Memorandum of Understanding Tompkins Cortland Community College-Universidad de Cuenca-Disney Theme Parks and Resorts College Program. International Educational Exchange Agreement.

English

A Retrospective-Longitudinal Examination of the Relationship between Apportionment of Seat Time in Community-College Algebra Courses and Student Academic Performance

During the past decade, there has been a dramatic increase by postsecondary institutions in providing academic programs and course offerings in a multitude of formats and venues (Biemiller, 2009; Kucsera & Zimmaro, 2010; Lang, 2009; Mangan, 2008). Strategies pertaining to reapportionment of course-delivery seat time have been a major facet of these institutional initiatives; most notably, within many open-door 2-year colleges. Often, these enrollment-management decisions are driven by the desire to increase market-share, optimize the usage of finite facility capacity, and contain costs, especially during these economically turbulent times. So, while enrollments have surged to the point where nearly one in three 18-to-24 year-old U.S. undergraduates are community college students (Pew Research Center, 2009), graduation rates, on average, still remain distressingly low (Complete College America, 2011). Among the learning-theory constructs related to seat-time reapportionment efforts is the cognitive phenomenon commonly referred to as the spacing effect, the degree to which learning is enhanced by a series of shorter, separated sessions as opposed to fewer, more massed episodes. This ex post facto study explored whether seat time in a postsecondary developmental-level algebra course is significantly related to: course success; course-enrollment persistence; and, longitudinally, the time to successfully complete a general-education-level mathematics course. Hierarchical logistic regression and discrete-time survival analysis were used to perform a multi-level, multivariable analysis of a student cohort (N = 3,284) enrolled at a large, multi-campus, urban community college. The subjects were retrospectively tracked over a 2-year longitudinal period. The study found that students in long seat-time classes tended to withdraw earlier and more often than did their peers in short seat-time classes (p < .05). Additionally, a model comprised of nine statistically significant covariates (all with p-values less than .01) was constructed. However, no longitudinal seat-time group differences were detected nor was there sufficient statistical evidence to conclude that seat time was predictive of developmental-level course success. A principal aim of this study was to demonstrate—to educational leaders, researchers, and institutional-research/business-intelligence professionals—the advantages and computational practicability of survival analysis, an underused but more powerful way to investigate changes in students over time.

The use of computer technology to compare and analyze community college dissertations

A purpose of this research study was to demonstrate the practical linguistic study and evaluation of dissertations by using two examples of the latest technology, the microcomputer and optical scanner. That involved developing efficient methods for data entry plus creating computer algorithms appropriate for personal, linguistic studies. The goal was to develop a prototype investigation which demonstrated practical solutions for maximizing the linguistic potential of the dissertation data base. The mode of text entry was from a Dest PC Scan 1000 Optical Scanner. The function of the optical scanner was to copy the complete stack of educational dissertations from the Florida Atlantic University Library into an I.B.M. XT microcomputer. The optical scanner demonstrated its practical value by copying 15,900 pages of dissertation text directly into the microcomputer. A total of 199 dissertations or 72% of the entire stack of education dissertations (277) were successfully copied into the microcomputer's word processor where each dissertation was analyzed for a variety of syntax frequencies. The results of the study demonstrated the practical use of the optical scanner for data entry, the microcomputer for data and statistical analysis, and the availability of the college library as a natural setting for text studies. A supplemental benefit was the establishment of a computerized dissertation corpus which could be used for future research and study. The final step was to build a linguistic model of the differences in dissertation writing styles by creating 7 factors from 55 dependent variables through principal components factor analysis. The 7 factors (textual components) were then named and described on a hypothetical construct defined as a continuum from a conversational, interactional style to a formal, academic writing style. The 7 factors were then grouped through discriminant analysis to create discriminant functions for each of the 7 independent variables. The results indicated that a conversational, interactional writing style was associated with more recent dissertations (1972-1987), an increase in author's age, females, and the department of Curriculum and Instruction. A formal, academic writing style was associated with older dissertations (1972-1987), younger authors, males, and the department of Administration and Supervision. It was concluded that there were no significant differences in writing style due to subject matter (community college studies) compared to other subject matter. It was also concluded that there were no significant differences in writing style due to the location of dissertation origin (Florida Atlantic University, University of Central Florida, Florida International University).

Audit report on Indian Hills Community College in Ottumwa, Iowa for the year ended June 30, 2016

Audit report on Indian Hills Community College in Ottumwa, Iowa for the year ended June 30, 2016

Cherokee County Campus Spartanburg Community College

This brochure describes the Cherokee Campus of Spartanburg Community College.

Green, Greener, BPM?

I am sure you’ve heard it too: Green is the new Black. While this was true back in the days when Henry Ford introduced process standardization with his assembly line for the Ford Model T (over 15 million of these were sold!), Green is also the color of choice for many business organizations, private and public. I am not talking about the actual color of their business shirts or their logo 2.0.; I am referring to the eco-aware movement that has pushed sustainability into the top ten list of business buzz-words. What used to be a boutique market for tourism and political activists has become the biggest business revolution since the e-commerce boom. Public and private organizations alike push towards “sustainable” solutions and practices. That push is partly triggered by the immense reputational gains associated with branding your organization as “green”, and partly by emerging societal, legal and constitutional regulations that force organizations to become more ecologically aware and sustainable. But the boom goes beyond organizational reality. Even in academia, sustainability has become a research “fashion wave” (see [1] if you are interested in research fashion waves) similar to the hype around Neuroscience that our colleagues in the natural sciences are witnessing these days. Mind you, I’m a fan. A big fan in fact. As academics, we are constantly searching for problem areas that are characterized by an opportunity to do rigorous research (studies that are executed to perfection) on relevant topics (studies that have applied practical value and provide impact to the community). What would be a better playground than exploring the options that Business Process Management provides for creating a sustainable, green future? I’m getting excited just writing about this! So, join me in exploring some of the current thoughts around how BPM can contribute to the sustainability fashion parade and let me introduce you to some of the works that scholars have produced recently in their attempts to identify solutions.

Herman Bernstein 1897-1935

Correspondence, clippings, manuscripts, notes, reports, relating to Bernstein's journalistic, literary and diplomatic careers. Correspondence with well-known literary, political and communal, society personalities, 1908-1935. Includes Cyrus Adler, Viscount Allenby, Joseph Barondess, Bernard Baruch, Henri Bergson, Hayyim Nahman Bialik, Jacob Billikopf, Vladimir Bourtzeff, Louis Brandeis, Robert Cecil, Fyodor Chaliapin, Jacob de Haas, Albert Einstein, Henry Ford, Felix Frankfurter, Herbert Hoover, Vladimir Jabotinsky, Horace M. Kallen, Peretz Hirschbein, Peter Kropotkin, Herbert Lehman, Louis Lipsky, Judah L. Magnes, Louis Marshall, Henry Morgenthau, Max Nordau, Adolph Simon Ochs, David de Sola Pool, Bernard G. Richards, Theodore Roosevelt, Julius Rosenwald, Jacob Schiff, Harry Schneiderman, Maurice Schwartz, George Bernard Shaw, Sholem Aleichem, Nathan Straus, Henrietta Szold, Chaim Tchernowitz, Leo Tolstoy, Samuel Untermyer, Henry Van Dyke, Lillian Wald, Felix Warburg, Chaim Weizman n, Jefferson Williams, Stephen Wise, Israel Zangwill. Correspondence and other materials relating to Bernstein's post as U.S. ambassador to Albania. Materials pertaining to Bernstein's editorial work at *The Day*, *Jewish Tribune*, *New York Herald*, *Jewish Daily Bulletin*. Materials pertaining to Bernstein's involvement with the American Jewish Committee. Correspondence with organizations including American Jewish Congress, *American Hebrew*, HIAS, *Jewish Chronicle* (London), Jewish Community of New York, *Menorah Journal*, *New York American*, *New York Times*, ORT, U.S. Dept. of State, Yiddish Art Theater, Zionist Organization of America. Articles, clippings, correspondence and court materials relating to the Ford libel suit. Miscellaneous documents and reports relating to the Paris Peace Conference, the Jewish situation in Russia, 1917-1920, Russian revolutionary events of 1917. News dispatches from Russia, 1917-1920s. Translations by Bernstein of Russian wri Andre yev,

Elihu Stone collection undated, 1913-1962.

Collection contains materials pertaining to the life and work of Stone.

A study of self-directed learning at an Ontario college of applied arts and technology

Ontario Colleges of Applied Arts and Technology (CAATs) are currently in the process of restructuring to ensure quality, accountability, and accessibility of college education. References to learner involvement and self-directed learning are prevalent. "Alternative delivery" and "paradigm shift" are current buzzwords within the Ontario CAAT system as an environment is created supportive of change. Instability of funding has also dictated a need for change. Therefore, a focus has become quality of learning with less demand on public resources. This qualitative case study was conducted at an Ontario CAAT to gather descriptive, perceptual data from post-secondary community college educators who were identified as supportive of self-directed learning and from post-secondary, traditional-aged college students who were perceived by their educators to be selfdirected learners. This college was selected because of initiatives to modify its academic paradigm to encourage what was reputed in the Ontario CAAT system to be self-directed learning. The purpose of this study was to investigate how postsecondary, traditional-aged college students and their educators perceive self-directed learning as part of the teaching-learning experience within a community college setting. Educator participants of the study were selected based on the results of a teaching and learning survey intended to identify educators supportive of self-directed learning. A total of 317 surveys were distributed to every full-time educator at the sample college; 192 completed surveys were returned for a return rate of 61 %. Of these, 8% indicated instructional beliefs and values supportive of self-directed learning. A purposive sample of six educators was selected using a maximulp variation sampling strategy. A network selection sampling strategy was used to select a purposive sample of seven post-secondary students who were identified by the sample educators as selfdirected learners. The results of the study show that students and educators have similar perspectives and operating definitions of self-directed learning and all participants believe they either practice or facilitate self-directed learning. However, their perspectives and practices are not consistent with the literature which emphasizes learner autonomy or control in course structure and content. A central characteristic of the participants represented in this study is the service-oriented professions with which each is associated. Experientiallearning opportunities were highly valued for the options provided in increasing learner independence and competencies in reflective practice. Although there were discrepancies between espoused theory and theory in practice in terms of course structure, the process of self-directed learning was being practiced and supported outside the classroom structure in clinical settings, labs and related experiences.

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support, and strategies to enhance the ESL student-teacher relationship. The study highlights theory relating to ESL learners' self-perception and engagement, as well as the importance of including the voice of college ESL learners in educational research. The results suggest that despite ESL learners' perseverance in completing their studies, power imbalances remain. The college has yet to implement organizational strategies such as discipline-specific communications and ESL courses and extended language support that could meet the communication needs of ESL learners in the two programs.

The antecedents to participation in learning activities among support staff at a college in Ontario

Les tendances de la participation à la formation des adultes au Canada n’ont pas évolué depuis des décennies, malgré les nouvelles influences économiques qui ont stimulé l’augmentation et la diversification permanente de la formation des employés et malgré les initiatives plus nombreuses en faveur de l’apprentissage des employés en milieu de travail. Il est donc nécessaire de ne plus se contenter d’étudier les prédicteurs de la formation déjà connus dans les profils des employés et des employeurs. Il est, en revanche, indispensable d’étudier les antécédents de la participation des employés à la formation, y compris les aspects et les étapes du processus qui la précède. Cette étude porte sur les antécédents de la participation des employés aux formations dans un important collège communautaire urbain en Ontario. Afin de préparer le recueil des données, un cadre théorique a été élaboré à partir du concept d’expression de la demande. Ce cadre implique l’existence d’un processus qui comporte plusieurs étapes, au cours desquelles plusieurs intervenants interagissent et dont la formation est susceptible d’être le résultat. Les résultats de l’enquête sur le profil d’apprentissage ont permis de conclure que le comportement des employés et de l’employeur est conforme aux modèles de prédicteurs existants et que les taux et les types de participation étaient similaires aux tendances nationales et internationales. L’analyse des entrevues d’un groupe d’employés atypiques, de leurs superviseurs, ainsi que de représentants du collège et du syndicat, a révélé d’importants thèmes clés : l’expression de la demande n’est pas structurée et elle est communiquée par plusieurs canaux, en excluant parfois les superviseurs. De plus, la place de l’auto évaluation est importante, ainsi que la phase de prise de décision. Ces thèmes ont souligné l’interaction de plusieurs intervenants dans le processus d’expression de la demande d’apprentissage et pendant la prise de décision. L’examen des attentes de chacun de ces intervenants au cours de ce processus nous a permis de découvrir un désir tacite chez les superviseurs et les employés, à savoir que la conversation soit à l’initiative de « l’autre ». Ces thèmes clés ont été ensuite abordés dans une discussion qui a révélé une discordance entre le profil de l’employeur et les profils des employés. Celle-ci se prête à la correction par l’employeur de son profil institutionnel pour l’harmoniser avec le profil dispositionnel des employés et optimiser ainsi vraisemblablement son offre de formation. Ils doivent, pour cela, appliquer un processus plus systématique et plus structuré, doté de meilleurs outils. La discussion a porté finalement sur les effets des motivations économiques sur la participation des employés et a permis de conclure que, bien que les employés ne semblent pas se méfier de l’offre de formation de l’employeur et que celle ci ne semble pas non plus les décourager, des questions de pouvoir sont bel et bien en jeu. Elles se sont principalement manifestées pendant le processus de prise de décision et, à cet égard, les superviseurs comme les employés reconnaissent qu’un processus plus structuré serait bénéfique, puisqu’il atténuerait les problèmes d’asymétrie et d’ambiguïté. Les constatations de cette étude sont pertinentes pour le secteur de la formation des adultes et de la formation en milieu de travail et, plus particulièrement, pour la méthodologie de recherche. Nous avons constaté l’avantage d’une méthodologie à deux volets, à l’écoute de l’employeur et des employés, afin de mieux comprendre la relation entre l’offre de formation et la participation à la formation. La définition des antécédents de la participation sous la forme d’un processus dans lequel plusieurs intervenants remplissent plusieurs rôles a permis de créer un modèle plus détaillé qui servira à la recherche future. Ce dernier a démontré qu’il est indispensable de reconnaître que la prise de décision constitue une étape à part entière, située entre l’expression de la demande et la participation à la formation. Ces constatations ont également révélé qu’il est véritablement indispensable que le secteur de la formation des adultes continue à traiter les questions reliées à la reconnaissance de la formation informelle. Ces conclusions et la discussion sur les constatations clés nous ont inspiré des recommandations à appliquer pour modifier les retombées du processus précédant la participation des employés à la formation. La majorité de ces recommandations ont trait à l’infrastructure de ce processus et ciblent donc principalement l’employeur. Certaines recommandations sont cependant destinées aux syndicats, aux superviseurs et aux employés qui peuvent aider l’employeur à remplir son rôle et favoriser la participation efficace de tous à ce processus. Les recommandations qui précédent impliquent que ce sont les antécédents de la formation qui gagneraient à être plus structurés et non la formation elle même. La structuration de l’infrastructure de l’apprentissage présente cependant des risques à elle seule. En liaison avec ce phénomène, une étude spécifique des effets de la nature, de la qualité et de l’asymétrie de la relation superviseur employé sur la participation des employés à la formation serait bénéfique. Mots clés : formation en entreprise, formation professionnelle continue, antécédents à la participation, employés de soutien

Gestión oriental y occidental: un acercamiento a los grandes gurues e ideas empresariales

En el presente trabajo se describen los aportes más destacados de algunos de los gurúes representativos del ámbito administrativo Oriental y Occidental. En Occidental se cuenta con el legado de Henry Ford, Philip Kotler, Frederick Winslow Taylor, Henry Fayol, Michael Porter, Peter Drucker y Steve Jobs. En Oriente, los gurúes son Akio Morita, Edwards Deming, Kaoru Ishikawa, Familia Toyoda, Masaaki Imai y Taiichi Ohno. A partir de ello, se hacen comparaciones entre las tendencias de administración de cada cultura y entre los gurúes. Seguido, se comentan aspectos importantes de Mc Donald’s y Samsung, en cuanto a sus modelos de gestión y su adaptación en un mundo globalizado.

1988 Yearbook

Vol. 7; Sept. 1988; 109 p. b&w, color photographs TOC: Life at LaGuardia…2 / Activities and Events…17 / Faculty and Staff…33 / Activities at LaGuardia…49 / Graduation…71 Yearbook Committee Credits: Faculty Advisor, Vincent Banrey; Project Director, Catherine Whan; Editors: Alexandra Gomez, Juan Jimenez, GloryAnn Torres; Asst. Editor, Kenny Rosa; LAYOUT: Vincent Banrey, Marino "Tito" Cabrera, Shirley Chance, George Condors, Milton Ferreira, Maria Flores, Alexandra Gomez, Ana Lisa Gonzalez, Bernadette Henry, Juan Jimenez, Alejandro Meneses, Richard Provost, Kenny Rosa, Maria Sanchez, GloryAnn Torres, Catherine Whan, Alan O. Young; PHOTOGRAPHY: Peter Abbate, Sandra Acres, Young Baek Choi, Randy Fader Smith, Milton Ferriera, Alexandra Gomez, Juan Jimenez, Seymour Lerman, Chuck Lindsey, Victoria Pamias, Richard Provost, Alan Scribner, Frank Tocco, GloryAnn Torres, Catherine Whan. ART: Jose Marti (Cover Design and Division Pages); Martin Carrichner, Jose Marti (Endsheet Design), Arnold Escalera, Jacqui Fernandez, Richard Massey, Alejandro Meneses; WRITING: Anthony Archer, Alexandra Bastidas, Joie Fadde, Alexandra Gomez, Ana Lisa Gonzalez, Doreen Hansen, Bernadette Henry, Sarah Hudson, Juan Jimenez, Donna Libert, Cathy Passiglia, Jody Pincus, Richard Provost, Kenny Rosa, Maria Sanchez, Alan Scribner, Christiana Sommerville, GloryAnn Torres, Catherine Whan, Alan O. Young; SPECIAL THANKS: Blanca Arbito, Classic Studios, Edward Hollins, Umoja Kwanguvu, Kelly Johnson and the LaGuardia Archives, Andrew Saluga and Recreation Staff, Ted Schiffman of Taylor Publishing.

1989-1990 Yearbook

Vol. 8, Sept. 1990; 136 p.; b&w, color photographs TOC: Activities & Events…17 / Clubs & Programs…33 / Graduation…49 CREDITS: FACULTY ADVISOR, Vincent Banrey; PROJECT DIRECTOR, Catherine Whan; EDITORS, Luis Lopez; ASST. EDITOR, Rodolfo Medina; ART: Rodolfo Medina (Cover Design; Back Endsheet; Division Pages), Peter Abbate (Front Endsheet). GRAPHIC ARTIST: Rodolfo "Funky Cold' Medina. LAYOUT DESIGNERS: Vincent Banrey, Marino "Tito" Cabrera, Ann Marie Edwards, Charletin Enock, Ana Lisa Gonzalez, Edward Hollins, Luis Lopez, Peter Martinez, Rodolfo Medina, JilI Nage, Angela ?, Keith ?, Daly Rodriguez, Catherine Whan. WRITERS: Marino "Tito" Cabrera, Vincent Cousin, Edward Hollins, Luis Lopez, JilI Nage, Cathy Passiglia, Eartha Porter, Daly Rodriguez, Christiana Sommerville, Catherine Whan. PHOTOGRAPHERS: Peter Abbate, Marino "Tito" Cabrera, Charletin Enock, Milton Ferriera, Fran Gibson, Alexandra Gomez, Bernadette Henry, Edward Hollins, Juan Jiminez, Umoja Kwanguvu, Luis Lopez, Rodolfo Medina, Allen Scribner, Frank Tocco, Catherine Wran, Alan O. Young. Special Thanks to Cathy Soria of Classic Studio (as well as Frank & Tommy).