Relevant bibliographies by topics / Columbia College (Columbia University). Library

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

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

Author: Grafiati
Published: 27 February 2023
Last updated: 28 February 2023

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

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Dwyer, Melva J. "Fine arts libraries in British Columbia: culture on the West Coast of Canada." Art Libraries Journal 24, no. 3 (1999): 5–7. http://dx.doi.org/10.1017/s0307472200019556.

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Fine arts and culture have existed in British Columbia from the time that the First Peoples came to the North Pacific coast of Canada. Vancouver’s first fine arts library was established in 1930 at the Vancouver Public Library; significant collections have subsequently been developed at the Vancouver Art Gallery, Emily Carr Institute of Art & Design and the University of British Columbia. They serve a diverse clientele: students, artists and researchers. Outlook, a province-wide network, provides access via the Internet to library catalogues of public, college and institution libraries throughout the Province.
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Ndumu, Ana, and Renate Chancellor. "DuMont, 35 Years Later: HBCUs, LIS Education, and Institutional Discrimination." Journal of Education for Library and Information Science 62, no. 2 (2021): 162–81. http://dx.doi.org/10.3138/jelis.2019-0076.

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This article revisits Rosemary DuMont’s 1986 articles on Black librarianship and racial attitudes in LIS. The first part addresses missing or limited coverage on the library schools at five historically Black colleges and universities: Alabama A&M University, Clark Atlanta University, University of the District of Columbia, Hampton University, and North Carolina Central University. The second part provides examples of biases in accreditation as it relates to HBCU-based LIS programs. The article closes with a discussion on the erasure of HBCUs in LIS education, despite their important contributions to racial and ethnic representation and inclusion in the library professions.
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Cocciolo, Anthony. "Can Web 2.0 Enhance Community Participation in an Institutional Repository? The Case of PocketKnowledge at Teachers College, Columbia University." Journal of Academic Librarianship 36, no. 4 (2010): 304–12. http://dx.doi.org/10.1016/j.acalib.2010.05.004.

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Eldredge, Jonathan D. "Predicting Future Information Resource Utilization Under Conditions of Scarcity: The First Cohort Study in Health Sciences Librarianship." Evidence Based Library and Information Practice 3, no. 4 (2008): 82. http://dx.doi.org/10.18438/b8gp7n.

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A review of:
 Postell, William Dosité. “Further Comments on the Mathematical Analysis of Evaluating Scientific Journals.” Bulletin of the Medical Library Association 34.2 (1946): 107-9.
 
 Objective – To predict future use of journal titles for making subscription decisions.
 
 Design – Retrospective cohort study. 
 
 Setting – Louisiana State University School of Medicine Library in New Orleans.
 
 Subjects – All library users, estimated to consist of primarily faculty members or their designees such as research assistants.
 
 Methods – Estelle Brodman’s previous citation analysis and reputational analysis (1944) that produced a list of eleven top-ranked physiology journal titles served as the catalyst for Postell’s retrospective cohort study. Postell compiled data on all checkouts for these specific eleven journal titles in his library for the years 1939 through approximately 1945. 
 
 Main Results – Postell performed a Spearman rank-difference test on the rankings produced from his own circulation use data in order to compare it against journal title rankings produced from three other sources: (1) citation analysis from the references found in the Annual Review of Physiology based upon a system pioneered in 1927 by Gross and Gross; (2) three leading national physiology journals; and, (3) a reputational analysis list of top-ranked journals provided by the faculty members at the Columbia University College of Physicians and Surgeons Department of Physiology. Postell found a relatively high correlation (.755, with 1.000 equaling a perfect correlation) between his retrospective cohort usage data and the reputational analysis list of top-ranked journals generated by the Columbia faculty members. The two citation analyses performed by Brodman did not correlate as highly with Postell’s results.
 
 Conclusion – Brodman previously had questioned the use of citation analysis for journal subscription purchase decisions. Postell’s retrospective cohort study produced further evidence against basing subscription purchases on citation analysis. Postell noted that the citation analysis method “cannot always be relied upon as a valid criterion” for selecting journals in a discipline.
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Bocko, Amy Faye, LuMarie Guth, and Micha Broadnax. "Library response to Black Liberation Collective: a review of student calls for change and implications for anti-racist initiatives in academic libraries." Reference Services Review 50, no. 1 (2021): 5–24. http://dx.doi.org/10.1108/rsr-07-2021-0036.

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PurposeIn September 2015 protests erupted at the University of Missouri following a series of racist incidents on campus and culminating in the resignation of the university president in November 2015. In solidarity with the protests student activists at universities across the United States and Canada organized into the Black Liberation Collective and held the first #StudentBlackoutOut day of protests on university campuses on November 15 followed by the publication of lists of demands to over 80 colleges in 28 states, the District of Columbia and Canada in the hopes of creating more-equitable and inclusive institutions. These demands shared similarity in requests for equity as those put forth during the Black Campus Movement of the late 1960s which led to the establishment of Black studies and cultural centers at colleges and universities. Academic libraries in particular were included with several demands to better serve the Black Indigenous People of Color (BIPOC) community.Design/methodology/approachWhile librarianship has largely been a historically White profession, libraries have undertaken many diversity and inclusion initiatives over the years. This article will examine seven case studies concerning college and university libraries addressing demands collated by the Black Liberation Collective in 2015. Six years out from the publication of the lists, we will evaluate statements issued by the libraries and posted on their websites, the promises that have been made to address inequities and the ensuing actions the libraries have taken to create a welcoming, inclusive community.FindingsThe authors examine seven institutions where demands from student activists speak directly to the library. We examine the library's response to make changes and subsequent actions.Originality/valueThe authors take a journalist approach to their research and examination of library responses.
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Keren-Sagee, Alona. "JOSEPH SCHILLINGER – A DISCIPLE'S REMINISCENCES OF THE MAN AND HIS THEORIES: AN INTERVIEW WITH PROF. ZVI KEREN." Tempo 64, no. 251 (2010): 17–27. http://dx.doi.org/10.1017/s0040298210000033.

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Joseph Schillinger (1895–1943), the eminent Russian-American music theorist, teacher and composer, emigrated to the United States in 1928, after having served in high positions in some of the major music institutions in the Ukraine, Khar'kov, Moscow, and Leningrad. He settled in New York, where he taught music, mathematics, art history, and his theory of rhythmic design at the New School for Social Research, New York University, and the Teachers College of Columbia University. He formulated a philosophical and practical system of music theory based on mathematics, and became a celebrated teacher of prominent composers and radio musicians. Schillinger's writings include: Kaleidophone: New Resources of Melody and Harmony (New York: M. Witmark, 1940; New York: Charles Colin, 1976); Schillinger System of Musical Composition, 2 vols. (New York: Carl Fischer, 1946; New York: Da Capo Press, 1977); Mathematical Basis of the Arts (New York: Philosophical Library, 1948; New York: Da Capo Press, 1976); Encyclopedia of Rhythms (New York: Charles Colin, 1966; New York: Da Capo Press, 1976).
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Bussert, Leslie. "Several Factors of Library Publishing Services Facilitate Scholarly Communication Functions." Evidence Based Library and Information Practice 7, no. 4 (2012): 108. http://dx.doi.org/10.18438/b87w31.

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Objective – To identify and examine the factors of library publishing services that facilitate scholarly communication.
 
 Design – Analysis of library publishing service programs.
 
 Setting – North American research libraries.
 
 Subjects – Eight research libraries selected from the signatories for the Compact for Open-Access Publishing Equity (COPE) Cornell University Library’s Center for Innovative Publishing; Dartmouth College Library’s Digital Publishing Program and Scholars Portal Project; MIT Libraries’ Office of Scholarly Publishing and Licensing; Columbia University Libraries’ Center for Digital Research and Scholarship; University of Michigan Library’s Scholarly Publishing Office; Duke University Library’s Office of Scholarly Communications; University of Calgary Libraries and Cultural Resources’ Centre for Scholarly Communication; and Simon Fraser University Library’s Scholarly Publishing.
 
 Methods – The authors used Roosendaal and Geurt’s (1997) four functions of scholarly communication to analyze and categorize library publishing services provided by libraries included in the study. The four functions of scholarly communication include registration, certification, awareness, and archiving.
 
 Main Results – Analysis of the registration functions provided by library publishing services in this study revealed three types of facilitating factors: intellectual property, licensing, and publishing. These include services such as repositories for digital scholarly work and research, ISBN/ISSN registration, and digital publishing. Analysis of archiving functions demonstrated that most programs in the study focus on repository-related services in support of digital content preservation of papers, datasets, technical reports, etc. Analysis of certification functions provided by these services exposed a focus on expert review and research support. These include services like professional assessment of information sources, consultation on appropriate literature and information-seeking tools, and writing or copyright advisory services. Analysis of awareness function showed search aids and knowledge-sharing platforms to be the main facilitating factors. These include services like metadata application, schema, and standards or scholarly portals enabling knowledge-sharing among scholars.
 
 Conclusion – This study identified several services offered by these library publishing programs which can be categorized as facilitators under Roosendaal and Geurt’s (1997) four functions of scholarly communication. The majority of the libraries in the study treated library publishing services as part of broader scholarly communication units or initiatives. Digital publishing (registration function) was offered by all programs analyzed in the study, while traditional peer-review services (certification function) were not. Widely adopted among programs in the study were the use of social networking tools (awareness function) and self-publishing (archiving function). The authors recommend developing services that facilitate peer review and assert the need to provide a knowledge-sharing mechanism within the academic community that facilitates the scholarly communication process.
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Budd, John M. "Cognitive Growth, Instruction, and Student Success." College & Research Libraries 69, no. 4 (2008): 319–31. http://dx.doi.org/10.5860/crl.69.4.319.

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As Diane Zabel points out, the literature on information literacy is voluminous.1 Amidst the challenges of volume and multiple points of view, there are some astute observations, innovative approaches, and critical assessment. Of necessity, the works referred to here do not represent the expanse or the diversity of thought on information literacy, but they will offer a substantive grounding for the present study. A seemingly logical place to begin is the standards on information literacy propounded by the Association of College and Research Libraries (ACRL).2 These standards address the importance of identifying an information need, the skill required to use structured resources, and the critical acumen necessary to the evaluation of retrieved information. We can probably stipulate for the time being that the content of the standards is necessary, but is it sufficient? That is, are the standards and the accompanying performance indicators exhaustive with regard to the goals of an instruction program? The answer suggested here is no; there are some essential factors that are not included in the standards and that may even be at odds with some specific points articulated by ACRL. What will be presented here is an alternative conceptual framework that can be called “phenomenological cognitive action.” The framework and its name are original to this work, although some particular ideas are borrowed from a variety of philosophers and cognitive scientists. The framework is examined within the context of a newly created course, offered in the fall semester 2006 at the University of Missouri-Columbia. Since much of the course includes aspects that follow from the intent of the ACRL Standards (the necessary elements), the focus here will be on those elements that illustrate the framework.
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Ris, Ethan W. "The Origins of Systemic Reform in American Higher Education, 1895–1920." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (2018): 1–42. http://dx.doi.org/10.1177/016146811812001007.

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Background/Context The traditional literature on the history of higher education in the United States focuses on linear explanations of the inexorable growth of the size, mission, and importance of colleges and universities. That approach ignores or minimizes a recurrent strain of discontent with the higher education sector, especially from policy elites. Purpose/Objective/Research Question/Focus of Study This article examines the century-old origins of a continuing reform impulse in higher education. It identifies the reforms in question as “systemic,” both because they extended beyond the workings of individual colleges and universities and because they had at their heart the dream of systemization, linking and coordinating policy at groupings of institutions at the state, regional, or national level. The narrative focuses on the establishment, operations, and ideology of two early philanthropic foundations designed to spur systemic reform in the higher education sector: the Carnegie Foundation for the Advancement of Teaching and the General Education Board. Research Design This article relies on historical analysis informed by organizational theory. Data Collection and Analysis The data for this article come from new archival research, mostly conducted at the Rockefeller Archive Center (Sleepy Hollow, NY), Library of Congress Manuscript Division (Washington, DC), and Columbia University Rare Book and Manuscript Library (New York, NY). Conclusions/Recommendations This article identifies an ideologically consistent, interlocked cohort of reformers whom the author calls “the academic engineers.” These individuals, associated with elite universities and philanthropic foundations, articulated a vision of higher education reform based on increasing the efficiency and utility of institutions and linking them together in a hierarchical system. The author identifies four key features of this vision and describes the academic engineers’ efforts to enact them. The reformers had some successes but failed to realize their overarching goals; in the article's conclusion, the author examines the historical context and organizational theory as partial explanations for this shortfall.
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Kloda, Lorie Andrea. "Academic Librarians Should Be Sensitive to Language and Cultural Barriers When Providing Reference Service to International Students." Evidence Based Library and Information Practice 1, no. 4 (2006): 46. http://dx.doi.org/10.18438/b8nk5d.

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A review of:
 
 Curry, Ann and Deborah Copeman. “Reference Service to International Students: A Field Stimulation Research Study.” Journal of Academic Librarianship 31.5 (Sep. 2005): 409-20.
 
 Objective – To evaluate the quality of reference service provided to non-native, English-speaking international students in academic libraries.
 
 Design – Field stimulation (unobtrusive testing).
 
 Setting – Eleven college and university libraries in the lower mainland of British Columbia, Canada, in the fall of 2003.
 
 Subjects – Library staff offering reference service at one of the participating libraries.
 
 Methods – The study utilized field stimulation, whereby an individual, or “proxy,” posed as a library user and initiated a reference encounter with library staff at each institution. In each case the proxy asked the same question to the library staff member. After the interaction was completed the proxy recorded all observed behaviours. Data were collected using a checklist of actions; a narrative record written by the proxy; and several evaluative questions. Each library was visited by the same proxy on two separate occasions for a total of 22 visits, of which 20 instances resulted in usable data. The narrative recordings of the reference encounters were analyzed using an open coding process.
 
 Main results – In 75% of the cases, the proxy was “‘satisfied” or “very satisfied” with help received from the library staff member and was “likely to” or “definitely would return to the staff member” in the future. The reference encounters lasted between a few minutes to half an hour in length, with most lasting between 5 and 15 minutes. Encounters that were brief (less than 5 minutes) resulted in an evaluation of “dissatisfied” or “very dissatisfied” and “not likely to” or “definitely would not return.” Encounters where the library staff member extended an invitation to the proxy to return in the future were all rated with “high satisfaction” and “willingness to return.” The following reference service actions were observed in at least half of the encounters:
 • Asked questions for clarification (20)
 • Avoided overwhelming the user with information (19)
 • Provided instruction on how to use information sources (18)
 • Explained what he / she was doing at every stage (17)
 • Demonstrated awareness of language barriers and modified his / her behaviour accordingly (16)
 • Had a respectful attitude toward the user and her question (16)
 • Looked approachable (15)
 • Used library jargon (12)
 
 The remaining reference service actions from the checklist were observed in less than half the encounters:
 • Accompanied the user to information sources (9)
 • Invited the user to return if she needed more help (6)
 • Asked the user if she had found what she needed (4)
 • Referred the user to someone else (2)
 
 The data collected from the narrative recordings of the reference encounters resulted in the identification of 17 themes. Most of these themes corresponded with the literature reviewed as important qualities for positive reference interactions. Nine of these themes were found to correlate with the proxy’s positive evaluation of the reference encounter: approachability, awareness of language barriers, asking questions, rephrasing, explanation, library jargon, instruction, early termination of interview, patience, and follow up.
 
 Conclusion – This preliminary study documents the actions of reference staff in academic libraries when answering a question from an international student. The researchers found a relationship between some library staff behaviours and the user’s level of satisfaction and likelihood to return to the staff member in the future. The research suggests that reference staff pay special attention to the needs of non-native English speakers in order to provide a positive reference encounter.
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Dissertations / Theses on the topic "Columbia College (Columbia University). Library"

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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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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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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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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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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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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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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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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). Library"

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Murray, Diane R. David Eugene Smith's collection: A cabinet of mathematical curiosities at Teachers College. Docent Press, 2013.

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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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S, Bagnall Roger, Renner Timothy Todd 1946-, and Worp K. A, eds. Columbia papyri VIII. Scholars Press, 1990.

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President, University of British Columbia. President's report on the library. Community Relations Office, UBC, 1987.

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Ashbel, Green, ed. My Columbia: Reminiscences of university life. Columbia University Press, 2005.

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S, Bagnall Roger, and Obbink Dirk, eds. Columbia papyri X. Scholars Press, 1996.

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1942-, Ross Norman A., Mitchell Herbert, Avery Library, and UPA Academic Editions (Firm), eds. [Architectural trade catalogues from Avery Library, Columbia University]. UPA Academic Editions, 1989.

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1934-, Sauren Herbert, Van de Mieroop Marc, and Columbia University Libraries, eds. Ur III tablets from the Columbia University Library. CDL Press, 2010.

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Eisenhower at Columbia. Transaction Publishers, 2001.

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

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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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Costello, Laura, Hui Soo Chae, and Gary Natriello. "A Renovation Is a Terrible Thing to Waste." In Advances in Library and Information Science. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8392-1.ch015.

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This chapter describes the community engagement plan carried out by the Gottesman Libraries at Teachers College, Columbia University to develop a design for “the learning theater,” a flexible space aimed at the educators and students of the future. In order to design a learning space with the potential to inspire innovative use and cutting edge research, library staff conducted outreach and events to involve faculty, students, staff, and other stakeholders in generating use cases and ideas. These activities included immersive full day design events, shorter format design events, lectures, targeted collection development, and multimedia creation.
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Costello, Laura, and Shafeek Fazal. "Developing Unique Study Room Reservation Systems." In Advances in Library and Information Science. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2676-6.ch008.

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Room reservation systems are important in an increasingly collaborative library environment. This chapter explores two case studies of libraries experimenting with room-bound, electronic reservation kiosks. Teachers College, Columbia University built a native app to run on room-coded iPads, while Stony Brook University developed custom code to run Steelcase's RoomWizard system in a university environment. This chapter will discuss the particularities and challenges of both systems while addressing the solutions from other libraries discussed in the literature. Room reservation systems are a challenge for libraries of all types and many diverse solutions, from using vendor solutions to creating tools from scratch, have emerged in recent years. This chapter will explore two stories on that spectrum with attention to the potential applications and solutions emerging in this area.
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"COLUMBIA UNIVERSITY LIBRARY PAPYRUS COLLECTION." In Enigmatic Charms. BRILL, 2006. http://dx.doi.org/10.1163/9789047408529_017.

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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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"Columbia University Rare Book and Manuscript Library." In The Index of Middle English Prose: Handlist XXIV. Boydell & Brewer Ltd, 2023. http://dx.doi.org/10.2307/j.ctv30pntw3.7.

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"NEW YORK, COLUMBIA UNIVERSITY LIBRARY, MS PLIMPTON 265." In A Descriptive Catalogue of the English Manuscripts of John Gower's <em>Confessio Amantis</em>. Boydell & Brewer Ltd, 2021. http://dx.doi.org/10.2307/j.ctv24tr7r0.49.

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"Appendix 7. Columbia University Alumni Distinguished Service Medal Awardees." In The Columbia University College of Dental Medicine, 1916–2016. Columbia University Press, 2016. http://dx.doi.org/10.7312/form18088-017.

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

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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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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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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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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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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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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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