Dissertationen: „College board“

1

Walsh, Teresa. „Improving community college board governance using a technology based board management system“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/TWalsh2005.pdf.

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2

McKeown, Patricia Louise. „A study of the development of the community college's governing board-president relationship /“. Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7689.

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3

Mitchell, John Joe. „Evaluation of the Board-Mentor Program of the Association of Governing Boards of Universities and Colleges“. Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76167.

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In 1977 the Association of Governing Boards of Universities and Colleges developed a Board-Mentor Program to assist college and university trustees to enhance the organization and performance of their governing boards. This study evaluated through survey research this program utilizing presidents and trustees who participated in the program over a three-year period. The data were analyzed to determine changes that occurred as a result of participation in the program and if the program met the purposes and goals for which it was established. Twenty-one institutions, public and private, located in thirteen different states participated in this evaluation. Presidents and trustees agreed that the goals of the program were important and participation in the program was perceived helpful in the realization of the program goals. A positive correlation existed between the importance of the goals of the program and the helpfulness of the program in the realization of the program goals. Presidents and trustees identified several areas where change occurred as a result of program participation, and suggestions for program refinarent and change were identified by respondents. The study concluded with six recommendations including the need for additional study of trustee development programs.
Ed. D.

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Page, Megan Alene. „What Makes a Successful College or University Programming Board?: Standards of Practice for Programming Boards“. Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9892.

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The purpose of this study was to seek an understanding of the characteristics of successful college and university programming boards (CUPBs). Specifically, I explored the organization and management; human, financial, and facility resource; campus and community relationship; program; mission; assessment and self-evaluation; and leadership characteristics of CUPBs. For purposes of this study, successful programming boards were defined and identified by professionals who work in this area of student affairs administration. To obtain the sample for this study, student affairs professionals who work with college and university programming boards and are members of the National Association of Campus Activities (NACA) were contacted. Members were asked to identify successful programming boards in their NACA region. Based on the programming boards identified through this process, the most successful programming boards for each of the seven NACA regions were identified. There were 22 total programming boards included in the study's sample. An Institutional Profile (IP) form was created with items that related to the research questions posed in this study. Document analysis was conducted on texts and reports obtained from advisors of the sample's programming boards. Additional information was obtained through interviews with these advisors. Responses that were qualitative in nature were analyzed and assigned to response categories. The data that were quantitative in nature were analyzed by calculating frequency and/or range and mean scores. The data revealed significant results for each of the seven characteristics explored in the study. The findings suggest ways to structure and staff CUPBs, how to select and train student leaders, how to manage human and financial resources, how to manage facilities, and the types and numbers of programs successful CUPBs sponsor. Recommendations about the mission of successful CUPBs were identified, as were ways to assess outcomes and advise the programming board. Collectively, the results describe the elements of successful CUPBs. These elements can be used to establish standards of practice for such boards and the staff who manage them.
Master of Arts

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Watkins, Mark Charles Henry. „Selection of community college presidents: exploring board members’ understanding“. Diss., Wichita State University, 2011. http://hdl.handle.net/10057/3938.

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The selection of a community college president is a responsibility for the governing Board of Trustees. This qualitative study sought board members‟ understanding about (1) their institution‟s identity utilizing the organizational identity theory and (2) the critical elements of the match between their understanding of the community college and the desired characteristics of the selected presidential candidate. Mission statements, vision statements, and presidential position descriptions which described responsibilities and qualifications were collected from both rural and urban community colleges across the nation and were analyzed and compared with board members‟ interview data. Board members suggested that communication skills and the ability to develop relationships were vital to the president for effective leadership in collaborative efforts with businesses and the community. These efforts would support the community colleges‟ core attribute of student access to a post-secondary education in preparation for the workforce or baccalaureate degree. Both urban and rural participants understood the community colleges‟ role in the community as a conduit for economic development by establishing partnerships with local businesses. Data also reflected the utilization of community colleges for self-preservation of rural communities or culture and tradition.
Dissertation (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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6

Hassan, Anthony. „The competencies for community college leaders : community college presidents' and trustee board chairpersons' perspectives“. [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002496.

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7

Hassan, Anthony M. „The Competencies for Community College Leaders: Community College Presidents' and Trustee Board Chairpersons' Perspectives“. Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/284.

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At a time when strong leadership is needed to guide community colleges forward, a major crisis seems to be stirring (Eddy & VanDerLinden, 2006). According to some estimates, 45% of community college presidents will have retired by 2007 (Shults, 2001) and an even worse prediction offered by Weisman and Vaughan (2002) predict 79% of community college presidents will be retired by 2012. Echoing this view, Amey et al. (2002) assert that there is much work to be done in preparing the younger generations of community college leaders with skills and competencies necessary to meet this leadership challenge. There were two primary purposes addressed in this study. First, to further validate the AACC competencies by determining how current presidents and trustee board chairpersons from the states of New York and Florida rated the importance of the AACC (2005) characteristics and professional skills for effective community college leadership. Second, to identify those experiences and practices that community college presidents reported as helpful to their development of the six AACC leadership competencies. The results of this study provide support for the value of the six AACC competencies and offer important insights into the specific experiences that contributed to the development of these competencies for community college presidents. Specifically, there was consensus among New York and Florida community college presidents and trustee board chairpersons that all six competencies identified by AACC are "very" or "extremely" important for the success of community college leaders. Additionally, this study supported the philosophy that leader development is learned in many ways and that various leadership experiences contribute differently to the development of the AACC Competencies for Community College Leaders, some apparently more relevant to certain competencies than others. In conclusion, the results of this study provide community college leaders, boards of trustees, hiring committees and leadership development programmers with additional validation on the AACC competencies and those experiences and practices that community college presidents reported as helpful to their development of the six AACC leadership competencies.

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Ryan, James Patrick. „The role of the Board chair in a public college“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29009.pdf.

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9

Hurley, Charles A. „Capital Maintenance Funding of Two-year Colleges in the Tennessee Board of Regents System and Selected Funding Models“. Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2737.

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The purpose of this study was to determine the differences between selected state capital maintenance models and the model used in Tennessee. Research questions addressed the differences between the other selected models and the Tennessee model; the quantitative results of the models using data collected from the 14 Tennessee public two-year colleges, and the policy issue differences of the selected models. Research involved gathering information for each specific selected model including common factors used to calculate capital maintenance needs. Comparisons were made of the major components of each model. Actual data from the 14 Tennessee public two-year colleges was incorporated into each model. The quantitative results were then compared. Research also revealed policy issue differences between the selected models. These differences were examined. Results of this study included suggestions for enhancements to the Tennessee model which would provide more equitable funding of capital maintenance needs for each institution. Other suggestions and conclusions included the development of specific training and guidelines for the proper completion of model calculations. It was also suggested that an awareness campaign be initiated to strengthen the funding authority's commitment to the capital maintenance problem.

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Henning, John Newell. „Top ten effective community college board trustees self-perceived leadership attributes“. Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620684.

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This qualitative study was designed to discover what community college trustees believe are the most effective leadership attributes. Los Angeles Community College District Board of Trustees were asked to list in, order of importance, the most effective community college board of trustee leadership attributes. The research questions emphasized the importance of the leadership attributes that occur when board trustees must complete community college goals given the recent increased student enrollment, despite diminished college budgetary resources. The theoretical framework of Stogdill (1974) was used for trait theory, Hersey, Blanchard and Dewey (2012) for situational leadership, and Burns (1978) for transformational leadership. The study examined the issue of increased student enrollment coupled with decreased community colleges' annual budgets. The slowing economy and legislative spending affected the State of California's budget, creating a deficit and appropriations challenge. The budgetary shortfalls negatively affected academia and student development programs. People depend on the community college system to receive a college education, obtain an AA degree, transfer to a university, or enter the workforce. In the literature review, a brief history of California community colleges is provided to illustrate how institutions of higher education and governing boards were established. As a needs assessment tool, Dr. Schmieder-Ramirez's (2001) SPELIT power matrix was particularly useful for capturing the driving forces at work at community colleges. The SPELIT power matrix helped to structure the literature review by making intelligible the social, political, economic, legal, intercultural, and technological environments of the community college system.

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Carlson, Jeffrey Michael. „General Knowledge Among the People: Rural Strategy Development at the College Board“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013331.

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10 million students walk into rural schools every school day, representing about 20% of the United States’ public school population. More than a third of all public schools and almost three-fifths of local education agencies serve rural students. Creating coherent, scalable strategies to impact rural students can be difficult given the diffuse and often isolated context of the nation’s 7,000+ rural districts. I completed my residency at the College Board, a New York-based nonprofit organization best known for its SAT, PSAT/NMSQT, and Advanced Placement assessments. In 2015, these exams reached 1.7 million, 3.8 million, and 2.5 million students, respectively. Participation in College Board assessments continues to grow over time, but rural students participate at rates lower than their peers. Working in Washington, DC, I completed a strategic project in the College Board’s Global Policy, Advocacy, and Communications division. The goals of the project were to determine the potential value of a strategy focused on rural schools and to develop a proposal outlining how to enact such a strategy. Through my strategic project, I created a College Board rural database, conducted interviews and case studies, and developed strategy proposals for potential pilot work in rural schools and districts. In this capstone, I describe the actions and results of the strategic project in three phases and analyze the results through an analytic framework called the “strategic triangle.” This tool allows a decision maker to understand the three issues in nonprofit strategy: the potential public value, the sources of legitimacy and support, and the operational capabilities of the implicated organization. The work of my residency resulted in the authorization of time, resources, and human capital needed to launch a College Board Rural Strategy pilot in the states of Colorado and Idaho. This pilot intends to create new partnerships and opportunity pipelines in rural schools while increasing the value of College Board-provided assessments and supports for rural students.

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Rehm, Jon C. „Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board“. FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1530.

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Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.

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Justus, Drayton Ray. „Role expectations and predictions of trends for human resource development at large public universities within the Southern Regional Education Board (SREB) area“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=594.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 125 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 103-108).

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Coria, Elizabeth F. „The Board of Governors fee waiver, financial aid, and community college student success“. Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577926.

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California established the Board of Governors (BOG) fee waiver in 1984 to maintain educational access after the implementation of the state's first ever unit-based fees for community college attendance. Although it was not designed as an incentive to stimulate higher levels of academic achievement or student success, recent accountability policy enactments have ascribed this purpose to the BOG fee waiver. An example is the Seymour-Campbell Student Success Act of 2012, which established the first-ever academic satisfactory progress requirements for BOG fee waiver recipients. The purpose of this study was to explore the relationships among students' financial aid awards, including the BOG fee waiver, and measures of success for students who were attending Rio Hondo College. Findings showed that students who had the greatest financial need—and therefore the highest financial aid awards—had lower cumulative grade point averages and completed a smaller percentage of units attempted. While the study was unable to control for students' prior academic achievement, it appears that financial aid awards were not sufficient to fully counteract the negative effects of students' need, thus calling to question some of the efficacy of adding academic performance requirements to financial aid awards such as the BOG fee waiver. The paper concludes with a discussion of findings and recommendations for policy, practice, and future research.

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15

Walls, J., Patricia M. Vanhook und L. Odom. „School-Based Health: A University and Board of Education Partnership“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.

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16

Lawrence, Craig David. „Current perspectives of statewide Workforce Investment Board members toward community college workforce investment programs“. Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2175.

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17

Markham, James Jeffrey. „An exploration of community college state funding patterns in the southern regional education board states“. Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06042008-150915.

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18

Lefler, James C. „A Study of Faculty Development at Fourteen Community Colleges in the Tennessee Board of Regents System“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2937.

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The purpose of this study was to determine the status of and need for faculty development in the 14 community colleges in the Tennessee Board of Regents System. The study examined the status of faculty development, importance of scholarship, perceived needs, preferred faculty development topics, and methods of instruction. A review of demographic characteristics was conducted to develop a profile of TBR community college faculty and to assess the relationship between these demographic variables and the need for and selection of faculty development topics. Data collection was conducted using the Faculty Development Questionnaire . A selective random sample was drawn from 1,619 full-time community college faculty employed by the Tennessee Board of Regents. Based on the sample method, 325 full-time faculty were selected as participants in the study. Three hundred twenty-five self-administered questionnaires were mailed to selected full-time faculty at each of the fourteen community colleges. Data collection occurred over a four week period. Two hundred six questionnaires were returned for a response rate of 63.4%. The findings in this study demonstrated a clear need for faculty development. Respondents indicated that faculty development was important to their academic and professional growth and teaching effectiveness and was critical to their roles as faculty members. The faculty reported a need for scholarship-related activities and indicated that scholarly pursuit has led them to higher levels of professionalism and collegiality. Faculty respondents indicated that teaching innovation and research are vital to the growth and development of the community college. This study also found that most faculty indicated that their respective college administrations supported faculty development but did not adequately fund faculty development programs. A majority of the respondents reported that most faculty development programs were well organized and useful. Some faculty, however, indicated that faculty development could be an intrusion in the teaching-learning environment. Teaching innovations and multimedia development were ranked as the most preferred faculty development topics with workshops and seminars ranked as the most preferred methods of instruction. The study found no relationship between the need for faculty development and faculty age, professional status, or teaching discipline. Furthermore, no relationship was found between the selection of faculty development topics and any of the demographic variables profiled in the study. The findings of the study indicated that Tennessee's community college faculty members are "graying" with over 80% being over the age of 40. A majority hold Master's degrees, hold the rank of associate professor, and have had pedagogical training.

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Chen, Szu-Yu. „The digital literacy practices of adolescents on a college-affiliated bulletin board system (BBS) in Taiwan“. Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578266.

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This thesis investigates adolescents' on line literacy practices on a college-affiliated bulletin board system, BBS, in Taiwan. Aligned with New Literacy Studies, this research project understands BBS texts as a social practice and explores choices of language, writing systems, orthography and language creativity. These linguistic features constitute college students' digital literacy practices and how the students manage to perform their identity in this online community of practice. Viewing BBS texts as a social practice entails the holistic appreciation of the interplay of the purposes, contexts and resources involved in human sense-making that are appropriately approached through qualitative methods, including through taking an emic perspective. Three qualitative methods are combined: textual analysis, an online questionnaire and a semi-structured group interview. Through the analysis of texts, I show how the diverse multimodal affordances of the BBS texts are innovatively exploited by college students. I investigate lexical, grammatical, pragmatic and graphological features of BBS texts, demonstrating innovation in the writing systems, spelling, code-switching and symbols when students compose BBS texts. An online questionnaire and a group interview reveal college students' perceptions and motives that influence their BBS text-making practices. The findings reported in this thesis demonstrate these screen-based texts are multi modal and dynamic, with a combination of image, onomatopoeic sounds and various modes of representation and communication employed. BBS is shown to have enabled an extended set of orthographic choices, reshaping the nature of traditional writing systems. Students make use of these affordances to foreground their friendship, rapport and cultural bond with peers, constituting an affinity space to share common knowledge and conventions on BBS. These college students use representational resources in multilingual, multiscriptual and multimodal text-making practices and play with writing systems, scripts and symbols. This study reveals that BBS in Taiwan provides a fruitful source of materials in exploring the complexity and creativity of adolescents' digital literacy practices, although further developmental work is still needed for future research.

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Jackson, Rosemary Y. „Comparison of State Appropriations by Function and by Program to Actual Expenditures for the Two-year Institutions in the Tennessee Board of Regents System“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2926.

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The purpose of this study was twofold. The first purpose was to determine the extent to which the 14 two-year institutions of the Tennessee Board of Regents system expended funds in functional categories equal to the amount of funds provided by the appropriations funding formula for the same functional categories. The second purpose was to determine the extent to which the 14 two-year institutions expended funds for direct instructional purposes for each academic program equal to the amount of funds provided by the appropriations funding formula for direct teaching purposes for each academic program. Using an archival research design, appropriations funding data and actual expenditure data were collected for the period 1990-91 through 1996-97 relative to the first purpose. Data for only the years 1995-96 and 1996-97 were used for the second purpose. For each of the two purposes studied, the data were adjusted to reflect comparable funding and expenditure data. The final evaluation involved a comparison of the percentage of funding expended by function and by college for the first purpose and the percentage of funding expended by academic program and by college for the second purpose. The evaluation of the percentage of funding expended by function revealed that most colleges and the system as a whole expended approximately 90% or more of the funding for the function for which funds were allocated by the appropriations formula. This level was determined to be positive, because some funding is typically set aside for transfers to plant funds for renewals and replacements. The evaluation of the percentage of funding expended for direct teaching purposes revealed that most colleges and the system as a whole expended approximately 60% or less of the funding for direct teaching purposes. This is permissible according to the policies of the TBR and THEC. The funding formula for direct teaching is based on enrollment and an average full-time faculty salary amount. However, most colleges use part-time faculty to teach a portion of its student-credit-hours; thus, excess funds accrue from this area and are available for use in other areas. Based on the findings of this study, two recommendations are offered. A review of the funding formula with regards to potentially needed modifications is recommended for the specific functions in which either substantially more or less than 100.0% of the funding was expended. Additionally, a formal analysis of the proportion of student-credit-hour enrollment taught by part-time faculty should be made to assist in determining if the funding formula calculation for direct teaching activities should include an element for the proportion of student-credit-hours taught by part-time faculty.

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Jordan, Mary Ann Huffman Jane Bumpers. „Third-year evaluation of the University of North Texas/Dallas Independent School District/Southern Regional Education Board Leadership Development Program“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3956.

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Boone, G. E. „Identifying the Behavior, Attitudes, and Knowledge of Tobacco Use Among Students Enrolled in Orientation Courses in Six Community Colleges in the Tennessee Board of Regents System“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2883.

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The purpose of this study was to examine the behavior, attitudes, and knowledge regarding tobacco use of students enrolled in orientation courses in Tennessee community colleges. The six community colleges selected for the study were members of the Tennessee Board of Regents system that offered mandatory orientation courses. Data were collected by use of the College Tobacco Behavior, Attitude, and Knowledge Survey . A response rate of (72.5%) from 700 students was analyzed. Three research questions guided the study and 17 null hypotheses were formulated and tested at the.05 alpha level of significance. Data were analyzed by using t -tests, crosstabs, analysis of variance, Chi-square, and Pearson's r correlation coefficients. Results of the study revealed that, of those students who ever smoked regularly, differences in age and ethnicity were found and no differences were found between males and females. There was no difference between males and females and when they first started smoking cigarettes regularly; however, differences were found among students of varying ethnicities. There was no relationship between students' age and how many days they smoked; however, differences were found between males and females and ethnicities. There was no relationship regarding students' age and no difference between males and females and how many days they used smokeless tobacco. There were differences between smokers' and nonsmokers' attitudes pertaining to a smokefree campus, a designated smoking area indoors, and that a tobacco awareness program would be beneficial to college students. There was no relationship between knowledge score and age, and no difference between males and females, and smokers and nonsmokers regarding their knowledge score. However, differences in knowledge scores were found among students of different ethnicities.

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Porter, Rubianna M. „A study of students attending Tennessee Board of Regents universities who participated in high school dual enrollment programs“. [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0327103-164659/unrestricted/PorterR040203f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0327103-164659. Includes bibliographical references. Also available via Internet at the UMI web site.

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Cardwell-Hampton, Nicole. „Faculty Perceptions about Instructional Technology in Eight Community Colleges in the Tennessee Board of Regents Higher Education System“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1993.

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The purpose of this study was to examine faculty members' perception of the status of technology support and services, their attitudes towards the incorporation of technology in general and with specific applications, and the barriers they perceive to technology use. Additionally, the study focused on the association among the predictor variables of faculty members' gender, age, professional status, years of higher education teaching experience, and tenure versus nontenure status with their degree of technology use. An online survey was designed to collect data to address the research questions in the study. The survey consisted of 44 questions, including areas for comments. Two-hundred ninety faculty members out of a possible 867 responded to the survey. Based on the results, conclusions have been drawn. According to the literature, the results of this study both contradict and support previous studies. Dimension 1, perceived technology support and services, and Dimension 2, perceived barriers to technology use, provided no significant difference when considering the demographic variables of age, gender, years of experience, faculty rank, and tenure versus nontenure status. Though, Dimension 3, attitudes towards the use of technology and specific applications, provided no significant difference when considering the demographic variable of age, faculty rank, and tenure versus nontenure status but there was a slight indication of significance based on years of experience. In addition, gender differences appeared among attitudes toward the use of technology and specific applications. Based on the results, females have been shown to have better attitudes toward the use of technology and specific applications, an area historically dominated by men. Also, faculty members with 1-9 to 10-19 years of experience have better attitudes toward the use of technology. While faculty members with 20 or more years of experience attitude is not significantly affected by years of experience. Additional research needs to be established to include: 1) research faculty members in other southeast states to determine whether or not findings from this study could be generalized, 2) research to include all community colleges within the Tennessee Board of Regents higher education system, and 3) research faculty members responses regarding community colleges role in providing technology training.

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Mozoras, Abby. „The development of California State College in Coachella Valley“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1766.

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"The purpose of this study is A) to identify the criteria for establishing permanent off-campus facility for existing centers. B) To identify the number of students from College of the Desert (COD) who are planning to continue their education at the California State University, Coachella Valley Campus (CVC.) C) To determine whether a permanent CSU Campus in Coachella Valley will motivate students from College of the Desert (COD) to get their bachelor's degree locally. D) To identify the degree programs in which COD students are most interested-in. E) To determine whether ethnicity (Hispanic students are the target group) plays a role in the students' choice of degree program. For purpose of this study literature pertaining to development of California State University, San Bernardino, and development of CSU off-campus centers was reviewed. Two hundred and thirty one students attending the spring 1999 semester at College of the Desert provided the data for this study."

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Stine, Cory M. „Community College Trustee Orientation and Training Influence on Use of Best Practices“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1351125386.

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Rowland, Mark Lance. „Perspectives of AP U.S. History Teachers in Title I Schools“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6945.

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The College Board’s Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking end-of-course AP exams, in hopes of earning college credit and strengthening high school transcripts. As the College Board promotes increased minority student participation (specifically African-American and Hispanic students) in AP courses, AP teachers face new challenges as potential first-generation college students enter their classrooms with below-level reading scores and a lack of essential critical-thinking skills needed for college-level assessment. The participants in this study are five AP U.S. History Teachers from urban, suburban, and rural Title I high schools. In this inquiry, I explore how their backgrounds and experiences shape their approaches to curriculum and pedagogy in their respective environments. I conducted two separate interviews with each teacher: the first addressed their formative years and educational experiences, while the second focused on their teaching philosophies and how they deliver course content. The data revealed similar instructional practices among the participants, all of whom choose student-centered teaching models to varying degrees to enhance student engagement. This discourse highlights the need for further inquiry into the perspectives of AP teachers in Title I schools to inform future policymaking decisions within schools and school districts to enhance historically marginalized student populations’ college and career opportunities.

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Turk, Cathy Christine. „Syllabus for Advanced Placement Biology“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.

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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.

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Bills, Michael. „Turning Around Small, Private, Tuition Dependent Colleges: How Boards of Trustees Impact Decline and Turnaround“. Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1592569275961028.

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Jordan, Mary Ann. „Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3956/.

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Under No Child Left Behind legislation of 2002, school principals shoulder the burden of school success determined by test scores of students. Challenges principals face demand school leaders possess greater knowledge and skills than administrators of the past. The need for well-trained, skilled school leaders makes it important to study the subject of school leadership training. This study examined a school leadership preparation partnership between the University of North Texas and Dallas Independent School District. Primary supporting references include work by Bottoms and O'Neill (2001) calling for the 16-member states of the Southern Regional Education Board to train a new breed of principal to meet the current demands for student achievement in public schools. This research adds to the body of knowledge of school leadership development programs, particularly those that involve cohort-based study groups and shared service partnerships between school districts and universities. Major questions investigated: 1) How did participation in the program change the involvement of administrative interns in campus-based decision-making? 2) How has participation in the program changed the ways participants perceive themselves? 3) What actions have members of the cohort group taken in their teacher-leader/administrative positions to affect student achievement? 4) What are the strengths and weaknesses of the UNT/DISD/SREB Leadership Development Program partnership? Information was gathered from 16 of the 26 program participants through questionnaires, interviews, and document study.

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Hill, Sidney R. „Perceptions of Maxine Smith Fellows on Barriers that Contribute to the Underrepresentation of African Americans in Faculty and Administrative Positions at the Tennessee Board of Regents“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3650.

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African Americans are underrepresented in full-time faculty and administrative positions at Tennessee Board of Regents (TBR) institutions. This study examined the perceptions of 11 Maxine Smith Fellows on the underrepresentation at TBR institutions and provides recommendations that could assist in increasing representation of African Americans in full-time faculty and administrative positions. A qualitative method was used for the study. Each participant was required to participate in a recorded SKYPE interview. The researcher transcribed the interviews and analyzed the data using coding to derive overarching themes that provided findings based upon the research questions. Based upon the analysis of data, the researcher found that participants perceived a lack of intentional efforts, lack of recruitment, racism, and the devaluing of diversity in the workforce to be contributing factors to the underrepresentation. The researcher further determined that participants perceived the trainings and the program’s ability to prepare individuals for future positions as two factors that separated their success from individuals who did not participate in the program.

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Latta, Marcia Sloan. „CHARACTERISTICS AND MOTIVATIONAL FACTORS OF MAJOR DONORS TO BOWLING GREEN STATE UNIVERSITY“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288019153.

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Garland, Azurdee M. „Assessing the Relationship between Student Involvement and Academic Performance in Higher Education“. TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/212.

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The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.

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Buggs, Michelle L. „The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799467/.

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The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.

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Levin, John S. „The board-president relationship in three British Columbia community colleges“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29363.

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The issue of governance in institutions of higher education has attracted considerable attention in the North American literature. While much has been published concerning the respective roles of the president and the governing board in managing the affairs of colleges and universities, limited attention has been given to the relationship which exists between the two parties. Furthermore, while the importance of the relationship is acknowledged, there has been no systematic research to determine reasons for such a claim. This study examines the board-president relationship in three community colleges in the province of British Columbia and ascertains reasons for its importance. The research framework on which the study is based consists of three major components, the determinants of the board-president relationship, its effects, and the characteristics of the relationship itself. The literature on boards and presidents implies that any relationships which do exist fall into three distinct dimensions, formal, operational, and personal. The three dimensions of the relationship are used in this study as a focal point and conceptual centre around which research questions are designed. The method involves a qualitative-interpretive design which generates both documentary, factual data and perceptual data from two major sources. The sources are institutional and legal documents and in-depth interviews with the presidents and board members from the three institutions. The study largely reveals an understanding of the relationship from the perspective of the participants. The conclusions which emerge from this investigation indicate that the board-president relationship at each college displays characteristics which identify the relationship with the articulated goals, philosophy, and values of each institution and reflects its development. Moreover, as perceived by the participants, the relationship exerts important influence upon the image of the college with both its internal and external community, while reinforcing the values and philosophy of the institution. The research provides a beginning for the development of theory in the area of leadership and management in institutions of post-secondary education. It also offers insights for practitioners concerned with the improvement of their effectiveness in governance, specifically in the colleges in British Columbia. The study has moved beyond current scholarship on the board-president relationship; it has also prepared the groundwork for further research by posing several hypothetical questions which arise from this investigation.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Olson, David Eric. „Agency theory extensions: The impacts of board demography in banks and independent colleges“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282615.

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This dissertation is a compilation of three studies that seek to extend the reaches of agency theory. In the first study, data on California banks from 1979-1987 were used to test the effect that board strength has on the acquisition and subsequent write-off of problem loans. As expected stronger boards incurred fewer loan delinquencies and loan losses. Board strength was also associated with smaller increases in loan write-offs when management turned over but larger increases when board members turned over. This suggests that board members are susceptible to escalating their level of commitment in the same way that managers are, implying that board members are also self-serving. Using the same data set, the second study examined the relationship between management ownership in banks and corporate performance and risk-taking. In support of the agency argument, increased management ownership led to higher levels of ROA and loan losses in the banks. The function was diminishing but monotonic. Using data gathered from private colleges and universities, the third study focused attention on agency in the not-for-profit sector by examining the relationship between board of director and presidential demography and school performance as measured by institutional revenue and gifts. The results provide mixed support and direction for the extension of agency models to the not-for-profit sector. Board strength, as measured by tenure and functional background, and presidential tenure, predicted better performance. These findings suggest that while boards play a significant role in performance of not-for-profits, their focus is on facilitating access to resources from the external environment rather than in monitoring management.

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Brokenburr, Shenita. „The public-private partnership [electronic resource] : community college participation in workforce boards /“. Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Higher, Adult and Lifelong Education, 2008.
Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 145-156). Also issued in print.

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Wabaunsee, Rissa McCullough. „Accreditation, tribal governments, and the development of governing boards at tribal colleges in Montana and Washington /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7699.

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Waltonen-Moore, Shelley. „A grounded theory of Online GROUP Development as seen in asynchronus threaded discussion boards“. Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1185649473.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2007.
"August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Qetler Jensrud; Committee members, Evangeline Newton, Denise Stuart, Sandra Coyner, John Savery; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Keil, Ulrich. „Construction algorithmique d'un collage efficace pour les homeomorphismes d'une surface a bord“. Toulouse 3, 1997. http://www.theses.fr/1997TOU30305.

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Soit f une surface orientee a bord non vide avec characteristique d'euler negative. Soit g un graphe fini qui est l'ame de f et soit g une equivalence d'homotopie de f dans f, induite par un homeomorphisme f de f dans f preservant l'orientation de f. Nous decrivons un algorithme de reduction, dont la donnee initiale est la paire (g, g) et qui construit a partir de la : 1. Un systeme c de courbes tel qu'une puissance de f, restreinte a chaque composante connexe du complementaire de c dans f est soit periodique soit pseudo-anosov. 2. Un 2-complexe k plonge dans f dont le 1-squelette contient non seulement une ame h de f mais aussi une ame de chaque composante connexe du complementaire de c dans f. 3. Une equivalence d'homotopie h du 1-squelette dont la restriction a l'ame de chaque composante connexe de c dans f est un representant efficace (dans le sens de bestvina-handel) de la restriction de f a la meme composante connexe de f. Nous appelons le triplet (h, k, c) un collage efficace de (f, f). L'algorithme de reduction etend donc au cas reductible l'algorithme train track de bestvina-handel pour les homeomorphismes des surfaces. On construit explicitement un systeme de courbes de reduction c et des representants efficaces dans le complementaire des courbes de reduction. On donne deux applications qui utilisent les proprietes d'un collage efficace : la classification algorithmique des twists de dehn a isotopie pres, et la construction, a partir du systeme de courbes c, d'un systeme minimale c' de courbes de reduction (unique a isotopie pres) au sens du theoreme de nielsen et thurston. Notre but est de decrire ces algorithmes avec suffisament de precision pour qu'une implantation sur ordinateur soit effectivement realisable.

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Anderson, Allan Richard. „Distribution list maker program with inter-user capabilities between universities and colleges in the Tennessee Board of Regents school system“. [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0208101-160421/unrestricted/anderson4.pdf.

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42

Laughlin, Phillip Neil. „An Investigation Of Priorities Ascribed To The Mission And Goals Function Statements Of The Board Of Governors In California Community Colleges“. Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3046.

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Purpose: This study investigated the priorities of twelve commnunity college constituent groups in order to determine if their priorities were consistent with function statements established by the California Ccmnunity College Board of Governors in 1983. The mission function statenents were: Associate Degrees, Certificate Programs, Conmunity Services, Continuing and Corrmunity Education, General Education, Joint Programs, Remediation and Basic Skills Education, Student Services, and Transfer Education. It was hypothesized that the twelve groups would respond differently based upon the conditions under which they were ranking the function statements, that there would be differences among the districts depending upon the size of the district, and that there would be differences among the respondents on the basis of community college attendance.

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Newcomer, Julia D. „Perceptions of Decision-Makers of the Future Role of the Texas Higher Education Coordinating Board in the Funding Process for Public Senior Colleges and Universities“. Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331376/.

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This study compares the perceptions of presidents and academic and fiscal vice presidents of Texas public senior colleges and universities and with those of (appointed) members of the Texas Coordinating Board. A survey instrument was developed, based upon appropriate coordinating board functions discussed in the literature review, A five-point scale was used to measure intensity or agreement or disagreement. Responses were subjected to one way analysis of variance to determine differences between administrators and board members. Differences significant at the .05 level are reported. Administrators and board members differed significantly on all statements related to centralized control versus internal autonomy. Board members endorsed a greater variety of roles and a higher level of activity for the board than did administrators, although members were not expansionistic. Administrators indicated diverse opinions regarding the board's role. Responses related to formula funding were similar. Board members believed that requests to the legislature for higher education funding needs should be presented in terms of a statewide system; administrators indicated uncertainty. Both agreed on the increasing importance of long-range planning in formula development, but administrators were unsure whether such planning would help provide stability and realistic expectations in funding. Both groups endorsed a greater role for the board in collecting, interpreting, and disseminating information regarding higher education institutions. Neither subgroup offered an opinion regarding subjection of higher education budget requests to the criteria used for other state agencies. Board members and administrators disagreed as to whether private business standards were appropriate for higher education institutions. The relationship between funding recommended by the board and appropriations passed by the legislature was not considered appropriate for evaluating board success. State appropriations for higher education were seen as an investment in the state's economic future. Administrators did not believe college and university faculties understood the board s role in funding; board members were undecided.

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Senate, University of Arizona Faculty. „Faculty Senate Minutes December 3, 2012“. University of Arizona Faculty Senate (Tucson, AZ), 2012. http://hdl.handle.net/10150/269272.

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Senate, University of Arizona Faculty. „Faculty Senate Minutes May 1, 2017“. University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625406.

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Anderson, Sandra Mains. „The cost of operation of state-level boards for higher education and the cost of administration in public, four-year institutions of higher education“. Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52332.

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Forty-seven of the fifty states had some form of state-level board for higher education in 1981. Critics have expressed concern that the level of those boards' involvement in institutional affairs has steadily increased, while others have observed that administrative costs at the institutional level have gradually risen. It is not known if there is a relationship between the cost of operation of state-level boards and their level of involvement in the affairs of the institutions under their purview; nor, is it known if there is a relationship between the cost of operation of state-level boards and the cost of administration at the institutional level. The purpose of this study was to investigate these relationships. The population for the study consisted of twenty state-level boards for higher education, eleven governing boards and nine coordinating boards. The population further consisted of 216 public, four-year bachelor degree and higher degree granting institutions located in twenty-three states, including Delaware, Vermont, and Wyoming which had no state-level board for higher education in 1980-1981. Seven variables were hypothesized as factors either influencing the cost of administration in public, four-year institutions, the cost of operation of state-level boards for higher education, or the relationship between the two. These variables were formulated with data obtained from a survey of State Higher Education Executive Officers (SHEEO) member agencies and from Higher Education General Information Survey (HEGIS) financial and enrollment tapes. Pearson product-moment correlation and one-way analysis of variance were used to test for significance of relationships between pairs of variables. An analysis of each of the research questions was presented in textural and tabular form.
Ed. D.

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Yu, Kam-hung Leo, und 余鑑洪. „An investigation into online environments to improve student academic writing: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256569.

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Soltz, Wendy Fergusson. „Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.

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Chupin, Lucie. „Etude de l’extraction de tanins d’écorce de pin maritime pour l’élaboration de colles tanin-lignosulfonate“. Thesis, Pau, 2014. http://www.theses.fr/2014PAUU3023/document.

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Cette étude a deux objectifs principaux : l’extraction de tanins condensés d’écorces de pin maritime et la formulation de colles tanin-lignosulfonate. Deux méthodes d’extraction ont été étudiées. La première est une extraction à l’eau chaude ; c’est une technique simple, peu coûteuse, sans solvant. La deuxième est une extraction assistée par micro-ondes ; c’est une technique innovante, rapide et peu consommatrice en solvant. L’optimisation des conditions d’extraction à l’eau chaude a été réalisée. Les extraits ont été caractérisés par des dosages colorimétriques, leur réactivité au formaldéhyde, par infrarouge à transformée de Fourier (IRTF), par chromatographie en phase liquide à haute pression, par 1H RMN et 2D HSQC RMN. L’impact de la granulométrie sur l’extraction de polyphénols et particulièrement de tanins condensés par extraction assistée par micro-ondes a été étudié pour la première fois. Les deux types d’extraction ont été comparés. L’extraction assistée par micro-ondes a un rendement en extractibles inférieur à l’extraction à l’eau chaude. Mais elle extrait plus de tanins condensés, de flavonoïdes simples et plus de sucres. Quelle que soit la méthode d’extraction, les tanins condensés majoriatires extraits de l’écorce de pin maritime sont de la catéchine, de l’épicatéchine, de l’épicatéchine gallate et de l’épigallocatéchine. Des colles tanin-lignosulfonate ont été produites en utilisant l’héxaméthylènetetramine comme durcisseur. Dans un premier temps, des tanins de mimosa ont été utilisés avec des lignosulfonates de sodium et des lignosulfonates d’ammonium. Les lignosulfonates ont subi deux traitements au glyoxal qui ont été comparés par analyse thermogravimétrique (ATG), par calorimétrie différentielle à balayage (DSC), par les propriétés thermiques et mécaniques de colles et de panneaux de particules avec des lignosulfonates ayant subi les deux traitements ont également été étudiées. L’optimisation du ratio tanin de mimosa-lignosulfonate glyoxalé a été menée et les propriétés thermiques des colles mesurées. L’optimisation des conditions de pressage de panneaux de particules a été réalisée. Des panneaux de particules avec de bonnes performances mécaniques ont été fabriqués. Des colles à base de tanins d’écorce de pin maritime et de lignosulfonates ont été réalisées avec 40% de tanins et 60% de lignosulfonates. Ces colles ont été caractérisées par IRTF, analyse thermomécanique, ATG et DSC. Ces colles sont rentrées dans la fabrication de panneaux de particules. Les émissions de formaldéhyde et la cohésion interne des panneaux ont été mesurées et comparées à des panneaux encollés avec une colle tanin de mimosa-lignosulfonate et une résine urée-formaldéhyde. Grâce à ces résultats, il a été possible de montrer que les panneaux de particules fabriqués à partir de colles bio-sourcées n’émettaient pas de formaldéhyde
This study has two main objectives: the extraction of condensed tannins from maritime pine bark and the preparation of tannin-lignosulfonate adhesives. Two extraction methods were studied. The first is hot water extraction which is a simple, cheap method without the use of an organic solvent. The second is microwave-assisted extraction which is a fast, innovative method using only a small amount of solvent. Optimum extraction conditions were determined for hot water extraction. The extracts were characterised by their reaction to formaldehyde and by using colorimetric tests, Fourier Transformed Infrared spectroscopy (FTIR), high pressure liquid chromatography, 1H NMR and heteronuclear single quantum correlation 2D NMR.. The two types of extraction were compared. It was found that microwave-assisted extraction produced a lower yield of extractibles than the hot water method but that it produced more condensed tannins, simple flavonoids and sugars. The condensed tannins extracted from maritime pine bark are catechin, epicatechin, epicatechin gallate and epigallocatechin, whatever the extraction method used. Tannin-lignosulfonate adhesives were produced using hexamethylenetetramine as a hardener. First, mimosa tannins were used with sodium lignosulfonates and ammonium lignosulfonates. The lignosulfonates underwent two glyoxal treatments which were compared using thermogravimetric analysis (TGA), differential scanning calorimetry (DSC), and by determining the thermal and mechanical properties of the adhesives and of the particle boards made using the lignosulfonates resulting from the two treatments. The optimum mimosa tannin-glyoxalated lignosulfonate ratio was determined and the thermal properties of the adhesives were measured. The optimum conditions of pressing the particle boards were determined. Particle boards which recorded a good mechanical performance were produced. Adhesives using maritime pine bark tannins and lignosulfonates were prepared with 40% tannins and 60% lignosulfonates. These adhesives were characterised using FTIR, thermomechanical analysis, TGA and DSC. These adhesives were used to produce particle boards. The emission of formaldehyde and the internal bond of the boards were measured and compared to those of boards made with a mimosa tannin-lignosulfonate adhesive and to those of boards made with a urea-formaldehyde resin. Thanks to these results, we were able to produce particleboards with bio-based adhesives that didn’t emit formaldehyde

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Moradi, A. „Proposition d'une démarche de modélisation pour la prévision de l'amorçage d'une fissure dans un assemblage collé sous des sollicitations statiques“. Phd thesis, Université Pierre et Marie Curie - Paris VI, 2013. http://tel.archives-ouvertes.fr/tel-01010874.

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Dans un contexte de réduction de la masse des aéronefs pour une diminution de la consommation de carburant, l'assemblage par collage représente une alternative intéressante aux assemblages boulonnés. Toutefois, les avantages des assemblages collés ne sont pas pleinement exploités, notamment de par le manque de confiance accordée dans les méthodes de dimensionnement leur étant associés. C'est pourquoi, l'objectif de ce travail était de proposer une démarche de modélisation pour la prévision de l'amorçage d'une fissure dans ce type d'assemblages sous des sollicitations statiques. De nombreux paramètres influents jouent sur la tenue à l'amorçage dans un assemblage collé. En particulier, cette tenue est fortement dépendante de l'épaisseur de la colle de cet assemblage. Aussi, dans un premier temps, l'influence de ce paramètre a été évaluée par une approche par critère couplé pour lequel une nouvelle définition de la mixité de mode a été proposée afin de traduire la dépendance de la résistance et de la ténacité du joint au mode de chargement. La mise en oeuvre du critère couplé a permis de retrouver l'influence, observée expérimentalement, de l'épaisseur de colle sur la tenue lors d'un essai à simple recouvrement, à savoir que plus l'épaisseur de colle est fine, meilleure est la tenue. Dans un deuxième temps, il s'est agit de mettre à profit la compréhension acquise précédemment en prenant en compte de l'épaisseur de colle dans un modèle de zone cohésive composé des mêmes ingrédients que le critère couplé mais qui est applicable dans le cas de structures en 3D. Le modèle de zone cohésive ainsi proposé rend compte de l'influence de l'épaisseur de colle sur l'amorçage identifiée par le critère couplé. Finalement, les apports et les limites de la démarche de modélisation proposée ont été mis en évidence à l'aide de comparaisons avec des résultats expérimentaux issus de la littérature.

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Dissertationen zum Thema „College board“

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