1928 Lincoln University Yearbook

Yearbook of Lincoln Institute and its later name Lincoln University (Jefferson City, Mo.) for the academic year 1927-1928. Includes photographs of students, faculty, staff, campus buildings, class notes and histories.

1929 Lincoln University Yearbook

Yearbook of Lincoln Institute and its later name Lincoln University (Jefferson City, Mo.) for the academic year 1928-1929. Includes photographs of students, faculty, staff, campus buildings, class notes and histories.

1930 Lincoln University Yearbook

Yearbook of Lincoln Institute and its later name Lincoln University (Jefferson City, Mo.) for the academic year 1929-1930. Includes photographs of students, faculty, staff, campus buildings, class notes and histories.

1936 Lincoln University Yearbook

Yearbook of Lincoln Institute and its later name Lincoln University (Jefferson City, Mo.) for the academic year 1935-1936. Includes photographs of students, faculty, staff, campus buildings, class notes and histories.

1915 Lincoln University Yearbook

Yearbook of Lincoln Institute for the academic year 1914-1915. It includes photographs of students, faculty, staff, campus buildings, class notes and histories.

1937 Lincoln University Yearbook

Yearbook of Lincoln Institute and its later name Lincoln University (Jefferson City, Mo.) for the academic year 1936-1937. Includes photographs of students, faculty, staff, campus buildings, class notes and histories.

Factors that determine the level of commitment of our teaching staff when the implementation of continuous evaluation system takes place

Comunicación presentada en CIDUI 2010, Congreso Internacional Docencia Universitaria e Innovación, Barcelona, 30 junio-2 julio 2010.

Fostering Teaching Staff's Engagement in Continuous Assessment

Among the factors that affect the convergence towards the European Higher Education Area, university teaching staff's motivation is fundamental, and consequently, it is crucial to empirically know what this motivation depends on. In this context, one of the most relevant changes in the teacher-student relationship is assessment. In fact, the transition from a static assessment -focused on only one temporal point (final exam)- to a dynamic assessment, will require changes in thought and action, both on the part of teachers and students. In this line, the objective of this paper is to analyze the determinants of teaching staff's predisposition to the continuous assessment method. Specifically, we consider the following explanatory dimensions: teaching method used (which measures their degree of involvement with the ongoing adaptation process), type of subject (core, compulsory and optional), and teacher's personal characteristics (professional status and gender). The empirical application carried out at the University of Alicante uses Logit Models with Random Coefficients to capture heterogeneity, and shows that "cooperative learning" is a clear-cut determinant of "continuous assessment" as well as "continuous assessment plus final examination". Also, a conspicuous result, which in turn becomes a thought-provoking finding, is that professional status is highly relevant as a teacher's engagement is closely related to prospects of stability. Consequently, the most relevant implications from the results revolve around the way academic institutions can propose and implement inducement for their teaching staff.

Address of the resident officers and instructors of Harvard University,

This folder contains an original handwritten document and a nineteenth-century copy.

Copies of papers relating to the resignation of President Kirkland of Harvard University,

This folder contains a notebook that includes handwritten copies of Kirkland's letter of resignation addressed to the Corporation of Harvard University, March 28, 1828; an address of President Kirkland to the students, delivered in the College Chapel after morning prayers, April 1, 1828; a letter from Francis C. Gray accompanied by a vote of the Corporation, April 2, 1828; a letter from Mr. Gray and vote of the Corporation, April 4, 1828; President Kirkland's reply to Mr. Gray, April 5, 1828; the address of the senior class to the President, presented to him the morning after he took leave of the College, April 2, 1828; and an address of the immediate government to Kirkland, April 2, 1828.