Relevant bibliographies by topics / Columbia College (Columbia University)

Contents

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

Academic literature on the topic 'Columbia College (Columbia University)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Columbia College (Columbia University)"

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Oloo, James Alan. "Aboriginal University Student Success in British Columbia, Canada: Time for Action." Australian Journal of Indigenous Education 36, no. 1 (2007): 88–100. http://dx.doi.org/10.1017/s1326011100004452.

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AbstractEducational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.
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Wechsler, Harold S. "How Getting into College Led Me to Study the History of Getting into College." History of Education Quarterly 49, no. 1 (2009): 1–38. http://dx.doi.org/10.1111/j.1748-5959.2009.01166.x.

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I decided to study the history of American higher education shortly after May 1, 1968. Early that morning, over a thousand New York City police officers had cleared the Columbia University campus of demonstrators and the occupants of five university buildings. Upwards of 800 were arrested; perhaps the same number of students, faculty, and police needed medical attention. The next afternoon, the leaders of Students for a Democratic Society (SDS) gathered on the balcony of the Columbia Law School building, looking at over a thousand demonstrators protesting the police action. The images of the police action initiated by the Columbia administration still haunt me. But so does the triumph of “manipulatory democracy” practiced by SDS members.
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Gilbert, Reid. "Staging the Pacific Province." Canadian Theatre Review 101 (January 2000): 3–6. http://dx.doi.org/10.3138/ctr.101.fm.

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The impetus for this special issue came from the first British Columbia Theatre Conference, “Staging the Pacific Province,” held at the University College of the Cariboo, in Kamloops, BC, 13-16 May 1999. James Hoffman of UCC spearheaded this conference, with an organizing committee that included Malcolm Page (Simon Fraser University), Celeste Derksen (University of Victoria), Jerry Wasserman (University of British Columbia) and me (Capilano College).
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Goldman, Lee. "Columbia University College of Physicians & Surgeons." Academic Medicine 82, no. 12 (2007): 1171. http://dx.doi.org/10.1097/acm.0b013e318159e4e0.

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Balmer, Dorene F., Boyd F. Richards, and Ronald E. Drusin. "Columbia University College of Physicians and Surgeons." Academic Medicine 85 (September 2010): S365—S369. http://dx.doi.org/10.1097/acm.0b013e3181ea2105.

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DRUSIN, RONALD E., PAT MOLHOLT, and HILARY J. SCHMIDT. "Columbia University College of Physicians and Surgeons." Academic Medicine 75, Supplement (2000): S232—S234. http://dx.doi.org/10.1097/00001888-200009001-00068.

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Page, Kerrianne P., and Ronald E. Drusin. "Columbia University College of Physicians and Surgeons." Academic Medicine 79, Supplement (2004): S28—S29. http://dx.doi.org/10.1097/00001888-200407001-00011.

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Bres, K. De. "An Early Frost: Geography in Teachers College, Columbia and Columbia University, 1896-1942." Geographical Journal 155, no. 3 (1989): 392. http://dx.doi.org/10.2307/635214.

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Goldrick-Jones, Amanda. "Report from the Relaunch of the CJSDW/R." Canadian Journal for Studies in Discourse and Writing/Rédactologie 27 (March 31, 2017): 9–12. http://dx.doi.org/10.31468/cjsdwr.574.

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On November 17, 2016, the editors of the CJDSW/R hosted an event at the Simon Fraser University (SFU) Harbour Centre campus in Vancouver celebrating the relaunch of the journal. Attendees came from a variety of institutions across British Columbia, including SFU, the University of British Columbia (UBC), University of the Fraser Valley (UFV), Vancouver Island University, Emily Carr University of Art and Design, and Douglas College.
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Allen, B. A., P. D. Clayton, and J. J. Cimino. "Medical Informatics Training at Columbia University and the Columbia-Presbyterian Medical Center." Yearbook of Medical Informatics 04, no. 01 (1995): 125–29. http://dx.doi.org/10.1055/s-0038-1638029.

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Abstract:The Department of Medical Informatics at Columbia University College of Physicians and Surgeons consists of a faculty of 17 full-and part-time faculty. The Department faculty collaborate with the Department of Computer Science and several clinical departments of the medical center. We offer courses in medical informatics, formal degrees (M.A., M.Phil. and Ph.D.) and a postdoctoral training program. In addition to academic offerings, the close affiliation with the Columbia-Presbyterian Medical Center and the primary responsibilities for clinical information systems offers trainees unique opportunities to work with and develop real-world applications. Faculty research programs include work on the Integrated Advanced Information Management System (IAIMS), Unified Medical Language System (UMLS), High-Perfor-mance Computing and Communications (HPCC), Electronic Medical Records, automated decision support and technology transfer through the Center for Advanced Technology.
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Dissertations / Theses on the topic "Columbia College (Columbia University)"

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Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.

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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success (the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regression and analysis of variance techniques. In subsequent chapters, the categorical approach is taken and we use scaling techniques as well as loglinear models. Finally, we summarize our analysis and give conclusions in the final chapter.<br>Science, Faculty of<br>Statistics, Department of<br>Graduate
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Hosford, Stacilee Ford. "Frederick Augustus Porter Barnard : reconsidering a life /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11515107.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 182-194).
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Nnazor, Reginald. "Understanding the advent of information technology in teaching at the University, a case study of the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34600.pdf.

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Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.

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Roper, Paula LaJean. "Black alumni of the University of Missouri-Columbia : financial support as the mirror of attitudes /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013018.

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Hatch, Wendy E. "The experience of unemployment for university graduates under 25 years of age." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25421.

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An exploratory study was conducted to discover significant events and feelings attached to those events during the experience of unemployment for university graduates under 25 years of age. Twelve university graduates of mixed sex, under the age of 25 were interviewed. The phenomenological/critical incident methodology adapted by Amundson and Borgen (1984) was utilized. The experience was found to be comprised of two segments: the initial holiday period, and the downward trend. Idiosyncratically occurring positive and negative critical incidents were identified. Job search activities were found to be most closely aligned with middle class professionals rather than less educated youth findings. The subjects were found to channel their energy into new areas of interest and activity, particularly further education in spite of feelings of disillusionment. These results may aid counsellors in understanding the experience of unemployed university graduates, and lead to more effective therapeutic interventions for this population.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Burns, Marvin J. "Factors influencing the college choice of African-American students admitted to the College of Agriculture, Food and Natural resources." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4646.

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Thesis (M.S.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 18, 2007) Includes bibliographical references.
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Dubose, Nadie. "College freshmen's perception of racism at the University of Missouri-Columbia do you see what I see? /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4856.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 6, 2009) Includes bibliographical references.
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Stumpf, Don Stephen. "The administration of higher education extended campus locations with a distance learning component an analysis of best leadership practices at Columbia College /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/don_s_stumpf/stumpf_don_s_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Walter S. Polka. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 128-149) and appendices.
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McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.

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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Books on the topic "Columbia College (Columbia University)"

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author, McCann Samantha, ed. Columbia University in pictures. [Lenny Pridatko?], 2012.

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author, McCann Samantha, ed. Columbia University in pictures. Luminance Press, 2013.

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Davison, Frieda M., and Mary E. Lukanuski. A list of Columbia University College of Pharmacy theses (1945-1976). Augustus C. Long Health Sciences Library, 1987.

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Columbia, British, ed. Environmental guidelines: British Columbia university, college & institute facilities. Province of British Columbia], 1995.

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Club, Barnard Zine. Disorientation: Barnard & Columbia 2017. The editors, 2016.

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Statistics Canada. Analytical Studies Branch., ed. Income prospects of British Columbia University graduates. Analytical Studies Branch, Statistics Canada, 2001.

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Wilk, Jocelyn. Roar, lion, roar -- a celebration of Columbia football. Edited by Columbia University Libraries and Columbia University Archives. Columbia University Libraries, 2020.

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Wilk, Jocelyn. Insistent change--Columbia's core curriculum at 100. Edited by Columbia University Libraries. Columbia University Libraries, 2021.

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Null, J. Wesley. Peerless educator: The life and work of Isaac Leon Kandel. Lang, 2007.

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Flood, Charles A. P & S the College of Physicians & Surgeons Columbia University. Charles A. Flood, 1989.

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Book chapters on the topic "Columbia College (Columbia University)"

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Hansen, David T., and Megan Jane Laverty. "Philosophy, Teaching, and Teacher Education at Teachers College, Columbia University." In The Importance of Philosophy in Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429426827-11.

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Linacre, John Michael. "Advancing the Metrological Agenda in the Social Sciences." In Springer Series in Measurement Science and Technology. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07465-3_7.

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AbstractFor over 100 years social scientists have been measuring their subjects on scales regarded as linear. An early example is “The Thorndike Scale for Handwriting of Children” (Thorndike EL. The Thorndike Scale for Handwriting of Children. Bureau of Publications – Teachers College, Columbia University, New York, (1912)), where it is said that “The unit of the scale equals approximately one-tenth of the difference between the best and worst of the formal writings of 1000 children in Grades 5–8.” Though the construction of linear scales in social science has become more rigorous, an early feature continues. Each measurement scale represents a unique perspective on the target variable. Measurement scales for the same or similar target variables are rarely connected. This chapter describes how measurement units for similar scales can be aligned so that measures become independent of the specifics of the situation on which they are based.
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Pumroy, Eric L. "Poggio Bracciolini, Phyllis Goodhart Gordan, and the Formation of the Goodhart Collection of Fifteenth-Century Books at Bryn Mawr College." In Atti. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-6453-968-3.14.

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The Poggio Bracciolini conference was dedicated to Bryn Mawr alumna Phyllis Goodhart Gordan (1913-1994) one of the leading Poggio scholars of her generation and the editor of the only major collection of Poggio’s letters in English, Two Renaissance Book Hunters (Columbia University Press, 1974). Gordan and her father, Howard Lehman Goodhart (1887-1951) were also responsible for building one of the great collections of 15th century printed books in America, most of which is now at Bryn Mawr College. This paper draws upon Goodhart’s correspondence with rare book dealers and the extensive notes on his books to survey the strengths of the collection and to examine the process by which he built the collection and worked with rare book dealers in the difficult Depression and World War II years, the period when he acquired most of his books. The paper also considers Goodhart’s growing connections with scholars of early printing as his collection and interests grew, in particular the work of Margaret Bingham Stillwell, the editor of Incunabula in American Libraries (1940).
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Tölle, Wolfgang, Jason Yasner, and Michael Pieper. "Columbia University." In Study and Research Guide in Computer Science. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-77393-8_8.

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Reding, Colleen. "Columbia University." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-44.

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Reding, Colleen. "Columbia University." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-47.

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Reding, Colleen. "Columbia University." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-56.

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Pfirman, Stephanie, and Gisela Winckler. "Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches." In Transforming Education for Sustainability. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13536-1_19.

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AbstractSince 1996, Columbia University and Barnard College have required that undergraduate environmental majors take “Earth’s Environmental Systems: Climate.” The class is co-taught by 2–3 professors and is offered by different teams in fall and spring semesters. As one of the longest, continuously running, required classes on climate in the world, tracing changes in the content of this class, as well as the perspectives of its professors and students, provides insight into the evolution of climate change from a component of Earth’s system, to an international crisis. This chapter discusses the experiences of teaching undergraduate students - both science majors and non-majors - about Earth’s climate system and the risks facing the planet and society. Drawing on 845 student course evaluations and 20 survey responses from co-teachers and teaching assistants, we trace how the course, students, and faculty have evolved over two decades (1996–2018) as the earth warmed, environmental and ecosystems changed, projections of future impacts became more robust, demand for adaptation strategies and mitigation actions increased, and public discourse became polarized. We reflect on how, as we adjusted to these trends, we moved beyond our scientific training to discuss decision-making and actions within an increasingly charged national discourse.
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Zheng, Tian, and Zhiliang Ying. "Columbia University Statistics." In Strength in Numbers: The Rising of Academic Statistics Departments in the U. S. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3649-2_3.

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"Turn toward Religion Drives Columbia University, the University of Pennsylvania, and Stanford University." In The End of College. Fortress Press, 2021. http://dx.doi.org/10.2307/j.ctv1khdpjj.13.

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Conference papers on the topic "Columbia College (Columbia University)"

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Xu, Jiajun, Sasan Haghani, Giancarlo D'Orazio, and Carlos Velazquez. "Student Experiential Learning Through Design and Development of a Subsurface Melting Head for NASA RASCAL-Special Edition Competition." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23287.

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Abstract In order for students to enhance their understanding of engineering concepts, hands-on experience proves to be essential. Incorporating the design component in undergraduate engineering education has been an immediate and pressing concern for educators, professional societies, industrial employers and agencies concerned with national productivity and competitiveness. It is crucial to enhance undergraduate design and research experiences to meet both societal needs and the growing job-market demands. The University of the District of Columbia (UDC), the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), had recently modernized its undergraduate curricula in engineering to meet that need. This paper presents a case study of recent implementation of student experiential learning approach through undergraduate research experience course (MECH 302). This student group participated in the 2019 US National Aeronautics and Space Administration Revolutionary Aerospace Systems Concepts – Academic Linkages (RASC-AL) Challenge, in which they will develop concepts that may provide full or partial solutions to specific design problems and challenges currently facing human space exploration.
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Pearsall III, Albert A., and Laurence Covington. "Transformative Reshaping: A Teaching and Learning Practice." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.11.

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Transformative Reshaping is a novel, research-based strategic approach to teaching and learning that aims to promote academic and professional success and enhance retention among students. This practice encourages providing students with opportunities to learn how to learn (metacognition), develop technical skills, and acquire essential non-technical abilities or soft skills. The cultivation of competent academicians, professionals, and life-long learners is the ultimate goal. Transformative Reshaping is a SoTL practice that was developed by Albert A. Pearsall III, Assistant Professor of Business at the University of the District of Columbia Community College (UDCCC), and Laurence Covington, Instructor of English, UDCCC from discussions with several college professors, reviews of literature, and classroom trial and error. It is based on the ACUE framework for college-level instruction (ACUE’s effective practice framework).
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Thompson, Lara A., Jiajun Xu, and Devdas Shetty. "Devices to Aid Mobility: Biomedical Engineering-Focused Undergraduate Senior Capstone Design Projects." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86826.

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In order to meet the increasing societal and market demand for a diverse and well-trained Biomedical Engineering (BME) workforce, the University of the District of Columbia (UDC), the nation’s only urban land-grant institution, the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), nurtures BME activities focused on exposure, training and cultivation through research and experiential learning. Undergraduate design projects and research-based learning opportunities in BME are key program ingredients. This paper presents the former (i.e., three, BME-related undergraduate senior Capstone Design projects that target devices to aid patient immobility) namely, the design of: 1) an ankle foot orthosis, 2) an upperlimb robotic hand prosthetic, and 3) a chairless chair lower limb exoskeleton. A current focus of the UDC BME program is Rehabilitation Engineering (i.e., interventions and devices aimed at aiding those with mobility impairments). We briefly discuss the necessity for rehabilitation-focused, biomedical-related undergraduate experiences and training for underrepresented minority students at UDC, in particular, undergraduate engineering education through multidisciplinary BME projects that foster hands-on creativity towards innovative designs. In addition to critical design experiences and undergraduate training in BME, devices may have the potential to develop into new commercial technologies and/or research projects that will aid and enhance the quality life of individuals suffering from a wide-range of mobility-related issues.
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Thompson, Lara A., A. Segun Adebayo, Nian Zhang, Sasan Haghani, Kathleen Dowell, and Devdas Shetty. "Building a more diverse biomedical engineering workforce: Biomedical engineering at the university of the district of Columbia, a historically black college & university." In 2016 38th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2016. http://dx.doi.org/10.1109/embc.2016.7591684.

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Harris, B. Michelle. "Addressing Challenges of COVID-19 for Virtual College Nutrition Courses with Practicum Components." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.3.

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A combination of a review of the literature and a survey of practices by fellow Nutrition and Dietetics Program faculty at the University of the District of Columbia were conducted to discover ways to maintain student engagement in practicum courses required for a dynamic undergraduate Didactic Program in Dietetics. This reviewer found through a comprehensive examination of the literature, along with a survey of her program colleagues, that flexibility and planning provide the opportunity for faculty to improve lecture and practicum courses during a pandemic. Emphasis on a high level of engagement enabled students to maintain their ability to apply the theory covered in their nutrition courses to practical problems. This approach will prepare students to enter post-graduate supervised practice and entry into careers as registered dietitians and licensed nutritionists with the confidence and skills that they need to succeed.
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Miller, William H., David Jonassen, Rose Marra, et al. "Radiation Protection Technician Two-Year Associates of Applied Science Curriculum for National Implementation." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48952.

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The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.
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D'Orazio, Giancarlo, Jiajun Xu, and Sasan Haghani. "Experiential Learning in STEM for a Diverse Student Population at the University of the District of Columbia (UDC) Through the Implementation of the UDC Rover Project." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24091.

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Abstract In 2018, the University of the District of Columbia (UDC) participated in the NASA Human Exploration Rover Challenge for the first time in the school’s history. An interdisciplinary team of students designed and fabricated a two-person, human-powered rover which competed against 100 other colleges and universities. Based on their success, in 2019 UDC again formed a team to participate in the challenge, improving on the 2018 rover design and performance. This paper reports the process of implementing this experiential learning activity and how this project has contributed to the STEM curriculum at UDC, and recruitment and participation of underrepresented STEM students. Lessons learned from implementing this project is also shared and discussed in this paper.
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Ahmad, Rahimah, Tasnim Azad, Carlos Barreto, et al. "Abstract 2609: Columbia University’s Center for Cancer Systems Therapeutics (CaST) 2017 Scholars Program: A synergistic partnership with students from Brooklyn College, CUNY." In Proceedings: AACR Annual Meeting 2017; April 1-5, 2017; Washington, DC. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7445.am2017-2609.

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Xu, Jaijun, Devdas Shetty, and Pablo Sanchez Guerrero. "Experiential Learning for Undergraduate Students Through Collaborative Capstone Projects on Advanced Manufacturing." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-94379.

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Abstract In order for students to enhance their understanding of engineering concepts, hands-on experience has proven to be essential. Incorporating the design component in undergraduate engineering education has been an immediate and pressing concern for educators, professional societies, industrial employers and agencies concerned with national productivity and competitiveness. While there are various ways of achieving that, one proven method is to have students working on projects and thinking about the learning objectives and tasks they are doing, a.k.a, experiential learning. There are several strong reasons to advocate the selection of experiential learning-based classroom teaching. An active learning-based approach can encompass both isolated and highly structured activities to motivate students to take charge of their deep learning. Active learning-based learning can also be very effective in creating personal connections between students and the course material, which strongly increases the student’s motivation to learn proactively. In addition to the course content, active learning-based learning develops life skills like improving subject mastery with others feedback, collaboration, and brainstorming to reach the most rational answers. Recently, advanced manufacturing technology has become increasingly appealing for a range of industries. however, it remains a challenge to infuse experiential learning experience in advanced manufacturing in undergraduate curriculum and to enhance undergraduate design and research experiences to meet both societal needs and the growing job-market demands. Here at the University of the District of Columbia (UDC), the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), it has recently modernized its undergraduate curricula in engineering with an undergraduate concentration in Advanced Manufacturing to meet that need. This paper presents a case study of implementing experiential learning through a series of collaborative Capstone Design projects that are collaboratively advised by project advisor and external subject-matter experts. Specifically, the subjects include Additive Manufacturing and Nanotechnology with applications in Energy, Manufacturing, Aerospace and many other fields. Further, this paper will also discuss and present the assessment data from the author’s experience and provide suggestions and lessons learned from this practice to help the broader community of engineering education.
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Chao, William, Daniel Ha, Kevin Ho, et al. "University of British Columbia & Simon Fraser University - The Bricolage." In 2007 IEEE Symposium on Visual Analytics Science and Technology. IEEE, 2007. http://dx.doi.org/10.1109/vast.2007.4389020.

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Reports on the topic "Columbia College (Columbia University)"

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Tien, John K. Equipment Acquired by Columbia University Center for Strategic Materials under DoD University Research Instrumentation Program. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada162165.

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Dougherty, T., C. Maciuca, E. V. Jr McAssey, D. G. Reddy, and B. W. Yang. Columbia University flow instability experimental program: Volume 3. Single tube parallel flow tests. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/10168371.

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Dougherty, T., C. Maciuca, E. V. Jr McAssey, D. G. Reddy, and B. W. Yang. Columbia University flow instability experimental program: Volume 6. Single annulus tests, transient test program. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10168364.

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Durant, W. S. Hydraulic and Heat Transfer Transients During Power Ramp - Mark VII-AL Tests at Columbia University. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/806833.

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Dougherty, T., C. Maciuca, E. V. Jr McAssey, D. G. Reddy, and B. W. Yang. Columbia University Flow Instability Experimental Program, Volume 5: Single annulus tests, steady-state test program. Office of Scientific and Technical Information (OSTI), 1991. http://dx.doi.org/10.2172/10168214.

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Coutts, D. A. Columbia University Flow Instability Experimental Program, Volume 10: Critical Heat Flux Test Program data tables. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10168225.

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Chen, K., P. K. Paul, and K. L. Barbour. FLOWTRAN benchmarking with onset of flow instability data from 1988 Columbia University single-tube OFI experiment. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/5037106.

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Chen, K., P. K. Paul, and K. L. Barbour. FLOWTRAN benchmarking with onset of flow instability data from 1988 Columbia University single-tube OFI experiment. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/10158786.

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Coutts, D. A. Single Tube Test Program Demand Curve Data Tables. Columbia University Flow Instability Experimental Program, Volume 9. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10168219.

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Dougherty, T., C. Maciuca, E. V. Jr McAssey, D. G. Reddy, and B. W. Yang. Columbia University flow instability experimental program: Volume 7. Single tube tests, critical heat flux test program. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10168361.

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