruction, and assessment in general and special education. The second is to develop and validate algebra assessments tools for use in general and special education classes. This case study focuses on the first objective – it examines the alignment of algebra curriculum, instruction, and assessment for students with and without disabilities in one of the three districts participating in Project AAIMS.


Report To The Provost From The Task Force To Review Dialogues On Diversity, Task Force To Review Dialogues On Diversity, Iowa State University Dec 2006

Report To The Provost From The Task Force To Review Dialogues On Diversity, Task Force To Review Dialogues On Diversity, Iowa State University

Office of the Provost Reports

One of the action items arising from the work of the Campus Climate Implementation Team and the President’s Advisory Committee on Diversity was a request from the President to the Provost to review the Dialogues on Diversity course. The Provost instructed this Task Force to review the current Dialogues on Diversity course to determine how it should be continued for optimal impact and to determine whether it is appropriate to add a “Dialogues—Part 2” to the curriculum. The Provost’s charge to the Task Force also asked for recommendations that include details on the following components of the ...


U.S. Universities' Net Returns From Patenting And Licensing: A Quantile Regression Analysis, Harun Bulut, Giancarlo Moschini Sep 2006

U.S. Universities' Net Returns From Patenting And Licensing: A Quantile Regression Analysis, Harun Bulut, Giancarlo Moschini

CARD Working Papers

In line with the rights and incentives provided by the Bayh-Dole Act of 1980, U.S. universities have increased their involvement in patenting and licensing activities through their own technology transfer offices. Only a few U.S. universities are obtaining large returns, however, whereas others are continuing with these activities despite negligible or negative returns. We assess the U.S. universities' potential to generate returns from licensing activities by modeling and estimating quantiles of the distribution of net licensing returns conditional on some of their structural characteristics. We find limited prospects for public universities without a medical school everywhere in ...


Classroom Observation Data For District C: Momentary Time Sampling, Jeannette R. Olson, Anne Foegen Jan 2006

Classroom Observation Data For District C: Momentary Time Sampling, Jeannette R. Olson, Anne Foegen

Project AAIMS Technical Reports

This report documents the results of momentary time sampling observations conducted in District C during the fall of 2004. It identifies typical student and teacher behaviors, as well as typical instructional organization patterns and task formats in Algebra I classes in this district. We found that District C beginning algebra teachers devoted nearly equal amounts of class time to whole class and independent work. These teachers spent about one half of the time we observed engaged in talking to their students about algebra or listening to students’ questions or comments about the day’s lesson. Their students were assigned paper ...


Classroom Observation Data For District A: Momentary Time Sampling, Linda Lind, Jeannette R. Olson, Anne Foegen Jan 2006

Classroom Observation Data For District A: Momentary Time Sampling, Linda Lind, Jeannette R. Olson, Anne Foegen

Project AAIMS Technical Reports

This report documents the results of momentary time sampling observations conducted in District A during the spring of 2004. It identifies typical student and teacher behaviors, as well as typical instructional organization patterns and task formats in a variety of beginning algebra classes in this district. We describe some of the similarities and differences in algebra instruction for students with and without disabilities who were enrolled in 8th grade Algebra, Algebra I, Algebra IA or IB, Special Education Algebra, and Special Education Pre-Algebra. In addition, we report our findings about patterns of student behavior in each of these classes.


Reliability And Criterion Validity Of Five Algebra Measures In Districts B And C, Anne Foegen, Jeannette R. Olson, Serkan Perkmen Jan 2005

Reliability And Criterion Validity Of Five Algebra Measures In Districts B And C, Anne Foegen, Jeannette R. Olson, Serkan Perkmen

Project AAIMS Technical Reports

This technical report summarizes the results of a study in which we examined the technical adequacy of five potential measures for algebra progress monitoring. One hundred three students (14 of whom were receiving special education services) completed two forms of a Basic Skills measure, two forms of an Algebra Foundations measure, one form of a Content Analysis-Constructed Response measure, two forms of a Translations measure, and two forms of a Content Analysis-Multiple Choice measure administered over two data collection sessions. Each probe data collection session was repeated to investigate the test-retest reliability of the measures. In addition, we gathered data ...