Cambridge, Massachusetts, 1833 (Raster Image)

This layer is a georeferenced raster image of the historic paper manuscript map entitled: Plan of the village in old Cambridge, by Alex. Wadsworth, Boston, Jan. 1833. Scale [ca. 1:1,200]. Manuscript: Pen-and-ink and watercolor on paper. Covers areas surrounding Harvard Square and Harvard Yard, Cambridge, Massachusetts. The image inside the map neatline is georeferenced to the surface of the earth and fit to the Massachusetts State Plane Coordinate System, Mainland Zone (in Feet) (Fipszone 2001). All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, or other information associated with the principal map. This map shows roads, properties, landowner names, and building footprints. Property owned by Harvard University is outlined in red. This layer is part of a selection of digitally scanned and georeferenced historic maps of Massachusetts from the Harvard Map Collection. These maps typically portray both natural and manmade features. The selection represents a range of regions, originators, ground condition dates (1755-1922), scales, and purposes. The digitized selection includes maps of: the state, Massachusetts counties, town surveys, coastal features, real property, parks, cemeteries, railroads, roads, public works projects, etc.

Collection of Mary Gardner Marshall, 1795-1957 (inclusive)

Collection consists mainly of correspondence among family members and includes courtship correspondence of J. Doddridge to Julia, 1868-1875, and of Elsa and her future husband, Courtenay Hemenway, 1908-1912. Also included are photographs, genealogical material, a diary, commonplace and wedding books.

Mathematics, compiled from the best authors, and intended to be the text-book of the course of private lectures on these sciences in the university at Cambridge.

Part of: Theodore P. Hill collection of early American mathematics books.

Guide to the study and use of reference books; a manual for librarians, teachers and students,

"Limited to those of a strictly reference character, and to the most useful works in the English language, with some exceptions in other languages."

Masters' History of the College of Corpus Christi and the Blessed Virgin Mary in the University of Cambridge. /

Spine title: History of Corpus Christi College, Cambridge.

An outline of lectures on pathogenic bacteriology and immunity with relation to the domestic animals; Course 49, New York State Veterinary College at Cornell University, Ithaca, New York,

"Some reference books likely to be useful to students in this course": p. xi.

An address delivered before the senior class in Divinity College, Cambridge, Sunday evening, 15 July, 1838 /

BAL

A catalogue of American and foreign plants, cultivated in the Botanic Garden, Cambridge, Massachusetts /

Includes index.

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

Mode of access: Internet.

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L.^ Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (n$\sb1$ = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (n$\sb2$ = 19) (at the beginning and end of the term).^ Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group on TOSRA scale two and biology knowledge. ANCOVAs did not indicate any significant differences on the post mean scores of the TOSRA or biology knowledge adjusted by differences in the pretest mean scores. Analysis of the research data did not show any significant correlation between attitudes toward science and biology knowledge. ^

An investigation into the comparable effectiveness of two tests of writing administered to college-level English as a Second Language students: The Computerized Placement Test and holistically scored essay exams

This dissertation describes the findings and implications of a correlational analysis. Scores earned on the Computerized Placement Test (CPT), sentence skills, were compared to essay scores of advanced English as a Second Language (ESL) students. As the CPT is designed for native speakers of English, it was hypothesized that it could be an invalid or unreliable instrument for non-native speakers. Florida community college students are mandated to take the CPT to determine preparedness, as are students at many other U.S. and Canadian colleges. If incoming students score low on the CPT, they may be required to take up to three semesters of remedial coursework. It is essential that scores earned by non-native speakers of English accurately reflect their ability level. They constitute a large and growing body of non-traditional students enrolled at community colleges.^ The study was conducted at Miami-Dade Community College, Wolfson Campus, fall 1997. Participants included 106 advanced ESL students who took both the CPT sentence skills test and wrote final essay exams. The essay exams were holistically scored by trained readers. Also, the participants took the Placement Articulation Software Service (PASS) exam, an alternative form of the CPT. Scores on the CPT and essays were compared by means of a Pearson product-moment correlation to validate the CPT. Scores on the CPT and the PASS exam were compared in the same manner to verify reliability. A percentage of appropriate placements was determined by comparing essay scores to CPT cutoff score ranges. Finally, the instruments were evaluated by means of independent-samples t-tests for performance differences between gender, age, and first language groups.^ The results indicate that the CPT sentence skills test is a valid and reliable placement instrument for advanced- level ESL students who intend to pursue community college degrees. The correlations demonstrated a substantial relationship between CPT and essay scores and a marked relationship between CPT and PASS scores. Appropriate placements were made in 86% of the cases. Furthermore, the CPT was found to discriminate equally among the gender, age, and first language groups included in this study. ^

Selecting a college or university: A study of students and their parents

This case study investigated the decision-making process of high-achieving high school students and their parents in selecting a college or university. The conceptual framework that guided this study included theoretical and empirical research framed around a three-phase model of college choice. Parental influence dominated the first phase of this model. The search phase, which was the second and the most crucial one, included financial considerations related to this decision, admissions considerations during the search phase, the psychology of decision making, and advertising strategies for teenagers. Once students completed the search phase they developed expectations of the institutions they considered prior to making the final decision. The study employed qualitative methods using individual interviews with students and their parents. ^ Six high-achieving high school seniors from a South Florida high school and their parents were selected to participate in this study. Of these students, four were female and two were male. Participants were individually interviewed on two separate occasions over a three-month period. Students and their parents were interviewed separately, with one exception, during the first set of interviews and together during the second. The data obtained from these interviews were transcribed and these transcripts were coded, categorized, analyzed, and sorted into major themes and submitted to interpretive analysis. ^ In-depth descriptions of participants' experiences during the decision-making process are described in the study. Financial factors—which included the cost of college, the socio-economic status of the family, and scholarship possibilities—drove the selection process for these students and their parents, most of whom reported their family incomes between the lower-middle to upper-middle class range. All of these students took advantage of the Bright Futures Scholarship Program, other scholarship opportunities, and the lower tuition costs of in-state public institutions. The effectiveness of recruitment techniques, such as brochures, campus visits, the development of college Web sites, and the overall impact of Internet resources, was assessed by the researcher. ^ As these students had progressed through the search phase, they developed perceptions of potential institutions as they were assisted by those around them. The value of familiarity with institutions and the use of heuristics were quite evident in the final analysis of this study, based on what the students communicated about how their knowledge of and comfort in these institutions affected their decisions. Parental influence played an important role in the selection process for the students in this study as the parents clearly directed the process, by the constant advice they gave their children and by the financial limitations they communicated to them. ^

Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college. ^ Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students. ^ Results of a 2 x 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students. ^ This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning. ^

Understanding the relationship between the Talented Twenty program and college aspirations for high ranking students at a high priority school

Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.

Personal and institutional factors: Relationship to self-efficacy of persistence to the senior year in college among self-identified Black undergraduate students in a Hispanic serving institution

While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared to other races; Asians (69%), Whites (62%), and Hispanics (50%; NCES, 2010). Women's graduation rate is higher than men's; 58% compared to men's at 53% in public institutions (IPEDS, 2011). Retention literature does not address the perceptions of Black ethnic groups' experiences in college, particularly in Hispanic serving institutions. Informed by Tinto's (1975, 1987, 1993) student academic and social integration model, Guiffrida's (2003, 2004, 2005, 2006) model of relationships while at college, and ex-post facto research design, the study investigated personal and institutional factors that relate to Black students' self-efficacy and persistence to the senior year in college. Data about Black ethnic undergraduate seniors' (N = 236) academic and social experiences in college were collected using the Student Institutional Integration Survey (SIIS), an online questionnaire. Descriptive statistics were used to collect background information about the sample, correlation was calculated to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of self-efficacy of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to self-efficacy of persistence to the senior year in college could be identified between gender and ethnicity. Frequency was summarized to identify themes of participants' primary motivation for finishing undergraduate degree programs. These themes were: (a) self-pride/personal goal, (b) professional aspiration/career (c) motivation to support family, (d) desire to have financial independence/better job, (e) to serve community, (f) opportunity to go to college, (g) being first-generation college student, and (h) prove to family the value of higher education. The research findings support the tenets of academic and social integration theories which suggest that students' interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations influence their persistence in college. Implications based on the findings affect institutional policy, curriculum, and program improvements that relate to Black undergraduate students' academic and social support.