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Relevant bibliographies by topics / College board

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Academic literature on the topic 'College board'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "College board"

1

Crouse, James. "Does the SAT Help Colleges Make Better Selection Decisions?" Harvard Educational Review 55, no. 2 (July 1, 1985): 195–220. http://dx.doi.org/10.17763/haer.55.2.b3q411p04222l175.

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The College Entrance Examination Board and the Educational Testing Service claim that the Scholastic Aptitude Test (SAT) improves colleges' predictions of their applicants' success. James Crouse uses data from the National Longitudinal Study of high school students to calculate the actual improvement in freshman grade point averages, college completion,and total years of schooling resulting from colleges' use of the SAT. He then compares those predictions with predictions based on applicants' high school rank. Crouse argues that the College Board and the Educational Testing Service have yet to demonstrate that the high costs of the SAT are justified by its limited ability to predict student performance.

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Lang, Daniel Wallace. "Five Case Studies of Governance in Tertiary Education." Canadian Journal of Higher Education 46, no. 3 (December 19, 2016): 42–58. http://dx.doi.org/10.47678/cjhe.v46i3.188007.

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Most studies of governance in tertiary education take as their points of reference colleges and universities, with few examining governance in organizations that deliver various other forms of tertiary education. These organizations often have governing boards, but the boards are not necessarily downsized versions of their college and university counterparts. Although some studies classify governing boards into different types, few offer a clear definition of such boards or explain how they actually function in institutional contexts other than colleges and universities. This study examines governance in five small, public, not-for-profit tertiary institutions, each with a board, to determine what the boards look like, how they perform, what is expected of them, and how they are similar to or different from other types of boards in colleges and universities.

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Breland, Hunter M., Robert J. Jones, Laura Jenkins, Marion Paynter, Judith Pollack, and Y. Fai Fong. "THE COLLEGE BOARD VOCABULARY STUDY." ETS Research Report Series 1994, no. 1 (June 1994): i—51. http://dx.doi.org/10.1002/j.2333-8504.1994.tb01599.x.

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Ward, William C., Roberta G. Kline, and Jan Flaugher. "COLLEGE BOARD COMPUTERIZED PLACEMENT TESTS." ETS Research Report Series 1986, no. 2 (December 1986): i—21. http://dx.doi.org/10.1002/j.2330-8516.1986.tb00184.x.

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Hammond, Lindsey, Sean Baser, and Alexander Cassell. "Relationships Between State Community College Governance Centralization and Local Appropriations." Higher Education Politics & Economics 6, no. 1 (July 2, 2020): 20–38. http://dx.doi.org/10.32674/hepe.v6i1.1734.

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This two-way, fixed effects analysis examines the relationship between local appropriations and community college state governance structures while examining governance’s moderating impact on state-level factors. We find that any type of state-level organization for community colleges does not impact local appropriations, and that in states with no formal coordinating authority, local appropriations are likely to be higher. Further, the absence of a state-level board, even one that includes four-year, primary, or secondary education, moderates the relationship between unemployment and appropriations. This relationship suggests that in states without a state-level board for community colleges, local governments invest in and leverage their community colleges in times of economic decline.

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Clavio, Galen. "Demographics and Usage Profiles of Users of College Sport Message Boards." International Journal of Sport Communication 1, no. 4 (December 2008): 434–43. http://dx.doi.org/10.1123/ijsc.1.4.434.

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Internet-based sport communication mediums represent a crucial area of scholarly inquiry for the field. The continuing growth in popularity of blogs, message boards, and other Internet-specific types of sport communication presents sport communication scholars with a plethora of avenues for research. This commentary examines one such avenue, through a survey administered to users on 14 college sport message boards. Survey results indicated that message-board users were primarily male (87.8%) and White (90.8%) and possessed at least an undergraduate degree (76.0%). In addition, 42.2% of users reported a household income of $100,000 or more per year. The analysis of the resulting demographic and usage data highlights some of the key aspects of this sample of users, including information relating to race, gender, income, education level, and salience of message-board use by both subscribers and nonsubscribers. These and other factors are presented as potential areas of future scholarly inquiry for sport communication researchers.

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Levin, John S. "The Importance of the Board-President Relationship in Three Community Colleges." Canadian Journal of Higher Education 21, no. 1 (April 30, 1991): 37–53. http://dx.doi.org/10.47678/cjhe.v21i1.183093.

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Governance and management in institutions of higher education have 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. The purpose of this study is to examine the board-president relationship in the academic institution in order to discern reasons for the importance of the relationship. The investigation uses qualitative-interpretive research methods in an examination of three colleges in the province of British Columbia. Five major conclusions are presented to indicate reasons for the importance of the board-president relationship. First, at the three colleges, the board and the president see themselves as having influence and impact upon the external community. Second, at the three colleges, the board and the president see themselves as having influence and impact upon the internal college community. Third, there is a high level of value compatibility among board members and the president, based on the accounts of the parties. Fourth, board and president together view themselves as the chief authorities of the institution, responsible for the governance and management of the operations of their colleges. And fifth, at the three colleges, board and president together, in their expressed attitudes and actions, mirror perceived characteristics of the larger organization.

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Dulewicz, Victor, Keith MacMillan, and Peter Herbert. "The development of standards of good practice for boards of directors." Executive Development 8, no. 6 (November 1, 1995): 13–17. http://dx.doi.org/10.1108/09533239510095484.

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Explains the model which underlies the Institute of Directors′ Standards of Good Practice for Boards of Directors produced in association with Henley Management College. These standards were derived from an extensive, rigorous research and consultation process over a period of two‐and‐a‐half years involving over 1,000 directors. The model consists of three major parts: organizing and running the board; personal competences and knowledge; and the tasks of the board which are supported by indicators of good practice.

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Bills, David B., and John A. Valentine. "The College Board and the School Curriculum." Contemporary Sociology 18, no. 5 (September 1989): 823. http://dx.doi.org/10.2307/2073400.

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Sheppard, Keith, and Amanda M. Gunning. "The Other Hall Effect: College Board Physics." Physics Teacher 51, no. 6 (September 2013): 364–67. http://dx.doi.org/10.1119/1.4818378.

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Dissertations / Theses on the topic "College board"

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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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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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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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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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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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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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Books on the topic "College board"

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Board, College Entrance Examination. The College Board college handbook. New York: College Board, 2000.

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Board, College Entrance Examination. The College Board college handbook, 2008. 4th ed. New York: College Board, 2007.

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Board, College Entrance Examination. The College Board college handbook, 2009. 4th ed. New York: College Board, 2008.

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American Association of State Colleges and Universities., ed. Board & president: Facilitating the relationship. Washington, DC: American Association of State Colleges and Universities, 2003.

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The board and the president. New York: American Council on Education, 1991.

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Stone, Judith A. College Board achievement test, biology. Piscataway, N.J: Research and Education Association, 1989.

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Lawrence, Solomon. College Board achievement test, chemistry. 3rd ed. New York: Arco Pub., 1985.

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College board achievement test, Spanish. New York, N.Y: Prentice Hall Press, 1987.

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Breland, Hunter M. The College Board vocabulary study. New York: College Entrance Examination Board, 1994.

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Board, College Entrance Examination. The College Board book of majors. 3rd ed. New York: College Board, 2008.

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Book chapters on the topic "College board"

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Kupzyk, Kevin A., and James A. Bovaird. "College Board." In Encyclopedia of Cross-Cultural School Psychology, 233–34. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_78.

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Valeau, Edward J., and John C. Petersen. "Systemic Change, Approval Processes and Governance: The Role of the Board of Trustees." In Increasing Effectiveness of the Community College Financial Model, 33–47. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230120006_3.

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Chun, Edna B. "Diversity and Inclusion: The Balancing Act Between Governing Boards and College or University Administration." In Systemic Racism, 79–109. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59410-5_4.

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Temkin, Sefton D., and Sefton D. Temkin. "President of Hebrew Union College." In Creating American Reform Judaism, 269–77. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0040.

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This chapter follows Isaac Mayer Wise into the presidency of Hebrew Union College. He left the second Council of the Union (1875) with his rapturous enthusiasm undimmed. He was showing congregational presidents and boards of trustees how by helping the union they would be helping themselves, as the union would ‘exert its influence to get every Israelite to observe the Sabbath and to be a member of the congregation’, and would supply the congregations with rabbis to whose oratory it would be a feast of reason to listen. After the board of governors resolved formally to appoint Wise president of Hebrew Union College, he performed his services gratuitously, and his only assistant was Solomon Eppinger, who had been on the staff of the Talmud Yelodim Institute. Though there was no ready-made grandeur surrounding the presidency, Wise responded in a tone which suggests that the official appointment affected him deeply.

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Brumfield, Randall W. "The President and the Board." In Handbook of Research on the Changing Role of College and University Leadership, 322–31. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch021.

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As governing and coordinating boards continue to appreciate the unique missions of the public institutions, they also share an increasing focus on how they can collaborate to expand educational delivery, synthesize costs, strengthen operational sustainability, and deliver a common voice on behalf of higher education. To those ends, boards are looking to presidents to focus less on competition and more toward partnerships that can leverage the collective potential of the higher education community and business enterprise. However, to achieve this, presidents must lead their campus communities to adopt network-centered philosophies and practices. In doing so, campus leaders must balance their board's growing vision for expanding interconnectivity with those of a campus constituency accustomed to independence and autonomy. With a public that is increasingly skeptical of the value of higher education, college presidents are uniquely, though perhaps uncomfortably, positioned to strategically address such matters.

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Keller, Morton, and Phyllis Keller. "The College." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0007.

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At the heart of Harvard lay the College. Half of the University’s students were there, as was most of the history that fueled the Harvard mystique. Undergraduate tuition and the contributions of well-heeled College alumni provided much of the income on which the University depended. But the elitist, inbred College culture posed a substantial obstacle to Conant’s goal of a more meritocratic Harvard. Admission was the first step in the student life cycle, and admissions policy went far to set the tone of the College. Eliot did not pay much attention to the matter. But his successor Lowell wanted students who would be a social elite. Catholic students were quite acceptable to him: in comportment and values they passed his entry test for the leadership class. So, too—more doubtfully—did wealthy, assimilated German Jews, though assuredly not their Russian-Jewish brethren. Anne MacDonald, executive secretary of the admissions office since the beginning of the century, was one of those women then (and now) essential to the smooth functioning of Harvard. In a 1934 memorandum to Conant, she explained the workings of her bailiwick. She and her opposite numbers at Yale (a Miss Elliot), Princeton (a Miss Williams), and the College Entrance Examination Board (a Miss McLaughlin) met yearly “to compare notes on all matters concerning admission, and the different ways in which they are treated at the three universities.” Some of her work required special handling: “The interviews with rejected Hebrews or their relatives are particularly precarious, and one needs to be constantly on the alert. . . . For the past ten years, or since the restriction [Harvard’s unofficial Jewish quota] we have been particularly fortunate in settling these cases.” But there were snakes in this admissions Garden of Eden. A substantial portion of each entering class failed to meet the academic standards of the College: 30 to 40 percent of freshmen had unsatisfactory records in the early 1930s. And the student body was too parochial: in 1931 Harvard had the highest portion (40 percent) of students from its home state among the nation’s major colleges.

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Wechsler, Harold S. "From the Committee of Ten to the College Board." In The Qualified Student, 77–107. Routledge, 2017. http://dx.doi.org/10.4324/9781315134420-5.

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"Chapter XXI: Reorganization of the Board of Trustees. 1894–1896." In Fifty Years in Constantinople and Recollections of Robert College, 235–44. Piscataway, NJ, USA: Gorgias Press, 2012. http://dx.doi.org/10.31826/9781463234089-026.

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"Appendix 5. Members of the College of Dental Medicine Board of Advisors." In The Columbia University College of Dental Medicine, 1916–2016, 233–34. Columbia University Press, 2016. http://dx.doi.org/10.7312/form18088-015.

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McKain, Danielle. "CLEP." In Opening Up Education for Inclusivity Across Digital Economies and Societies, 170–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7473-6.ch009.

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The cost of higher education goes beyond the price of tuition. College students often also face the burden of balancing college, family, and work. Demanding schedules and obligations often lead to putting courses on hold. Additionally, college students can be overwhelmed by course demands and pre-requisite skills that are required. Time is consistently an obstacle in degree completion. Of these struggles that so many face, CLEP exams are a common solution. The College Level Examination Program allows students to essentially test out of college courses and earn college credit, saving time and money. While students must be prepared for these exams, there are convenient ways to options including MOOCs, Khan Academy, and College Board resources.

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Conference papers on the topic "College board"

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Webb, M., and B. Henderson. "G57(P) Gamification: Student feedback and creation of bespoke board games." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.56.

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Dini, Said, Wellen G. Davison, and John Vaccaro. "Computerized Data Acquisition, Reduction and Analysis of a Solar Water Heating System." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0136.

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Abstract A computerized data acquisition system for the solar hot water heating system located in the School of Engineering at Western New England College was designed and implemented. The system consists of three flat plate collectors located on the roof of the building facing south and inclinded at an angle of 40° with the horizontal, a heat exchanger, a storage tank, and an AST computer for data reduction, storage and analysis. The data collection and processing of this system was automated by interfacing a DAS-8 board located in the AST computer and a Metrabyte Exp-16 multiplexer amplifier board with 12 thermocouples and a pyranometer. The data acquisition program was written using GWBASIC along with DAS-8 commands. A program was also written to run the boards and do performance calculations. The program provides the solar radiation data, temperature distribution into the flat plate collector, temperatures in and out of the collector, useful energy gain and the efficiency of the collectors.

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Kwon, Hyun J. "The Design Focused Engineering Outreach to a Middle School Using Arduino Projects." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67165.

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Most engineering outreach programs are a part of STEM outreach efforts and they often fail to bring engineering-specific interests. We present a unique engineering outreach effort with the focus on “engineering design” with the use of Arduino UNO board. Arduino UNO board was used to achieve the design oriented learning and bring creativity through various projects targeting 7–8th graders. In order to achieve the design oriented outreach goal, several strategies were employed. The program was called “Science Art’ to provide familiar concept of design and challenge them with technology. College engineering students directly mentored 7–8th graders in a small group setting to teach technical details. In addition, the efforts were sustained for an entire quarter. It successfully drew the participants in all diverse ethnic and gender groups. The use of Arduino board project allowed development of design concepts and promoted creativity to the middle school students. Student mentees’ feedback was very positive, showing almost perfect approval. At the same time, college mentors equally benefited from the experiences by increasing interpersonal skills and gaining technical confidence. In conclusion, the close mentorship and sustained effort provided a great way to implement the Arduino based program to a middle school and thus achieve the design oriented outreach goal. This approach can be widely used for other design oriented outreach program.

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Koohang, Alex, Liz Riley, Richard Spiers, Kevin Floyd, Julie Santiago, Alicia David, and Payton Glore. "Panel Discussion: Preparing for Undergraduate Information Technology Program Accreditation." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3193.

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This panel will inform the audience about an undergraduate IT program's preparation and process for ABET accreditation. The School of Information Technology at Macon State College is seeking accreditation from the Accreditation Board of Engineering and Technology (ABET). ABET accredits academic programs that prepare graduates for entry into the following professional disciplines: 1) applied science, 2) computing, 3) engineering, and 4) technology. (http://www.abet.org). Specifically, the panel will discuss three themes essential in preparing the IT program for ABET accreditation. They are: 1) program educational objectives, 2) program outcome, and 3) program continuous improvement.

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Zhang, Li. "Application of On-board Data in Simulation Training Teaching of Vocational College: Taking the Major of Railway Communication Signals as an Example." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.122.

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PARK, HYUNJU, and Qiong Zhu. "Public Higher Education Governing Boards Composition and Regional Difference in U.S." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5519.

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Using The Public Higher Education Boards Database designed by Association of Governing Boards of Universities and Colleges (AGB) in 2008, this paper reviewed prior studies of governing boards and investigated regional differences of boards' characteristics including board type, selection method, board composition, provision condition, term length, supervision, and meeting frequency. The results show tha: (1) highly centralized state university governance with more political control exist in West and Middle West; (2) governing boards in Northeast are more autonomous with high percentage of alumni and self-perpetuating members and less political affiliations; (3) more faculty participations appear in South and West, and most Middle West boards do not have removal process and longer length of term.

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Enikov, Eniko T., Zoltán Szabó, Rein Anton, Jesse Skoch, and Whitney Sheen. "Engineering Innovation in Biomedical Nanotechnology." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50911.

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The objective of this National Science Foundation (NSF)-funded undergraduate engineering training project is to introduce nanoscale science and engineering through an innovative use of a technical elective sophomore-level mechatronics course, followed by an Accreditation Board for Engineering and Technology (ABET)-mandated senior-level engineering capstone design project. A unique partnership between University of Arizona’s department of surgery, its neurosurgical division, and the College of Engineering presents a creative environment, where medical residents serve as mentors for undergraduate engineering students in developing product ideas enabled by nanotechnology. Examples include: a smart ventricular peritoneal (VP) shunt with flow-sensing; a bio-resorbable inflatable stent for drug delivery, and a hand-held non-invasive eye tonometer. Results from the first year of the student projects, as well as qualitative assessment of their experience, is presented. Several institutional challenges were also identified.

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Jin, Yuting, Shuhong Chai, Jonathan Duffy, Christopher Chin, and Neil Bose. "Experimental Study of Wave Induced Loads and Motions on FLNG in Head and Oblique Sea Waves." In ASME 2016 35th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/omae2016-54811.

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In the past decade, an innovative concept, the floating liquefied natural gas (FLNG) system has been developed as a more effective solution over conventional pipelines for exploiting offshore natural gas resources. Understanding the hydrodynamic behaviour of such a mega structure in a real seaway is essential for determining its performance as well as evaluating the operabilities of on-board facilities and safe offloading. In this paper, experimental study on the hydrodynamic performance of a generic FLNG hull form has been presented. The 1:100 scale model was tested in the Australian Maritime College model test basin for head sea and oblique sea conditions at zero forward speed. The wave induced loads and motions were measured by load cells and linear variable differential transducers (LVDTs) respectively. Experimental uncertainties on each of the measured variables were studied by taking partial differentiations on the uncertainty sources. The time history measurements were decomposed by Fourier series for obtaining frequency domain force/moment and motion transfer functions. The results were compared with numerical solutions from potential flow and Reynolds-Averaged Navier-Stokes (RANS) solvers. A good correlation between the experimental and numerical results has been demonstrated.

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Hassan, Hossam, and Khalifa Al-Jabri. "ABET Accreditation: An Engineering Experience from Sultan Qaboos University, Oman." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2691.

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The Accreditation Board for Engineering and Technology (ABET) accredits college and university programs in engineering under the Engineering Accreditation Commission (EAC). The process follows Engineering Criteria (EC) 2000, which focuses on outcomes (what is learned) rather than what is taught. This paper presents an overview of the processes developed by the civil engineering (CE) program at Sultan Qaboos University to satisfy ABET Criteria 2, 3, and 4. The program had a successful accreditation visit in November 2013. Program educational objectives (PEOs) were developed. A review and revision process for PEOs was also developed. ABET student outcomes (SOs) were adopted by the CE program. SOs were broken to outcome elements. Key performance indicators were developed for each outcome element, according to the six levels of Bloom’s taxonomy for cognitive domain. The process used direct indicators from student work as well indirect survey instruments. The program has developed a detailed and systematic approach for assessment of SOs with feedback and follow-up on implementation of actions for continuous improvement. Planning for the next accreditation cycle of SO assessment proved valuable, as the new accreditation committee started executing an already laid out work plan.

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Saika, T., and O. Furuya. "Development of Engineering Profession Through Engineering Educational Programs of Kogakuin University Accredited by the JABEE." In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37667.

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The Japan Accreditation Board for Engineering Education (JABEE) established in 1999 is a nongovernmental organization that examines and accredits the college and university programs in engineering education. “The Basic Engineering in Global Environment” of Kogakuin University is an engineering program, leading to bachelor’s degree, accredited in the field of “General Engineering” by JABEE in 2001, one of the first three programs accredited in Japan. Since the accreditation is valid for five years, the program recently went through an examination again by JABEE for another 5 years from 2006. The JABEE criteria as well as the procedures and methods of accreditation and examination were not quite well defined in details for a couple of years after 2001. The authors have investigated whether the accreditation system really could help educational improvements for students, faculties and industries. Most of senior students in Japanese technical colleges have to complete graduation thesis work. They will be trained to be researchers rather than engineers, because those themes with a strong scientific aspect belong to their professors. Unlike the graduation thesis work, in the program of the Basic Engineering in Global Environment accredited by JABEE, are offered the subjects like ethics, engineering design, management skills and communication skills, which are required and essential for the engineer. The students can be trained to become true and useful engineers or embryos demanded by industrial companies through these curricula. Furthermore, the graduates of the accredited engineering programs are exempted from Primary Examination for Professional Engineer, since the fundamental capability as an entry-level engineer is assured by the program itself. Basic specialized knowledge is examined in the Primary Examination for PE. In the Final Examination for PE practical engineering experience and skill are examined. The graduates of the program of Basic Engineering in Global Environment will possibly pass the Final Examination without much difficulty, since they learn the management ability, creativity, communication ability and so on with the industry-university co-operational education in the program.

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Reports on the topic "College board"

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Ayers, R., G. P. Course, and G. R. Pasco. Scottish Inshore Fisheries Integrated Data System (SIFIDS): work package (2) final report WP2A: development and pilot deployment of a prototypic autonomous fisheries data harvesting system, and WP2B: investigation into the availability and adaptability of novel technological approaches to data collection. Edited by Mark James and Hannah Ladd-Jones. Marine Alliance for Science and Technology for Scotland (MASTS), 2019. http://dx.doi.org/10.15664/10023.23443.

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[Extract from Executive Summary] To enhance sustainability and foster resilience within Scotland’s inshore fishing communities an effective system of collecting and sharing relevant data is required. To support business decisions made by vessel owners as well as informing fisheries managers and those involved in marine planning it will be vital to collect a range of information which will provide a robust understanding of fishing activity, the economic value of the sector and its importance within local communities. The SIFIDS Project was conceived to assist in attaining these goals by working alongside fishers to develop and test technology to automatically collect and collate data on board vessels, thereby reducing the reporting burden on fishers. The project built upon previous research funded through the European Fisheries Fund (EFF) and was designed to deliver a step change in the way that inshore fisheries in Scotland could be managed in cooperation with the industry. The project focussed on inshore fishing vessels around Scotland, where spatio-temporal information on the distribution of vessels and associated fishing effort is data deficient. The whole project was broken down into 12 highly integrated work packages. This is the integrated report for work packages 2A and 2B, entitled’ Development and Pilot Deployment of a Prototypic Autonomous Fisheries Data Harvesting System’ (2A) and ‘Investigation into the Availability and Adaptability of Novel Technological Approaches to Data Collection’ (2B).

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Course, Grant P., Grant R. Pasco, Ashley Royston, and Richard Ayers. Scottish Inshore Fisheries Integrated Data System (SIFIDS): work package 8A final report: on-board observers. Edited by Mark James and Hannah Ladd-Jones. Marine Alliance for Science and Technology for Scotland (MASTS), 2018. http://dx.doi.org/10.15664/10023.23454.

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[Extract from Executive Summary] The Scottish Inshore Fisheries Integrated Data System (SIFIDS) project aims to build on the success of a previous project called “Evidence Gathering in Support of Sustainable Scottish Inshore Fisheries”, which utilised temporal and spatial data collected from commercial fishing vessels in cooperation with the fishing industry. The On-Board Observer work package (WP8A) aimed to collect the raw data that could be used by the other work packages (WPs) by sending observers to sea. SeaScope Fisheries Research Ltd was tasked with providing trained observers and a total of 131 volunteer vessels were recruited to the project by the Facilitators (WP7) and observers.

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Döring, Thomas, and Birgit Aigner-Walder. Verkehrs-, umwelt- und raumbezogene Aspekte der Elektromobilität unter Berücksichtigung entscheidungstheoretischer Überlegungen zum Nutzerverhalten. Sonderforschungsgruppe Institutionenanalyse, 2015. http://dx.doi.org/10.46850/sofia.9783941627468.

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Zweifelsohne wirken sich neue Technologien auf die Alltagsmobilität einschließlich der Wahl verfügbarer Verkehrsmitteln aus und implizieren damit verkehrs- umwelt- und raumbezogene Folgen. Der massenhafte Anstieg der individuellen Pkw-Nutzung der zurückliegenden Jahrzehnte wird weitestgehend auf strukturelle Veränderungen zurückgeführt, die sich aus dem Zusammenwirken von technologischer Möglichkeit (hier: der Option „Pkw“) und allgemeinen ökonomischen und sozialen Entwicklungstrends in modernen Industriegesellschaften ergeben (vgl. exemplarisch Kutter 2001; Kutter/Stein 1998). Insbesondere bezogen auf die soziale Akzeptanz von technischen Neuerungen – ökonomisch gesprochen: die Substitutionsbereitschaft zwischen bestehenden und neuen Technologien – muss jedoch die Perspektive des Akteurs und sein individuelles Entscheidungsverhalten stärker in den Blick genommen werden, um die für Verkehr, Umwelt und Raum sich ergebenden Folgen besser abschätzen zu können. Entsprechende Studien, die das individuelle Entscheidungsverhalten im Umgang mit technologischen Neuerungen ins Zentrum der Untersuchung stellen, sind jedoch nach wie vor nur in geringer Zahl vorhanden. So steht beispielsweise außer Frage, dass Neuerungen im Bereich von IuK-Technologien die physische Mobilität nachhaltig beeinträchtigen werden. Gleichwohl sind die vorhandenen theoretischen wie empirischen Befunde der Mobilitätsforschung, wie die Entwicklung von IuK-Technologien die individuelle Mobilitätsnachfrage verändern wird, jedoch unklar oder widersprüchlich. Entsprechend stellt etwa Bamberg (2010) fest: „Die Dynamik dieser Entwicklung ist z.Z. kaum prognostizierbar“. Vor diesem Hintergrund hat unter anderen das Institut für Mobilitätsforschung (ifmo) in Kooperation mit dem Imperial College London jüngst eine Grundlagenstudie gestartet, um den Stand des Wissens zum Einfluss von IuK-Technologien auf das Mobilitätsverhalten aufzuarbeiten. Ein ähnlicher Erkenntnisstand lässt sich für andere verkehrs- und mobilitätsrelevante Technologiebereiche diagnostizieren. Eine der wenigen Ausnahmen hiervon bilden Analysen des Nutzerverhaltens bezogen auf die Akzeptanz neuer Antriebstechnologien im Bereich des motorisierten Individualverkehrs und hier speziell mit Blick auf die Nutzung elektrisch betriebener Fahrzeuge (vgl. stellvertretend Bongard 2014; Fazel 2014; Peters et al. 2013; Haugrund 2013; Pieper et al. 2013; Paternoga et al. 2013; Dudenhöffer et al. 2012; Döring/Aigner 2012; Döring 2012; Ahrend et al. 2011; Peters/Hoffmann 2011; Döring/Aigner 2011). Zu den Elektrofahrzeugen zählen dabeiterminologisch nicht alllein reine batterieelektrisch betriebene Fahrzeuge (BEV), sondern auch solche Elektrofahrzeuge, die entweder über einen Verbrennungsmotor zur Reichweitenverlängerung verfügen (REEV) oder bei denen sowohl ein E-Motor als auch ein Verbrennungsmotor für den Antrieb sorgt, wie dies bei den am Stromnetz aufladbaren Plugin-Hybridfahrzeugen (PHEV) der Fall ist. Schließlich werden zudem Brennstoffzellenfahrzeuge (FCEV), welche die benötigte Energie direkt an Bord des Fahrzeugs erzeugen (z.B. in Form von Wasserstoffbrennstoffzellen), zu den Elektrofahrzeugen gezählt. In Anbetracht dessen sollen nachfolgend exemplarisch die vorhandenen Einsichten zum Nutzerverhalten im Umgang mit der Elektromobilität zusammenfassend dargestellt sowie – wenngleich nur ansatzweise und damit in lediglich rudimentärer Form – einige sich daraus ergebende verkehrs-, umwelt- und raumbezogene Implikationen aufgezeigt werden.

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Brown, Yolanda, Twonia Goyer, and Maragaret Harvey. Heart Failure 30-Day Readmission Frequency, Rates, and HF Classification. University of Tennessee Health Science Center, December 2020. http://dx.doi.org/10.21007/con.dnp.2020.0002.

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30 Day Hospital Readmission Rates, Frequencies, and Heart Failure Classification for Patients with Heart Failure Background Congestive heart failure (CHF) is the leading cause of mortality, morbidity, and disability worldwide among patients. Both the incidence and the prevalence of heart failure are age dependent and are relatively common in individuals 40 years of age and older. CHF is one of the leading causes of inpatient hospitalization readmission in the United States, with readmission rates remaining above the 20% goal within 30 days. The Center for Medicare and Medicaid Services imposes a 3% reimbursement penalty for excessive readmissions including those who are readmitted within 30 days from prior hospitalization for heart failure. Hospitals risk losing millions of dollars due to poor performance. A reduction in CHF readmission rates not only improves healthcare system expenditures, but also patients’ mortality, morbidity, and quality of life. Purpose The purpose of this DNP project is to determine the 30-day hospital readmission rates, frequencies, and heart failure classification for patients with heart failure. Specific aims include comparing computed annual re-admission rates with national average, determine the number of multiple 30-day re-admissions, provide descriptive data for demographic variables, and correlate age and heart failure classification with the number of multiple re-admissions. Methods A retrospective chart review was used to collect hospital admission and study data. The setting occurred in an urban hospital in Memphis, TN. The study was reviewed by the UTHSC Internal Review Board and deemed exempt. The electronic medical records were queried from July 1, 2019 through December 31, 2019 for heart failure ICD-10 codes beginning with the prefix 150 and a report was generated. Data was cleaned such that each patient admitted had only one heart failure ICD-10 code. The total number of heart failure admissions was computed and compared to national average. Using age ranges 40-80, the number of patients re-admitted withing 30 days was computed and descriptive and inferential statistics were computed using Microsoft Excel and R. Results A total of 3524 patients were admitted for heart failure within the six-month time frame. Of those, 297 were re-admitted within 30 days for heart failure exacerbation (8.39%). An annual estimate was computed (16.86%), well below the national average (21%). Of those re-admitted within 30 days, 50 were re-admitted on multiple occasions sequentially, ranging from 2-8 re-admissions. The median age was 60 and 60% male. Due to the skewed distribution (most re-admitted twice), nonparametric statistics were used for correlation. While graphic display of charts suggested a trend for most multiple re-admissions due to diastolic dysfunction and least number due to systolic heart failure, there was no statistically significant correlation between age and number or multiple re-admissions (Spearman rank, p = 0.6208) or number of multiple re-admissions and heart failure classification (Kruskal Wallis, p =0.2553).

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