Code on campus affairs and regulations applying to all students.

Mode of access: Internet.

Routine and ideals, by Le Baron Russell Briggs.

Routine and ideals: a school and college address. -Harvard and the individual. -Address to the school children of Concord. -Commencement address at Wellesley college. -Discipline in school and college. -The mistakes of college life. -Mater fortissima.

Remarks on a report of a committee of the Overseers of Harvard College, proposing certain changes, relating to the instruction and discipline of the College; read May 4, 1824, and to be taken into consideration June 1, 1824.

Attributed to Andrews Norton by himself in his Speech delivered before the Overseers of Harvard College, February 3, 1825 ... Boston, Cummings, Hilliard, & Co. University Press--Hilliard & Metcalf, 1825 (p.4).

Report of Her Majesty's Commissioners appointed to inquire into the state, discipline, studies, and revenues of the University of Dublin, and of Trinity College : together with appendices, containing evidence, suggestions, and correspondence. /

Title is preceded on title page by: Dublin University Commission.

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.

College Book 4, 1686-1750

Regular recording of Corporation meetings began in College Book 4, which includes minutes from July 23, 1686 through September 5, 1750. Its spine title reads "College Book 4 & 5" due to a nineteenth century labeling error. The creation of College Book 4 was precipitated by the English Court of Chancery's October 1684 judgment, which annulled the Royal Charter of the Massachusetts Colony and seemed to render the College Charter of 1650 – and with it the Corporation and Board of Overseers – defunct. In May 1686, Joseph Dudley (Harvard AB 1665) received a commission as the President of the Council of New England, and on July 23, 1686, Dudley and the Council met in Boston to create a provisional College governing board led by Increase Mather as Rector of the College and John Leverett and William Brattle as Tutors. The "Rector and Tutors" mirrored in purpose if not in name the Corporation's "President and Fellows," and the agreements of President Dudley and the Council creating the new governing board comprise the first entry in College Book 4. In June 1692, a new act of incorporation for Harvard College was passed in the Massachusetts Legislature and signed by the Governor. The Charter of 1692 merged the functions of the Board of Overseers and the Corporation into one Corporation consisting of the President, Treasurer, and eight Fellows. As the Corporation created by this 1692 act (and modified in later versions of the Charter) grew unwieldy, its members met less frequently. As a result, the Faculty (known until 1825 as the "Immediate Government") assumed more responsibility in managing the College's daily operations and addressing student discipline. On December 6, 1707 the Massachusetts General Court restored the Charter of 1650, thus reestablishing the Board of Overseers and the Corporation as the governing bodies of Harvard College. The changes in name and composition of the Harvard Corporation between 1686 and 1707 are documented in the proceedings recorded in College Book 4.

Collection of Harvard College admission form letter and bills sent to Charles Walker and his son Charles Walker, Jr., 1785-1816

This collection consists primarily of quarter bills and butler's bills from Charles Walker and Charles Walker, Jr.'s years as students at Harvard College, from 1785 to 1789 and from 1815-1816. It includes the following materials from Charles Walker: a form of admission (a printed form letter with manuscript annotations and signatures) from August 1785, quarter bills and butler's bills from 1785 to 1789, and occasional receipts of payment. The documents from Charles Walker, Jr. are less numerous, consisting solely of quarter bills from 1815 and 1816. The bills for father and son include annotations explaining the basis of additional or unusual charges, including fines for absence from lectures and prayers. The form used for the son's quarter bills, issued in 1815 and 1816, separate the amounts owed into the following categories: Steward and Commons, Sizings, Study and Cellar Rent, Instruction, Librarian, Natural History, Episcopal Church, Books, Catalogue and Commencement Dinner, Repairs, Sweepers, Assessments for delinquency in payment of Quarter Bills, Wood, and Fines. All of the bills are printed forms which were then filled out by hand, by either the steward or the butler, and issued to the students. Caleb Gannett was the College steward during both father and son's era. Joshua Paine, William Harris, and Thomas Adams served, successively, as butler during the father's era. Some of the butler's bills are signed by Roger Vose, a student who appears to have been employed by the butler in 1786 and 1787.

List of members of the Harvard College Class of 1797, created 1794 July 2

This document lists all the members of the Harvard College Class of 1797, including those who did not graduate. The list is roughly alphabetical, and each student's home town is listed alongside his name. There are also brief notes about one member of the class's nine-month suspension and several others' "taking up connections." The creator of this list is unknown.

" Lines upon the late proceedings of the College Government" collection, 1787-1917

This collection contains various manifestations of a humorous poem, most often called "Lines upon the late proceedings of the College Government," written by classmates John Quincy Adams and John Murray Forbes in 1787. Both Adams and Forbes were members of the class of 1787, and the poem recounts events surrounding the pranks and ensuing punishment of two members of the class behind them, Robert Wier and James Prescott. Wier and Prescott had been caught drinking wine and making "riotous noise," and they were publicly reprimanded by Harvard President Joseph Willard and several professors and tutors, including Eliphalet Pearson, Eleazar James, Jonathan Burr, Nathan Read, and Timothy Lindall Jennison. The poem mocks these authority figures, but it spares Samuel Williams, whom it suggests was the only professor to find their antics humorous.

With the highest ideals: The Florida State Normal College at DeFuniak Springs, 1887--1905

The urgent need for teachers led the Florida legislature in 1887 to establish the Florida State Normal College at DeFuniak Springs. The college closed in 1905 with passage of the Buckman Act, which mandated a complete reorganization of state-supported higher education and ended coeducation for white students. This small college, open for eighteen years, was uniquely situated in time and place to examine larger questions in American educational history as well as contribute to the history of higher education in Florida, which developed differently than in other states.^ This historical case study used archival sources to examine this institution, and contribute to the history of the origins of Florida's system of higher education. Key questions guiding the research were the nature of the students, fundamental aspects of school life, the impact of the school on the students, and the role of the school in the development of higher education in Florida. Original sources included the Catalogs, Register and Minutes of the school. The census of 1900 was used to develop information on the backgrounds of the students. Findings were: DeFuniak Springs was chosen for the school because of the Florida Chautauqua; the school was coeducational and had few rules but the internalized social codes of the students resulted in almost no difficulties with discipline; the students, a majority of whom were women, were from middle-class southern families; the college compared favorably in faculty, facilities and curriculum to institutions elsewhere; although few students graduated, alumni played a key role in shaping Florida's common schools; and, the Buckman Act entirely changed the nature of higher education in Florida.^ Implications were: The coeducational nature of the college a hundred years ago significantly changes the picture of Florida's higher education; the school was small, but its influence far outlasted the institution; and, the school struggled with issues which continue to trouble modern educators such as finances, the legislature, student retention, underpreparedness, and the proper structuring of a curriculum, which indicates the persistence of these issues. ^

A mixed method study of organizational culture dimensions of community college faculty library use and perceptions

Because past research has shown faculty as the driving force affecting student academic library use, librarians have tried for decades to engage classroom faculty in library activities. Nevertheless, a low rate of library use by faculty on behalf of their students persists. This study investigated the organizational culture dimensions affecting library faculty demand at a community college. The study employed a sequential quantitative-qualitative research design. A random sample of full-time faculty at a large urban community college responded to a 46-item survey. The survey data showed strong espoused support (84%) for the use of library-based materials but a much lower incidence of putting this construct into practice (46%). Interviews were conducted with 11 full-time faculty from two academic groups, English-Humanities and Engineering-Math-Science. These groups were selected because the survey data resulted in statistically significant differences between the groups pertaining to several key variables. These variables concerned the professors' perceptions of the importance of library research in their discipline, the amount of time spent on the course textbook during a term, the frequency of conversations about the library in the academic department, and the professors' ratings of the librarians' skill in instruction related to the academic discipline. All interviewees described the student culture as the predominant organizational culture at Major College. Although most interview subjects held to high information literacy standards in their courses, others were less convinced these could be realistically practiced, based on a perception of students' poor academic skills, lack of time for students to complete assignments due to their commuter and family responsibilities, and the need to focus on textbook content. Recommended future research would involve investigation of methods to bridge the gap between high espoused value toward information literacy and implementation of information-literate coursework.

Risk -taking propensity of faculty, administrators, and academic department heads at a large, urban, multi -campus community college

This research was undertaken to explore dimensions of the risk construct, identify factors related to risk-taking in education, and study risk propensity among employees at a community college. Risk-taking propensity (RTP) was measured by the 12-item BCDQ, which consisted of personal and professional risk-related situations balanced for the money, reputation, and satisfaction dimensions of the risk construct. Scoring ranged from 1.00 (most cautious) to 6.00 (most risky).^ Surveys including the BCDQ and seven demographic questions relating to age, gender, professional status, length of service, academic discipline, highest degree, and campus location were sent to faculty, administrators, and academic department heads. A total of 325 surveys were returned, resulting in a 66.7% response rate. Subjects were relatively homogeneous for age, length of service, and highest degree.^ Subjects were also homogeneous for risk-taking propensity: no substantive differences in RTP scores were noted within and among demographic groups, with the possible exception of academic discipline. The mean RTP score for all subjects was 3.77, for faculty was 3.76, for administrators was 3.83, and for department heads was 3.64.^ The relationship between propensity to take personal risks and propensity to take professional risks was tested by computing Pearson r correlation coefficients. The relationships for the total sample, faculty, and administrator groups were statistically significant, but of limited practical significance. Subjects were placed into risk categories by dividing the response scale into thirds. A 3 x 3 factorial ANOVA revealed no interaction effects between professional status and risk category with regard to RTP score. A discriminant analysis showed that a seven-factor model was not effective in predicting risk category.^ The homogeneity of the study sample and the effect of a risk-encouraging environment were discussed in the context of the community college. Since very little data on risk-taking in education is available, risk propensity data from this study could serve as a basis for comparison to future research. Results could be used by institutions to plan professional development activities, designed to increase risk-taking and encourage active acceptance of change. ^

Risk-taking propensity of faculty, administrators and academic departament heads at large, urban, multicampus community college

This research was undertaken to explore dimensions of the risk construct, identify factors related to risk-taking in education, and study risk propensity among employees at a community college. Risk-taking propensity (RTP) was measured by the 12-item BCDQ, which consisted of personal and professional risk-related situations balanced for the money, reputation, and satisfaction dimensions of the risk construct. Scoring ranged from 1.00 (most cautious) to 6.00 (most risky). Surveys including the BCDQ and seven demographic questions relating to age, gender, professional status, length of service, academic discipline, highest degree, and campus location were sent to faculty, administrators, and academic department heads. A total of 325 surveys were returned, resulting in a 66.7% response rate. Subjects were relatively homogeneous for age, length of service, and highest degree. Subjects were also homogeneous for risk-taking propensity: no substantive differences in RTP scores were noted within and among demographic groups, with the possible exception of academic discipline. The mean RTP score for all subjects was 3.77, for faculty was 3.76, for administrators was 3.83, and for department heads was 3.64. The relationship between propensity to take personal risks and propensity to take professional risks was tested by computing Pearson r correlation coefficients. The relationships for the total sample, faculty, and administrator groups were statistically significant, but of limited practical significance. Subjects were placed into risk categories by dividing the response scale into thirds. A 3 X 3 factorial ANOVA revealed no interaction effects between professional status and risk category with regard to RTP score. A discriminant analysis showed that a seven-factor model was not effective in predicting risk category. The homogeneity of the study sample and the effect of a risk encouraging environment were discussed in the context of the community college. Since very little data on risk-taking in education is available, risk propensity data from this study could serve as a basis for comparison to future research. Results could be used by institutions to plan professional development activities, designed to increase risk-taking and encourage active acceptance of change.

Dentists’ requirements for continuing professional development in Ireland. A pilot study conducted at University College Cork

Aims: To determine the self-assessed continuing professional development (CPD) needs of dental practitioners and identify how each discipline can best be served by a dental CPD programme. To set findings in the context of the available literature and contribute to the development of CPD programmes. Method: Topics were arranged into eight disciplines: practice management; paediatric dentistry; preventive dentistry; orthodontics; behaviour management; dentistry for people with a disability; oral medicine and surgery; and, restorative dentistry. A web-based questionnaire was constructed and administered using a MarkClass 2.21 online survey tool. Results: Fifty-six self-reported assessment responses were received, with three-quarters of participants having graduated within the past 10 years. Topics in oral medicine and surgery attracted consistently high levels of interest. A tendency to favour topics with a perceived direct clinical application was observed. Topics recommended by the Dental Council as core areas for CPD were given a high level of priority by respondents. Conclusions: Traditional lectures remain a valued mode of CPD participation. Practical courses were valued across all dental topics offered. A varied approach to determining the requirements of dentists is essential to appropriately support the practitioner.

A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities

The study examined the state-by-state changes in the rates of exclusionary discipline of students with disabilities compared to their non-disabled peers. Historically, students with disabilities have been excluded at rates that are out of proportion with their population. This study used state discipline to investigate the current status of disproportional exclusion of students with disabilities and if there are any regional trends in the discipline of students receiving special education services. Results indicate that in both the 2009-2010 and 2011-2012 school years, there were significant differences between the rates at which students with and without disabilities were disciplined. Students with disabilities were suspended at higher rates during both school years and expelled at higher rates during the 2011-2012 school year. Results also suggest that rates of suspensions and expulsions continue to be high, particularly for students with disabilities. Findings may help states and schools develop policies that promote fair discipline of students with disabilities.