Relevant bibliographies by topics / Chesterfield College of Technology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Chesterfield College of Technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Chesterfield College of Technology"

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Matheson, Betty, Richard Moorman, and Diane Winburn. "The McDonaldization of Advising." NACADA Journal 17, no. 1 (March 1, 1997): 13–14. http://dx.doi.org/10.12930/0271-9517-17.1.13.

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George Ritzer in his McDonaldization of Society addresses four basic and alluring dimensions of modern life: efficiency, predictability, quantifiable and calculated service, and control (Ritzer, 1993). With increasing and alarming frequency, academic advising in many commuter colleges has adopted the McDonaldization mindset. This is not a surprising evolvement given students' limited time on campus and the high percentages of nontraditional students who, while attending college, are often holding jobs and supporting families. Chesterfield-Marlboro Technical College adopted the McDonaldization mindset as they sought to make the advising process quick and efficient. In academic advising, however, faster is not always better.
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Catina, J. L., H. J. Fortune, and G. E. Soroka. "Repowering Chesterfield 1 and 2 With Combined Cycle." Journal of Engineering for Gas Turbines and Power 110, no. 2 (April 1, 1988): 214–19. http://dx.doi.org/10.1115/1.3240106.

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Kaldate, Amit, Scott Smedley, and Taylor Turner. "Evaluation of IFAS Technology for TN Removal at Chesterfield County BNR Program." Proceedings of the Water Environment Federation 2008, no. 13 (January 1, 2008): 3246–47. http://dx.doi.org/10.2175/193864708788733215.

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Williams, Chris A., James Patterson, and James Taylor. "Police filming English streets in 1935: the limits of mediated identification." Surveillance & Society 6, no. 1 (January 12, 2009): 3–9. http://dx.doi.org/10.24908/ss.v6i1.3399.

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This article considers and early example of technologically-mediated visual surveillance: the use of cine cameras by the British police in 1935 in the English town of Chesterfield in an operation to crack down on illegal street betting. The paper argues that the operation and its consequences in the judicial system illustrate a number of issues: unreliable policing on the ground; the enthusiasm for technological approaches to crime; and the limits of those approaches. The paper concludes that the Chesterfield case should prompt us to take another look at the impact of technology on interwar British policing, and its relationship to surveillance. *This article is accompanied by a digititally-converted version of the 1935 film, which can be viewed by clicking on Supplementary Material in the right hand column, or by visiting our Blip TV stream (EDITOR'S NOTE 2014: now removed without notifying us, instead go here). Please also see the MACE archive, which was essential to the completion of this piece.
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Claeys, J. P., K. M. Elward, W. J. Mick, and R. A. Symonds. "Combustion System Performance and Field Test Results of the MS7001F Gas Turbine." Journal of Engineering for Gas Turbines and Power 115, no. 3 (July 1, 1993): 537–46. http://dx.doi.org/10.1115/1.2906741.

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This paper presents the results of the combustion system test of the MS7001F installed at the Virginia Power Chesterfield station. Tests of water and steam injection for NOx control were performed. Results of emissions, combustor dynamics, and combustor hardware performance are presented. Emissions test results include NOx, CO, unburned hydrocarbons, VOC, and formaldehyde levels. Combustor dynamic activity over a range of diluent injection ratios, and the performance of an actively cooled transition duct are also discussed. Combustion system mechanical performance is described following the first combustion system inspection.
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Mestel, Leon, and Bernard E. J. Pagel. "William Hunter McCrea. 13 December 1904 — 25 April 1999." Biographical Memoirs of Fellows of the Royal Society 53 (January 2007): 223–36. http://dx.doi.org/10.1098/rsbm.2007.0005.

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Sir William Hunter (‘Bill’) McCrea (1904–99), astrophysicist and relativist, was born on 13 December 1904 in Dublin, the elder son and eldest child of Robert Hunter McCrea (1877–1956), a schoolmaster, and Margaret née Hutton (1879–1962). His parents, of Irish stock, were brought up as strict nonconformists, but by the age of 18 years, while at Cambridge, Bill had become a confirmed Anglican, a faith he retained all his life. By 1907 the family had moved to Chesterfield, Derbyshire, where Bill attended first the Central (elementary) School and then the Grammar School, from which he won an entrance scholarship in mathematics to Trinity College, Cambridge. He read for the Mathematics Tripos, becoming a Wrangler in 1926. He specialized in those branches of mathematical physics that were stimulating exciting research at Cambridge, and after graduating he began research as one of the many pupils of R. H. (later Sir Ralph) Fowler FRS (to whom he paid warm tribute on his centenary in 1989).
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NIINOBE, Kouichi, Yuichi KURODA, and Tetsuo HIGASHIHARA. "Matsue College of Technology." Journal of The Surface Finishing Society of Japan 63, no. 7 (2012): 435. http://dx.doi.org/10.4139/sfj.63.435.

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Knapper, Christopher K. "Technology and college teaching." New Directions for Teaching and Learning 1988, no. 33 (1988): 31–46. http://dx.doi.org/10.1002/tl.37219883305.

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MATSUZAWA, Kazuo. "Presentation for college of technology." Journal of Japan Institute of Light Metals 43, no. 5 (1993): 294–95. http://dx.doi.org/10.2464/jilm.43.294.

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CHIBA, Makoto. "Asahikawa National College of Technology." Journal of The Surface Finishing Society of Japan 63, no. 7 (2012): 414. http://dx.doi.org/10.4139/sfj.63.414.

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Dissertations / Theses on the topic "Chesterfield College of Technology"

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Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

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Educational Psychology
Ph.D.
College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
Temple University--Theses
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Yen, Ling Ling. "Students' perceptions of college technology programs and acquired technology skills." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11082007-112226.

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Refe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.

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Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.
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Roe, Cristie Elaine. "Effects of informational technology on community college faculty." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280246.

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During the 2001-02 academic year, I investigated the impact of information technology on community college faculty at a large, multi-campus community college district in the southwest. My purpose of this study was to determine how technological innovation on their campuses was affecting the working conditions of faculty since these conditions ultimately affect the ability of faculty to provide effective instruction for their students. Using a grounded theory and phenomenological approach, I analyzed data collected through interviewing faculty in three community colleges, examining email communication and online documents from four colleges and the college district, and attending two technology conferences for employees in the college district. While a number of studies have been conducted in recent years on technology's impact on labor, few of these studies have addressed the impact of technology in higher education, with fewer still examining the effects of technology on community college personnel, despite the rapid proliferation of technology on community college campuses. Therefore, drawing on research conducted in business and industry as well as in higher education settings, I sought to ascertain whether technological innovations enskill or deskill faculty (Vallas, 1993), or promote managerial extension of power (Rhoades, 1998), whether each college or the college district rewards or penalizes faculty for their eagerness or reluctance to adopt new technologies (Rogers, 1983), and whether the technologies purchased by community colleges impact faculty working conditions by altering the environments in which the technologies are used (Winner, 1986). The most salient findings of this study included the offsetting advantages and disadvantages to technology usage which result in detriments and benefits to the work of faculty increasing simultaneously, and the impact on the work environment of the technologies themselves due to their intrinsic characteristics. The conclusions are both striking and powerful enough to warrant further investigation into the ramifications of technology proliferation within the community college sector in order to determine whether the anticipated benefits of technological innovation to community college education do, in fact, outweigh the problems connected to technology.
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Maclean, Heather. "Technology use in California community college ESL classrooms." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244713.

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The California community college system is the largest in the country and is a crucial part of the higher education system. The ESL population within that system is a significant one in terms of size and needs. In order to successfully educate this population, the language-learning instruction must be appropriate, current, and effective. In today’s technological world, that means it must incorporate the technologies of the modern world in which these community college ESL students live and work. While technology use in language learning and teaching has been the subject of many studies, the use of technologies by community college ESL faculty in credit courses has been less investigated.

The purpose of this study was to investigate technology use within community college credit ESL classes in three areas: (a) the best and most frequently used technologies, (b) the way technologies are used, and (c) the barriers to technology use. The methodology for the study was a modified electronic Delphi survey. Two rounds of the survey were conducted with a panel of experts in order to reach consensus on the areas under investigation.

The study revealed that: (a) the most frequently used technologies in the community college ESL classroom are desktop computers, ESL websites, the Internet, and smartphones; (b) technologies are being used in traditional ways; (c) technologies are being used to teach independent learning and collaboration, and to teach technological skills; (d) technologies are being used to support and enhance the learning environment; (e) the primary barriers to technology use in community college credit ESL courses are training, funding, and time, the State, students’ language abilities, and students’ technology abilities. These findings add to Dobransky’s (2015) recent research on ESL in community colleges and the broader work of Kessler (2013) and Fuchs and Akbar (2013).

The findings of this study may be utilized as a call to further investigation on the practical applications of technology use that is or is not happening in community college ESL classrooms. It may also be utilized to inform and inspire new leadership at all levels within the community college system to set priorities and policies to eliminate barriers to technology use and to broaden technology use to go beyond on-site traditional uses.

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Martin, Junior George. "Exploring College Instructors' Integration of Technology into Their Curriculum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2846.

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Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.
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Biscobing, Scott. "Maintaining a quality curriculum in information technology at Nicolet Area Technical College using the Wisconsin Technical College Systems quality review process." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006biscobings.pdf.

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Peter, David Mark. "Improving community college faculty effectiveness through technology-based learning communities." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644921.

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College faculty members are often inadequately prepared to use technology in their classrooms. They often learn technology without institutional support, and without understanding technology's impact on student learning. As a result of these shortcomings, the use of technology in the college classroom is often not systematic or focused on improving learning. This study used a conceptual framework based on Wenger's learning community or community of practice idea. This study examined a Midwestern university where faculty made only limited use of classroom technology and did not demonstrate contemporary approaches to student learning. The study set out to determine the impact of technology-based faculty learning communities on student engagement. Five university faculty members served as research participants; all agreed to form a learning community and participate in a series of interviews that examined the impact of technology integration and the role of learning communities on adopting technology. Interview data were analyzed using an emergent and exploratory approach where themes and trends were identified through direct observation and examination of interview transcripts. One of the emergent themes was that increased faculty technology use depends primarily on positive prior experiences with technology. Another theme was that students' self-reported technology competency does not accurately reflect classroom uses, which may have a significant impact on educational technology integration strategies. The study's findings provide guidelines for a best practice model of faculty professional development to improve and enhance classroom learning with educational technology.

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Peter, David Mark. "Improving community college faculty effectiveness through technology-based learning communities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1169.

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College faculty members are often inadequately prepared to use technology in their classrooms. They often learn technology without institutional support, and without understanding technology's impact on student learning. As a result of these shortcomings, the use of technology in the college classroom is often not systematic or focused on improving learning. This study used a conceptual framework based on Wenger's learning community or community of practice idea. This study examined a Midwestern university where faculty made only limited use of classroom technology and did not demonstrate contemporary approaches to student learning. The study set out to determine the impact of technology-based faculty learning communities on student engagement. Five university faculty members served as research participants; all agreed to form a learning community and participate in a series of interviews that examined the impact of technology integration and the role of learning communities on adopting technology. Interview data were analyzed using an emergent and exploratory approach where themes and trends were identified through direct observation and examination of interview transcripts. One of the emergent themes was that increased faculty technology use depends primarily on positive prior experiences with technology. Another theme was that students' self-reported technology competency does not accurately reflect classroom uses, which may have a significant impact on educational technology integration strategies. The study's findings provide guidelines for a best practice model of faculty professional development to improve and enhance classroom learning with educational technology.
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Orr, Harrison. "Student Retention in Community College Engineering and Engineering Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3657.

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An ex-pos-facto non-experimental quantitative study was conducted to examine the academic, financial, and student background factors that influence first-to-second year retention of engineering and engineering technology students at U.S. community colleges. Analysis of the five research questions was done using a chi-square test and multiple logistic regressions. Data were obtained from the National Center for Education Statistics (NCES) Beginning Postsecondary Students 2012/2014 (BPS: 12/14) study. Computations were performed using PowerStats, a web-based statistical tool provided by the NCES, as well as IBM SPSS 25. The sample population consisted of students who entered postsecondary education for the first time in the 2011-2012 academic year and enrolled in an engineering or engineering technology program at a community college. Predictor variables were identified from the dataset and grouped into the categories of academic, financial, and student background variables. These groupings were used as individual models to predict first-to-second year retention of community college engineering and engineering technology students using logistic regressions. Finally, individual variables that displayed statistical significance were then combined and were used as a model to predict student retention with a logistic regression. Results indicate that community college engineering and engineering technology students are not retained at a significantly different rate than non-engineering and engineering technology majors. In addition, the groupings of academic and student background variables did not have a significant impact on the retention of community college engineering and engineering technology students, while the grouping of financial variables did have a significant impact on retention. The variables attendance pattern (academic), TRIO program eligibility criteria and total aid amount (financial), and dependency status (student background) were all statistically significant to their respective predictor models. Finally, the combination of these statistically significant academic, financial, and student background variables were significant predictors of retention.
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Books on the topic "Chesterfield College of Technology"

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White, Alan Philip. The development of continuing education at Chesterfield College of Technology and Arts: A new product and its organisational implications. Leicester: Leicester Polytechnic, 1986.

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1940-, Miller Henry, ed. City technology college. Milton Keynes [England]: Open University Press, 1991.

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Cleaves, Cheryl S. College mathematics for technology. 5th ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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1943-, Hobbs Margie J., ed. College mathematics for technology. 6th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2004.

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1943-, Hobbs Margie J., and Dudenhefer Paul, eds. College mathematics for technology. 4th ed. Upper Saddle River, N.J: Prentice Hall, 1998.

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Cleaves, Cheryl S. College mathematics for technology. 3rd ed. Englewood Cliffs, N.J: Prentice Hall Career & Technology, 1995.

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Vedanayagam, E. G. Teaching Technology for College Teachers. []: Stosius Inc/Advent Books Division, 1988.

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Alexander, Bob. Mathematics for college technology 12. Toronto, ON: Addison-Wesley, 2003.

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Stevens, David E. College algebra with graphing technology. Minneapolis/St. Paul: West Pub. Co., 1996.

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Council, Further Education Funding. South East Essex College of Arts and Technology College. Coventry: Further Education Funding Council, 1999.

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Book chapters on the topic "Chesterfield College of Technology"

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Gill, C. M. "Understand—and Master—College Technology." In College Success for Adults, 148–59. New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003030324-14.

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Smale, Maura A., and Mariana Regalado. "Situating College Students and Technology." In Digital Technology as Affordance and Barrier in Higher Education, 1–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48908-7_1.

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Smale, Maura A., and Mariana Regalado. "College Students and Fixed Technology." In Digital Technology as Affordance and Barrier in Higher Education, 23–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48908-7_2.

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Smale, Maura A., and Mariana Regalado. "College Students and Mobile Technology." In Digital Technology as Affordance and Barrier in Higher Education, 41–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48908-7_3.

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Smale, Maura A., and Mariana Regalado. "College Students, Technology, and Time." In Digital Technology as Affordance and Barrier in Higher Education, 57–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48908-7_4.

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Chang, R. P. H., Jennifer M. Shanahan, and Matthew Hsu. "Pre-college Convergence Education." In Handbook of Science and Technology Convergence, 1–16. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-04033-2_72-1.

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Yin, Feifei, and Jing Yi. "Environment Settings in College Computer Room." In Advanced Technology in Teaching, 235–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_36.

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Liu, Xiaojuan. "Multimedia Technology in College English Teaching." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 53–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23324-1_10.

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Kwon, Ohbong, Chen Xu, Kenneth Markowitz, and A. E. Dreyfuss. "Engineering Technology: Engaging Disciplinary Thinking and Doing." In Teaching College-Level Disciplinary Literacy, 167–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39804-0_7.

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Hu, Hong, and J. W. Song. "Web-Based ESP Teaching in Higher Vocational College." In Advanced Technology in Teaching, 55–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_9.

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Conference papers on the topic "Chesterfield College of Technology"

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Tian, Wenxiu, Hongxin Wang, and Yunfeng Bao. "College Physics Experiment Teaching in Application-oriented College." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465631.3465949.

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Zhang, Liming. "College Cultural Inheritance and Innovation and College English Teaching." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.179.

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Gao, Zhen. "College education and information technology." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056939.

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Nuqul, Fathul Lubabin, and Fidinda Avitasari. "College Student Code of Ethics, For Whom? Measuring Campus Alignment with College Students." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.041.

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Soenarto, Sunaryo. "Community College: Expectation and Reality." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.35.

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Wen, Dawei. "Ways to Cultivate College Students’ Teamwork Consciousness in College Basketball Teaching." In Proceedings of the 2019 4th International Conference on Modern Management, Education Technology and Social Science (MMETSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/mmetss-19.2019.5.

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Falcó, Enrique, Borja Pérez, Jose Casaña, Joaquín Calatayud, and Yasmin Ezzatvar. "COLLEGE CLASSROOM INNOVATION WITH SOCIAL MEDIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1346.

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Rickman, Aimee. "Learning how to be normal online [college newspaper comment boards and the college student identity]." In 2011 IEEE International Symposium on Technology and Society (ISTAS). IEEE, 2011. http://dx.doi.org/10.1109/istas.2011.7160606.

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Wu, Hui. "On College English Teaching and Cultivation of Sense of Culture and Affection for College Students." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.136.

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Subedi, Pawan, and Xiaoyan Hong. "Transit Prediction in a College Setting." In 2019 IEEE 90th Vehicular Technology Conference (VTC2019-Fall). IEEE, 2019. http://dx.doi.org/10.1109/vtcfall.2019.8891316.

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Reports on the topic "Chesterfield College of Technology"

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Senanayake, Muditha, and Mary Class. Need Analysis – Information Technology Literacy Skills for Non-Majority College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-774.

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Freeman, Charles, and Kendra-Louise Meyer. Cross-college collaboration: Communication opportunities with 2-D and 3-D technology. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-454.

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Cook, Douglas P. Final Technical Report Laramie County Community College: Utility-Scale Wind Energy Technology. Office of Scientific and Technical Information (OSTI), May 2012. http://dx.doi.org/10.2172/1040788.

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Graham, Bruce. Cloud County Community College Wind Energy Technology Project and Renewable Energy Center of Excellence. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1239597.

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Abdellatif, Nasser, and Andrew Akinmoladun. Upgrading the Teaching Laboratory of the Physics and Technology Department of the Bronx Community College. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada388760.

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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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Trembly, Jason P. Investigation into the effects of trace coal syn gas species on the performance of solid oxide fuel cell anodes, PhD. thesis, Russ College of Engineering and Technology of Ohio University. Office of Scientific and Technical Information (OSTI), June 2007. http://dx.doi.org/10.2172/938583.

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Fuscaldo, Robert P. The United States Navy in the Year 2030: Technology and Force Planning Findings of the Surface Warfighting 2030 Symposium Cosponsored by the Naval Surface Warfare Center and the Naval War College, 13-15 February 1990. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada476672.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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