Publications of the Vassar college observatory

Mode of access: Internet.

The Elmira college song book : a collection of music for and by the alumnae and students of Elmira College.

Mode of access: Internet.

The study of music in the American college,

Mode of access: Internet.

Chinese Jews : a lecture delivered at the Jews' College Literary Society, Queen Square House, London, on June 17, 1900 /

Bibliographical footnotes.

Letters on college government, and the evils inseparable from the American college system in its present form ...

Xerox reprint, 1965, by Univ. Microfilms.

History of the dental college of the University of Michigan /

Endnote on p. 25-26 (reference from p. 3): description of the bill to appropriate state funds for the establishment of the dental college at the University of Michigan.

The Future of Medicine in South Florida

Fall 2004 copy of FLorida International University Magazine. Feature article on the Honors College's Medical Education Program and the future of medicine in South Florida.

Supplemental instruction, study habits, and the community college student

The purpose of this study was to demonstrate if the academic assistance program Supplemental Instruction (SI) facilitates the acquisition of effective study behaviors through strategies that transcend simple double-exposure to the course material. Its advocates claim it increases academic achievement using learner-centered knowledge and acquisition of effective study behaviors. SI sessions are specifically related to particular courses that students are taking. Sessions are facilitated by the SI leader who has taken the subject matter course in the past. Students review the content of the previous subject matter class using collaborative learning strategies coordinated by a SI leader. In addition, the SI leader models appropriate study behaviors in his or her interactions with the students. ^ An instructor at a large Florida community college who taught five classes of an Anatomy & Physiology I course (traditionally supported by SI) was identified. Two of the classes were randomly selected to participate in SI activities, and two classes were random chosen to participate in alternate, computer-based activities that dealt with the course content, but did not include work in developing students' study behaviors. These treatments were carried out over the course of an entire semester. Participation was mandatory. ^ Data were collected on two variables. Academic achievement in anatomy and physiology content was measured both pre- and post-treatment using an instructor developed examination. Student study behaviors were measured using pre- and post-treatment administration of the Study Behavior Inventory, a valid and reliable instrument that provides scores on three categories of study behaviors: (a) Academic self-efficacy, (b) Preparation for routine academic tasks, and (c) Preparation for long range academic tasks. Measures obtained at the end of the semester of treatment revealed no significant differences between the SI and alternative treatment groups in post-treatment achievement test score and the post-treatment scores on the three study behaviors categories when adjusted for pre-treatment scores. ^ These results suggest that the development of appropriate study behaviors requires more time than SI, as it is now implemented, can provide. In addition, results indicate that improved academic achievement may be attained through any number of means that include repeated exposure to course material. ^

COERC 2002: Proceedings of the Annual College of Education Research Conference

This conference was designed to offer a view to novice scholars of what scholarship is and provide insights on how to share knowledge with others.

Relevance of the community college curriculum to the international student

The purpose of this study was to ascertain the perception of the level of satisfaction that international students have regarding the services and the relevance of the curriculum offered at Miami-Dade Community College. Trends and issues at universities and community colleges in providing services and an international curriculum for foreign students are outlined. Focus is on characteristics, personal and career needs as well as needs of national development for the students' countries. A sample of students from four developing nations was selected to qualitatively and quantitatively determine their level of satisfaction. The nations are the Bahamas, Colombia, Haiti and Pakistan. Students responses were recorded through group interviews, four personal interviews, an open ended questionnaire and a Likert scaled survey questionnaire. Matrix charts, mean calculations and one way analysis of variance were used to analyze data collected. Country of origin and major program of study were the variables used for statistical analysis. Information gathered through qualitative research presented a variety of perspectives and responses, both positive and negative. Students supplied specific examples of experiences and insights to help explain their various perceptions. Statistically, there were no significant differences between the variables of country of origin and major program of study regarding program services and relevance of the curriculum. Implications and recommendations for community college programs were outlined.

Report on the Iowa College Student Aid Commission for the year ended June 30, 2015

Report on the Iowa College Student Aid Commission for the year ended June 30, 2015

Clickers versus hand-raising in the physics college classroom : do clickers make a difference?

Abstract: Students who are actively involved in the learning process tend to develop deeper knowledge than those in traditional lecture classrooms (Beatty, 2007; Crouch & Mazur, 2001; Hake, 1998; Richardson, 2003). An instructional strategy that promotes active involvement is Peer Instruction. This strategy encourages student engagement by asking them to respond to conceptual multiple-choice questions intermittently throughout the lecture. These questions can be responded to by using an electronic hand-held device commonly known as a clicker that enables students’ responses to be displayed on a screen. When clickers are not available, a show of hands or other means can be used. The literature suggests that the impact on student learning is the same, whether the teacher uses clickers or simply asks students to raise their hand or use flashcards when responding to the questions (Lasry, 2007). This critical analysis argues that using clickers to respond to these in-class conceptual multiple-choice questions as opposed to using a show of hands leads to deeper conceptual understanding, better performance on tests, and greater overall enjoyment during class.||Résumé: Les étudiants qui sont activement impliqués dans le processus d'apprentissage ont tendance à développer des connaissances plus approfondies que lors de cours traditionnels (Beatty, 2007; Crouch & Mazur, 2001; Hake, 1998; Richardson, 2003). Une stratégie d'enseignement qui favorise la participation active est l’apprentissage par les pairs. Cette stratégie d’enseignement encourage l'engagement des élèves en leur demandant de répondre à des questions à choix multiples conceptuelles à plusieurs reprises durant le déroulement du cours. Ces questions peuvent être répondues à l'aide d'un appareil portatif électronique (un « clicker ») qui permet d’afficher de façon anonyme les réponses des élèves sur un écran. Si les clickers ne sont pas disponibles, les étudiants peuvent aussi répondre aux questions en levant la main. La littérature suggère que la méthode utilisée n’a pas d’impact sur l'apprentissage des élèves, que l'enseignant utilise des clickers, des flashcards ou qu’il demande simplement aux élèves de lever la main pour répondre aux questions (Lasry, 2007). Cette analyse critique fait valoir que l'utilisation de clickers pour répondre à ces questions à choix multiples conceptuelles en classe, plutôt que de faire lever la main aux étudiants, résulte en une compréhension conceptuelle plus approfondie, une meilleure performance aux examens et plus de plaisir pendant les cours.

Organizational responses to technological discontinuities: the case of the American College of Radiology (ACR)

A long history of organizational research has shown that organizations are affected significantly by changes in technology. Scholars have given particular attention to the effects of so-called disruptive or discontinuous technological changes. Studies have repeatedly shown that established, incumbent organizations tend to suffer deep performance declines (and even complete demise) in the face of such changes, and researchers have devoted much attention to identifying the organizational conditions and processes that are responsible for this persistent and widespread pattern of adaptation failure. This dissertation, which examines the response of the American College of Radiology (ACR) to the emergence of nuclear magnetic resonance imaging technology (NMR), aims to contribute to this well-established research tradition in three distinct and important ways. First, it focuses on a fundamentally different type of organization, a professional association, rather than the technology producers examined in most prior research. Although technologies are well known to be embedded in “communities” that include technology producers, suppliers, customers, governmental entities, professional societies, and other entities, most prior research has focused on the responses and ultimate fate of producers alone. Little if any research has explored the responses of professional organizations in particular. Second, the study employs a sophisticated process methodology that identifies the individual events that make up the organization’s response to technological change, as well as the overall sequence through which these events unfold. This process approach contrasts sharply with the variance models used in most previous studies and offers the promise of developing knowledge about how adaptation ultimately unfolds (or fails to). Finally, the project also contributes significantly through its exploration of an apparently successful case of adaptation to technological change. Though nuclear magnetic resonance imaging posed a serious threat to the ACR and its members, this threat appears to have been successfully managed and overcome. Although the unique nature of the organization and the technology under study place some important limits on the generalizablity of this research, its findings nonetheless provide some important basic insights about the process through which social organizations can successfully adapt to discontinuous technological changes. These insights, which may also be of substantial relevance to technology producer organizations, will also be elaborated.

Assessment and curriculum reform in China : the college English test and tertiary English as a foreign language education.

Educational assessment was a worldwide commonplace practice in the last century. With the theoretical underpinnings of education shifting from behaviourism and social efficiency to constructivism and cognitive theories in the past two decades, the assessment theories and practices show a widespread changing movement. The emergent assessment paradigm, with a futurist perspective, indicates a deviation away from the prevailing large scale high-stakes standardised testing and an inclination towards classroom-based formative assessment. Innovations and reforms initiated in attempts to achieve better education outcomes for a sustainable future via more developed learning and assessment theories have included the 2007 College English Reform Program (CERP) in Chinese higher education context. This paper focuses on the College English Test (CET) - the national English as a Foreign Language (EFL) testing system for non-English majors at tertiary level in China. It seeks to explore the roles that the CET played in the past two College English curriculum reforms, and the new role that testing and assessment assumed in the newly launched reform. The paper holds that the CET was operationalised to uplift the standards. However, the extended use of this standardised testing system brings constraints as well as negative washback effects on the tertiary EFL education. Therefore in the newly launched reform -CERP, a new assessment model which combines summative and formative assessment approaches is proposed. The testing and assessment, assumed a new role - to engender desirable education outcomes. The question asked is: will the mixed approach to formative and summative assessment provide the intended cure to the agony that tertiary EFL education in China has long been suffering - spending much time, yet achieving little effects? The paper reports the progresses and challenges as informed by the available research literature, yet asserts a lot needs to be explored on the potential of the assessment mix in this examination tradition deep-rooted and examination-obsessed society.

The graduate: Spillovers from the entry of the first worker with a college degree in a firm

A Work Project, presented as part of the requirements for the Award of a Double Degree in Economics from NOVA School of Business and Economics and Maastricht School of Business and Economics