@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Linda Casola", title = "Roundtable on Data Science Postsecondary Education: A Compilation of Meeting Highlights", isbn = "978-0-309-67770-7", abstract = "Established in December 2016, the National Academies of Sciences, Engineering, and Medicine's Roundtable on Data Science Postsecondary Education was charged with identifying the challenges of and highlighting best practices in postsecondary data science education. Convening quarterly for 3 years, representatives from academia, industry, and government gathered with other experts from across the nation to discuss various topics under this charge. The meetings centered on four central themes: foundations of data science; data science across the postsecondary curriculum; data science across society; and ethics and data science. This publication highlights the presentations and discussions of each meeting.", url = "https://nap.nationalacademies.org/catalog/25804/roundtable-on-data-science-postsecondary-education-a-compilation-of-meeting", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Patricia Albjerg Graham and Nevzer G. Stacey", title = "The Knowledge Economy and Postsecondary Education: Report of a Workshop", isbn = "978-0-309-08292-1", abstract = "The Workshop on the Knowledge Economy and Postsecondary Education documents changes seen in the postsecondary education system. In her report Lisa Hudson focuses on who is participating in postsecondary education; Tom Bailey concentrates on community colleges as the most responsive institutions to employer needs; Carol Twigg surveys the ways that four-year institutions are attempting to modify their curricular offerings and pedagogy to adapt those that will be more useful; and Brian Pusser emphasizes the public\u2019s broader interests in higher education and challenges the acceptance of the primacy of job preparation for the individual and of \"market\" metaphors as an appropriate descriptor of American higher education. An example of a for-profit company providing necessary instruction for workers is also examined. \nRichard Murnane, Nancy Sharkey, and Frank Levy investigate the experience of Cisco high school and community college students need to testify to their information technology skills to earn certificates. Finally, John Bransford, Nancy Vye, and Helen Bateman address the ways learning occurs and how these can be encouraged, particularly in cyberspace.\n", url = "https://nap.nationalacademies.org/catalog/10239/the-knowledge-economy-and-postsecondary-education-report-of-a-workshop", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Lynne M. Holden and Camara P. Jones and Cato T. Laurencin", title = "The State of Anti-Black Racism in the United States: Reflections and Solutions from the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine: Proceedings of a Workshop", isbn = "978-0-309-69289-2", abstract = "The mission of the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine at the National Academies of Sciences, Engineering, and Medicine is to advance discussions on the barriers and opportunities encountered by Black students and professionals as they navigate the pathways from K-12 and postsecondary education to careers in science, engineering, and medicine (SEM) and highlight promising practices for increasing the representation, retention, and inclusiveness of Black men and Black women in SEM. This proceedings serves as a summary of the presentations and discussions from a capstone workshop, held virtually on December 6 and 7, 2021, to review how anti-Black racism had permeated across the topics covered by the Roundtable over the previous 2 years.", url = "https://nap.nationalacademies.org/catalog/26692/the-state-of-anti-black-racism-in-the-united-states-reflections-and-solutions-from-the-roundtable-on-black-men-and-black-women-in-science-engineering-and-medicine", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Alan I. Leshner and Layne A. Scherer", title = "Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student", isbn = "978-0-309-12412-6", abstract = "Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a \"very\" or \"extremely\" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing.\nThe nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed.\nMental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.", url = "https://nap.nationalacademies.org/catalog/26015/mental-health-substance-use-and-wellbeing-in-higher-education-supporting", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", title = "Building Capacity for Teaching Engineering in K-12 Education", isbn = "978-0-309-49942-2", abstract = "Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering.\nBuilding Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.", url = "https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty and Judith A. Koenig", title = "Key National Education Indicators: Workshop Summary", isbn = "978-0-309-26121-0", abstract = "The education system in the United States is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was. At the turn of the 20th century, less than one-tenth of students enrolled were expected to graduate from high school. Today, most people expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. Goals have broadened to include not only rigorous benchmarks in core academic subjects, but also technological literacy and the subtler capacities known as 21st-century skills.\nTo identify the most important measures for education and other issues and provide quality data on them to the American people, Congress authorized the creation of a Key National Indicators System (KNIS). This system will be a single Web-based information source designed to help policy makers and the public better assess the position and progress of the nation across a wide range of areas. Identifying the right set of indicators for each area is not a small challenge. To serve their purpose of providing objective information that can encourage improvement and innovation, the indicators need to be valid and reliable but they also need to capture the report committee's aspirations for education.\nThis report describes a workshop, planned under the aegis of the Board on Testing and Assessment and the Committee on National Statistics of the National Research Council. Key National Education Indicators is a summary of the meeting of a group with extensive experience in research, public policy, and practice. The goal of the workshop was not to make a final selection of indicators, but to take an important first step by clearly identifying the parameters of the challenge.", url = "https://nap.nationalacademies.org/catalog/13453/key-national-education-indicators-workshop-summary", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Effective Mentoring in STEMM: Practice, Research, and Future Directions: Proceedings of a Workshop–in Brief", abstract = "Mentoring has long been understood as a beneficial component of academic and professional development. But investigations of the attributes of effective mentoring interactions in science, technology, engineering, mathematics, and medical (STEMM) education are only now starting to shed light on how exactly these complex and dynamic relationships form, evolve, and impact the lives and careers of the current and next generation of STEMM professionals. \n\nTo explore the conversation surrounding this highly interdisciplinary field, the Board on Higher Education and Workforce and the Committee on Women in Science, Engineering, and Medicine, in collaboration with the Board on Science Education and the Teacher Advisory Council, convened a workshop in Washington D.C. on February 9-10, 2017. Educators, scientists, engineers, industry leaders, and scholars from a wide range of career stages focused on identifying successful practices and metrics for mentoring students in STEMM career pathways. Workshop sessions spanned topics across the mentoring field: definitions, theories, practices, perspectives, evidence, research, identity, and reflection, with a particular emphasis on identifying the evidence supporting successful mentoring practices for women and students of color across high school and postsecondary education. This publication briefly summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/24815/effective-mentoring-in-stemm-practice-research-and-future-directions-proceedings", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Challenges and Opportunities for Education About Dual Use Issues in the Life Sciences", isbn = "978-0-309-15840-4", abstract = "The Challenges and Opportunities for Education About Dual Use Issues in the Life Sciences workshop was held to engage the life sciences community on the particular security issues related to research with dual use potential. More than 60 participants from almost 30 countries took part and included practicing life scientists, bioethics and biosecurity practitioners, and experts in the design of educational programs. \n\nThe workshop sought to identify a baseline about (1) the extent to which dual use issues are currently being included in postsecondary education (undergraduate and postgraduate) in the life sciences; (2) in what contexts that education is occurring (e.g., in formal coursework, informal settings, as stand-alone subjects or part of more general training, and in what fields); and (3) what online educational materials addressing research in the life sciences with dual use potential already exist.", url = "https://nap.nationalacademies.org/catalog/12958/challenges-and-opportunities-for-education-about-dual-use-issues-in-the-life-sciences", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Ruby Takanishi and Suzanne Le Menestrel", title = "Promoting the Educational Success of Children and Youth Learning English: Promising Futures", isbn = "978-0-309-45537-4", abstract = "Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs\u2014who account for more than 9 percent of enrollment in grades K-12 in U.S. schools\u2014are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.\nPromoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs\/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs\/ELs from birth to grade 12.", url = "https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Greg Pearson and A. Thomas Young", title = "Technically Speaking: Why All Americans Need to Know More About Technology", isbn = "978-0-309-08262-4", abstract = "Cell phones . . . airbags . . . genetically modified food . . . the Internet. These are all emblems of modern life. You might ask what we would do without them. But an even more interesting question might be what would we do if we had to actually explain how they worked?\n\nThe United States is riding a whirlwind of technological change. To be sure, there have been periods, such as the late 1800s, when new inventions appeared in society at a comparable rate. But the pace of change today, and its social, economic, and other impacts, are as significant and far reaching as at any other time in history. And it seems that the faster we embrace new technologies, the less we\u2019re able to understand them.\nWhat is the long-term effect of this galloping technological revolution? In today\u2019s new world, it is nothing less than a matter of responsible citizenship to grasp the nature and implications of technology.\nTechnically Speaking provides a blueprint for bringing us all up to speed on the role of technology in our society, including understanding such distinctions as technology versus science and technological literacy versus technical competence. It clearly and decisively explains what it means to be a technologically-literate citizen. The book goes on to explore the context of technological literacy\u2014the social, historical, political, and educational environments.\nThis readable overview highlights specific issues of concern: the state of technological studies in K-12 schools, the reach of the Internet into our homes and lives, and the crucial role of technology in today\u2019s economy and workforce. Three case studies of current issues\u2014car airbags, genetically modified foods, and the California energy crisis\u2014illustrate why ordinary citizens need to understand technology to make responsible decisions.\nThis fascinating book from the National Academy of Engineering is enjoyable to read and filled with contemporary examples. It will be important to anyone interested in understanding how the world around them works.\n", url = "https://nap.nationalacademies.org/catalog/10250/technically-speaking-why-all-americans-need-to-know-more-about", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Martin Storksdieck", title = "Climate Change Education: Preparing Future and Current Business Leaders: A Workshop Summary", isbn = "978-0-309-30598-3", abstract = "Climate change poses challenges as well as opportunities for businesses and, broadly speaking for the entire economy. Businesses will be challenged to provide services or products with less harmful influence on the climate; respond to a changing policy, regulatory, and market environment; and provide new services and products to help address the challenges of a changing climate. Many businesses are beginning to see climate change as another context within which they need to consider their core functions of strategy, finance, operations, marketing, and their regulatory environments, a context that poses both risks and opportunities.\nClimate Change Education: Preparing Current and Future Business Leaders is the summary of a workshop hosted by the National Research Council's Board on Science Education in March 2013 to explore issues associated with teaching climate change-related topics in business schools. The workshop focused on major gaps in understanding of climate and sustainability education in postsecondary professional schools of business. The workshop also connected the topic of climate education for current and future business leaders with a broader discussion on climate change education and how they influence and can benefit each other. This report discusses the role that business schools could play in preparing future corporate leaders for the challenges and opportunities that climate change poses. ", url = "https://nap.nationalacademies.org/catalog/18813/climate-change-education-preparing-future-and-current-business-leaders-a", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Ability Testing of Handicapped People: Dilemma for Government, Science, and the Public", url = "https://nap.nationalacademies.org/catalog/19557/ability-testing-of-handicapped-people-dilemma-for-government-science-and", year = 1982, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Janet S. Hansen", title = "Preparing for the Workplace: Charting A Course for Federal Postsecondary Training Policy", isbn = "978-0-309-04935-1", abstract = "Job training has taken a central place among strategies to boost U.S. competitiveness in the world and ensure a high standard of living. Decision making in this area has a major impact on American workers who do not earn 4-year college degrees\u2014fully three-quarters of the workforce.\nThis timely volume reviews the state of postsecondary training for work in the United States; it addresses controversies about federal job policies and programs and outlines a national approach to improved quality and accessibility in workplace preparation.\nThe committee focuses on the various types of training individuals need during their working lives. Leading experts explore the uneven nature of postsecondary training in the United States and contrast our programs with more comprehensive systems found in other major industrial countries.\nThe authors propose what the federal government can\u2014and cannot\u2014do in improving postsecondary training, exploring appropriate roles and responsibilites for federal, state, and private interests. The volume highlights opportunities for improvement in the development of skills standards, student financial aid, worker retraining, second-change education, and the provision of better information to program managers, public officials, and trainees.\nWith a wealth of insightful commentary and examples, this readable volume will be valuable to federal and state policymakers, leaders in the field of training, educators, employers, labor unions, and interested individuals.", url = "https://nap.nationalacademies.org/catalog/2123/preparing-for-the-workplace-charting-a-course-for-federal-postsecondary", year = 1994, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Ronald S. Fecso", title = "Quality in Student Financial Aid Programs: A New Approach", isbn = "978-0-309-04877-4", abstract = "Federal financial aid for postsecondary education students involves both large expenditures and a complex distribution system. The accuracy of the needs-based award process and the system of accountability required of the 8,000 institutional participants are the focus of this book. It assesses the current measures of system quality and possible alternatives, such as a total quality management approach. The analysis covers steps to eliminate sources of error\u2014by reducing the complexity of the application form, for example. The volume discusses the potential for a risk-based approach for verification of applicant-supplied information and for audit and program reviews of institutions.\nThis examination of the interrelationships among the aid award and quality control activities will be of interest to anyone searching for a more efficient aid system. The book can also serve as a case study for other government agencies seeking to examine operations using modern quality management principles.", url = "https://nap.nationalacademies.org/catalog/2226/quality-in-student-financial-aid-programs-a-new-approach", year = 1993, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Letter Report from the Committee on Youth Population and Military Recruitment", url = "https://nap.nationalacademies.org/catalog/10317/letter-report-from-the-committee-on-youth-population-and-military-recruitment", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", title = "Building America's Skilled Technical Workforce", isbn = "978-0-309-44006-6", abstract = "Skilled technical occupations\u2014defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor\u2019s degree for entry\u2014are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives.\n\nIn response to the broader need for policy information and advice, Building America\u2019s Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.", url = "https://nap.nationalacademies.org/catalog/23472/building-americas-skilled-technical-workforce", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" }