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Journal articles on the topic 'Columbia College'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Wechsler, Harold S. "How Getting into College Led Me to Study the History of Getting into College." History of Education Quarterly 49, no. 1 (February 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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2

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

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3

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

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4

Goldman, Lee. "Columbia University College of Physicians & Surgeons." Academic Medicine 82, no. 12 (December 2007): 1171. http://dx.doi.org/10.1097/acm.0b013e318159e4e0.

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5

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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6

Bertoux, Justine, Vanessa Joly, and Julia Ryan. "l'Université Laval ; University of British Columbia – British Columbia Institute of Technology; Collège Boréal ; Collège de Technologie forestière des Maritimes ; Confederation College." Forestry Chronicle 89, no. 03 (June 2013): 407–12. http://dx.doi.org/10.5558/tfc2013-073.

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7

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

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8

Shannon, Ryan P., Kevin A. Fowler, Jeremy J. Hill, Sean D. Terry, Melinda J. Carney, and Dominique J. Cheenne. "An investigation of Columbia College Chicago reverberation chamber." Journal of the Acoustical Society of America 117, no. 4 (April 2005): 2579. http://dx.doi.org/10.1121/1.4776918.

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9

Howley, Aimee. "Interview with Jim Borland, Teachers College, Columbia University." Journal for the Education of the Gifted 32, no. 4 (June 2009): 565–75. http://dx.doi.org/10.1177/016235320903200406.

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10

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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11

Kitchenham, Andrew. "25. E-Portfolios in Teacher Education: The UNBC Experience." Collected Essays on Learning and Teaching 1 (July 1, 2011): 138. http://dx.doi.org/10.22329/celt.v1i0.3194.

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This paper presents the preliminary findings from the University of Northern British Columbia’s e-portfolio project, entitled the Digital Record of Student Success (DRSS). The e-portfolio requires that the Education Program students provide artifacts of their learning related to the British Columbia College of Teachers’ 13 standards for professional educators. The project will be outlined and sample in-progress e-portfolios will be described. The paper will conclude with a description of the successes and challenges of the DRSS.

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12

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 (August 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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13

Misgeld, Dieter. "Review of Apple's "Cultural Politics & Education"." education policy analysis archives 4 (December 3, 1996): 18. http://dx.doi.org/10.14507/epaa.v4n18.1996.

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14

Dennison, John D. "The University-College Idea: A Critical Analysis." Canadian Journal of Higher Education 22, no. 1 (April 30, 1992): 109–24. http://dx.doi.org/10.47678/cjhe.v22i1.183124.

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Following the recommendations of a committee on access to postsecondary education in British Columbia, a new institution, the university-college, was established in three locations in the province. This study is an analysis of the university-college idea. The results indicate that, while the university-college has produced many beneficial results, it has also created a number of difficult issues. These issues include the survival of the comprehensive college curriculum, governance, expectations of faculty performance and the missions of the university-college itself. Each issue is discussed in this paper.

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15

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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16

Dennison, John D. "From Community College to University: A Personal Commentary on the Evolution of an Institution." Canadian Journal of Higher Education 36, no. 2 (December 31, 2006): 107–24. http://dx.doi.org/10.47678/cjhe.v36i2.183541.

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This paper documents the development of a unique institution in Canadian higher education, the university college in British Columbia. From its roots as a comprehensive community college, the university college was confronted with numerous legislative and policy changes which culminated in its current claim to be called a regional university. In support of this assertion, a number of issues are addressed, including the role and mandate of the university college, academic freedom and tenure, governance, administration, and the legal status under which it was constituted. Over a period of 15 years the university college underwent an organizational evolution as remarkable as it was unprecedented.

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Amiel, Jonathan, Aubrie Swan Sein, and Ronald Drusin. "Columbia University Roy and Diana Vagelos College of Physicians and Surgeons." Academic Medicine 95, no. 9S (September 2020): S335—S338. http://dx.doi.org/10.1097/acm.0000000000003461.

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18

Levin, John S., Ariadna I. López Damián, Marie C. Martin, and Evelyn M. Vázquez. "New Universities’ Organizational Identities Through Presidential Lenses." Articles 48, no. 2 (March 12, 2019): 20–38. http://dx.doi.org/10.7202/1057101ar.

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This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.

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19

Special Commemorative Issue. "Contributors." Conversations: The Journal of Cavellian Studies, no. 7 (November 13, 2020): 268–76. http://dx.doi.org/10.18192/cjcs.vi7.4921.

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Steven G. Affeldt (Le Moyne College)Isabel Andrade (Yachay Wasi)Stephanie Brown (Williams College)Alice Crary (University of Oxford/The New School)Byron Davies (National Autonomous University of Mexico)Thomas Dumm (Amherst College)Richard Eldridge (Swarthmore College)Yves Erard (University of Lausanne)Eli Friedlander (Tel Aviv University)Alonso Gamarra (McGill University)Paul Grimstad (Columbia University)Arata Hamawaki (Auburn University)Louisa Kania (Williams College)Nelly Lin-Schweitzer (Williams College)Richard Moran (Harvard University)Sianne Ngai (Stanford University)Bernie Rhie (Williams College)Lawrence Rhu (University of South Carolina)Eric Ritter (Vanderbilt University)William Rothman (University of Miami)Naoko Saito (Kyoto University)Don Selby (College of Staten Island, The City University of New York)P. Adams Sitney (Princeton University)Abraham D. Stone (University of California, Santa Cruz)Nicholas F. Stang (University of Toronto)Lindsay Waters (Harvard University Press)Kay Young (University of California, Santa Barbara)

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20

Abu-Odeh, Desiree, Shamus Khan, and Constance A. Nathanson. "Social Constructions of Rape at Columbia University and Barnard College, 1955–90." Social Science History 44, no. 2 (2020): 355–79. http://dx.doi.org/10.1017/ssh.2019.49.

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AbstractSex on college campuses has fascinated scholars, reporters, and the public since the advent of coeducational higher education in the middle of the nineteenth century. But the emergence of rape on campus as a public problem is relatively recent. This article reveals the changing social constructions of campus rape as a public problem through a detailed examination of newspaper reporting on this issue as it unfolded at Columbia University and Barnard College between 1955 and 1990. Adapting Joseph R. Gusfield’s classic formulation of public problem construction, we show the ways police and other judicial and law enforcement authorities, feminists, university faculty, student groups, university administrators, and health professionals and institutions have struggled over ownership of how the problem should be defined and described, attribution of responsibility for addressing the problem, and prescriptions for what is to be done. Our findings show how beginning in the late 1960s and early 1970s, the simultaneous swelling of the women’s liberation movement and the exponential integration of women into previously male-dominated institutions of higher education and medicine catalyzed the creation of new kinds of knowledge, institutions, and expertise to address rape and sexual violence more broadly on college campuses. New actors—feminists and health professionals—layered frames of gender and health over those of crime and punishment to fundamentally transform how we understand rape on campus, and beyond.

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21

Schneiderman, Jill. "Growth and Development of a Woman Scientist and Educator." Earth Sciences History 11, no. 1 (January 1, 1992): 37–39. http://dx.doi.org/10.17704/eshi.11.1.bu10535687q157g0.

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Isabel Fothergill Smith (November 15, 1890-September 16, 1990), Professor Emcrita of Geology and History of Science, Scripps College, Claremont California, began her career in geology and education with the tutelage and mentoring of Florence Bascom at Bryn Mawr College. After receiving her Ph.D. from that institution, Smith embarked upon her career in education as a geology professor at Smith College. In 1929, she became the first Dean at Scripps College, a newly founded women's college in southern California. After six years as Dean and a sabbatical studying history of science at Columbia and Harvard Universities, Smith returned to Scripps and taught history of science and geology there, as well as at Pomona College. She retired from teaching in 1954 and later wrote a biographical memoir of her mentor Florence Bascom.

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22

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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23

Sardiwalla, Yaeesh, and Steven F. Morris. "Shaping Plastic Surgery in British Columbia—The Courtemanche Legacy." Plastic Surgery 27, no. 2 (March 21, 2019): 162–66. http://dx.doi.org/10.1177/2292550319826091.

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Dr Albert Douglas Courtemanche was born in Gravenhurst, Ontario on November 16, 1929. In 1949, he was accepted to the University of Toronto Medical School, graduating in 1955. After completing his internship at the Toronto General Hospital and at the Hospital for Sick Children, he completed his surgical training in Vancouver and in the United Kingdom. When Dr Courtemanche returned from his training in 1962, he joined Dr Cowan on the surgical staff at the Vancouver General Hospital. He was responsible for establishing a new plastic surgery ward, a dedicated operating room (OR), an integrated burn unit and also starting the UBC plastic surgery training program. Dr Courtemanche became involved in working with the Royal College, first as an examiner and then as the Chairman of the Plastic Surgery Exam Board in 1981. He eventually became the first and only plastic surgeon to ever hold the position as President of the Royal College. Dr Courtemanche emphasized throughout his career the importance of teaching and role modeling. A very proud moment in Dr Courtemanche’s career was when his son Douglas became a pediatric plastic surgeon. After retiring Dr Courtemanche became a volunteer at the VanDusen Botanical Garden and completed their Master Gardeners Program.

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24

Salop, Steven C., and Lawrence J. White. "Policy Watch: Antitrust Goes to College." Journal of Economic Perspectives 5, no. 3 (August 1, 1991): 193–202. http://dx.doi.org/10.1257/jep.5.3.193.

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It may have come as a shock to many economists, especially those in academia, to learn that the Antitrust Division of the U.S. Department of Justice (DOJ) has been investigating alleged price fixing and information exchange of financial aid among 23 prestigious east coast colleges and universities. These schools include the “Ivy overlap group”—MIT, Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania, Princeton, and Yale—and the “Pentagonal/Sisters group”—Amherst, Barnard, Bowdoin, Bryn Mawr, Colby, Mount Holyoke, Middlebury, Smith, Trinity, Tufts, Vassar, Wesleyan, and Williams. We have no specific knowledge concerning the possible validity of these allegations or expertise about their legality. Rather, in this article, we wish to present the potential applicability of current antitrust doctrines to colleges and their conduct and the possible defenses that they might raise to justify their actions.

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25

Barst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis, and Richard A. Krasuski. "Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease." Advances in Pulmonary Hypertension 6, no. 3 (August 1, 2007): 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.

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This discussion was moderated by Robyn J. Barst, MD, Professor of Pediatrics, Divisions of Pediatric Cardiology at Columbia University College of Physicians and Surgeons and Cornell Medical Center, and Director of New York Presbyterian Pulmonary Hypertension Center at Columbia University Medical Center, New York, New York. Panel members included Jeffrey R. Fineman, MD, Pediatric Critical Care Specialist and Associate Investigator of the Cardiovascular Research Institute, University of California, San Francisco; John Granton, MD, Assistant Professor of Medicine, University of Toronto, Pulmonary Arterial Hypertension Programme, University Health Network, Toronto, Ontario; Michael A. Gatzoulis, MD, PhD, Professor of Cardiology, Congenital Heart Disease, and Consultant Cardiologist and Director of the Adult Congenital Heart Centre at the Royal Brompton Hospital and the National Heart and Lung Institute, Imperial College School of Medicine, London, UK; and Richard A. Krasuski, MD, Director of Adult Congenital Heart Disease Services, Department of Cardiovascular Medicine, Cleveland Clinic, Cleveland, Ohio.

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26

von Kowallis, Jon Eugene. "C. T. Hsia in the Memory of a Columbia College Undergraduate Student." Chinese Literature Today 4, no. 1 (March 2014): 122. http://dx.doi.org/10.1080/21514399.2014.11834043.

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27

Bedini, Silvio A. "Of ‘science and liberty’: The scientific instruments of king's college and eighteenth century columbia college in New York." Annals of Science 50, no. 3 (May 1993): 201–27. http://dx.doi.org/10.1080/00033799300200201.

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28

Lougen, Colleen. "Book Review: The Bizarre World of Reality Television." Reference & User Services Quarterly 59, no. 1 (December 11, 2019): 82. http://dx.doi.org/10.5860/rusq.59.1.7236.

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The Bizarre World of Reality Television explores the origins, rapid progression, and quirky contents of reality television programming. Written by Stuart Lenig (Columbia State Community College), this unique and compact work is an entertaining read that dissects reality television through a post-modernistic lens, detailing the economic, cultural, and social factors.

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29

Andres, Lesley. "Transfer from Community College to University: Perspectives and Experiences of British Columbia Students." Canadian Journal of Higher Education 31, no. 1 (April 30, 2001): 35–74. http://dx.doi.org/10.47678/cjhe.v31i1.183378.

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Through formal inter-institutional arrangements, articulated systems of postsecondary education claim to promote equality of opportunity by allowing for a seamless flow of students toward their educational and occupational goals. However, despite system wide articulation of course offerings, numerous studies indicate that the transfer experience is not unproblematic. This paper reports the findings of a qualitative study of the experiences of British Columbia university students who had transferred from community college. The central focus of this study was to portray students' experiences of the transfer process; document difficulties and successes encountered before, during, and after transfer; high- light advantages and disadvantages of transfer; and offer recommendations for improving the transfer process. In 1997, 47 indi- viduals who had transferred from one Lower Mainland Community College to one Lower Mainland University in 1996 were interviewed. The findings revealed that although the majority of students in this study support transfer as a viable and even preferable route to university degree completion, problems occur at each of the three stages of transfer as specified by Dougherty (1987). Obstacles to successful transfer by students include: difficulty gaining access to useful information; problems understanding transfer policies, practices, and procedures; and declines in GPA following transfer to university. Several recommendations for improving existing transfer policies and practices — including improving access to useful information by students; facilitating transfer through extensive coordination of transfer policies, practices, and procedures; and addressing differences in the teaching and learning experience at sending and receiving institutions — are offered to enhance successful transfer from community college to university.

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30

Swinton, Omari H. "An A for Effort." American Economic Review 105, no. 5 (May 1, 2015): 616–20. http://dx.doi.org/10.1257/aer.p20151116.

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This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on graduations rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for underclassmen are determined in part by performance on tests and in part by measures of “effort” such as attendance and class participation. This paper finds that while graduates graduate at a faster rate under the policy, there is no significant difference between graduation rates before and after the policy was implemented.

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31

Marsden, J., C. Archibald, and J. Christenson. "P088: British Columbia emergency practitioner workforce and training survey." CJEM 18, S1 (May 2016): S107—S108. http://dx.doi.org/10.1017/cem.2016.264.

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Introduction: Understanding physician human resources in British Columbia’s (BC) emergency settings is essential to plan for training, recruitment and professional development programs. In 2014 we conducted an online and phone survey to the site leads for the 95 Emergency Departments (ED) attached to hospitals in BC. Methods: A one-page survey was developed by the authors (JC and JM). Each hospital listed on the BC Ministry of Health’s website was contacted to confirm that they had a functioning ED attached to the hospital and to determine who their site lead was. Each ED site lead was then emailed the questionnaire and up to three more follow-up emails and direct phone requests were performed as needed. Results: 92 of the 95 EDs completed the survey and we discovered that just over 1000 physicians deliver emergency care in BC with approximately half doing so in combination with family practice. There was an estimated shortfall of 199 physicians providing emergency care in 2014 and an anticipated shortfall of 287 by 2017 and 399 by 2019. Slightly more than half had formal certification, with 28% through the Royal College of Canada and 70% with the College of Family Physicians of Canada. Conclusion: More than 1000 physicians care for patients in EDs across BC but there is a significant and growing need for more physicians. There is tremendous variation across health authorities in emergency medicine certification, but approximately half of those who deliver emergency care have formal certification. Despite limitations of a survey method, this provides the most accurate and current estimate of emergency practitioner resources and training in BC and will be important in guiding discussions to address the identified gaps.

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32

Gévry, Marie-France, and Damase Khasa. "Collège de Technologie forestière des Maritimes, Cégep de Sainte-Foy, Université de Moncton, University College of the North, Collège Boréal, University of British Columbia / British Columbia Institute of Technology, Université Laval." Forestry Chronicle 90, no. 04 (August 2014): 540–49. http://dx.doi.org/10.5558/tfc2014-108.

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33

Anne Epp, Mary. "Library services to Canadian college students with print disabilities." Library Hi Tech 17, no. 2 (June 1, 1999): 189–96. http://dx.doi.org/10.1108/07378839910275849.

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Post‐secondary students with print disabilities (blindness, visual impairments, learning disabilities, physical handicaps) need information access to learning resources in alternate formats such as Braille, electronic text, large print, taped books, and tactile graphics. British Columbia College and Institute Library Services (CILS) is a provincial clearinghouse for resources for students and faculty with print impairments. CILS supplies resources tocomply with the “duty to accommodate” under Canadian Human Rights legislation. As a coordinated service, CILS provides services by direct loans, interlibrary loans with partner agencies, and production of new alternate format materials. This article describes the range of services and technological applications that are used to locate and produce resources to accommodate the students’ needs.

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34

Lawn, Martin, and Ian Deary. "The new model school of education: Thomson, Moray House and Teachers College, Columbia." Paedagogica Historica 50, no. 3 (August 27, 2013): 301–19. http://dx.doi.org/10.1080/00309230.2013.822900.

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35

Levin, John S., Aida Aliyeva, and Laurencia Walker. "From Community College to University: Institutionalization and Neoliberalism in British Columbia and Alberta." Canadian Journal of Higher Education 46, no. 2 (August 31, 2016): 165–80. http://dx.doi.org/10.47678/cjhe.v46i2.185905.

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This qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation’s data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of new government policies and institutional norms during the period of 2000-2013. Future research can monitor the influence of neoliberal practices on the development of these new model higher education institutions in the Canadian context.

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36

Bentley, Ronald. "The use of stable isotopes at Columbia University's College of physicians and surgeons." Trends in Biochemical Sciences 10, no. 4 (April 1985): 171–74. http://dx.doi.org/10.1016/0968-0004(85)90161-6.

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37

Schettino, Isabela, Katie Radvany, and Amy Stuart Wells. "Culturally responsive education under ESSA: A state-by-state snapshot." Phi Delta Kappan 101, no. 2 (September 23, 2019): 27–30. http://dx.doi.org/10.1177/0031721719879151.

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A map created from data compiled by Isabela Schettino and Katie Radvany at the Reimagining Education: Teaching and Learning in Racially Diverse Schools Summer Institute (held at Teachers College, Columbia University, and directed by Amy Stuart Wells) shows which states have included references to culturally responsive teaching practices in the ESSA plans submitted to the Department of Education.

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38

Nair, Sanjiv, and Gabriela Granja Porto. "Uma entrevista com Sanjiv Nair." Journal of the Brazilian College of Oral and Maxillofacial Surgery 5, no. 1 (March 25, 2019): 12–13. http://dx.doi.org/10.14436/2358-2782.5.1.012-013.int.

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» Professor e Chefe do Departamento de Cirurgia e Traumatologia Bucomaxilofacial do Bangalore Institute of Dental Science and Research. » Consultor Cirurgião no Columbia Asia Hospitals, B.M Jain Hospital e Mallya Hospital, em Bangalore (Índia). » Especialista em Cirurgia e Traumatologia Bucomaxilofacial - Trivandrum Medical College. » Coordenador do Programa de Bolsas em Cirurgia Estética Facial, Rajiv Gandhi University of Health Sciences.

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39

Levin, John S., Ariadna I. López Damián, Marie C. Martin, and Evelyn M. Vázquez. "New Universities’ Organizational Identities Through Presidential Lenses." Canadian Journal of Higher Education 48, no. 2 (August 31, 2018): 20–38. http://dx.doi.org/10.47678/cjhe.v48i2.188122.

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This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.

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Downey, Jennifer I. "Editorial: Contributions to Psychoanalysis and Psychodynamic Psychiatry by Richard C. Friedman (1941-2020)." Psychodynamic Psychiatry 48, no. 3 (September 2020): 223–33. http://dx.doi.org/10.1521/pdps.2020.48.3.223.

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As Interim Editor of Psychodynamic Psychiatry, I have the honor to comment on Richard C. Friedman's extraordinary career. At the time of his death in late March of this year, Richard C. Friedman (RCF) had been Editor of the Journal of the American Academy of Psychodynamic Psychiatry and Psychoanalysis for eight years. During that time, the journal was renamed Psychodynamic Psychiatry and became the first English-language journal in the world about psychodynamic psychiatry. At the time of his death, Dr. Friedman was Clinical Professor of Psychiatry at Weill-Cornell School of Medicine and Lecturer in Psychiatry at the Columbia University College of Physicians & Surgeons. He was also on the faculty of the Columbia Center for Psychoanalytic Training and Research and Research Professor at the Derner School of Adelphi University.

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Gallagher, R., P. Hawley, and W. Yeomans. "A Survey of Cancer Pain Management Knowledge and Attitudes of British Columbian Physicians." Pain Research and Management 9, no. 4 (2004): 188–94. http://dx.doi.org/10.1155/2004/748685.

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INTRODUCTION:There are many potential barriers to adequate cancer pain management, including lack of physician education and prescription monitoring programs. The authors surveyed physicians about their specific knowledge of pain management and the effects of the regulation of opioids on their prescribing practices.METHODS:A questionnaire was mailed out to British Columbia physicians who were likely to encounter cancer patients. The survey asked for physicians' opinions about College of Physicians and Surgeons of British Columbia regulation and other issues related to their prescribing practices, and assessed basic knowledge of cancer pain management.RESULTS:There was a 69% return rate with a total of 4618 evaluable responses. There was a significant difference among medical disciplines, years in practice, number of chronic pain patients seen and size of community of practice. The highest knowledge scores were achieved by oncologists and the lowest scores were from surgeons. Those who practiced in smaller communities had a higher average knowledge score. Those who felt their knowledge about cancer pain was inadequate scored lower than those who felt their knowledge was adequate. The questions most frequently answered incorrectly (or by 'don't know') were those about equianalgesic dosing (68%) and adequate breakthrough dosing (45%), revealing knowledge deficiencies that would significantly impair a physician's ability to manage cancer pain.CONCLUSIONS:The details of opioid prescribing are crucial areas to target education for cancer pain management. The surveyed physicians accepted the need for regulation of opioid prescribing with very few being fearful of scrutiny from the College of Physicians and Surgeons of British Columbia. However, the inconvenience of the triplicate prescription pad was more of a barrier to prescribing, it being of concern to 20% of respondents, particularly surgeons and medical specialists.

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Stephens, Kat J. "Just a Unicorn." JCSCORE 6, no. 1 (July 15, 2020): 211–16. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.211-216.

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Kat J. Stephens is a higher education Ph.D. student at University of Massachusetts Amherst. She’s earned a Master of Education from Teachers College, Columbia University, in Higher & Postsecondary Education. Her larger research interests are social justice & identity development. As an Afro-Guyanese immigrant, her research interests reflects: Caribbean students, Afro-Caribbean racial identity formation, transnationalism, Black women students with ADHD & Autism, & gifted community college & transfer students. Her work here is inspired by her life and those of other Black women & girls in educational spaces. This poem serves to highlight her frustrations, while encouraging Black women to take space in disability centered environments, and universities to adequately support such individuals.

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Warde, Mirian Jorge, and Ana Cristina Santos Matos Rocha. "Feminização do magistério e masculinização do comando educacional: estudos no Teachers College da Universidade de Columbia (1927-1935)." Educar em Revista 34, no. 70 (August 2018): 35–50. http://dx.doi.org/10.1590/0104-4060.58725.

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RESUMO Embora o professorado tenha se feminizado a partir de meados do século XIX - em praticamente todos os países ocidentais - os postos mais altos da administração e a condução intelectual da instrução pública permaneceram dominantemente masculinos. Neste artigo, fazemos, preliminarmente, uma breve aproximação à historiografia que nos informa sobre os processos de feminização do magistério primário nos Estados Unidos e no Brasil. Em seguida, colocamos o foco no Teachers College da Universidade de Columbia, instituição que, criada com foco na mulher, passa em curto tempo ao controle masculino. Por fim, apresentamos casos de brasileiros e brasileiras que estudaram no Teachers College entre as décadas de 1920 e 1930. Esses expressam, em suas trajetórias, as condições desiguais de profissionalização e ascensão na carreira.

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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (May 14, 2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.

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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.

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D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression." History of Education Quarterly 55, no. 3 (August 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.

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From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.

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Kulichenko, Alla. "MEDICAL SCHOOL OF COLUMBIA UNIVERSITY: INNOVATIVE ACTIVITY FROM ITS ESTABLISHMENT UNTIL THE LATE 19TH CENTURY." Педагогічні науки: теорія, історія, інноваційні технології 9(103), no. 9(103) (November 30, 2020): 434–43. http://dx.doi.org/10.24139/2312-5993/2020.09/434-443.

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The article deals with the innovative activities at the Medical School of Columbia University from 1767 to the late 19th century. Moreover, the author points to the prerequisites for the establishment of the Medical School in New York. Firstly, in 1750 young and skilled doctors moved to New York and started to conduct private classes for those wishing to master medicine. Secondly, in 1760 according to the law, every doctor and surgeon had to obtain special permission – a license for practicing. As a result, in 1767, the Medical School of King’s College appeared. It should be noted that it changed its official name many times for many reasons. Finally, in the late 19th century it became the Medical School of Columbia University. There was intensive development of both individual and collective innovations in the 1840s – 1850s.

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Rosenzweig, Erika Berman, Steven H. Abman, Dunbar Ivy, and Sheila G. Haworth. "• Identifying the Complex Spectrum of Childhood PAH• Selecting Candidates for Aggressive Treatment." Advances in Pulmonary Hypertension 5, no. 2 (April 1, 2006): 36–42. http://dx.doi.org/10.21693/1933-088x-5.2.36.

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This discussion was moderated by Erika Berman Rosenzweig, MD, Assistant Professor of Pediatrics (in Medicine), Columbia University College of Physicians and Surgeons, New York, New York. Panel members included Steven H. Abman, MD, Professor of Pediatrics and Director of the Pediatric Heart-Lung Center at The Children’s Hospital, University of Colorado School of Medicine, Denver, Colorado; Dunbar Ivy, MD, Associate Professor of Pediatrics, University of Colorado Health Sciences Center, The Children’s Hospital, Chief of Pediatric Cardiology, and Director of the Pulmonary Hypertension Program, University of Colorado Health Sciences Center, Denver, Colorado; and Sheila G. Haworth, MD, FRCP, Professor of Developmental Cardiology, Institute of Child Health, University College, London, UK, and Lead Clinician at the United Kingdom Pulmonary Hypertension Service for Children.

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Rumman, E. Cissy Abu. "Theodore H. McNelly." PS: Political Science & Politics 41, no. 04 (October 2008): 888. http://dx.doi.org/10.1017/s1049096508231288.

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Theodore H. McNelly, professor emeritus, department of government and politics at the University of Maryland, College Park, passed away in February 2008 at the age of 88. Professor Emeritus McNelly was born on December 27, 1919, and received his Ph.D. in 1952 at Columbia University. McNelly joined the faculty in the department of government and politics at Maryland in the fall of 1953 as a lecturer, was promoted to professor in 1967, and retired in 1991.

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Nelson, D. Margo, Janet Douglas, Paul Sunga, and Daryl Smith. "Cannabis and College Students in British Columbia: Attitudes, Patterns of Consumption and Perception of Harm." Cannabis 3, no. 1 (January 31, 2020): 41–51. http://dx.doi.org/10.26828/cannabis.2020.01.005.

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Warde, Miriam. "O International Institute do Teachers College, Columbia University, como epicentro da internacionalização do campo educacional." Cadernos de História da Educação 15, no. 1 (April 30, 2016): 190–221. http://dx.doi.org/10.14393/che-v15n1-2016-7.

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