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Program Effectiveness; Affirmative Action; Professional Education; Disproportionate Representation; Racial Discrimination; Admission Criteria; College Admission; Educational Policy; Graduate Study; African American Achievement; African American Education; African American Students; Court Litigation; Enrollment Influences; Enrollment Rate; Enrollment Trends; Enrollment Management; Desegregation Effects; Policy Analysis; Educational Practices; Politics of Education; Institutional Characteristics

Abstract:
In today's increasingly diverse society, the legitimacy and strength of the democratic form of government depends on equitable access to graduate and professional education for individuals from all races and ethnicities. Yet, despite recent increases in enrollment, students of color remain severely underrepresented in graduate and professional studies. In this article, the author implements a difference-in-differences analytic strategy to examine the impact of "Grutter v. Bollinger" (2003) on student of color enrollment in Texas graduate schools. In "Grutter v. Bollinger," the Court upheld the right of higher education institutions to use affirmative action practices in limited circumstances. In its rationale, the Court emphasized the need for colleges and universities to consider race "in a society in which race unfortunately still matters," not only to obtain the educational benefits of student body diversity but also "to cultivate a set of leaders with legitimacy in the eyes of the citizenry" ("Grutter," 539 U.S. at 333). This study seeks to provide a better understanding of whether the permissive policy in "Grutter" has helped increase student of color enrollment in graduate schools in Texas, a state where the decision lifted a ban on affirmative action practices by overruling a Fifth Circuit opinion that had prohibited the practice. Findings indicate that a permissive policy like "Grutter" can only set the stage for more targeted practices to increase student of color representation in graduate studies. (Contains 2 figures, 6 tables, and 18 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Online Courses; Teaching Methods; Program Evaluation; Program Effectiveness; Student Surveys; Educational Technology; Technology Integration; Educational Certificates; Teacher Education Programs; Education Courses; Conventional Instruction; International Education; Graduate Study

Abstract:
The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master's of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and face-to-face). We also present student feedback and survey data that inform a critical evaluation of the program's effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Learning; Feedback (Response); Online Courses; Educational Technology; Workshops; Program Evaluation; Technology Education; Pedagogical Content Knowledge; Professional Development; College Faculty; Questionnaires; Teacher Attitudes; Program Effectiveness

Abstract:
The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and instructor-led with an efficient training length. In this paper, we suggest that SBOT has the potential to create a highly preferred environment for training if adult learning principles are considered. The study explores the evaluation of this mode of training by using Technology Acceptance Model (TAM). The results show a great acceptance for this mode of training. Moreover, in practice, dual training modes can be offered for TPACK development programs, which may consist of face-to-face training and SBOT. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Nontraditional Students; Discourse Communities; Higher Education; Writing (Composition); Group Discussion; Online Courses; Social Networks; Communities of Practice; Cooperative Learning; Enrollment Rate; Enrollment Trends; Asynchronous Communication; Synchronous Communication; Teleconferencing; Information Networks; Computer Mediated Communication; Technology Uses in Education; Educational Technology; Influence of Technology; Electronic Learning; Distance Education; Change Strategies; Educational Change

Abstract:
In November 2008 the Sloan Consortium published "Staying the Course: Online Education in the United States." This study produced survey statistics relating to enrollments in online courses. The study confirmed what most administrators and faculty members already suspected: the growth of online higher education continues to be astounding; 3.9 million students took at least one online course in the fall of 2007, reflecting a growth in online education enrollments of 12.9% as compared to a modest 1.2% increase in the overall higher education student population. For those who teach continuing higher education courses, particularly composition courses, these statistics seem daunting in that teaching online seems to run counter to collaboration, a best practice that has long been a mainstay of the brick-and-mortar classroom. Nonetheless, online course enrollments will continue to grow, particularly among nontraditional students, many of whom are seeking to enroll in online graduate and professional programs. Employing emerging digital technologies such as group discussion boards, chat sessions, and Web conferencing can create learning and discourse communities that not only lessen student isolation but increase reflection and metacognition. Online collaborative learning groups reap the same benefits as face-to-face collaborative groups: a greater understanding of abstract concepts and ideas, an increase in the student's ability to find and solve writing problems, and a better understanding of audience and its significance. Collaborative group members form a collective audience, an audience that can and does question the writer, forcing the writer to grapple with content and style issues that would otherwise have gone unnoticed and unquestioned. Because collaborative work is so important and because, as Hannah Arendt has stated, "For excellence, the presence of others is always required," instructors must look toward the future and embrace those digital technologies that foster engagement, collaboration, and community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Students; Graduate Study; Science Programs; Enrollment Rate; Enrollment Trends; Engineering Education; Science Education; Full Time Students; College Freshmen; Annual Reports; Student Characteristics; National Surveys; Statistical Distributions; Statistical Surveys; Longitudinal Studies

Abstract:
Approximately 632,700 graduate students were enrolled in science, engineering, and health (SEH) programs in the United States as of fall 2010, a 30% increase from approximately 493,300 students in 2000, according to the National Science Foundation's (NSF's) Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS). The growth in first-time, full-time (FTFT) graduate student enrollment in science and engineering (S&E) programs over this time was even greater, with a 50% increase from approximately 78,400 students in 2000 to approximately 118,500 students in 2010 (figure 1). Continuing the decade-long trend, overall graduate enrollment in S&E reached a new peak in 2010, with 407,291 students in science fields and 149,241 students in engineering fields (table 1). However, rates of growth in these fields slowed considerably between 2009 and 2010 from the two previous years--particularly in FTFT enrollment, which had only a 1.7% gain in science programs and 4.0% gain in engineering programs. Annual increases in 2007-08 and 2008-09 for FTFT graduate enrollment were 7.6% and 6.4% in science and 8.2% and 6.2% in engineering, respectively (figure 1). Enrollment in biomedical engineering, which increased by 7.5% between 2009 and 2010, continues to be one of the fastest growing S&E fields and has experienced the most rapid growth over the last decade (165%), from approximately 3,200 graduate students in 2000 to 8,500 students in 2010 (table 1). These and other findings in this InfoBrief are from the fall 2010 GSS, cosponsored by NSF and the National Institutes of Health (NIH). The GSS is an annual survey of all academic institutions in the United States that grant research-based master's degrees or doctorates in SEH fields. The GSS collects data on the number and characteristics of graduate students, postdoctoral appointees (postdocs), and other doctorate-holding non-faculty researchers in SEH fields. This InfoBrief focuses on the graduate students and postdocs within S&E fields. (Contains 1 figure, 3 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade Point Average; Multivariate Analysis; Predictor Variables; Graduation; Grade 9; Educational Attainment; Urban Schools; Longitudinal Studies; Dropout Prevention; At Risk Students; Program Effectiveness; Gender Differences; Correlation; College Attendance; Grade 8; Enrollment Trends; Intervention; Attendance Patterns; High School Students; African American Students; Limited English Speaking; Special Education; Socioeconomic Status; Student Behavior

Abstract:
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and 2005-2006 9th graders forward in time until their on-time graduation year and 1 year past). Sequentially estimated logistic regression hierarchical linear modeling models indicated the strongest predictors of graduation were 9th-grade attendance and course failure, although gender was still significant. Multinomial logistic regression models were used to analyze the relationship between the 4 categories of college enrollment outcomes (enrollment in a 4-year college, enrollment in a 2-year college, graduation with no college enrollment, and nongraduation) and student-level predictor variables, including grade point average (GPA) and 8th-grade test scores. Results suggest that equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment. (Contains 8 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Remedial Programs; Academic Achievement; Remedial Instruction; Teaching Methods; Statistical Significance; Curriculum Development; Curriculum Enrichment; Curriculum Implementation; Curriculum Evaluation; Cutting Scores; Achievement Gains; Enrollment Rate; Enrollment Trends; Academic Persistence; Program Evaluation; Program Effectiveness; Developmental Studies Programs; Developmental Programs; Academic Records; Student Records; Data Analysis

Abstract:
Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student outcomes prior to the course redesigns, the study also tests whether the redesigned remedial programs were more effective in preparing students for success in postsecondary education than the remedial programs they replaced. The findings indicate that, among students on the margins of the cutoff score, the effects of enrollment in developmental mathematics were positive and statistically significant on early student persistence as well as on the number of credits attempted but not completed in the first semester. However, these effects did not persist over time, as the results show no statistically significant differences between groups after two years. Yet the study also finds that students who were exposed to redesigned developmental math courses had more positive outcomes than did their peers in non-redesign institutions during the same period and also when compared with students who were exposed to the previous version of traditional remediation within their institution in prior years. Students appear to have benefited from redesigned courses at two of the three institutions. The results of this analysis provide insight into the extent to which the particular instruction and delivery methods of remedial courses affect subsequent student academic outcomes, thus informing administrators and policymakers as to how best to help underprepared students. Summarizing Course Redesign at Each Campus is appended. (Contains 7 tables, 4 figures and 22 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Efficiency; Doctoral Degrees; Statistical Data; Foreign Countries; Graduate Students; Enrollment; Enrollment Rate; Enrollment Trends; Educational Objectives; Goal Orientation; Educational History; Graduation Rate; Student Attrition; Educational Quality; Graduate Study

Abstract:
The past few years have witnessed new interest in doctoral production in South Africa. In the first section of the article, it is argued that this new interest has its roots in various higher education policy documents over the past decade. The second part of the article presents some of the most recent statistics on various aspects of doctoral production: trends in enrolments and graduations, completion and attrition rates as well as the supervisory capacity in the system. In the final section it is argued that the policy discourse, together with the analysis of the statistical data, gave rise to four challenges. These are the goals to expand the volume of doctoral graduates being produced as well as the supervisory capacity in the system and the demands to improve the efficiency and quality of doctoral production. In the ensuing discussion of these challenges, it is argued that various factors mitigate against the easy attainment of the first three goals. Although it remains important that these goals are pursued, it is argued that more emphasis should be afforded to considerations about the quality of doctoral training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Educational Technology; Electronic Learning; Online Courses; Educational Change; Phenomenology; Integrated Learning Systems; Community Colleges; Interviews; Enrollment Rate; Enrollment Trends; Teacher Attitudes; Educational Environment; Emotional Response

Abstract:
This is a phenomenological research study about a college that is changing course management systems for online courses and the experiences that the full-time faculty go through during the transition from one course management system (CMS) to another. The reason this method was chosen was to capture the experiences of the faculty and gain an understanding of the phenomena they experience. Colleges are seeing a student enrollment shift away from the traditional classroom toward the online environment. In 2008 there was a 17% increase in online enrollments, accounting for 4.6 million online students. Total enrollments were only up 1.2% (Allen & Seaman, 2010). This demand in online learning means colleges have to offer more online courses, train more faculty, and support the technological requirements of online learning. Many colleges purchase a course management system to support their online courses. The CMS provides a consistent format and look for the faculty and the students while also providing instructional tools such as discussion boards, testing, assignment drop boxes, and grade books. When a college changes the course management system then faculty must learn a new system and transition their courses into the new online software. The research question was: What are the experiences of online faculty as they transition from one course management system to another? Sixteen interviews were conducted with full-time faculty and from the interviews, three themes emerged. The themes related to training, technology, and workload. The essence of the study was that this transition was an emotional change process for faculty. From the results of the study a process chart is developed and the recommendations include methods to reduce the emotional impact on faculty members. Currently, there is little research about the effects of changing course management systems. More studies need to be done both with faculty and students. Other future research topics could include a cost study to determine the overall cost including both direct and indirect costs. Another angle would be to research the companies who provide the course management systems and learn what they do to meet the needs of the schools they support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Investigations; Online Courses; Program Effectiveness; Teaching Methods; Trend Analysis; Academic Persistence; Educational Experience; Performance Factors; Intermode Differences; Institutional Research; Enrollment Influences; Enrollment Trends; Delivery Systems; Dropout Rate; Predictor Variables

Abstract:
Online education is becoming an increasingly important component of higher education. The Sloan Foundation 2010 Survey of Online Learning reports that more than 30% of all students take at least one online course during their college career. Because of this, attention is now turning to the quality of student outcomes that this instructional method provides. However, there is a huge gap in empirical investigations devoted to the link between technology and performance indicators such as grade performance, re-enrollment and course completion (Nora & Plazas Snyder, 2008). This study found that prior online course experience is strongly correlated with future online course success. In fact, knowing a student's prior online course success explains 13.2% of the variation in retention and 24.8% of the variation in online success in our sample, a large effect size. Students who have not successfully completed any previous online courses have very low success and retention rates, and students who have successfully completed all prior online courses have fairly high success and retention rates. Therefore, this study suggests that additional support services need to be provided to previously unsuccessful online learners, while students who succeed online should be encouraged to enroll in additional online courses in order to increase retention and success rates in online learning. (Contains 3 figures, 13 tables, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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