Relevant bibliographies by topics / Grant University

Contents

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

Academic literature on the topic 'Grant University'

Author: Grafiati
Published: 13 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Grant University"

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Kabo, Felichism W., and George A. Mashour. "Effect of a Clinical and Translational Science Award institute on grant funding in a major research university." Journal of Clinical and Translational Science 1, no. 2 (2017): 88–93. http://dx.doi.org/10.1017/cts.2016.32.

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IntroductionPrevious studies have examined the impact of Clinical and Translational Science Awards programs on other outcomes, but not on grant seeking. The authors examined the effects on grant seeking of the Michigan Institute for Clinical & Health Research (MICHR), a Clinical and Translational Science Awards institute at the University of Michigan.MethodsWe assessed over 63,000 grant proposals submitted at the University of Michigan in the years 2002–2012 using data from the university and MICHR’s Tracking Metrics and Reporting System. We used a retrospective, observational study of the dynamics of grant-seeking success and award funding. Heckman selection models were run to assess MICHR’s relationship with a proposal’s success (selection), and subsequently the award’s size (outcome). Models were run for all proposals and for clinical and translational research (CTR) proposals alone. Other covariates included proposal classification, type of grant award, academic unit, and year.ResultsMICHR had a positive and statistically significant relationship with success for both proposal types. For all grants, MICHR was associated with a 29.6% increase in award size. For CTR grants, MICHR had a statistically nonsignificant relationship with award size.ConclusionsMICHR’s infrastructure, created to enable and enhance CTR, has also created positive spillovers for a broader spectrum of research and grant seeking.
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Sanders, D. C. "1037 DESIGNING THE NEW LAND GRANT UNIVERSITY." HortScience 29, no. 5 (1994): 577a—577. http://dx.doi.org/10.21273/hortsci.29.5.577a.

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Land Grant Universities have undergone tremendous change during the late 1980's and early 1990's. These changes are due to declining resources, changing social needs, the decreasing agricultural components of society, and globalization. Faculty and support positions have been reduced. Research programs have embraced more complex areas of study, leaving adoption of new technologies to extension faculty. The Agricultural Industry has declined in political power as fewer farmers feed more people. All of these conditions lead to many changes in `THE LAND GRANT UNIVERSITY'. These changes have been the subject of extensive and intensive, previous and continuing study, because of Land Grants' dramatic influence on both American and global society. Representatives of various institutions within and on the periphery of these institutions will provide their vision for the future of this great American institution. The objectives of this workshop are as follows: Articulate and illuminate the major changes that face The Land Grant Universities and provide a glimpse of these institutions in the future. How these institutions will and should deal with and respond to these challenges will be discussed in order to provide a picture of the future that will affect all of our membership at the very core. The impact of these changes on various aspects of these universities will be presented as follows: Research and science, by Representative of National Academy of Sciences; Outreach/extension and regional cooperation, Representative of The New England Consortium; Private foundations, Representative of Kellogg Foundation; The greater university view, Chancellor Emeritus UCD. The observations of these speakers should generate important discussions that will affect our society, its members, and American society, as we come face to face with major changes in the paradigm of the Land Grant University.
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Martin, Michael V. "The Land-Grant University in the 21st Century." Journal of Agricultural and Applied Economics 33, no. 2 (2001): 377–80. http://dx.doi.org/10.1017/s1074070800005836.

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There are many in political and higher education circles who have come to believe that land-grant universities have lost their relevance. It is said too frequently that the land-grant tradition no longer fits 21st century realities. The purpose of this paper is to argue energetically that land-grant universities, the land grant model, and the land-grant tradition have never been more relevant nor more important.
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Marchand, Wouter. "Students from all Layers of Society. Study Grants, Parents and the Education of their Children, 1815-2015." Historical Life Course Studies 3 (May 12, 2016): 66–84. http://dx.doi.org/10.51964/hlcs9354.

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This paper investigates how the system of government grants affected individual life chances for students in the Netherlands from 1815 to today, focusing on the accessibility of academic education and opportunities for social mobility. Study grants for adolescents from lower class or low-income families can promote upward intergenerational social mobility, since they remove the financial barriers of continuing education and can lead to occupations of a higher standing. By investigating the social background and careers of a sample of grant students compared to the overall student populations, this paper uncovers to what extent study grants had an effect on an individual and societal scale. During the two centuries under study the aims and size of the grant system changed, causing concerns about the effectiveness of the grants. In the entire nineteenth century grants for university students were restricted to those already enrolled, minimizing the appeal for newcomers from low-income families. The limited number of grants available prevented the system from influencing the composition of the student population fundamentally. However, this changed when the grant system was extended in 1919, and again after 1945 when grant allocation was connected to parental income level. The rapid increase of educational participation and connected democratisation from the 1960s made the grant system influential, however costly. The grant system has been a subject of ongoing political debate during the last few decades, since the grants’ effect on upward social mobility has been called into question.
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Witte, Willard T., Scott Schlarbaum, Roger Sauve, and Phillip C. Flanagan. "PLANT EVALUATION AND INTRODUCTION AT THE TSU-McMINNVILLE NURSERY RESEARCH STATION." HortScience 27, no. 11 (1992): 1175b—1175. http://dx.doi.org/10.21273/hortsci.27.11.1175b.

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Since 1988, efforts have been underway to establish a nursery research station in McMinnville, Warren County, Tennessee. Approximately 80 acres of farm property adjacent to the Collins scenic river has been conveyed to Tennessee State University (TSU) for this purpose. Scientists at TSU, Tennessee Technological University, University of Tennessee, and USDA's National Arboretum and Shade Tree Laboratory have cooperated in obtaining grant funds via the Capacity Building Grants Program to initiate a plant evaluation and introduction program. Replicated trials of woody genera include Acer, Castanea, Cornus, Lagerstroemia, Quercus, Syringa, Ulmus. Herbaceous genera are Echinacea, Hemerocallis, Hosta. Plantings will be made over a three year period as infrastructure at the new station develops. Additional grant proposals have been recently submitted.
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Bell, Stephen. "Using Matching Grants to Facilitate Corporate-University Research Linkages: A Preliminary Examination of Outcomes from One Initiative." Canadian Journal of Higher Education 20, no. 1 (1990): 57–73. http://dx.doi.org/10.47678/cjhe.v20i1.183667.

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In the 1980’s the issue of corporate-university linkages has received markedly increased attention from governments, corporations, and universities. From government’s perspective, the drive to enhance corporate-university linkages is derived from the belief that these linkages will contribute to economic competitiveness. One method that has been used by government to encourage this interaction is through the provision of matching grants. Using public finance theory as the conceptual basis, the paper examines the preliminary outcomes of one government’s matching grant initiative. Through a compilation of data on university research revenues on corporate contract research and a questionnaire to companies that placed the research contracts in universities, the paper shows that matching grants, in the manner provided by the BILD program, may not be an effective mechanism to promote corporate-university research linkages. The paper concludes with some suggestions for further research and discusses the conceptual and methodological hurdles that can be encountered when attempting to asses the outcomes of a matching grant program, particularly as applied to corporate-university linkages.
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Namachchivaya, Beth Sandore, and Jamie McGowan. "Assessing the Library's Grants Program." Evidence Based Library and Information Practice 10, no. 2 (2015): 63. http://dx.doi.org/10.18438/b81w2s.

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Abstract
 
 Objective – The authors analyzed seven years of sponsored research projects at the University of Illinois Library at Urbana–Champaign with the aim of understanding the research trends and themes over that period. The analysis was aimed at identifying areas of future research potential and corresponding support opportunities. Goals included developing institutional research themes that intersect with funding priorities, demystifying grant writing and project management through professional development programs, increasing communication about grant successes; and bringing new faculty and academic staff into these processes. The review and analysis has proven valuable for the Library’s institutional practices, and this assessment may also inform other institutions’ initiatives with grant-writing.
 
 Methods – The authors performed a combination of quantitative and qualitative analyses of the University Library’s grant activities that enabled us to accomplish several goals: 1) establish a baseline of data on funded grants; 2) identify motivations for pursuing grants and the obstacles that library professionals face in the process; 3) establish a stronger support structure based on feedback gathered, and through collaborations with other groups that support the research process; and 4) identify strategic research themes that leverage local strengths and address institutional priorities.
 
 Conclusions – Analysis of Library data on externally funded grants from the University’s Proposal Data System provided insight into the trends, themes, and outliers. Informal interviews were carried out with investigators to identify areas where the Library could more effectively support those who were pursuing and administering grants in support of research. The assessment revealed the need for the Library to support grant efforts as an integral component of the research process
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Abdullah, Louay Qais, and Duraid Faris Khayoun. "Thathir Quality Scholarship Program For Students At University level." Iraqi Administrative Sciences Journal 2, no. 3 (2018): 206–19. http://dx.doi.org/10.33013/iqasj.v2n3y2018.pp206-219.

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The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program.
 An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison.
 The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.
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Morozumi, Kalene, Tanha Patel, Tim Carey, et al. "4300 Evaluation and structure of the pilot funding program at the University of North Carolina CTSA Hub (NC TraCS)." Journal of Clinical and Translational Science 4, s1 (2020): 72. http://dx.doi.org/10.1017/cts.2020.235.

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OBJECTIVES/GOALS: The goals of this evaluation were 1) to describe the pilot grant application cycle and processes at NC TraCS, 2) to illustrate the impact of pilot grants on extramural grant funding, and 3) to provide a framework for other institutions to utilize for the evaluation of pilot grant programs. METHODS/STUDY POPULATION: From 2009-2019 the NC TraCS pilot program funded 925 projects, varying from $2,000 to $100,000. Pilot grants are available to any researcher affiliated with the university as well as partner institutions and community stakeholders. For this evaluation we analyzed data on pilot applicants (demographics, type of pilot, funding status, resubmissions, etc.) and outcomes (extramural funding, publications, etc.) yielded from funded pilots. In addition to summary statistics, we also calculated return on investment (ROI) for the program as a whole and by specific grant type. We will use bibliometric network analysis to assess productivity, citation impact, and scope of collaboration. RESULTS/ANTICIPATED RESULTS: There have been 2,777 submitted proposals with an acceptance rate of 33.3%. Unfunded proposals can resubmit, 61.8% of resubmitted applications are successfully funded, and 29.6% of funded applications are resubmissions. The $2,000 awards accounted for 43.4% of all grants awarded but only accounted for 6.4% of all pilot funds awarded. Success of proposals was proportional to the number of applications from each academic unit. 60.8% of funded applicants were affiliated with the School of Medicine and account for 65.3% of all funding awarded from 2009-2019. Additionally, we plan on analyzing return on investment rates to illustrate the impact of pilot awards on future research funding. DISCUSSION/SIGNIFICANCE OF IMPACT: Pilot grants can lead to subsequent extramural grants, publications, and successful translation of research into practice. This evaluation will assist our institution in understanding the impact of pilot grants and will provide a road map for other institutions evaluating their own programs.
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Reinschmiedt, Lynn L. "The Information Age University?" Journal of Agricultural and Applied Economics 28, no. 1 (1996): 1–11. http://dx.doi.org/10.1017/s1074070800009391.

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As a preface to my comments today, I challenge you to consider the following questions. Do the information age technological changes now taking place have the potential to disrupt, or even destroy, the university as we know it? Do these changes have the potential to force restructuring of the land-grant system? My comments today will address these questions. In doing so, however, I will not address problems facing the land-grant system or the agricultural economics profession per se, other than those we face as a part of the overall system of higher education. Others are doing that or have addressed those more unique problems elsewhere. A major National Research Council (NRC) initiative is now examining the relevancy of the land-grant system in the context of today's society; the W. K. Kellogg Foundation has funded an initiative to facilitate positive change within the land-grant system (Warner); and Eidman, in his 1995 American Agricultural Economics Association presidential address, summarized key concerns and issues facing the agricultural economics profession and how we are responding to them. I contend that overlaying the NRC and Eidman concerns is a series of fundamental changes taking place that has the potential to drastically modify the higher education model as we presently know and understand it.
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Dissertations / Theses on the topic "Grant University"

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Swanson, Lorilei K. "The institutionalization of service-learning at land-grant colleges in South Carolina." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211391102/.

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Dalhouse, Deborah L. "Web site content management systems selection and usage at land-grant universities /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1233080822/.

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Grice, Cheryl Denise-Roshell. "Diversity awareness perceptions among classified staff at a Midwestern Land Grant University." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8636.

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Doctor of Education<br>Department of Educational Leadership<br>Sarah Jane Fishback<br>Diversity is recognized by acknowledging individual differences. The term diversity can refer to an array of descriptors such as, race, religion, color, gender, national origin, disabilities, sexual orientation, age, level of education, geographic origin, economic status, family status, appearance/physical size and skill characteristics. Although there are multiple definitions of diversity, many include at least one or all of the attributes listed above. This qualitative study examined perceptions of classified employees regarding the level of diversity awareness among their workforce at a large Midwestern land grant university. The sample was purposefully selected from the population of classified support staff using both scores from Dahm’s (2006) Organizational Diversity Needs Analysis (ODNA) and responses to demographic questions. This survey was designed to measure diversity awareness in the workplace using the dimensions; cultural inclusion or exclusion, organizational inclusion or exclusion, workload, trust, sensitivity and affirmative action. Demographic information used to select the sample for this study included; age (Generation Y, Generation X and Baby Boomers), gender (male and female), and race and ethnicity (White and all others, for example: African American, Asian American, Hispanic and Native American). Semi-formal, one-on-one interviews were conducted with the participants by the researcher in this study. Additionally a theme emerged that expressed the “good old boy” system as being “alive and well”; differential treatment among staff who did not have the same or similar levels of education; positional power and situational occurrences whereby individuals who appeared different were treated unfairly or without respect by other staff, faculty or students at the university. Findings included a difference in perceptions about diversity awareness between Whites and non Whites. Whites fell into the following categories; 1) Many employees felt the current status of diversity awareness was sufficient, 2) an equal number of others felt that their needed to be an increase in diversity awareness initiatives among employees, 3) others felt as though diversity awareness was problematic or 4) the need did not exist for diversity awareness initiatives. Non White participants disagreed, all claimed to have been the victim of discriminatory behavior.
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Iverson, Susan Van Deventer. "A Policy Discourse Analysis of U.S. Land-grant University Diversity Action Plans." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/theses.asp?highlight=1&Cmd=abstract&ID=EDU2008-003.

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Alexander, Paige Adell. "Factors influencing the compensat[i]on levels of land grant university extension educators." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/527.

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Poling, Richard Lynn. "Factors associated with job satisfaction of faculty members at a land-grant university." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1329239236.

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Harraman, Joshua Michael. "Rivals for Governance of the Land-Grant University: Farmers, Alumni, and Administration at the Ohio State University, 1870-1910." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557827101149822.

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Passmore, Michelle Katherine. "Aligning extension education curriculum at land grant universities with professional competencies a Delphi study /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/passmore/PassmoreM0510.pdf.

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This descriptive study utilized a Delphi methodology to explore the career preparation of extension education students in the land grant university system through an analysis of current curriculum and its alignment with professional extension work competencies as identified by Harder, Place, and Scheer (in press). Academic professors in conjunction with Extension regional or district department heads were utilized to explore the professional competencies as they related to the preparedness of graduates and new hires, the hiring process, specific job skills, and courses within extension education degree programs. The purpose of the study was to explore current collegiate extension education curriculum and Extension professional competencies in order to improve the preparation of future extension agents and specialists across the nation. Twenty two different land grant universities were represented. Over 300 courses falling into 24 course categories at the undergraduate level and 18 at the graduate level were identified by extension education professors at LGU's that matched the 19 professional competencies presented. Extension administrators identified 65 different sub categories within the 19 competency areas outlining specific skills needed for successful careers in Extension. The conclusions reveal that by working together, Extension administrators and extension education professors can continue to improve their programs so that both will thrive and grow with the changing environment. Recommendations were made for further research in the areas of hiring practices and self reflection by professionals in both groups to analyze their own programs and practices. By utilizing the course categories and specific skills related to the professional competencies needed for success, both groups can work to improve existing programs and structures to ultimately reach success.
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Herries, James Paul. "The land-grant public university in a competitive market : an evaluation of freshment enrollment attraction of the Ohio State University." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231507421.

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Herries, James Paul. "The land-grant public university in a competitive market : an evaluation of freshman enrollment attraction of the Ohio State University /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1231507421.

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Books on the topic "Grant University"

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Florence Heller Graduate School for Advanced Studies in Social Welfare. National Aging Resource Center: Long Term Care. Final report: AoA grant 90AT0388. Heller School, Brandeis University, 1992.

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Victoria University (Toronto, Ont.). Library. Inventory of Duncan Grant correspondence in Victoria University Library. The Library, 1993.

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Program, Oregon State University Sea Grant College. Oregon Sea Grant strategic plan, 2003-2008. Oregon Sea Grant, Oregon State University, 2005.

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University of California (System). Sea Grant College Program. Sea grant in California: Twenty years of achievement. California Sea Grant College Program, University of California, 1989.

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Library, University of Oregon. Jane C. Grant papers: A collection of the University of Oregon Library. The Library, 1985.

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M, Heinz Kevin, Frisbie R. E, and Bográn Carlos Enrique 1968-, eds. Entomology at the land grant university: Perspectives from the Texas A&M University department centenary. Texas A&M University Press, 2005.

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Valentine, Grant M. Country bumpkin: An autobiography of Grant Miller Valentine. Grant Miller Valentine, 2003.

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The College of Engineering at Penn State: A century in the land-grant tradition. Pennsylvania State University Press, 1996.

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Colleges, National Association of State Universities and Land-Grant. Leadership and learning: An interpretive history of historically black land-grant colleges and universities : a centennial study. NASULGC, 1990.

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Saunders, Ellen. Oregon Sea Grant Knauss fellows 1980-2006. Oregon Sea Grant College Program, 2006.

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Book chapters on the topic "Grant University"

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Tripp, Simon, Martin Grueber, Alyssa Yetter, and Dylan Yetter. "Land-Grant University Research as a Driver of Progress in Agriscience." In Innovation, Technology, and Knowledge Management. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67958-7_10.

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Mize, Ronald L. "¡Sí, se puede! Teaching Farmworker Justice in the Land-Grant University." In Transformative Approaches to Social Justice Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003091998-17.

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Murakami, Christopher D. "Developing a Learning Garden on a Mid-Western Land Grant University." In Learning, Food, and Sustainability. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53904-5_5.

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Garlitz, Richard. "Land-Grant Education in Turkey: Atatürk University and American Technical Assistance, 1954–68." In Turkey in the Cold War. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137326690_9.

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Cato, Jo, Deborah Wilkes, Susan Maxwell, J. Lee Kreader, Anne Wharff, and Christine M. Todd. "Improving Child Care Systems in Illinois and Georgia: Partnerships Between the Land-Grant Universities and State Agencies." In Serving Children and Families Through Community-University Partnerships: Success Stories. Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_17.

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Ostrom, Marcia. "Radical Roots and Twenty-First Century Realities: Rediscovering the Egalitarian Aspirations of Land Grant University Extension." In Social Innovation and Sustainability Transition. Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18560-1_1.

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"Queen's University: 1937-1939." In Collected Works of George Grant, edited by Peter C. Emberley. University of Toronto Press, 2000. http://dx.doi.org/10.3138/9781442673052-006.

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"Convocation Address, University of Toronto." In Collected Works of George Grant. University of Toronto Press, 2009. http://dx.doi.org/10.3138/9781442687677-029.

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"Front Matter." In The Modern Land-Grant University. Purdue University Press, 2014. http://dx.doi.org/10.2307/j.ctt6wq2g6.1.

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Fry, Pamela Martin. "Liberal Studies, Undergraduate Curriculum, and the Land-Grant Idea." In The Modern Land-Grant University. Purdue University Press, 2014. http://dx.doi.org/10.2307/j.ctt6wq2g6.10.

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Conference papers on the topic "Grant University"

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Baheti, Kishan. "NSF Grant Opportunities for Industry-University Collaborations." In 2008 IEEE International Symposium on Intelligent Control (ISIC) part of the Multi-Conference on Systems and Control. IEEE, 2008. http://dx.doi.org/10.1109/isic.2008.4635926.

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Touhill, C. Joseph, Nicholas L. Clesceri, and Herbert M. Clark. "What was the First University to Grant Environmental Engineering Degrees?" In World Water and Environmental Resources Congress 2005. American Society of Civil Engineers, 2005. http://dx.doi.org/10.1061/40792(173)293.

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Jerse, Thomas A., and Mark A. Steffka. "Establishing EMC Education: The Ten-Year Contribution of the University Grant Program." In 2007 IEEE International Symposium on Electromagnetic Compatibility. IEEE, 2007. http://dx.doi.org/10.1109/isemc.2007.90.

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Nagchaudhuri, Abhijit, Travis Ford, and Christopher Hartman. "Overview of Remote Sensing Efforts at University of Maryland Eastern Shore." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98457.

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Abstract Remote sensing and aerial imaging efforts at University of Maryland Eastern Shore (UMES) have been ongoing for over a decade. It was initiated with the UMESAIR (Undergraduate Multidisciplinary Earth Science Airborne Instrumentation Research) project in early part of the century as an exploratory experiential learning project as means to foster collaboration and provide exposure to science and engineering students to scientists and engineers at NASA’s Wallops Flight Facility which is within 50 miles of campus. Subsequently, with significant support from USDA’s National Institute of Food and Agriculture (NIFA) the remote sensing endeavors have been integrated with the smart farming and precision agriculture efforts closely aligned with the land grant mission of UMES and the regional emphasis in the Delmarva Peninsula. Maryland Space Grant Consortium (MDSGC) have also supported a synergistic project titled Aerial Imaging and Remote Sensing for Precision Agriculture and Environmental Stewardship (AIRSPACES) on an annual basis which has allowed continued involvement of multidisciplinary undergraduate students from the STEM fields to remain involved with the efforts.
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Harris, Georgia. "Metrology Outreach and Training: A Fulbright Experience in Mexico." In NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.29.

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2016 was an exciting year for international collaboration on metrology education and training. This paper provides a 3-part look at how a Fulbright Specialist grant supported collaboration between the United States and Mexico. Part 1 describes the experience of Georgia Harris (NIST)as a Fulbright Specialist, from the application process to the implementation activities in Mexico and shares insight about lessons learned and benefits to NIST. In Part 2, Flora Mercader and Adriana Veraza describe the application process within the University to obtain approvals for the grant, the implementation process, how additional parties were engaged for participation, some immediate benefits, some expected long-term impacts, and lessons learned. Part 3 includes Salvador Echeverria's description of CENAM’s involvement in the courses conducted at the University as well as the sessions held at CENAM, immediate benefits that were observed, and provides insight for ongoing collaboration for metrology education and training in Mexico. Recommendations and additional ideas for international collaboration and future work on measuring the impact of collaborative efforts are proposed.
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Dannettel, Mark E., and Vito Bertin. "Integrating Electronic Media into the Architecture Studio -A Teaching Development Grant at the Chinese University of Hong Kong." In CAADRIA 1998. CAADRIA, 1998. http://dx.doi.org/10.52842/conf.caadria.1998.031.

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Ichim, Loretta, and Dan Popescu. "THE UNIVERSITY–INDUSTRY–GOVERNMENT PARTNERSHIP IN ROMANIAN PROGRAM BRIDGE GRANT FOR INCREASING THE QUALITY OF RESEARCH IN TECHNICAL HIGHER EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1454.

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Muscarella, Joseph V., Boyd Black, and Waleed D'Keidek. "The Renewal of Grant Hall: An Original Netsch Designed Building on the Campus of the University of Illinois at Chicago." In Architectural Engineering Conference (AEI) 2008. American Society of Civil Engineers, 2008. http://dx.doi.org/10.1061/41002(328)37.

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Tomovic, Cynthia, Mary Sandy, Julie Back, et al. "BLAST – BUILDING LEADERS FOR ADVANCING SCIENCE AND TECHNOLOGY: A PARTNERSHIP BETWEEN THE VIRGINIA SPACE GRANT CONSORTIUM AND THE UNIVERSITY OF VIRGINIA, VIRGINIA POLYTECHNIC INSTITUTE, AND OLD DOMINION UNIVERSITY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0979.

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Fertig, Jan, and Subha Kumpaty. "Enhancing University Persistence of Diverse Mechanical Engineering Students." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-70862.

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Abstract This paper is the third in a series of efforts to address the troublesome departure of promising college students, most notably women and minorities, from the field of mechanical engineering and similar disciplines. Despite widespread and largely successful efforts to increase the numbers of women and minorities in engineering education, their numbers continue to shrink at a time when they should be expanding. Our first inquiry (IMECE 2017-72597) proposed a mismatch between the empathizing tendency of many students and a climate that discourages professional outlets for such tendencies; as well as incongruencies between professional and engineering identities. We argued that female students were deterred from their engineering aspirations by a climate that included engineering stereotypes, a traditional male-style hierarchy, and differential treatment. Our second endeavor (IMECE 2020-23679) showcased findings from a subsequent STEMpathy study we conducted at our own institution that inspired a persistence model that placed social responsibility goals, or the desire to pursue a career for the betterment of humanity, as well as treatment of students, front and center in the effort to better understand female and minority persistence. Surrounding that goal orientation are categories of factors that deter women and minorities that can be categorized as: 1) Cultural ideological forces; 2) Social structural factors; and 3) the Organizational culture of mechanical engineering. The current undertaking advances empirically based recommendations on ways to: 1) foster a more inclusive engineering culture; 2) enhance the curriculum; and 3) improve public perception of mechanical engineering with the aim of boosting students’ desire to embrace and persist in mechanical engineering. Persistence data from our study informs a five-year NSF grant: S-STEM: The Mechanical Engineering Retention, Academic Success and Career Pathway Program (NSF: DUE-2027632).
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Reports on the topic "Grant University"

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S. M. Bajorek. University Reactor Instrumentation Grant. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/754848.

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Clovis, Ralph. Final technical report for the Idaho State University university reactor sharing grant. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/761725.

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Bajorek, Stephen M. Matching grant program for university nuclear engineering education. Office of Scientific and Technical Information (OSTI), 2002. http://dx.doi.org/10.2172/805477.

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Nelson, Randall J. Report on Grant AFOSR-91-0333 (Tennessee University). Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada288794.

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Browne, J. C. Final Report for Grant AFOSR-83-0315 (Texas University). Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada224896.

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Takahashi, Terry T. Final Report for Oregon University Grant N00014-89-J-1582. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada253679.

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Albert B. Reynolds. Matching DOE grant program for university nuclear engineering. Final report. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/764055.

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CALIFORNIA UNIV DAVIS DEPT OF PSYCHOLOGY. Final Report for University of California Grant N00014-90-J-1866. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada255930.

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Caves, Carlton M. Report for Grant N00014-93-1-0116 (University of New Mexico). Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada274285.

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Shanks, Rachel. School Clothing Grant in Scotland: Policy Briefing. University of Aberdeen, 2022. http://dx.doi.org/10.57064/2164/19088.

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A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans. While the Scottish Government has called for the automatic payment of benefits such as the national minimum clothing grant , only 6 local authorities make automatic awards of this grant when families are applying for other benefits. Nine local authorities roll over the school clothing grant into the next school year without requiring families to re-apply and 1 local authority has both automatic grants and rollover of school clothing grant in place.
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