A 2-year follow-up study of work ability among college educators

The aim of this study was to evaluate work ability among college educators before and after an intervention at the workplace. An administrative restructuring in the workplace started to be implemented in 2005. The work ability index (WAI) was administered to 154 educators before the restructure in 2004 and to 60 educators following the restructure in 2006. A mest comparing the WAI score of the 60 educators who took part in both phases showed a trend of improving work ability (p = 0.06; mean WAI in 2004 was 41.7 and 43.3 in 2006). The results suggest that the intervention led to an improvement in psychosocial factors, which in turn positively influenced work ability. (c) 2008 Elsevier Ltd. All rights reserved.

Community College Student and Faculty Information Needs and Information Seeking: an Ethnographic Study

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

Assessment as Engagement, Assessment as Outreach: Understanding Student Learning About Research at the Trinity College Library

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

"I like being under those rules here": Students Using the College Library

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

What Bronx Community College Students Can Do!

The dominant discourse in faculty spaces with respect to student performance too often focuses on what community college students, in need of developmental courses, can’t do. Deeply inspired by the work of Robert Glaser, Lev Vygotsky, bell hooks, and Bagele Chilisa we (Monique Guishard, and four intermediate psychology students) have collaborated using student podcasts to theorize back to deficit, damaged centered theories of student underperformance.

Place, progress and memory : McGlashan and Everist at Geelong College

Building in an historical setting engages the problem of progress and authentic dialogue between tradition, contemporaneity and visions of a future. Since 1960, McGlashan and Everist have been the sole architects for Geelong College's Talbot Street campus, established in 1871. They have designed its master plans and all new buildings and alterations to the existing eclectic stock. As modernists with a task providing no opportunity for stylistic coherence in an age of universality, the architects were caught between protecting the College's perceived authenticity by continuing its historicist links with English collegiate architecture on the one hand, and their own modernist ethic on the other. Adopting what Frampton has called in his essay, 'Critical Regionalism', an 'arriere-garde' position (an 'identity-giving culture' rather than reversion to the past or to the 'Enlightenment myth of progress'), the architects avoid overt display of nostalgic historicism, modernist tectonics and populism. This paper asks whether and to what extent they have been capable of an authentic dialogue. Have they created an existential place in an 'architecture of resistance' as Frampton would have it, attending sufficiently to 'identity-giving culture' and the future? What is the role of implacement in the problematic of 'progress' in this context and how might it have affected a particular approach and the outcome?

Multiple types of dieting prospectively predict weight gain during the freshman year of college.

The freshman year of college is a period of heightened risk for weight gain. This study examined measures of restrained eating, disinhibition, and emotional eating as predictors of weight gain during the freshman year. Using Lowe's multi-factorial model of dieting, it also examined three different types of dieting as predictors of weight gain. Sixty-nine females were assessed at three points during the school year. Weight gain during the freshman year averaged 2.1 kg. None of the traditional self-report measures of restraint, disinhibition, or emotional eating were predictive of weight gain. However, both a history of weight loss dieting and weight suppression (discrepancy between highest weight ever and current weight) predicted greater weight gain, and these effects appeared to be largely independent of one another. Individuals who said they were currently dieting to lose weight gained twice as much (5.0 kg) as former dieters (2.5 kg) and three times as much as never dieters (1.6 kg), but the import of this finding was unclear because there was only a small number of current dieters (N=7). Overall the results indicate that specific subtypes of dieting predicts weight gain during the freshman year better than more global measures of restraint or overeating.

A SPATIAL ANALYSIS OF IMPERVIOUS SURFACES AT COLBY COLLEGE IN 1965 AND 2006

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SPATIAL ANALYSIS OF COLBY COLLEGE TRAILS: PERKINS ARBORETUM AND RUNNALS HILL

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ANALYSIS OF FUTURE CONSTRUCTION POSSIBILITIES ON THE COLBY COLLEGE CAMPUS

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LIGHT COVERAGE ON COLBY COLLEGE CAMPUS

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