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Relevant bibliographies by topics / Carnegie Classification

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Academic literature on the topic 'Carnegie Classification'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Carnegie Classification"

1

McCormick, Alexander C., and Chun-Mei Zhao. "Rethinking and reframing the carnegie classification." Change: The Magazine of Higher Learning 37, no. 5 (2005): 51–57. http://dx.doi.org/10.3200/chng.37.5.51-57.

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Morton, Linda, and Fred K. Beard. "Faculty Productivity and Carnegie Institutional Characteristics within AEJMC Programs." Journalism & Mass Communication Educator 60, no. 2 (2005): 176–89. http://dx.doi.org/10.1177/107769580506000209.

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This article reports the results of a content analysis of faculty vitae from eighteen ACEJMC programs drawn using stratified random sampling by Carnegie Classification. The findings indicate that faculty members differ by Carnegie Classification on research productivity, highest earned degrees, professional experience, time assignments (for research, teaching, and service), contact and credit hours, and external grants.

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Shedd, Louis, Stephen Katsinas, and Nathaniel Bray. "Unionization and Monetary Compensation at America’s Access Institutions: Assessing the Impact of Frames That Do or Do Not Consider Geography." Educational Policy 32, no. 2 (2017): 255–79. http://dx.doi.org/10.1177/0895904817741466.

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This article categorizes institutions under both the 2015 Carnegie Basic Classification system and the mission-driven classification system, and further analyzes both by the presence of a collective bargaining agreement. The goal of this article was to use the presentation of data on revenue, employment numbers, salary outlays, and the presence or lack of collective bargaining agreements to identify any differences between the new “Mission-Driven” classification system in direct comparison with the 2015 Carnegie Basic Classification system in recognizing the results of unionization on monetary

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Riddle, Daniel L., Ralph R. Utzman, Dianne V. Jewell, Stephanie Pearson, and Xiangrong Kong. "Academic Difficulty and Program-Level Variables Predict Performance on the National Physical Therapy Examination for Licensure: A Population-Based Cohort Study." Physical Therapy 89, no. 11 (2009): 1182–91. http://dx.doi.org/10.2522/ptj.20080400.

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Background Several factors have been shown to influence first-time pass rates on the National Physical Therapy Examination (NPTE). It is unclear to what extent academic difficulty experienced by students in a physical therapist education program may affect NPTE pass rates. The effects of institutional status (public or private) and Carnegie Classification on NPTE pass rates also are unknown. Objective The aim of this study was to quantify the odds of failure on the NPTE for students experiencing academic difficulty and for institutional status and Carnegie Classification. Design This investiga

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Altbach, Philip G. "The Carnegie Classification of American Higher Education: More—and Less—Than Meets the Eye." International Higher Education, no. 80 (March 15, 2015): 21–23. http://dx.doi.org/10.6017/ihe.2015.80.6153.

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Classifying higher education institutions in a complex higher education system is quite important for understanding the system and the role of institutions within it. In the United States, the Carnegie Classification, developed by Clark Kerr and the Carnegie Foundation for the Advancement of Teaching developed such a system. Now, under new leadership, the future of the original model is threatened.

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Burrow, Anthony, E. Baron, Chris Ashall, et al. "Carnegie Supernova Project: Classification of Type Ia Supernovae." Astrophysical Journal 901, no. 2 (2020): 154. http://dx.doi.org/10.3847/1538-4357/abafa2.

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Kosar, Robert, and David W. Scott. "Examining the Carnegie Classification Methodology for Research Universities." Statistics and Public Policy 5, no. 1 (2018): 1–12. http://dx.doi.org/10.1080/2330443x.2018.1442271.

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Yan, Erija, Yongjun Zhu, and Jiangen He. "Analyzing academic mobility of U.S. professors based on ORCID data and the Carnegie Classification." Quantitative Science Studies 1, no. 4 (2020): 1451–67. http://dx.doi.org/10.1162/qss_a_00088.

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This paper uses two open science data sources—ORCID and the Carnegie Classification of Institutions of Higher Education (CCIHE)—to identify tenure-track and tenured professors in the United States who have changed academic affiliations. Through a series of data cleaning and processing actions, 5,938 professors met the selection criteria of professorship and mobility. Using ORCID professor profiles and the Carnegie Classification, this paper reveals patterns of academic mobility in the United States from the aspects of institution types, locations, regions, funding mechanisms of institutions, a

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Supe, Liāna, and Ingūna Jurgelāne-Kaldava. "Classification of higher education institutions: qualitative content analysis." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 87–99. http://dx.doi.org/10.37384/ptp.2020.09.087.

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Aim – to identify criterions and parameters for classification of higher education institutions, using research method – qualitative content analysis. The following tasks are defined for reaching the aim: to conduct qualitative content analysis and define categories and their frequency; to describe and analyse defined categories; to compare different classifications of higher education institutions; to summarize the analysis results and draw conclusions. Research methodology – overview of literature and qualitative content analysis. Findings – qualitative content analysis helps to structure th

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Cejda, Brent D., and Kirsten L. Rewey. "Profile of Chief Academic Officers." education policy analysis archives 9 (September 26, 2001): 36. http://dx.doi.org/10.14507/epaa.v9n36.2001.

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Chief Academic Officer (CAO) is the most common position title before assuming the presidency of a college or university. Results from a national survey are used to develop a profile of the CAO in each respective Carnegie institutional classification. The typical CAO in four-year institutions is Caucasian, male, 54 years old, and married. He holds a doctoral degree, most likely in humanities or social sciences, and has held the CAO position for 5 or fewer years. Most often, the CAO served as a Dean or Associate Dean in the previous position. All CAOs have classroom experience, but 3% have neve

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Dissertations / Theses on the topic "Carnegie Classification"

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Guder, Christopher S. "Exploring the Relationship between Patron Type, Carnegie Classification, and Satisfaction with Library Services: An Analysis of LibQUAL+® Results." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1354726349.

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Plante, Jarrad D. "Institutionalizing service-learning as a best practice of community engagement in higher education| Intra- and inter-institutional comparisons of the Carnegie Community Engagement Elective Classification Framework." Thesis, University of Central Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732117.

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<p>Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system—Carnegie Community Engagement Classification—for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton

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Wagner, Joan. "The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?" ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/749.

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ABSTRACT College and university mission statements commonly declare contributions for the public good and the development of engaged and responsible citizens as central to their institution's work. Yet, a different narrative is often revealed when rhetoric meets reality in the promotion and tenure policies for faculty. Since Ernest Boyer's seminal work Scholarship Reconsidered (1990) called for an expansion of the way we think about and reward scholarship in academia, a preponderance of studies have considered the degree to which community engagement and public scholarship has been integrated

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Peters, Jeffrey D. "A Study of the Factors that Influence Community College Instructors’ Adoption of Course Management Systems." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404213008.

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Wright, James Scott. "Academic Lineage and Student Performance in Medical School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2206/.

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This research investigated the association between academic lineage and student performance in medical school. The purposes of the study were to: (1) determine whether the Carnegie classifications of medical school applicants' institutions of origin are associated with academic performance in medical school; (2) consider the relationship between the admission selectivity of the schools of origin and the academic performance of medical school students; (3) compare the performance of medical students from institutions under public governing control with students from privately controlled institu

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LIN, MAN-CHUN, and 林縵君. "A Study of the Application of Carnegie Community Engagement Classification at Three Catholic Universities in U.S. and Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/s9t6ns.

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碩士<br>輔仁大學<br>教育領導與發展研究所碩士班<br>105<br>Service-learning in higher education institutions have been developed rapidly over years. Due to pubic expectation that higher education institutions would be able to actively engage social development in US, the Carnegie Foundation for the Advancement of Teaching published the Carnegie Community Engagement Classification in 2006 to recognize universities as successful social institute. The study aims to explore the application of Carnegie Community Engagement Classification at two catholic universities, Loyola University Maryland (LUM) and University of N

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Books on the topic "Carnegie Classification"

1

Thompson, Hugh A. 1999 academic library trends and statistics: For Carnegie classification, associate of arts colleges. Association of College and Research Libraries, 2000.

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Carnegie Foundation for the Advancement of Teaching., ed. The Carnegie classification of institutions of higher education. 2nd ed. Carnegie Foundation for the Advancement of Teaching, 2001.

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M, Guterbock Thomas, Thompson Hugh A, and Association of College and Research Libraries., eds. 1998 academic library trends and statistics for Carnegie classification. Assocation of College and Research Libraries, 1999.

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4

Academic Library Trends and Statistics 2005: For Carnegie Classification. Amer Library Assn, 2005.

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5

1941-, Thompson Hugh A., University of Virginia. Center for Survey Research., and Association of College and Research Libraries., eds. 2001 academic library trends and statistics for Carnegie classification ... Association of College and Research Libraries, 2002.

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1999 Academic Library Trends and Statistics: For Carnegie Classification. Amer Library Assn, 2000.

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M, Guterbock Thomas, Thompson Hugh A. 1941-, and Association of College and Research Libraries., eds. 1999 academic library trends and statistics for Carnegie classification. Assocation of College and Research Libraries, 2000.

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M, Guterbock Thomas, Thompson Hugh A. 1941-, and Association of College and Research Libraries., eds. 2002 academic library trends and statistics for Carnegie classification. Assocation of College and Research Libraries, 2004.

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1941-, Thompson Hugh A., Association of College and Research Libraries., and University of Illinois at Urbana-Champaign. Library Research Center., eds. 2005 academic library trends and statistics for Carnegie classification ... Association of College and Research Libraries, 2006.

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1941-, Thompson Hugh A., Association of College and Research Libraries., and University of Illinois at Urbana-Champaign. Library Research Center., eds. 2003 academic library trends and statistics for Carnegie classification. Association of College and Research Libraries, 2004.

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Book chapters on the topic "Carnegie Classification"

1

Ward, Elaine, Suzanne Buglione, Dwight E. Giles, and John Saltmarsh. "The Carnegie Classification for Community Engagement." In University Engagement With Socially Excluded Communities. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4875-0_15.

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2

Plante, Jarrad D., and Thomas D. Cox. "Integrating Case Study Methodology to Analyze Intra- and Inter-Institutional Comparisons of Service-Learning Within the Carnegie Community Engagement Classification Framework." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5667-1.ch008.

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Service-learning has a venerable history in higher education and includes three pillars: community service, academic learning, and civic knowledge. An elective classification system by the Carnegie Foundation for the Advancement of Teaching called the Carnegie Community Engagement Classification (CCEC) created a framework for higher education institutions for fidelity and accountability of community engagement. This chapter examines data from three different colleges and universities to understand the institutionalization of service-learning—a private teaching university, a private liberal arts college, and a public research university situated in the same metropolitan locale—offering varying approaches to completing the CCEC applications from the three vantage points. Using case study methodology, this chapter highlights intra- and inter-institutional comparisons of three institutions of higher learning to inform higher education institution administrators seeking to enhance service-learning experiences that benefit students, higher education practitioners, scholars in the higher education and service-learning fields, as well as community leaders.

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"APPENDIX C. Correcting for Shifts in the Carnegie Classification of Institutions." In Prospects for Faculty in the Arts and Sciences. Princeton University Press, 1989. http://dx.doi.org/10.1515/9781400860517.204.

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Johnson, Mathew, John Saltmarsh, Georgina Manok, and Gene Corbin. "Internationalizing Institutional Accountability for Engaging with Communities: The Carnegie Community Engagement Classification." In Innovations in Higher Education Teaching and Learning. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000023005.

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Lukenchuk, Antonina. "Service-Learning as Service to Teacher Candidates." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch019.

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Since its first initiative in 2004, service-learning has become a bona fide hallmark of National Louis University that is embedded in its mission and strategic goals. In 2015, the university was recognized by the Carnegie Community Engagement Classification as an engaged campus. Unique to the context of its institutional practices, service-learning has received its widest implementation in the college of education. Those who have been integrating service-learning components into coursework have come to appreciate its practical benefits for teacher candidates. The purpose of this chapter is to report on the findings of a pilot case study conducted with teacher candidates who chose service-learning projects as part of the requirement in educational foundations and research courses. The findings of this study support research and scholarship on the benefits of service-learning for teacher education.

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Truitt, Joshua H., Jarrad D. Plante, Thomas D. Cox, and Sandra L. Robinson. "Strategic Leadership." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch114.

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The pervasive effects of change leadership may be best illustrated by examining institutional engagement and student experience, two areas that directly affect alumni giving. Alumni donor participation may be understood by focusing on student experience and engagement, and higher education administrators can benefit from understanding the influence of alumni donor behavior through enriching college experiences. The study examines data of alumni giving at three different institutions in the southeastern United States to determine the impact of the Carnegie Community Engagement Classification and reclassification on the purposeful institutionalization of community engagement and service-learning. The purpose of this chapter is to provide an overview of the institutionalization of service-learning process, practical strategies for implementing system-wide change, and relate those practices to its influence on alumni donor behavior – information that are practical and highly useful that can facilitate positive changes for institutions.

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Rayburn, William E., and Arkalgud Ramaprasad. "Three Strategies for the Use of Distance Learning Technology." In Distance Learning Technologies. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch005.

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“University A” is a small, private liberal arts school with a religious affiliation. Located in a large city, it draws locally and from its particular religious group. With an enrollment under 3,000, it carries a Carnegie Classification of Baccalaureate II and has its own board of trustees. The school has pushed the use of new technology in instruction. For instance, it was one of the first schools in its area to install a fiber optic network across campus. Programs such as business feature the active use of technology to enhance learning. For example, in an international business course, students develop links with fellow students in other countries. However, University A differs from other schools that have embraced new information and communication technology; it has rejected some uses as not appropriate to the mission of the school. For instance, University A will not use videoconferencing to send instruction to remote sites. Why? School leaders feel that a significant part of a student’s experience at University A comes from faculty providing role models, and that role modeling cannot be done through a television monitor. “University B” is a regional public university located in a small town in a heavily rural portion of its state. The nearest small city is an hour’s drive away, and it draws students regionally, mostly from nearby counties. With an enrollment under 10,000, the school carries a Carnegie Classification of Master’s I. For years, University B has used its Continuing Education program in aggressively serving the region, beginning with such means as “circuit rider” faculty who traveled to remote sites to teach classes and broadcast television instruction through local public television. The school has continued its aggressive outreach with new technology. In the 1990s, University B quickly moved into videoconferencing (compressed video) to phase out at least some of the circuit rider faculty. At the same time, the school has expanded the off-campus sites to which it sends instruction. Lastly, University B has augmented its MBA program by bringing in a health care administration concentration from another university via videoconferencing, and it has been considering the future servicing of majors in declining programs such as geography by outsourcing instruction. Officers at the two universities described above were among those at several schools who participated in a series of case studies (Rayburn, 1997). The two schools use distance learning technology (DLT) in very different ways, but they do share at least one common trait: they have clear pictures of how to use available technology. Put another way, they have identifiable strategies for using technology that conform to the missions of the schools. The point of this chapter is to identify and describe strategies for using distance learning technology (DLT) at higher education institutions. Research suggests three major strategies, the “Guest Lecturer” strategy, the “Automated Correspondence Course” strategy, and the “Large Lecture Hall” strategy. All three strategies have antecedents in the recent history of higher education, and each has its own implications for the future. The next section looks at literature and field research on the strategic use of DLT.

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Conference papers on the topic "Carnegie Classification"

1

Shum, Judy, Elena S. Di Martino, Satish C. Muluk, and Ender A. Finol. "Machine Learning Techniques for the Assessment of AAA Rupture Risk." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53947.

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Recent clinical studies have shown that the maximum transverse diameter of an abdominal aortic aneurysm (AAA) alone, or in combination with its expansion rate are not entirely reliable indicators of rupture potential. We hypothesize that AAA shape, size, and wall thickness may be related to rupture risk and can be deciding factors in the clinical management of the disease. A non-invasive, image-based evaluation of AAA size and geometry was implemented using an in-house code (AAAVASC v1.0, Carnegie Mellon University) on a retrospective study of 88 subjects. The contrast enhanced, computed tomog

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