Academic literature on the topic 'Failed colleges'
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Journal articles on the topic "Failed colleges"
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Walters, Evon. "Institutional Commitment to Diversity and Multiculturalism through Institutional Transformation: A Case Study of Olivet College." Journal of College Student Retention: Research, Theory & Practice 3, no. 4 (2002): 333–50. http://dx.doi.org/10.2190/7x4x-x7d7-1ufw-3pfg.
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Olivet College is a private, residential liberal arts college in central Michigan that enrolls approximately 900 students. The College was founded in 1844 by abolitionists and was the first college in the nation, by charter, to open to women and people of color. Yet, over the last two decades Olivet College failed to acknowledge changing demographics and problems of intergroup relations. In 1992, a racial brawl involving White and African-American students put the college into crisis. The incident launched the college into a process of reassessment and redefinition that resulted in a major institutional transformation. Diversity was a major part of this initiative. As a result of its success in infusing multiculturalism into its structure, Olivet College was recently selected by the Association of American Colleges and Universities as a Model Institution for its diversity initiatives. Additionally, it was selected as one of 35 institutions out of 675 nationwide to participate in President Clinton's initiative on race and was spotlighted by the American Council on Education for its exemplary work in infusing diversity across the campus. This article presents all aspects of Olivet College's diversity initiative including mission, curriculum, co-curriculum, students, faculty, and staff. These strategies are applicable not only to small private liberal arts colleges, but to other institutions of learning as they attempt to create an action plan that addresses the challenge of diversity/multiculturalism in the higher education system.
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Weis, Robert, Lauryn Sykes, and Devanshi Unadkat. "Qualitative Differences in Learning Disabilities Across Postsecondary Institutions." Journal of Learning Disabilities 45, no. 6 (2011): 491–502. http://dx.doi.org/10.1177/0022219411400747.
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Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students’ postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective criteria based on significant ability–achievement discrepancies, and most 2-year public college students met objective criteria based on normative deficits in achievement and cognitive processing. Students who met objective criteria also differed significantly in degree of academic impairment. The authors’ findings indicate qualitative differences in SLD across postsecondary settings and have implications for the identification and mitigation of SLD in college students.
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Ghaedi, Rezvan, Saeideh Valizadeh-Haghi, Elaheh Ahmadi, Zahra Zeraatkar, and Ahmad Reza Baghestani. "Gaps Between Users Expectations and their Perceptions on Service Quality of College Libraries of Shahid Beheshti University of Medical Sciences, A Case Study." DESIDOC Journal of Library & Information Technology 40, no. 02 (2020): 479–84. http://dx.doi.org/10.14429/djlit.40.02.14958.
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The purpose of the present research is to evaluate the service quality of medical college libraries of Shahid Beheshti University of Medical Sciences from the users’ perspective based on the LibQUAL+ model. Furthermore, is to make a comparison between perceived quality in terms of users’ different education level. The data were collected from 119 questionnaires which were responded by 13 college libraries' clients by administering the LibQUAL+ questionnaire in a printed format. The findings revealed that college libraries have been failed in satisfying even the minimum expectations of their users as well as could not meet the customers’ desired expectations that make them fully satisfied with the service quality. This study also revealed a wide gap between users’ perceptions and expectations of service quality. The effect of services dimension is the most satisfying dimension. Furthermore, findings showed that the relationship between education level and satisfying with the service quality is statistically significant (P<0.001). It is necessary for the university managers to pay more attention to the quality of library services equally in all the colleges included. This will lead to help libraries to meet the user’s expectations of service quality in all colleges which will lead to academic improvements.
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Edmondson, Elizabeth A. "Without Comment or Controversy: The G.I. Bill and Catholic Colleges." Church History 71, no. 4 (2002): 820–47. http://dx.doi.org/10.1017/s0009640700096311.
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In a 1999 speech at the Yale Law School, former Christian Coalition executive director Ralph Reed was asked to explain how school vouchers could be constitutional. The questioner argued that voucher programs that allowed government money to be used at religious schools would violate the constitutional separation of church and state. In reply, Reed argued, in part, that the voucher system was really nothing new. He failed to see the difference, he said, between the program he was advocating and an earlier program under which the federal government had paid for hundreds of thousands of individuals to go to religious schools. That program, he said, was the G.I. Bill.
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Bhatti, Sunbal N., Emma Watkin, James Butterfill, and Jian-Mei Li. "Recognition of 16–18-Year-Old Adolescents for Guiding Physical Activity Interventions: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 14 (2020): 5002. http://dx.doi.org/10.3390/ijerph17145002.
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Adolescence is a rapid life stage requiring special attention wherein personal autonomy is developed to govern independent lifestyles. Unhealthy lifestyles are integral to prevailing adolescent physical inactivity patterns. Understudied 16–18-year-olds were investigated to establish physical activity prevalences and influencing health-related lifestyle factors. Adolescents were recruited randomly across 2017–2019 from Farnborough College of Technology and North Kent College, UK. Demographic and health-related lifestyle information were gathered anonymously and analysed using SAS® 9.4 software. Among the 414 adolescents included (48.3% male and 51.7% female), the mean (standard deviation (SD)) age was 16.9 (0.77). Approximately 15.2% smoked and 20.8% were overweight/obese. There were 54.8% perceiving themselves unfit and 33.3% spent >4 h/day on leisure-time screen-based activity. Around 80.4% failed to meet the recommended fruit/vegetable daily intake and 90.1% failed to satisfy UK National Physical Activity Guidelines, particularly females (p = 0.0202). Physical activity levels were significantly associated with gender, body mass index, smoking status, leisure sedentary screen-time, fruit/vegetable consumption and fitness perceptions. Those who were female, overweight/obese, non-smoking, having poor fitness perceptions, consuming low fruit/vegetables and engaging in excess screen-based sedentariness were the groups with lowest physical activity levels. Steering physical activity-oriented health interventions toward these at-risk groups in colleges may reduce the UK’s burden of adolescent obesity.
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Thomas, George. "Rethinking theDartmouth CollegeCase in American Political Development: Constituting Public and Private Educational Institutions." Studies in American Political Development 29, no. 1 (2015): 23–39. http://dx.doi.org/10.1017/s0898588x14000121.
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Dartmouth College v. Woodwardis taken to be the seminal case in the rise of the corporation. In recognizing a charter as a contract that vested private rights against many forms of state regulation, the case paved the way for the private business corporation and helped usher in large-scale commercial development against Jeffersonian agrarianism. In this “classical liberal story,”Dartmouth Collegeis understood to have preserved a private corporation against public interference. Yet this understanding ofDartmouth Collegeneglects what the actual case was about and erases an important moment of constitutional development. American colleges in the colonial period were church–state schools forged when the church and state were not separated. TheDartmouth Collegecase was part of a wider constitutional debate over what many saw as a public institution that, in the wake of the American Revolution, needed to be “disestablished” from the church. Doing so was part of a revolutionary constitutionalism that would help frame how we understood the relationship between public and private, church and state. This was a conflict about recasting institutions and embedding them in constitutional ideas. While advocates failed to solidify Dartmouth as a “public” institution, they succeeded in forging distinctions between public and private that shape how we think today.
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Yang, Yang, Chun Li Li, and Fan Hua. "An Introduction to Spoken English in Colleges and Universities." Advanced Materials Research 433-440 (January 2012): 5239–42. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5239.
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The principal objective of Oral English teaching in college is to foster students’ ability of the oral expression and social intercourse. Therefore, the improvement of oral English teaching has been an essential part of college English teaching. College English teachers should put emphasis on oral training and promoting vocabulary accumulation. A Student-centered teaching structure can stimulate expressionism of the youth students and then make oral teaching diversity. This article makes an analysis on college crisis of oral English teaching and put forward five countermeasures for improvement of oral English teaching in college. At the present, the chief problem of English teaching in China lies in mute English which trained people with good scores but low qualities. Students start learning English mostly from their middle or even primary school until they enter into college. However, even more than ten years of study turned people failed to smoothly express in English. The reason is that teachers excessively focus on skills for examination and language itself, and take no account of the training of oral ability. In view of the penetrating knowledge on language intercommunication home and abroad, oral English training has becoming a crucial and constituent part of English teaching in college.
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Khan, Mohammad Uzire Azam. "Comparison in the physiology results between Male and Female undergraduate medical students." Journal of Bangladesh Society of Physiologist 11, no. 2 (2016): 47–49. http://dx.doi.org/10.3329/jbsp.v11i2.30649.
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Background: In recent years more female students than males qualify to study in medical colleges of Bangladesh. Whether female students do better than males in their course exam is not known.Objective: To compare the 1st term physiology result between male and female undergraduate medical students.Method: This cross-sectional comparative study was conducted in the Department of Physiology, Abdul Malek Ukil Medical College, Noakhali during the period of June-August13. One hundred and fifteen students of a selected public medical college of Bangladesh were enrolled purposively for the study. Written informed consent of students and authority was taken. Data on admission merit-score and1st term marks were collected. The written marks were scored out of 70 and oral out of 100. The result was classified as passed, failed and absent. The statistical analysis was done by Students t test and Chi-square test as applicable. P value <0.05 was significant.Result: Among the selected students male were 48 (41.74%). The mean admission merit-score of male and female students was similar (p>0.05). In 1st term exam the male and female students obtained similar marks in written (p>0.05) and in oral (p>0.05). When the result was categorized as passed, failed and absent, still they yielded no significant difference between male and female students result (p>0.05).Conclusion: The result of male and female undergraduate medical students in the 1st term physiology exam was similar.Bangladesh Soc Physiol. 2016, December; 11(2): 47-49
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Smith, Valene. "Managing Tourism in the 1990s and Beyond." Practicing Anthropology 14, no. 2 (1992): 3–4. http://dx.doi.org/10.17730/praa.14.2.r6v518k800738462.
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The near-meteoric increase in international tourism in the past four decades has attracted the attention of world leaders and benefited a global travel of industry. Unfortunately, to date most American universities have failed to recognize the importance of tourism as a field of study. Training has been limited primarily to hotel and resort management or to two-year programs geared for entry-level airlines and industry service personnel at a few community colleges. Consequently, information about careers in tourism has been very limited.
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Azmi, Minatul, and Fitri Pangestu Noer Anggrainy. "The Andragogical Approach for Teaching English Speaking Skill for College Students." Journal of Applied Science, Engineering, Technology, and Education 2, no. 2 (2020): 136–40. http://dx.doi.org/10.35877/454ri.asci2264.
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It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.
Dissertations / Theses on the topic "Failed colleges"
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Martin, John A. "The Last Years of Dallas Bible College (1983-1985)." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332602/.
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Dallas Bible College existed under several names from 1940 to 1985. It was a member of the American Association of Bible Colleges. Although never prosperous, the institution did have an educational niche. This study explores the reasons behind the close of the school in 1985. It surveys the previous history but emphasizes the events from 1983 to 1985. The study investigates the change of mission, location, and name which occurred in the final year of existence. Also included is an extended study of disunity on the board of directors. Exploration is made of reasons why no strong leadership emerged to step in and save the school as it was on its downward path.
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Carlo, Jennifer A. "Presidential Arcs: What Institutional Histories Can Tell Us About The Office." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1413804943.
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Hudnett, Richard. "Understanding the Admissions Experience of Admitted Students Who Fail to Enroll: A Multiple Case Study." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/20.
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The main purpose of this applied dissertation was to explore why a new student who is fully admitted to an academic program never proceeds to registration during their first semester. A research study addressing these instances might help college administrators improve conversion rates of admitted students.
The fact that four of the six participants only applied to one university, the researcher believes, validates several prior research studies that directly linked a strong connection between a student’s positive perception of a college and the likelihood that they enroll in it. All of these participants in fact did perceive the university positively; therefore, many of them only applied to it for admission. Several of the participants mentioned that the university’s course offerings, format, and academic fit were among the reasons why they applied to it as well. However, what the study results revealed was not so much about their positive perception of the university or whether or not it was a good academic fit, but more so the lack of communication with the university during the enrollment process, difficulty in navigating the financial aid process, and their common need for a more personalized experience with their financial aid needs that led them to not enroll.
The researcher was able to identify six major participant experiences and topics that were among the most commonly used by each of the participants. They included financial aid, cost, personalized experience, level of ease or difficulty relative to the enrollment, expressed need for more information, and communication. After the researcher identified each of the six most commonly mentioned participant experiences and topics within the enrollment process, three major emerging themes became apparent. The three major emerging themes were: Personalized Experience, Communication, and Financial Aid. The results of this study, such as identifying multiple consistent emerging themes of why an admitted student chooses to not enroll, can add value for any university especially one that is seeking to improve its enrollment management processes, the overall experience of its admitted prospective students within its admission system, and its admitted and enrolled conversion rate.
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Trosa, Alessandro. "Résines à base de polyphénols naturels à très faible émission de formaldéhyde dans le collage de panneaux de bois." Nancy 1, 1999. http://www.theses.fr/1999NAN10152.
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Les résines phénol-formaldéhyde (PF) peuvent être combinées chimiquement avec la biomasse à base de lignine et de carbohydrates, pour donner origine à des produits qui conservent des caractéristiques assez bonnes. On réduit ainsi le coût des matières premières. Ces résines PF modifiées ne contiennent que peu de phénol et de formaldéhyde. Egalement les systèmes PF-tannins peuvent être utilisés quelque soit les proportions du mélange : à faible taux d'encollage les tannins fonctionnent comme des accélérateurs de la résine PF. Au contraire une résine PF de rapport molaire 1:2. 5 peut agir comme durcisseur des tannins. Les tannins réticulent très bien avec les résines PF. S'ils sont combinés avec la diméthylolurée en milieu alcalin, on obtient des panneaux à taux d'émission de formaldéhyde nul, mais seulement compatibles avec une exposition intérieure. Au contraire avec le tri(hydroxyméthyl)nitrométhane, on peut obtenir une qualité de panneaux soit de particules soit de fibres compatibles à la fois avec une exposition intérieure et extérieure
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Aby, Affoua Thérèse. "Réseaux de capteurs sans fil étendus dédiés aux collectes de données environnementales." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF22671/document.
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Les réseaux de capteurs sans fil sont utilisés dans de nombreuses applications de surveillance de l’environnement (par exemple, pour surveiller les volcans ou pour détecter les incendies de forêts). Dans de telles applications, les nœuds capteurs disposent d’une quantité limitée d’énergie, mais doivent fonctionner pendant des années sans avoir leurs batteries changées. La principale méthode utilisée pour permettre aux nœuds d’économiser leur énergie est de séquencer les périodes d’activité et d’inactivité. Cependant, la conception de protocoles MAC et de routage pour les applications avec des taux d’activité faibles est un défi. Dans cette thèse nous proposons des protocoles MAC avec de très faibles taux d’activité (moins de 1% d’activité) et des protocoles de routages adaptés pour des réseaux de capteurs sans fil dédiés aux applications de surveillance environnementale. Nos protocoles sont analysés et comparés aux protocoles existants par simulation et par expérimentation sur des nœuds TelosB. Malgré un taux d’activité très faible pour tous les nœuds, nos protocoles sont capables d’obtenir de bonnes performances, contrairement aux autres protocoles de la littérature, qui ne sont pas adaptés à opérer avec de faibles taux d’activité<br>Wireless sensor networks are used in many environmental monitoring applications (e.g., to monitor forest fires or volcanoes). In such applications, sensor nodes have a limited quantity of energy, but must operate for years without having their batteries changed. The main mechanism used to allow nodes to save energy is to sequence periods of activity and inactivity. However, the design of MAC and routing protocols for applications with low duty-cycle is still a challenge. In this thesis, we proposed unsynchronized MAC and routing protocols for wireless sensor networks devoted to environmental monitoring applications. The main specificity of our protocols is that they are adapted to very low duty-cycle (less than 1 % for all nodes). Our protocols are analyzed and compared to existing protocols by simulation and experimentation on TelosB nodes. Despite this low duty-cycle for all nodes, our protocols are able to achieve good performance, unlike other protocols in the literature, which are not adapted to these extreme conditions
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"When Isomorphism Fails: Structural Barriers to a Community College Honors Program." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.15020.
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abstract: The number of community college honors programs has significantly increased since the 1980s. This study analyzes qualitative data collected from employee, student, and faculty participants associated with a community college honors program in the western United States during the months of April 2011 and January-March 2012. Using a theoretical framework derived from literature on Institutional Isomorphism and Academic Capitalism, this work explores the motivations behind the creation of a community college honors program, the implementation of the program, and the program's effects on the micro-level experiences of those affiliated. The data analysis reveals that the motivations for the incorporation and continuation of the Honors Program are driven by hopes of improving the college's reputation and attracting new funding sources for its academic programs. These findings are consistent with arguments about Institutional Isomorphism and Academic Capitalism. However, consistent with literature on program implementation, I identified barriers in the form of staff and student perceptions that impede Honor's program conformity to ideal standards. I refer to this finding as "incomplete isomorphism."<br>Dissertation/Thesis<br>M.A. Sociology 2012
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Krause, Jaimie Meredith. "Everybody fails sometimes : evaluating an academic self-compassion intervention." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4519.
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First generation students (FGS) are twice as likely as their non-first generation peers to drop out of college (Chen, 2005). FGS experience a host of challenges related to their generational status including poor academic preparation, limited familial support, nonstrategic college learning behaviors, and problematic coping with academic disappointment. When FGS earn low grades, they often attribute their outcomes to an uncontrollable factor such low intelligence (Dweck & Leggett, 1998) rather than poor preparation for success or misunderstanding, more controllable factors. Some FGS, however, matriculate through college successfully despite their risk status. One reason might be that the FGS who are resilient to their risk status exhibit more self-compassion in the face of perceived or actual low grades. The proposed study investigates relations between self-compassion for poor academic performance and college outcomes (i.e., motivation, self-efficacy, anxiety, fear of failure, goal orientation, and theory of intelligence) for FGS using hierarchical regression. The implications for this proposed study result in an intervention: a self-compassion training program designed to supplement a college learning skills course. Ultimately, this intervention will increase students’ self-compassion as well as the previously stated college outcomes. Finally, increases in self-compassion will improve college students’ retention and achievement.<br>text
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Krause, Jaimie Meredith. "Everybody fails sometimes : exploring relations between self-compassion for poor academic performance, first generation status, and the strategic learning beliefs and processes of college students." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5813.
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First generation (FG) students are twice as likely as their non-first generation peers to drop out of college (Chen, 2005), experiencing a host of challenges related to their FG status including poor academic preparation, limited familial support, nonstrategic college learning beliefs and processes, and problematic coping with academic disappointment. FG students who earn low grades often attribute these outcomes to an uncontrollable factor such as low intelligence (Dweck & Leggett, 1998) rather than a more controllable factor such as poor preparation for success or misunderstanding of the path to success. Some FG students matriculate through college successfully despite their risk status and one reason might be FG students who exhibit more self-compassion in the face of perceived or actual low grades are resilient even with their risk status. The study investigated relations between self-compassion for poor academic performance and the learning beliefs and processes (i.e., motivation, goal orientation, fixed theory of intelligence, self-efficacy, anxiety, and fear of failure) of FG students using hierarchical regression.
Overall, findings suggested that students with more self-compassion had more strategic learning beliefs and processes on ten out of eleven variables, regardless of their FG status. FG students did have a lower GPA and however only Asian FG students had less strategic learning beliefs in their fixed theory of intelligence. Contrary to hypotheses, however, as a group FG students did not have less self-compassion. Further research is needed on contextual factors surrounding FG status in other FG student populations.<br>text
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Demissie, Mesfin Molla. "Evaluating the perceived effectiveness of the leadership styles of deans in Ethiopian governmental technical and vocational education and training (TVET) colleges." Thesis, 2017. http://hdl.handle.net/10500/23607.
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The study evaluates the perceived effectiveness of the leadership styles of deans in Ethiopian governmental Technical and Vocational Education and Training (TVET) colleges. The study was contextualised within the domain of relevant leadership theory in chapter 2 (with specific emphasis on the Full Range Leadership model developed by Bass and Avolio), and within the field of Technical and Vocational Education and Training in chapter 3. A mixed method research methodology was employed in the empirical research. The quantitative part received the most emphasis, while a qualitative part was added to attempt to corroborate findings. Quantitative data were collected from teachers (219), student council members (65) and deans (10) in ten TVET colleges using the MLQ 5x short-form questionnaire, which is a standardised questionnaire of high repute. The quantitatively collected data were analysed and presented using both descriptive and inferential statistics. The qualitative part consisted of semi-structured interviews conducted with the ten deans and one TVET Bureau Head.
Quantitative findings indicated that the transformational and transactional leadership styles were observed far more frequently than the laissez-faire style. Perceptions regarding the effectiveness of deans, teachers’ job satisfaction and teachers’ willingness to make an extra effort were positively and statistically significantly influenced by the presence of both the transformational and the transactional leadership styles and to a slight extent, influenced negatively by the interaction effect of the two styles. Qualitative findings mostly corroborated the quantitative findings.
Recommendations emanating from the research inter alia include: Leadership training opportunities for TVET deans should be scheduled to enhance the appropriate leadership style practice of deans (especially the transformational style); resources (human, financial and materials) should be made available to TVET colleges to develop desired types of leadership in colleges; as part of the selection process when appointing new TVET deans, the leadership style/s that applicants use at that stage should be assessed; a staff-dean-team-approach will be productive if the dean practises a transformational-orientated style of leadership.<br>Educational Leadership and Management<br>D. Ed. (Educational Management)
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Gorski, Kimberly M. "Cognitive and task performance consequences for women who confront vs. fail to confront sexism." Thesis, 2014. http://hdl.handle.net/1805/4838.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>Women who fail to confront sexism can experience negative intrapersonal consequences, such as greater negative self-directed affect (negself) and greater obsessive thoughts, particularly if they are highly committed to challenging sexism. Female undergraduates (N = 392) were sampled to investigate whether failing to confront past sexism influences future task performance and whether any effects on performance occur through the depletion of cognitive resources. Participants were randomly assigned to recall either confronting or failing to confront past sexism, then completed measures of affect, obsessive thoughts, working memory, and performance. Women who recalled failing to confront were expected to have greater negself and obsessive thoughts related to the situation and lower working memory and performance, and desire to respond to the situation was expected to moderate these effects. As predicted, compared with women who recalled confronting, women who recalled failing to confront reported greater negself. Contrary to predictions, there was no significant effect of confrontation condition on obsessive thoughts, working memory, or performance. However, condition interacted with desire to confront, such that the more women who recalled failing to confront wanted to respond to the situation, the more negself they reported and the lower their working memory. In addition, for women who recalled confronting, greater desire to respond was associated with higher performance, while desire to respond was unrelated to performance for women who recalled failing to confront. In contrast to predictions, neither obsessive thoughts nor working memory mediated the failure to confront-performance relationship, and there was no evidence of moderated mediation. In sum, although the cognitive variables of obsessive thoughts and working memory did not mediate the effect of failing to confront on performance, the results nevertheless demonstrate the importance of confronting sexism, particularly when one wants to do so, and have important implications for settings like the workplace where women may face discrimination and have to decide whether or not to confront.
Books on the topic "Failed colleges"
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Shavit, Yossi. Stratification in Italy: An investigation of failed reforms. European University Institute, 1996.
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Bénézet, Louis Tomlinson. Restoring America's failed democracy: New roles for the elite college. 3rd ed. Higganum Hill Books, 2003.
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Biobaku, Saburi O. University educational development in Nigeria, 1948-83: Have the academics failed the nation? University of Ibadan, Institute of African Studies, 1985.
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Soloway, Albert H. Failed grade: The corporatization and decline of higher education in America. American University & Colleges Press, 2005.
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Failed grade: The corporatization and decline of higher education in America. American University & Colleges Press, 2006.
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Air ball: American education's failed experiment with elite athletics. University Press of Mississippi, 2006.
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The same sweet girl's guide to life: Advice from a failed southern belle. Maiden Lane Press, 2014.
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1951-, Johnson Bruce, ed. Towards fairer university assessment: Recognizing the concerns of students. Routledge, 2011.
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Flint, Nerilee. Towards fairer university assessment: Recognizing the concerns of students. Routledge, 2011.
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Fairley, Barker. Eye of the intellect: Barker Fairley : portraits of his colleagues : Erindale Campus Art Gallery, University of Toronto in Mississauga, 18 October-30 November 1987. The Gallery, 1987.
Find full textBook chapters on the topic "Failed colleges"
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Silverthorn, Dee Unglaub. "When Active Learning Fails… and What to Do About It." In Active Learning in College Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_61.
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Holmes, N. G. "Why Traditional Labs Fail…and What We Can Do About It." In Active Learning in College Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_18.
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Brint, Steven. "Focus on the Classroom." In Two Cheers for Higher Education. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691182667.003.0008.
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This chapter considers the weakness that strikes at the core of academe's objectives and makes the triumph of online alternatives more plausible. The issue has been diplomatically described as “underachievement” in undergraduate education, but it could be described equally well as the failure to inculcate professional standards and expectations for college teachers. The chapter analyzes why the disparate efforts during the period to reform undergraduate teaching and to make colleges accountable for student learning failed to transform college classrooms. It also shows why the new sciences of learning have the potential to create the more powerful learning environments that earlier reformers failed to produce.
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Gleason, Philip. "Introduction: Catholic Higher Education in 1900." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0004.
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A great many Catholic colleges existed in the United States at the opening of the twentieth century. Exactly how many it is impossible to say with certainty because any answer presupposes agreement on the answer to a prior question: “What should be counted as a college?” The Catholic Directory for 1900 listed 10 universities, 178 “colleges for boys,” 109 seminaries, and 662 “academies for girls.” According to this count, there were no Catholic women’s colleges at that time, although the College of Notre Dame of Maryland graduated its first baccalaureate class in 1899 and is included among the 128 colleges for women listed in U.S. Commissioner of Education’s Report for 1899-1900. The same Report, however, listed only 62 Catholic institutions among the 480 included under the heading: “Universities and colleges for men and for both sexes.” No doubt some Catholic colleges simply failed to provide the information necessary to appear in the Commissioner’s Report. But their failure to do so is in itself significant; and even assuming that is what happened, it still leaves an enormous gap between the Commissioner’s figures and the 188 colleges and universities reported in the Catholic Directory. Moreover, many of the “colleges for boys” could, with equal justice, have been called academies, since elementary- and secondary-level students made up the majority of their student bodies. As the case of Notre Dame of Maryland indicates, Catholic “academies for girls” were beginning to upgrade themselves to collegiate status. Had the word college been more freely applied to non-Catholic institutions for women at an earlier date, a good many of these academies would probably have called themselves colleges long before, for they did not differ all that much from the “colleges for boys” in terms of curricular offerings and age-range of students. While the situation of Catholic institutions was particularly murky, the question “What makes a college a college?” engaged the attention of practically everyone involved in secondary and collegiate education at the turn of the century.
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Murray, Peter, and Maria Feeney. "Sociology and the Catholic social movement in an independent Irish state." In Church, State and Social Science in Ireland. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526100788.003.0002.
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A key reason why the Irish Catholic social movement failed to realize its project of reconstruction was because a conservative Hierarchy baulked at the radicalism of some of its proposals. Critiques of banking and finance capital formulated within the movement were particularly divisive and on these issues ecclesiastical disciplinary mechanisms were invoked to silence some of its radical voices. During the Second World War/Emergency period communist influence became the movement’s overriding concern and Catholic adult education initiatives were launched to counter this threat. To provide such education a number of new institutions with a social science focus – the Catholic Workers College and the Dublin Institute of Catholic Sociology – were created alongside the colleges of the National University of Ireland.
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Beyer, Gerald J. "Catholic Universities, the Right to Education, and the Option for the Poor." In Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.003.0004.
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This chapter argues that many Catholic colleges and universities failed to sufficiently embody Catholic social teaching’s option for the poor in recruiting, admissions, and retention policies. It begins with a brief overview of empirical trends concerning the access of students from economically disadvantaged backgrounds to higher education in the United States. Next, it discusses the right to education in Catholic social thought. This section of the chapter highlights Catholic social teaching’s emphasis on the importance of education in overcoming poverty and fostering the right to participation in the life of society. It also argues that in a knowledge-based society the right to education must include access to higher education, particularly for the economically marginalized (a subsequent chapter examines the distinct, but related disadvantages in access faced by racially minoritized students) The second part of the chapter presents empirical data concerning the socioeconomic background of students from selected Catholic colleges and universities. The chapter concludes with some normative conclusions about the degree to which Catholic colleges and universities promote access for low socioeconomic status students and suggests how they might be able to realize this goal to an ever-greater degree.
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Kemeny, P. C. "The Travails of Becoming a University, 1888-1902." In Princeton in the Nation's Service. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195120714.003.0007.
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In bringing the College of New Jersey to the brink of university status, McCosh stood on the verge of the promised land. As the nineteenth century was coming to a close, alumni, professors, and trustees in Princeton, like those at many other American colleges and universities, were eager to see the institution position itself so that it would be better able to meet society’s need for moral and thoughtful leaders, practical knowledge, and scientific expertise once the nation entered the twentieth century. With the future direction of the institution hanging in the balance, the choice of who should succeed McCosh divided the college community along the same lines as had emerged earlier over both the alumni’s attempt to secure direct representation on the Board of Trustees and McCosh’s failed attempt to make the college a university. Whereas McCosh harmoniously upheld the college’s dual mission through the breadth of his scholarly interests, the warmth of his evangelical piety, and the force of his personality, the two candidates who vied for the presidency after his resignation possessed only a portion of McCosh’s qualities and appealed to only one part of the Princeton community. Francis L. Patton appealed to those primarily, though not exclusively, interested in preserving Princeton’s heritage as an evangelical college. According to McCosh, the “older men” among the trustees, faculty, and alumni “want a minister,” and on these grounds, the forty-five-year-old Patton seemed like a natural successor to McCosh. A native of Bermuda, Patton had graduated from University College of the University of Toronto; had attended Knox College, also of the University of Toronto; and had graduated from Princeton Theological Seminary in 1865. Ordained that same year in the Old School Presbyterian church, he served as pastor of a church in New York City. Cyrus H. McCormick (1809-1884), the farming machine magnate and patron of conservative Presbyterian causes, persuaded Patton to accept a position as the Professor of Didactic and Polemical Theology at the Presbyterian Seminary of the Northwest (later McCormick Theological Seminary) in Chicago in 1873.
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Keller, Morton, and Phyllis Keller. "The College." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0007.
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At the heart of Harvard lay the College. Half of the University’s students were there, as was most of the history that fueled the Harvard mystique. Undergraduate tuition and the contributions of well-heeled College alumni provided much of the income on which the University depended. But the elitist, inbred College culture posed a substantial obstacle to Conant’s goal of a more meritocratic Harvard. Admission was the first step in the student life cycle, and admissions policy went far to set the tone of the College. Eliot did not pay much attention to the matter. But his successor Lowell wanted students who would be a social elite. Catholic students were quite acceptable to him: in comportment and values they passed his entry test for the leadership class. So, too—more doubtfully—did wealthy, assimilated German Jews, though assuredly not their Russian-Jewish brethren. Anne MacDonald, executive secretary of the admissions office since the beginning of the century, was one of those women then (and now) essential to the smooth functioning of Harvard. In a 1934 memorandum to Conant, she explained the workings of her bailiwick. She and her opposite numbers at Yale (a Miss Elliot), Princeton (a Miss Williams), and the College Entrance Examination Board (a Miss McLaughlin) met yearly “to compare notes on all matters concerning admission, and the different ways in which they are treated at the three universities.” Some of her work required special handling: “The interviews with rejected Hebrews or their relatives are particularly precarious, and one needs to be constantly on the alert. . . . For the past ten years, or since the restriction [Harvard’s unofficial Jewish quota] we have been particularly fortunate in settling these cases.” But there were snakes in this admissions Garden of Eden. A substantial portion of each entering class failed to meet the academic standards of the College: 30 to 40 percent of freshmen had unsatisfactory records in the early 1930s. And the student body was too parochial: in 1931 Harvard had the highest portion (40 percent) of students from its home state among the nation’s major colleges.
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Beyer, Gerald J. "Introduction." In Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.003.0001.
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The introduction describes the author’s purpose, aims, and methodology of the book and why it should matter to all who care about Catholic higher education. The author discusses his own indebtedness to Catholic higher education and acknowledges that Catholic colleges and universities in the United States serve students and society in laudable ways. However, the introduction presents the thesis of the book: many Catholic institutions of higher education have failed to embody the values of the Gospel and the principles of Catholic social teaching (CST) in some important institutional policies and practices. Just Universities argues that the corporatization of the university undermines the fidelity of Catholic higher education to its mission by hindering efforts to promote worker justice on campus, equitable admissions, financial aid, and retention policies, just diversity and inclusion policies, and socially responsible investment and stewardship of resources. The author acknowledges the argument of the book represents one perspective and is intended to generate more sustained conversation about ways that Catholic social teaching should shape the life of Catholic institutions of higher learning.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0025.
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Harvard’s graduate and professional schools were where the tension between social responsibility and teaching the technical skills demanded by a complex society most fully emerged. The Graduate School of Arts and Sciences and the traditional Big Three of Law, Business, and Medicine continued to dominate the Harvard professional school scene (though the Kennedy School of Government was coming up fast). From 1940 to 1970, they and the smaller schools took on their modern configuration: meritocratic, intensely professional, intellectually ambitious. From 1970 to 2000 they faced a variety of internal challenges to that academic culture, as well as constant competition from their counterparts in other universities. After he became president in 1971, Derek Bok devoted his first annual report to Harvard College, his second to the Graduate School of Arts and Sciences. This was not surprising: the closely linked College and Graduate School were Harvard’s traditional academic core. What, he asked, was GSAS’s essential mission? Now as before, it was to train scholars and add to basic knowledge. But the Graduate School was in trouble. One problem was student attrition. Up to half of those who entered failed to get their Ph.D.s, compared to a drop-out rate of less than 5 percent in Law and Medicine. The fault, Bok thought, lay in the lack of structure in many doctoral programs, and he prodded the faculty to do something about that. Another concern was the Ph.D. job shortage. Nonscientists had to be ready to have careers in colleges, not just in research universities. That meant that the Graduate School would have to teach its students how to teach. At his urging in 1976 the Danforth Center for Teaching and Learning (renamed the Bok Center in 1991) was set up to tend to the pedagogical instruction of graduate students.1 Declining academic job prospects cast the longest shadow over GSAS in the 1970s. More than 1,000 students entered in the peak year of 1966–67; by 1971–72 the number was down to 560. The humanities were particularly hard hit: the 1975–76 entering class in English Literature was 16, compared to 70 a decade before.
Conference papers on the topic "Failed colleges"
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Zhiyu Zhang. "Study and analysis of data mining technology in college courses students failed." In 2010 International Conference on Intelligent Computing and Integrated Systems (ICISS). IEEE, 2010. http://dx.doi.org/10.1109/iciss.2010.5657100.
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Mehic, Nedzad, and Yasmeen Hasan. "Challenges in Teaching Java Technology." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2386.
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Object-Oriented Programming-OOP is now replacing procedural programming in almost all applications. Software developers prefer using it because of its many advantages. Therefore colleges should be prepared to make changes to their current curriculums to be able to start teaching programming by using an object-oriented language. This paper describes the usage of Java, an object-oriented language, as a first language taught to computer science students. It goes through the reasons why the language fails when used to introduce students to computer programming. As a case study, the paper describes the current situation at the compute science department at the University of Bahrain and outlines the advantages and disadvantages of changing the curriculum in order to include Java as the first language.
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Al Shariff, Samir M. "A Comprehensive Electrical Engineering Program Adapting an Active Teaching Method and Assuring the Continuation for Retention Plan." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37534.
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Electrical Engineering is one of the leading fields in the professional working world. Every day a novel idea is being adapted into the program to insure the progression of the students and to increase the possibility of the learning experience. Active Teaching methods are today’s leading approach in educational enhancement. We at Taibah University have successfully ran a course (GE 102: Introduction to Engineering Design) via the method of active teaching approach. Adopting these methods on Electric Circuit 1, Digital Design 1, Electronics 1, Signals and Systems, and Power System Analysis 1 courses at the second year program studies will advances the students learning capabilities. For those students who successfully complete these courses will advance into the third year at the program. To assure a 100% retention rate, we promote a gate in association with the vocational college to accept those students who would fail the completion of this year in a smooth manor with their program and graduate from the vocational college. [1,2,3,4]
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Kwon, Hyun J. "The Design Focused Engineering Outreach to a Middle School Using Arduino Projects." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67165.
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Most engineering outreach programs are a part of STEM outreach efforts and they often fail to bring engineering-specific interests. We present a unique engineering outreach effort with the focus on “engineering design” with the use of Arduino UNO board. Arduino UNO board was used to achieve the design oriented learning and bring creativity through various projects targeting 7–8th graders. In order to achieve the design oriented outreach goal, several strategies were employed. The program was called “Science Art’ to provide familiar concept of design and challenge them with technology. College engineering students directly mentored 7–8th graders in a small group setting to teach technical details. In addition, the efforts were sustained for an entire quarter. It successfully drew the participants in all diverse ethnic and gender groups. The use of Arduino board project allowed development of design concepts and promoted creativity to the middle school students. Student mentees’ feedback was very positive, showing almost perfect approval. At the same time, college mentors equally benefited from the experiences by increasing interpersonal skills and gaining technical confidence. In conclusion, the close mentorship and sustained effort provided a great way to implement the Arduino based program to a middle school and thus achieve the design oriented outreach goal. This approach can be widely used for other design oriented outreach program.
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Kanaris, C. "G479(P) Can parents-to-be that fail to engage with antenatal screening services harm us all?" In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.467.
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Brophy, H., GK Tan, and CW Yoxall. "G568(P) Choosing the best way to fail an unachievable audit standard: admission hypothermia versus admission hyperthermia in the preterm newborn." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.486.
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P. Holden, Edward. "Technology Transfer - The Human Side of IT." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2665.
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Information Technology (IT) is fundamentally a people business that involves integrating technology into human processes in order to solve problems and create new capacities. These integration skills are not often taught in undergraduate computing curricula. The Galisano College of Computing and Information Sciences at Rochester Institute of Technology (RIT) has been offering a course in the diffusion of innovations for several years now and considers the communication needed to diffuse an innovation core to IT’s mission. The course, called Technology Transfer, is the study of the "flow" of technology from its creation through adoption to implementation and eventual effects. Our BS in Information Technology has one of the few courses that address these issues directly. Many students are skeptical of the reality of organizational life and fail to understand the way that change actually occurs. The course provides a framework by which students can interpret and understand their roles as change agents in the organization. This paper provides an overview of RIT's Technology Transfer course, explains its rationale within the curriculum and its contribution to professional practice. It also discusses some of the techniques used in teaching these skills. The paper concludes with feedback on the value of the course to our graduates.
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Walter, Wayne, and Edward Hensel. "Family-Based Project Approach to Multidisciplinary Senior Design." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66128.
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During academic year 2006–07, a family of four closely related multi-disciplinary senior design projects was initiated. Each project team consisted of eight undergraduate students. The family of projects has continued during the academic year 2007–08, with three additional design projects comprised of 19 students. The intent of the family of design projects is two-fold. The first objective is to introduce students to the concept of designing a product within the context of a family of closely related products, similar to the approach that a corporation may use in its strategic approach to the marketplace. The second objective is to provide an open-source, open-architecture, modular, and scalable robotic vehicle platform usable by a wide range of researchers within the Kate Gleason College of Engineering looking for a vehicle to position cameras, sensors in networks, and for other data-gathering tasks. Students were given the challenge to design and manufacture a platform based on a single design, scalable across four payload orders of magnitude from 1kg to 1,000kg. The 10kg and 100kg variants were studied in AY2006–07, and the 1kg variant was introduced in AY2007–08. The largest, 1,000kg, planned for the future, will be about the size of a Honda Civic, so safety and fail-safe engineering is important. Each project in the family is expected to build on the technology used and lessons learned from prior and concurrent projects, much like the “next model year” in the auto industry, and information sharing requirements among concurrent engineering teams. Hardware, software, and design methods are reused whenever possible, and students are expected to develop their subsystem in the context of an evolutionary platform design. In this manner, the end-product from one design group becomes the starting point for another team. Responsibilities overlap so teams must work cooperatively, which mimics the industrial environment. Starting times on various projects may be staggered, and students must deal with documentation sharing issues, and preservation of design intent across multiple-project teams and academic terms. The paper will discuss the current status of the program, the lessons learned to-date, and future plans for the program.
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Barnish, M. "OP82 Does a rapid review version of a large epidemiological systematic review fail to identify many eligible studies, and what implications does this have for the results of the review?" In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.85.
Full textReports on the topic "Failed colleges"
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P., BASTIAENSEN. Triage in the trenches, for the love of animals : a tribute to veterinarians in the First World War. O.I.E (World Organisation for Animal Health), 2018. http://dx.doi.org/10.20506/bull.2018.nf.2883.
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On the occasion of the centenary of the First World War, remembered across the world from 2014 until the end of 2018, many aspects and experiences of this global conflict have been re-examined or brought to light for the first time, as we honour the memory of those estimated 16 million soldiers and civilians who perished in what was then known as the ‘Great War’, or the ‘War to End All Wars’. So many of these died on the infamous fields of Flanders, where Allied and Central Forces dug themselves into trenches for the better part of four years. Over the past few years, new research has brought to light many insights into the plight of animals in this War, which – for the younger readers amongst you – was fought at the dawn of motorised warfare, using anything powered by two or four feet or paws, from the homing pigeons delivering secret messages across enemy lines, to the traction provided by oxen and mules to pull cannons and other heavy artillery, to the horses of the cavalry. Not least among these roles was the supply of animal protein to the troops, whether this came through the specific designation of animals for this purpose or as the result of a failed attempt at delivering any of the above services. Several leading publications today have documented the role (and suffering) of animals in ‘La Grande Guerre’. Less so the role of veterinarians in the ‘War to End All Wars’. Who were they? How many? How were they organised? What did they do, on either side of the enemy lines? The present article is a humble attempt to shed some light on these veterinary colleagues, based on available, mostly grey, literature…