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Journal articles on the topic "Columbia University Columbia University College presidents"
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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 (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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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 (2018): 20–38. http://dx.doi.org/10.47678/cjhe.v48i2.188122.
Full textAbstract:
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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Sardiwalla, Yaeesh, and Steven F. Morris. "Shaping Plastic Surgery in British Columbia—The Courtemanche Legacy." Plastic Surgery 27, no. 2 (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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Bañuelos, Nidia. "Why We Need More Histories of Low-Status Institutions." History of Education Quarterly 60, no. 2 (2020): 246–60. http://dx.doi.org/10.1017/heq.2020.21.
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As scholars of higher education regularly point out, American universities face a fundamental tension between access and exclusion. On the one hand, as publicly supported institutions operating in a democracy, they are charged with promoting social mobility and sharing knowledge that can improve society. On the other, they are tasked with identifying and supporting elites—those talented, ambitious, and hardworking individuals who deserve the most money and accolades. In his 1993 History of Education Society presidential address, “Race, Meritocracy, and the American Academy during the Immediate Post-World War II Era,” historian James Anderson describes one way in which northern white colleges and universities coped with this tension after World War II. During this time, Fred Wale, director of education for the Julius Rosenwald Fund, compiled a list of 150 outstanding black scholars with degrees from schools like the University of Chicago, Harvard, Columbia, and the University of Michigan; extensive teaching experience at historically black colleges and universities (HBCUs); and highly regarded publication records. Wale sent his list to hundreds of university presidents, encouraging them to consider these qualified candidates for faculty appointments. His efforts made minimal impact: between 1945 and 1947, only twenty-three of the scholars on Wale's list were offered permanent faculty positions at northern white universities.
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Jernberg, James E. "George Albro Warp." PS: Political Science & Politics 42, no. 04 (2009): 789–90. http://dx.doi.org/10.1017/s1049096509990382.
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A life of service to others ended on March 26, 2009, when professor emeritus George A. Warp of the Humphrey Institute of Public Affairs of the University of Minnesota passed away at age 95. George was born on June 12, 1913, in Northfield, Ohio, and graduated from Bedford High School in Ohio. Prior to being associated with the University of Minnesota for the past 60 years, he graduated from Oberlin College, Case Western University, and Columbia University, earning degrees in political science, public administration, international administration, as well as law. George served briefly as a political science faculty member at the University of Minnesota, where he met and married his late wife, Lois, in 1940 before entering the U.S. Navy following the entry of the United States into World War II. His service in the Pacific theater led to his postwar appointment as a civilian advisor under General MacArthur in Japan from 1946–1948. Upon completion of that assignment, George returned to the University of Minnesota in 1948 as a professor of political science and served first as associate director and then director of the graduate program in public administration in the department's Public Administration Center until 1965 when the center became a self-standing unit of the College of Liberal Arts. He remained director through 1968 when the center was succeeded by the School of Public Affairs and recreated as the Humphrey Institute of Public Affairs in 1978 as a collegiate unit named as a memorial honoring the late vice president and Minnesota's senator. George served as a professor and chair of graduate admissions until his retirement in 1982.
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Previts, Gary John, and William D. Samson. "S. PAUL GARNER: ACCOUNTANCY'S AMBASSADOR TO THE WORLD." Accounting Historians Journal 24, no. 2 (1997): 153–69. http://dx.doi.org/10.2308/0148-4184.24.2.153.
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Samuel Paul Garner spent nearly seven decades, as a student, professor, administrator, leader and visionary, enhancing the understanding and development of our academic community. Born in 1910, he studied at Duke University, then briefly as a non degree student at Columbia before teaching and then entering the Ph.D. program at the University of Texas at Austin. At Texas, under the direction of George Hillis Newlove, he focused upon accounting. His interest in history had been kindled by a noted economic historian Earl J. Hamilton, under whom Garner had studied at Duke. His first post doctoral appointment would be his lifelong assignment, as a member of the faculty of what is now the Culverhouse School of Accountancy at the University of Alabama. Starting in 1939 he served as a faculty member, next as department chair, and then for seventeen years, from 1954 to 1971, as dean of the College of Business. His career achievements are many and include being the only person to serve as President of both the American Accounting Association [1951] and the American Assembly of Collegiate Schools of Business [1964–65]. His post-retirement activities identified with the quarter century from 1971 through 1996 permitted members of subsequent generations to benefit from his knowledge and counsel. Garner's work as a scholar, a historian, an institutional developer and a visionary—especially in the area of international relations, are told in this paper. A special appendix, which contains the last known curriculum vita prepared by Garner, is also provided. Si Monumentum - Requires Circumspice/If You Seek His Monument, Look Around You.
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Sloyan, Gerard S. "Present at the Sidelines of the Creation." Horizons 31, no. 1 (2004): 88–93. http://dx.doi.org/10.1017/s0360966900001080.
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At the 2003 Annual Convention of the College Theology Society in Milwaukee, Sandra Yocum Mize presented some of her research for a history of the Society. I greatly appreciated her investigation of our Society's origins and its progress. She reminded me of things I had forgotten and told me much that I have never known. Let me add a few reminiscences that may be helpful to those who are new in the profession or relatively so.The Korean War consumed the last two years of Harry Truman's second term as president, when Dwight Eisenhower was elected to succeed him. After the unsuccessful effort to contain Communism on the entire Korean peninsula at the cost of many lives on both sides, the eight Eisenhower years, 1952–1960 were largely a matter of the Cold War with the Soviet Union. Eisenhower was basically a retired general, on the basis of which he had been named president of Columbia University in a kind of travesty of academic life. His brother Milton who might have made a better chief executive rose in academia to become president of the Pennsylvania State University, well before Joe Paterno brought the Nittany Lions to another kind of eminence. The Eisenhower years were a lull of sorts in U.S. life bringing prosperity to the few, Republican style, and a scandal over his chief of staff who had accepted a gift of an alpaca coat. Days of innocence! Catholic college enrollments were still very much on the increase in the mid-1950s as a result of the G.I. Bill granting full tuition and books, not only for undergraduate and graduate study but even for any theological seminary of a veteran's choice. Many a convent motherhouse's instructional situation was being transformed into a bachelor's degree-granting institution in those years, at first for the religious students only but then shortly for adult lay women in the surrounding areas. The teachers of religion in Catholic colleges and in the few universities of the mid-1950s were priests with a seminary education—no religious brothers, sisters or lay persons as yet.
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Moreau, Nicole. "Preface." Pure and Applied Chemistry 85, no. 5 (2013): iv. http://dx.doi.org/10.1351/pac20138505iv.
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IUPAC’s vision statement declares that the Union advances the worldwide role of chemistry for the benefit of Mankind. And one of its long-range goals states “IUPAC will utilize its global perspective and network to contribute to the enhancement of chemistry education, the career development of young chemical scientists, and the public appreciation of chemistry”. In pursuit of this spirit, the Union established in 2000 the IUPAC Prize for Young Chemists and has been honoring since then outstanding young research chemists at the beginning of their careers by making annual awards. The prizes are given for the most outstanding Ph.D. theses in the area of the chemical sciences, as described in 1000-word essays.As immediate Past President of IUPAC, I was honored to chair the prize selection committee of eminent chemists, who enjoyed reading essays of 41 applicants from 22 countries. After critical evaluation of the originality and excellence of the essays and research results, the committee decided unanimously to award 2012 Prizes for the following six essays:- “Study of the factors affecting the selectivity of catalytic ethylene oligomerization”, Khalid Albahily, University of Ottawa, Ottawa, Canada (following earlier studies at King Saud University, Saudi Arabia and Texas A&M University, College Station, TX, USA)- “Nanowire nanoelectronics: Building interfaces with tissue and cells at the natural scale of biology”, Tzahi Cohen-Karni, Harvard University, Cambridge, MA, USA (following earlier studies at Technion Israel Institute of Technology and Weizmann Institute of Science, Israel)- “Synthetic investigations featuring boron-rich and multidentate chalcoether-containing ligands”, Alexander Spokoyny, Northwestern University, Chicago, IL, USA (following earlier studies at University of California, Los Angeles, CA, USA)- “Quantification of virtual chemical properties: Strain, hyperconjugation, conjugation, and aromaticity”, Judy I-Chia Wu, University of Georgia, Athens, GA, USA (following earlier studies at Tung-Hai University, Taiwan)- “New materials for intermediate-temperature solid oxide fuel cells to be powered by carbon- and sulfur-containing fuels”, Lei Yang, Georgia Institute of Technology, Atlanta, GA, USA (following earlier studies at Beihang University and Tsinghua University, China)- “Transition metal catalysis: Activation of CO2, C–H, and C–O bonds en route to carboxylic acids, biaryls, and N-containing heterocycles”, Charles Yeung, University of Toronto, Toronto, Canada (following earlier studies at University of British Columbia, Vancouver, Canada)All the awardees were invited to present posters on their research at the 44th IUPAC World Chemistry Congress, Istanbul, Turkey, 11–16 August 2012. Upon IUPAC’s invitation, 4 of the 6 winners offered review papers on their research topics for consideration as publications in this issue of Pure and Applied Chemistry.Finally, it is an honor and a pleasure to congratulate each of the winners and their supervisors for winning the 2012 IUPAC Prize for Young Chemists. It is hoped that each of them will continue to contribute to a bright future for chemical sciences and technologies and to take active roles in IUPAC bodies in the future.Nicole MoreauIUPAC Immediate Past President and Chair of the IUPAC Prize Selection Committee
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Efthymiou, Marina, and Li Zou. "THE 21ST AIR TRANSPORT RESEARCH SOCIETY CONFERENCE." Journal of Air Transport Studies 10, no. 1 (2019): 160–61. http://dx.doi.org/10.38008/jats.v10i1.137.
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The Air Transport Research Society (ATRS) was launched as a special interest group of the World Conference on Transport Research Society (WCTR) during the 7th Triennial WCTR Conference at Sydney in 1995. Headquartered at the Robert H. Smith School of Business at the University of Maryland, ATRS is a platform for exchanging research ideas and results and facilitating multi-national and/ or multi- disciplinary research collaborations. Professor Tae Oum is the ATRS Founder and Chair and Professor Martin Dresner is the President and CEO. ATRS has its networking committee consisting of representatives around the group including researchers, economists, consultants and professionals. Since 2001, ATRS has been producing on a yearly basis a Global Airport Benchmarking Report. The report provides over 30 performance metrics for measuring and assessing effects of the operating environment and service quality of the airport, and airport management strategies such as business diversification, outsourcing, etc. Initiated at the University of British Columbia, the annual Global Airport Performance Benchmarking project is currently hosted at the David B. O’Maley College of Business at Embry Riddle Aeronautical University in Daytona Beach, Florida. A task force, led by Professor Chunyan Yu, and consisting of 16 leading researchers from Asia Pacific, Europe and North America guides the development of the annual report released every summer. More than 200 airports and 20 airport groups are covered and benchmarked among peer airports worldwide and within the three regions currently including North America, Europe, and Asia Pacific & Oceania. With the objective of providing the most comprehensive and unbiased comparison of airports performance regarding productivity and efficiency, financial performance, unit cost competitiveness, and airport charges, the report currently consists of three parts. The first part provides a summary of the research methodology and main findings. The second part, which is the main body of the report, provides comparative assessments of airport performance and characteristics such as traffic volume, number of employees, terminal-airside capacity, and airport charges. The last part of the report presents a short profile of each airport, its new development and recent awards.
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DRUSIN, RONALD E., PAT MOLHOLT, and HILARY J. SCHMIDT. "Columbia University College of Physicians and Surgeons." Academic Medicine 75, Supplement (2000): S232—S234. http://dx.doi.org/10.1097/00001888-200009001-00068.
Full textDissertations / Theses on the topic "Columbia University Columbia University College presidents"
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Hosford, Stacilee Ford. "Frederick Augustus Porter Barnard : reconsidering a life /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11515107.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 182-194).
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Nnazor, Reginald. "Understanding the advent of information technology in teaching at the University, a case study of the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34600.pdf.
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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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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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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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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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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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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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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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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
Books on the topic "Columbia University Columbia University College presidents"
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Nicholas Miraculous: The redoubtable Dr. Butler of Columbia University. Farrar, Straus, and Giroux, 2006.
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Jacobs, Travis Beal. Dwight D. Eisenhower and the founding of the American Assembly. American Assembly, 2004.
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author, McCann Samantha, ed. Columbia University in pictures. Luminance Press, 2013.
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Statistics Canada. Analytical Studies Branch., ed. Income prospects of British Columbia University graduates. Analytical Studies Branch, Statistics Canada, 2001.
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The reforming of general education: The Columbia experience in its national setting. Transaction Publishers, 2010.
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Jiménez, Francisco. Taking hold: From migrant childhood to Columbia University. Houghton Mifflin Harcourt Publishing Company, 2015.
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Ratchford, C. Brice. Memoirs of my years at the University of Missouri. C.B. Ratchford, 1996.
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Null, J. Wesley. Peerless educator: The life and work of Isaac Leon Kandel. Lang, 2007.
Find full textBook chapters on the topic "Columbia University Columbia University College presidents"
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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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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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"Appendix 6. Presidents of the Alumni Organization." In The Columbia University College of Dental Medicine, 1916–2016. Columbia University Press, 2016. http://dx.doi.org/10.7312/form18088-016.
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Williams, Erica Lorraine. "Niara Sudarkasa." In The Second Generation of African American Pioneers in Anthropology. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042027.003.0006.
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This chapter explores Niara Sudarkasa’s trajectory as a scholar, activist, and higher education administrator. Born in Ft. Lauderdale, Florida, and educated at Fisk University, Oberlin College, and Columbia University, Sudarkasa is an Africanist who conducted ethnographic fieldwork in Nigeria and other West African countries. She has made significant contributions to scholarship on feminist anthropology, African Studies, gender and migration, and extended families in the African diaspora. She also served as the president of Lincoln University.
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Kaplan, Lawrence S. "The Eisenhower Solution, 1948–1952." In Harold Stassen. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813174860.003.0004.
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Stassen’s failure to win the Republican nomination for president in June 1948 did not quench his thirst for high office. Robert T. McCracken, chairman of the University of Pennsylvania’s Board of Trustees, offered Stassen the university presidency in July, and the board elected him on September 17, 1948. The enthusiasm he aroused among college students as a Republican candidate convinced him that higher education had always been in the forefront of his ambitions. Stassen saw himself in the same light as Eisenhower, who had accepted the presidency of Columbia University. As the president of a prestigious Ivy League university, he could ensure his prominence in national affairs. For four years, Stassen walked a delicate line between his university obligations and his political ambitions. Inevitably, he had to confront criticism over his extracurricular activities. However, the possibility of a cabinet appointment in a Dewey administration became irrelevant when President Truman won the election in November.
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Birdwhistell, Terry L., and Deirdre A. Scaggs. "Frances Jewell McVey and the Refinement of Student Culture." In Our Rightful Place. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179377.003.0003.
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This chapter introduces Frances Jewell McVey, a graduate of Vassar College and Columbia University, and illustrates her impact on UK women’s academics and social life and how she sought to instill aspects of student culture that she had known at Vassar into a southern public coeducational university. It explains Jewell’s difficult decision to marry the university president and abandon her professional career goals. It also explores the impact of World War I on both women faculty and students, and it discusses the entrance of women students into nontraditional academic areas, such as engineering.
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Cohen, Robert. "The Making of a Mass Movement." In When the Old Left Was Young. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195060997.003.0009.
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Franklin Delano Roosevelt so dominated the American political scene from the fall of 1932 through the end of the Depression decade that historians refer to these years as the Age of Roosevelt. He won the 1932 presidential race in one of the greatest landslides in American history, trouncing Hoover—who the electorate blamed for the Depression—by almost seven million votes. FDR then presided over the extensive New Deal recovery, relief and reform programs, whose popularity helped keep him in the White House longer than any other president. But Roosevelt’s great popularity with the general public did not initially carry over onto college campuses. During most of his first term, neither FDR nor his major programs captured the imagination of the American student body. Roosevelt’s presidential campaign in 1932 failed to generate much excitement on campus, and from 1933 to 1935 the cause that most inspired college youth was world peace rather than the New Deal. If the choice had been left to college students, the straw polls show, Franklin Roosevelt would not have been elected president in 1932. FDR ran far behind Hoover in the campus polls taken shortly before election day. Only 31 percent of the collegians polled supported Roosevelt, while 49 percent endorsed Hoover. Roosevelt even did badly on campuses where he had direct, personal connections. At Harvard, FDR’s alma mater, the Democratic candidate lost to Hoover by a margin of more than three to one: 1211 students there voted for Hoover, while only 395 cast their ballots for Roosevelt. Support for Roosevelt was also weak among undergraduates at Columbia University, despite the fact that several of his key advisers, popularly known as the New Deal “brain trust,” including Raymond Moley, Rexford Tugwell, and Adolph Berle, were Columbia professors. With almost two thirds of Columbia undergraduates voting, FDR attracted only 221 votes, losing not only to Hoover, who drew 307 votes, but also to Norman Thomas, the socialist candidate, who won 421 votes. This enabled Columbia socialists to boast at the Norman Thomas rally at Madison Square Garden that “Columbia Professors May Write Roosevelt’s Speeches But Columbia Students Vote For Thomas.”
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Cousins, James P. "“The State of Society”." In Horace Holley. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168579.003.0004.
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The trustees of Transylvania University offered Horace the presidency in the fall of 1817; he first declined but then agreed to suspend judgment until he visited the campus. His journey from Boston to Lexington commenced in the early spring of 1818. On his way, Horace hoped to investigate notable institutions of higher learning, the state of religious feelings in the United States, and the general condition of American society. He recorded his visits to Yale, Columbia, Dartmouth, the medical college of Maryland, and the University of Pennsylvania in his travel diary and in letters to his wife and family. This chapter concludes with a discussion of Horace’s intentions and early attempts to modify established educational ideas within his new surroundings.
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Brint, Steven, and Jerome Karabel. "Organizing a National Education Movement: 1900–1945." In The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.003.0006.
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Of all the changes in American higher education in the twentieth century, none has had a greater impact than the rise of the two-year, junior college. Yet this institution, which we now take for granted, was once a radical organizational innovation. Stepping into an educational landscape already populated by hundreds of four-year colleges, the junior college was able to establish itself as a new type of institution—a nonbachelor’s degree-granting college that typically offered both college preparatory and terminal vocational programs. The junior college moved rapidly from a position of marginality to one of prominence; in the twenty years between 1919 and 1939, enrollment at junior colleges rose from 8,102 students to 149,854 (U.S. Office of Education 1944, p. 6). Thus, on the eve of World War II, an institution whose very survival had been in question just three decades earlier had become a key component of America’s system of higher education. The institutionalization and growth of what was a novel organizational form could not have taken place without the support and encouragement of powerful sponsors. Prominent among them were some of the nation’s greatest universities—among them, Chicago, Stanford, Michigan, and Berkeley—which, far from opposing the rise of the junior college as a potential competitor for students and resources, enthusiastically supported its growth. Because this support had a profound effect on the subsequent development of the junior college, we shall examine its philosophical and institutional foundations. In the late nineteenth century, an elite reform movement swept through the leading American universities. Beginning with Henry Tappan at the University of Michigan in the early 1850s and extending after the 1870s to Nicholas Murray Butler at Columbia, David Starr Jordan at Stanford, and William Rainey Harper at Chicago, one leading university president after another began to view the first two years of college as an unnecessary part of university-level instruction.
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Lynch, John Roy. "Law Firm of Terrell and Lynch." In Reminiscences of an Active Life, edited by John Hope Franklin. University Press of Mississippi, 2008. http://dx.doi.org/10.14325/mississippi/9781604731149.003.0037.
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This chapter looks at how John Roy Lynch formed a law partnership with Robert H. Terrell, under the firm name of “Terrell and Lynch.” This firm opened an office and carried on business at Washington, D.C. Terrell was an able and brilliant young man. He was a graduate from the college department of Harvard University. The firm continued in active business until the inauguration of President William McKinley, by whom, in June of 1898, Lynch was made a major and Paymaster of Volunteers to serve as such during the Spanish–American War. Subsequently, Terrell was also called into public service, having been appointed a justice of the peace for the District of Columbia, and later one of the judges of the municipal court of said district.
Conference papers on the topic "Columbia University Columbia University College presidents"
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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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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.