Relevant bibliographies by topics / Academic progress

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic progress'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Academic progress"

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Hanson, Daniel James. "Progress in Academic Radiology." Investigative Radiology 29, no. 2 (February 1994): 258–60. http://dx.doi.org/10.1097/00004424-199402000-00027.

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Howard, Richard D., and Brenda H. Rogers. "Tracking academic progress within a complex academic environment." New Directions for Institutional Research 1991, no. 70 (1991): 61–72. http://dx.doi.org/10.1002/ir.37019917007.

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Berkseth, Janet Kempf. "Composition Skills and Academic Progress." Journal of Nursing Education 26, no. 8 (October 1987): 333–34. http://dx.doi.org/10.3928/0148-4834-19871001-08.

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Barnett, Mandy M. "Academic Progress in Palliative Care." Progress in Palliative Care 5, no. 1 (January 1997): 40–41. http://dx.doi.org/10.1080/09699260.1997.11746773.

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Adnan, Norliza. "Longitudinal Tracking of Students’ Academic Progress using Model-based Clustering." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 497–505. http://dx.doi.org/10.37200/ijpr/v24i5/pr201714.

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Burns, Matthew K., and Helen Young. "Test Review:Measures of academic progress skills." Journal of Psychoeducational Assessment 37, no. 5 (June 22, 2018): 665–68. http://dx.doi.org/10.1177/0734282918783509.

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KUCK, VALERIE J. "PROGRESS OF WOMEN IN ACADEMIC SCIENCE." Chemical & Engineering News 88, no. 42 (October 18, 2010): 32–33. http://dx.doi.org/10.1021/cen-v088n042.p032.

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Gorski, Mary Sue, and Patricia Polansky. "Accelerating Progress in Seamless Academic Progression." Nursing Outlook 67, no. 2 (March 2019): 154–60. http://dx.doi.org/10.1016/j.outlook.2018.11.008.

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Hull, Marie C. "The academic progress of Hispanic immigrants." Economics of Education Review 57 (April 2017): 91–110. http://dx.doi.org/10.1016/j.econedurev.2017.02.002.

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Kirk-Kuwaye, Michael. "Using Metaphor in Academic Advising." NACADA Journal 18, no. 1 (March 1, 1998): 50–53. http://dx.doi.org/10.12930/0271-9517-18.1.50.

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Student understanding of academic programs and student services is essential to academic progress and the first step to enjoying an enriched college experience. However, student conceptions of college are often inaccurate, incomplete, and difficult to change. Through the use of metaphor, advisors can redirect students' attitudes about seeking assistance, increase their understanding of higher education and its philosophies, and encourage them to solve problems creatively.
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Dissertations / Theses on the topic "Academic progress"

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Brazile, Orella Ramsey. "Factors related to the professional progress of academic librarians in Louisiana." Thesis, University of North Texas, 1991. http://books.google.com/books?id=7LLgAAAAMAAJ.

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Curry, David Mitchell. "Academic Progress Scores to Predict Performance on a State Assessment." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955044/.

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This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance related to seventh-grade STAAR reading scale scores. There is a vital need for tools that improve a student's academic development and MAP assessments have been found to predict performance on state-mandated assessments.
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Herr, Deron R. "Progress in understanding the roles of sphingolipids in animal development /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144306.

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Robertson, Rebecca A. "Incarcerated youth| Challenges measuring academic progress in a juvenile hall school." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682275.

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The ever-changing implementations of assessing our students have driven instruction to focus on measuring academic growth for school improvement. Now that most of our nation has adopted the common core state standards to educate and prepare our students for college and career, the challenges will be even greater for those who are currently struggling such as many of the incarcerated youth.

According to the Juvenile Court Schools (JCS) fact sheet (Los Angeles County Office of Education; LACOE, 2012), many of the incarcerated youth generally "have serious gaps in their education and poor academic skills" (JCS Facts, bullet No. 4). Taking academic assessments can be challenging without external factors, but add in the fact that the student may be facing a life sentence in prison, placement in a group home or foster care facility away from family, or dealing with mental health issues drives the challenge of academic growth sometimes out of reach while incarcerated. Furthermore, the short period of stay in the incarcerated juvenile facility adds an even greater challenge to success or growth in their academic progress.

This study examined the challenges of measuring academic growth of incarcerated youth in a juvenile hall school facility. Through the use of mixed methods, a review of available student assessment data - increased frequent formative assessments, utilizing components of the RISE Educational Services and Total Educational Systems Support (TESS) Focused Adaptable- Structure Teaching (F.A.S.T.) Framework within the teacher's delivery of direct instruction - along with an online survey of the teachers' ability to collaborate in Professional Learning Communities (PLCs), and a focus group with those who spearheaded the implementation of the instructional method, teacher-leads and administrators, resulted in finding that a unique instructional method is needed for those students attending school in an incarcerated juvenile facility to measure academic growth.

The qualitative and quantitative data measured what needed to be continued, what needed to be stopped and what should be implemented regarding the instructional delivery, along with pre/post assessments of students who attended the incarcerated juvenile school facility and the dimensions of PLCs.

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Brazile, Orella Ramsey 1945. "Factors Related to the Professional Progress of Academic Librarians in Louisiana." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc279164/.

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Three groups of Academic librarians in Louisiana were surveyed to determine what factors other than job performance influenced professional progress (Salary increases, promotion and tenure) for them. Staff development activities were also investigated to determine if they played any significant role in influencing professional progress. Three opinion questions were also asked in this investigation about the feasibility of using an index that was developed to assess quantitatively staff development activities.
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Moore, Jenifer Leigh. "Adequate yearly progress leaving explanation behind? /." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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Herberholz, Lars [Verfasser], and B. U. [Akademischer Betreuer] Wigger. "On the Mechanics Behind Academic Progress / Lars Herberholz ; Betreuer: B. U. Wigger." Karlsruhe : KIT-Bibliothek, 2021. http://d-nb.info/1227451067/34.

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Nickerson, Terrill L. "Parents' Perceptions of Academic Progress Information Access and Dual Enrollment Student Success." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742228.

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To comply with The Family Educational Rights and Privacy Act (FERPA) regulations, parents of high school students taking college classes as part of a dual enrollment program have to employ alternative monitoring practices to remain informed about their students’ academic progress. This quantitative research study explored how parents’ perceptions of access to student academic progress information correlated with their students’ academic performance based on cumulative grade point average (GPA) in college classes. Credit-based transition programs (CBTP) and parent monitoring theory provided the framework. All 867 parents of students under age 18 enrolled in the dual enrollment program at an urban community college in a western state during the winter quarter 2015 were asked to respond a 10 question survey instrument, modified from Stattin and Kerr (2000) and six demographic indicators. The results of 59 returned questionnaires were linked to GPAs of students using descriptive and correlational statistics. A small response (6.8%) limited the ability to correlate parental perceptions and dual enrollment success in college courses. No significance was demonstrated; however, when cumulative GPAs and parent responses on the survey instrument were correlated using split-cases with demographic indictors, six significant correlations appeared. These indicated that parents do appear to play some significant role in supporting their dual enrollment student’s success in college courses. As a result, colleges may want to find mechanisms for parents of dual enrollment students to stay engaged without compromising the FERPA regulations.

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Egan, Amanda Egan. "Relationship Between Teachers' Use of Academic Progress Data and Students' Test Scores." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3393.

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A small private secondary school in Mexico implemented periodic progress testing with the intention of individualizing education of its students. The relationship between teachers' use of Measures of Academic Progress (MAP) data and students' mathematics and reading gain scores was not known. The purpose of this study was to determine whether the frequency of teachers' use of MAP data or student profiles was related to students' MAP mathematics and reading test gain scores between 2 years of test administrations. The theoretical framework for the study was Dewey's, Kolb's, and Vygotsky's ideas on pragmatism and constructivism, which support students' opportunities for growth in learning through realization of their strengths and talents. The mathematics and reading MAP gain scores of 76 students were examined, along with 8 teachers' responses from a questionnaire on teachers' frequency of use of MAP data or student profiles. Data were analyzed using analyses of variance. Results indicated significant differences in students' MAP gain scores in reading when their teachers reported using MAP data at least once per week (F = 4.086, p = 0.001) or online student profiles at least once per month (F = 3.638, p = 0.013). Targeted training videos and materials were created to support teachers' use of MAP results to inform instruction at the study site. Implications for social change include encouraging teachers and administrators to meet the individual needs of students, which may result in increased student reading and mathematics scores, graduation rates, and latitude in vocation selection.
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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.

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Books on the topic "Academic progress"

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Agency, Texas Education. Academics 2000: 1997 progress report. Austin, Tex. (1701 N. Congress Ave., Austin 78701-1494): Texas Education Agency, 1998.

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United States. Office of Educational Research and Improvement and National Center for Education Statistics, eds. The educational progress of women. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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National Center for Education Statistics, ed. The educational progress of women. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Rolleston, Caine. Making progress: Report of the Young Lives school survey in Vietnam. Oxford, UK: Young Lives, 2013.

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National Center for Education Statistics., ed. The educational progress of Hispanic students. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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Ede, Lisa S. Work in progress: A guide to academic writing and revising. 5th ed. Boston: Bedford/St. Martin's, 2001.

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Ohio Board of Regents. Library Study Committee. Academic libraries in Ohio: Progress through collaboration, storage, and technology. [Columbus, Ohio]: Ohio Board of Regents, 1987.

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Dougherty, Richard M. The redirected campus library: Exploding myths and clearing away obstacles to progress. [Minneapolis]: University of Minnesota Libraries, Twin Cities Campus, 1989.

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Barton, Paul E. The black-white achievement gap: When progress stopped. Princeton, NJ: Policy Evaluation and Research Center, Policy Information Center, Educational Testing Service, 2010.

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University of London. Institute of Historical Research. Historical research for higher degrees in the United Kingdom: Theses in progress. London: University of London, Institute of Historical Research, 1986.

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Book chapters on the topic "Academic progress"

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Bailey, Stephen. "Progress Check 1." In Academic Writing, 86–87. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-14.

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Bailey, Stephen. "Progress Check 2." In Academic Writing, 130–31. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-24.

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Bailey, Stephen. "Progress Check 3." In Academic Writing, 173–75. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-34.

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Bailey, Stephen. "Progress Check 4." In Academic Writing, 219–21. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-44.

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Berkeley, Sheri, and Paul J. Riccomini. "Academic Progress Monitoring." In Handbook of Special Education, 218–32. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-19.

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Bailey, Stephen. "Progress Check E." In Academic Writing for University Students, 232–33. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-42.

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Bailey, Stephen. "Progress Check A." In Academic Writing for University Students, 53–56. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-8.

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Bailey, Stephen. "Progress Check D." In Academic Writing for University Students, 199–200. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-35.

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Bailey, Stephen. "Progress Check C." In Academic Writing for University Students, 145–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-25.

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Bailey, Stephen. "Progress Check B." In Academic Writing for University Students, 101–2. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003010210-15.

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Conference papers on the topic "Academic progress"

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Greblă, Horea, Cătălin Rusu, Adrian Sterca, Darius Bufnea, and Virginia Niculescu. "Recommendation System for Student Academic Progress." In 14th International Conference on Agents and Artificial Intelligence. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0010816300003116.

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Indrawan, Gede, Gede Teguh Heriawan, Anak Agung Istri Ita Paramitha, Gede Wiryawan, Gede Bendesa Subawa, Made Trisna Sastradi, and Kadek Ari Sucahyana. "SIsKA: Mobile Based Academic Progress Information System." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.24.

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"iLRN 2020 Academic Work-in-Progress Papers." In 2020 6th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2020. http://dx.doi.org/10.23919/ilrn47897.2020.9155138.

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Camacho, Angela. "Measuring Female Progress in Academic Work in Colombia." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128286.

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Jha, Meena, Simon, Regina Berretta, Ayse Bilgin, Judy Sheard, Lakmali Jayarathna, Sander J. J. Leemans, and Trina Myers. "Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0142.

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The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.
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Mert, Merter. "TECHNOLOGICAL PROGRESS, LABOUR PRODUCTIVITY AND ECONOMIC GROWTH: DISENTANGLING THE NEGATIVE AND POSITIVE EFFECTS." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.012.

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Xu, Puyang. "Progress of object detection: methods and future directions." In 2nd IYSF Academic Symposium on Artificial Intelligence and Computer Engineering, edited by Wei Qin. SPIE, 2021. http://dx.doi.org/10.1117/12.2623116.

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Wang, Xiaozhang, Qi Li, and Qi Wang. "Progress and analysis of the liquid crystal phased array technology in ladar." In 2010 Academic Symposium on Optoelectronics Technology (ASOT). IEEE, 2010. http://dx.doi.org/10.1109/rcslplt.2010.5615284.

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Dimitrov, D., T. Becker, M. Bezuidenhout, and P. Hugo. "From Rapid Prototyping to Rapid Manufacturing — An Industrial and Academic Perspective." In 1st International Conference on Progress in Additive Manufacturing. Singapore: Research Publishing Services, 2014. http://dx.doi.org/10.3850/978-981-09-0446-3_007.

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Jiwane, Anamika. "On-Line Design Studio: Strategies for enhancing Motivation and Progress." In 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE). IEEE, 2021. http://dx.doi.org/10.1109/slae54202.2021.9686761.

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Reports on the topic "Academic progress"

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Ginther, Donna, and Shulamit Kahn. Women in Academic Economics: Have We Made Progress? Cambridge, MA: National Bureau of Economic Research, April 2021. http://dx.doi.org/10.3386/w28743.

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Hodgson, D., and J. Steadman. DOE/EPSCoR Traineeship Program: Progress report, academic year 1992--93. Annual report 1993. Office of Scientific and Technical Information (OSTI), December 1993. http://dx.doi.org/10.2172/90196.

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Maple, M. Brian, and Jason R. Jeffries. Annual Scientific Progress Report: National Nuclear Security Administration Stewardship Stockpile: Academic Alliance Research Grant #DE-FG52-06NA26205. Office of Scientific and Technical Information (OSTI), July 2007. http://dx.doi.org/10.2172/910220.

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Maple, M. Brian, and Diego A. Zocco. Annual Scientific Progress Report: National Nuclear Security Administration Stockpile Stewardship: Academic Alliance Research Grant #DE-FG52-06NA26205. Office of Scientific and Technical Information (OSTI), July 2008. http://dx.doi.org/10.2172/935033.

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Mitchell, G. E. 2004 Progress Report for Grant No. DE-FG03-03NA00076 Nuclear Level Densities and Gamma-ray Strength Functions: Stewardship Sciences Academic Alliances Program. Office of Scientific and Technical Information (OSTI), October 2004. http://dx.doi.org/10.2172/833580.

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Hudson Vitale, Cynthia, and Judy Ruttenberg. Investments in Open: Association of Research Libraries US University Member Expenditures on Services, Collections, Staff, and Infrastructure in Support of Open Scholarship. Association of Research Libraries, November 2022. http://dx.doi.org/10.29242/report.investmentsinopen2022.

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Open access (OA) and the broad sharing of research outputs has been empirically shown to accelerate scientific progress and benefit society and individuals at scale through improved health outcomes, socioeconomic mobility, and environmental well-being, to name a few. Academic research libraries, for their part, have made significant investments in opening up research and scholarship—particularly research conducted on their campuses and made available through journal subscriptions. Yet these investments are difficult to collect given their distribution across many budget lines, the lack of standardized reporting categories, and inconsistent data collection practices. In May–June 2022 the Association of Research Libraries (ARL) undertook a survey of its US-based academic research libraries to better understand OA expenses. This report presents the survey results.
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Nagayama, Taisuke. 2021 Stewardship Science Academic Programs Annual. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1718973.

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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, July 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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Calhoun, Jr, J. A research agenda for academic petroleum engineering programs. Office of Scientific and Technical Information (OSTI), March 1990. http://dx.doi.org/10.2172/7169330.

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