College of Liberal Arts and Human Sciences (CLAHS)

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https://hdl.handle.net/10919/5555

The College of Liberal Arts and Human Sciences includes the arts, humanities, social and human sciences, and education. The College nurtures intellect and spirit, enlightens decision-making, inspires positive change, and improves the quality of life for people of all ages.

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10 Things Educators Can Do To Help Undocumented and DACAmented Youth
Community College Consortium for Immigrant Education (Community College Consortium for Immigrant Education, 2017-02-16)
The recently issued Executive Orders pertaining to immigration have significantly impacted many students and scholars at higher education institutions across the country. On community college campuses, students have expressed anxiety and uncertainty, particularly undocumented students, including those who have received Deferred Action for Childhood Arrivals (DACA) status. While the administration recently suggested that rescinding the DACA program is not a high or immediate priority, community colleges must be prepared to help their current and prospective immigrant students who may qualify for Deferred Action for Childhood Arrivals. This report provides resources and recommendations to help educators launch effective outreach campaigns and prepare staff to provide clear and comprehensive information to support immigrant student success.
1918 Spanish Flu
Ewing, E. Thomas; Hausman, Bernice L.; Ramakrishnan, Naren (2013-10-02)
“A 19th Century Physician Answers Popular Yahoo! Inquiries: The ‘Is It Bad?’ Edition”
Vollmer, Matthew (Ohio Edit, 2013-09-27)
The 20% Solutions: Selective Colleges Can Afford to Admit More Pell Grant Recipients
Carnevale, Anthony P.; Van Der Werf, Martin (Georgetown University Center on Education and the Workforce, 2017-05-02)
This report illustrates that if every college was required to have at least 20 percent Pell Grant recipients, an additional 72,000 Pell students would have to be admitted to 346 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 48 percent at open-access colleges.
2006 National Survey of Latinos: The Immigration Debate
Suro, Roberto; Escobar, Gabriel (Pew Hispanic Center, 2006-07-13)
Latinos are feeling more discriminated against, politically energized and unified following the immigration policy debate and the pro-immigration marches that have taken place. According to the 2006 National Survey of Latinos conducted by the Pew Hispanic Center, more than half (54%) of Latinos surveyed believe the debate has increased discrimination. Almost two-thirds (63%) think the pro-immigrant marches this year signal the beginning of a new and lasting social movement. And in marked contrast to prior surveys, a majority (58%) now believes Hispanics are working together to achieve common goals. This report analyzes the data from the survey.
2008 Minority Achievement Report: Maryland
Maryland Higher Education Commission (Maryland Higher Education Commission, 2008-09-01)
This report focuses on the progress that the Maryland’s public colleges and universities have made in three areas: 1) strengthening recruitment, 2) strengthening retention and graduation, and 3) improving diversity of faculty/staff.
2017 New Mexico Higher Education Department
New Mexico Higher Education Department (New Mexico Higher Education Department, 2018-02-12)
This report highlights how the New Mexico Higher Education Department is accomplishing the most sweeping and efficient articulation improvements in the history. The 3 cornerstones of articulation improvement across the New Mexico state include: 1) the development and sustaining of a state-wide common course numbering system, 2) an improved general education core curriculum, and 3) the development of state-wide meta-majors.
2017 South Carolina Higher Education Statistical Abstract
Armour, Mim (South Carolina Commission on Higher Education, 2017)
This report presents the statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data in South Carolina state in the last 10 years.
2017 Study of Gaps in College Access and Success Programming in Montana
Kendrick, Terry; Cresswell, Kelly (Reach Higher Montana, 2017)
As part of its efforts to prepare for the future, Reach Higher Montana embarked to study the current state of college access and success in Montana. The result is this gap analysis report, which highlights areas of progress and areas of need if Montana wishes to provide higher education opportunities for all students. The data will help Reach Higher Montana’s governing body – the Montana Higher Education Student Assistance Corporation (MHESAC) board – identify strategic priorities specifically for fiscal years 2019 through 2021. The data analyzed generally falls into five broad categories: Academic Preparation, Access, Affordability, Awareness, and Aspirations. While not mutually exclusive, these broad categories provide context for the areas which help students succeed in higher education.
2017 Your First College Year Survey
Couch, Victoria (HERI, 2018-04-01)
Developed by the Higher Education Research Institute (HERI) and the Policy Center on the First Year of College in 2000, the Your First College Year survey (YFCY) is administered annually through the Cooperative Institutional Research Program (CIRP) at the University of California, Los Angeles. The YFCY was the first national survey designed specifically to measure student development in the first year of college, and it is distributed to students at the end of their first year. Thirty institutions participated in the 18th administration of the YFCY in the Spring of 2017. The sample consists of 8,264 first-time, full-time students at these institutions.
2018 Higher Education Research Digest
American College Testing (American College Testing (ACT), 2018)
This 2018 higher education report highlights, among other aspects, how much academic preparation is needed for middle-skills jobs?; retention and transfer behavior of first-generation students; how academic readiness and discipline may become two factors related to degree completion.
2018 Indicators of Higher Education Equity in the United States: Historical Trend Report
Cahalan, Margaret; Perna, Laura W.; Yamashita, Mika; Wright, Jeremy; Santillan, S. (The Pell Institute, 2018)
This report aims to point out the status of higher education equity in the United States and identify changes over time in measures of equity, identify policies and practices that promote and hinder progress, and illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes.
The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in Engineering
Anderson, Eugene L.; Williams, Krystal; Ponjuan, Luis; Frierson, Henry T. (Association of Public and Land-Grant Universities, 2018)
This report examines recent trends in engineering degrees awarded at national and institutional levels to determine areas of growth among various groups, changes in racial, ethnic and gender diversity in engineering, and which colleges and universities graduate a larger number and proportion of underrepresented groups in specific engineering disciplines.
2018 Texas Public Higher Education Almanac
Texas Higher Education Coordinating Board (Texas Higher Education Coordinating Board, 2018)
When the 86th regular session of the Texas legislature adjourns in May 2019, Texas will be nearly one-third of the way toward the conclusion of its 15-year higher education strategic plan, 60x30TX. That means the legislature will have put in place a state budget and policies that will largely determine the likelihood of the state reaching its 60x30 goals in higher educational attainment and completion, providing all college (both two- and four-year) graduates marketable skills, and keeping student debt at manageable levels. In preparation for the 86th session, the Texas Higher Education Coordinating Board makes both budgetary and policy recommendations to the legislature intended to accelerate the state’s progress toward achieving these goals.
2018 West Virginia Higher Education Report Card
West Virginia Higher Education Policy Commission; West Virginia Community and Technical College System (West Virginia Higher Education Policy Commission, 2019-01-01)
This annual accountability report provides year-end higher education statistics for both of the state’s higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (Leading the Way Access. Success. Impact.) and the Council (Fulfilling the Vision 2015-2020).
2018 What Works for Latino Students in Higher Education
Santiago, Deborah A. (Excelencia in Education, 2018-10-01)
Through Examples of Excelencia, the author points out what works to help inform how Latino students are served in higher education and how policy can better impact their success. As programs and practices improve the success of Latinos, the author examines how these practices work for all students. We want to close achievement gaps, improve degree attainment, and better the U.S. economy for the benefit of the entire country. Excelencia recognizes that in order to do so, we must find ways to better support our country’s fastest growing population. Latino student representation is increasing in the K-12 pipeline. By informing institutions of what works for Latinos, they will not only better serve their current students, but are better prepared to serve their future students.
2018 Your First College Year Survey
Couch, Victoria (HERI, 2019-03-01)
Developed by the Higher Education Research Institute (HERI) and the Policy Center on the First Year of College in 2000, the Your First College Year survey (YFCY) is administered annually through the Cooperative Institutional Research Program (CIRP) at the University of California, Los Angeles. The YFCY was the first national survey designed specifically to measure student development in the first year of college, and it is distributed to students at the end of their first year. Twenty-three institutions participated in the 19th administration of the YFCY in the Spring of 2018. The sample consists of 5,204 first-time, full-time students at these institutions. This report presents the survey’s results.
2019 College Senior Survey
Fregoso, Julio; Lopez, Diana D. (Higher Education Research Institute at UCLA, 2020-02-01)
The Cooperative Institutional Research Program (CIRP) has administered the College Senior Survey since 1993; this year marked the 27th administration of the survey. This report highlights data from 17,363 seniors graduating from 63 four-year colleges and universities across the United States. Below are findings about their learning experiences, ways they incorporate wellness and balance into their lives, aspirations for graduate education, and highlights of students who transferred from the community college system. Out of all the graduating seniors who responded to the survey, 83.3% reported satisfaction with their overall college experience. Students believe they are leaving their institutions with a stronger knowledge base around global (83.7%), national (81.8%), and community issues (77.9%).
The 2019 Conference on Health and Active Transportation: Research Needs and Opportunities
Berrigan, David; Dannenberg, Andrew L.; Lee, Michelle; Rodgers, Kelly; Wojcik, Janet R.; Wali, Behram; Tribby, Calvin P.; Buehler, Ralph; Sallis, James F.; Roberts, Jennifer D.; Steedly, Ann; Peng, Binbin; Eisenberg, Yochai; Rodriguez, Daniel A. (MDPI, 2021-11-11)
Active transportation (AT) is widely viewed as an important target for increasing participation in aerobic physical activity and improving health, while simultaneously addressing pollution and climate change through reductions in motor vehicular emissions. In recent years, progress in increasing AT has stalled in some countries and, furthermore, the coronavirus (COVID-19) pandemic has created new AT opportunities while also exposing the barriers and health inequities related to AT for some populations. This paper describes the results of the December 2019 Conference on Health and Active Transportation (CHAT) which brought together leaders from the transportation and health disciplines. Attendees charted a course for the future around three themes: Reflecting on Innovative Practices, Building Strategic Institutional Relationships, and Identifying Research Needs and Opportunities. This paper focuses on conclusions of the Research Needs and Opportunities theme. We present a conceptual model derived from the conference sessions that considers how economic and systems analysis, evaluation of emerging technologies and policies, efforts to address inclusivity, disparities and equity along with renewed attention to messaging and communication could contribute to overcoming barriers to development and use of AT infrastructure. Specific research gaps concerning these themes are presented. We further discuss the relevance of these themes considering the pandemic. Renewed efforts at research, dissemination and implementation are needed to achieve the potential health and environmental benefits of AT and to preserve positive changes associated with the pandemic while mitigating negative ones.
2019 Diverse Learning Environments
McLennan, Destiny (Higher Education Research Institute at UCLA, 2019-10-01)
The Diverse Learning Environments (DLE) survey is designed to capture student perception of institutional climate; student learning outcomes (e.g., sense of belonging); and campus practices as experienced with faculty and staff. The Cooperative Institutional Research Program has administered the DLE survey every year since 2011. The sample for the DLE 2019 survey includes 9,598 students from seventeen institutions. This report seeks to understand student thought and engagement with and around diverse issues. While understanding how institutions are fostering diverse environments is critical, we must do more to understand how students actively insert themselves in these conversations, classes, and events. Understanding how students both act and think about diverse issues allows campuses to gauge student activity and learn how to best engage their students in tackling potentially difficult dialogues.

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