Relevant bibliographies by topics / Mary's College of Maryland

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

Academic literature on the topic 'Mary's College of Maryland'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 February 2023

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Journal articles on the topic "Mary's College of Maryland"

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Wheeler, Ann. "A cataloger and an archivist: Katherine Ryner and St. Mary’s College of Maryland." College & Research Libraries News 69, no. 7 (July 1, 2008): 390–91. http://dx.doi.org/10.5860/crln.69.7.8022.

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Douglas, Veronica Arellano, and Celia E. Rabinowitz. "Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students’ Information Literacy Abilities." College & Research Libraries 77, no. 2 (March 1, 2016): 144–63. http://dx.doi.org/10.5860/crl.77.2.144.

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Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary’s College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students’ demonstrated information literacy (IL) abilities. In gathering information on the experiences, attitudes, and behaviors of faculty, librarians, and first-year students, the project team uncovered additional questions about the integration of IL in the FYS, the ways in which faculty and librarians work towards educational goals, and just what should be expected from students in their first year of college.
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P. Poor, Joan, and Jeannette D. Snowball. "The valuation of campus built heritage from the student perspective: Comparative analysis of Rhodes University in South Africa and St. Mary's College of Maryland in the United States." Journal of Cultural Heritage 11, no. 2 (April 2010): 145–54. http://dx.doi.org/10.1016/j.culher.2009.05.002.

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Marks, Bayly E. "Skilled Blacks in Antebellum St. Mary's County, Maryland." Journal of Southern History 53, no. 4 (November 1987): 537. http://dx.doi.org/10.2307/2208774.

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Brown, Alice W. "Case study of a college that closed: Saint Mary's College." New Directions for Higher Education 2011, no. 156 (December 2011): 7–18. http://dx.doi.org/10.1002/he.451.

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Carr, Lois Green, and Russell R. Menard. "Wealth and Welfare in Early Maryland: Evidence from St. Mary's County." William and Mary Quarterly 56, no. 1 (January 1999): 95. http://dx.doi.org/10.2307/2674596.

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Menard, Russell R. "Making a “Popular Slave Society” in Colonial British America." Journal of Interdisciplinary History 43, no. 3 (December 2012): 377–95. http://dx.doi.org/10.1162/jinh_a_00423.

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Evidence from probate inventories in St. Mary's County, Maryland, suggests that the transition from servants to slaves in colonial British America was not the sole mechanism by which the Chesapeake transformed into a fully developed slave society. Rather, this transition was only the first step in a century-long process by which slavery gradually took root, until, by the eve of the Revolution, the Chesapeake finally bore the imprint of slavery in every avenue of its activity.
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Hicks, Louis, and Curt Raney. "The Social Impact of Military Growth in St. Mary's County, Maryland, 1940-1995." Armed Forces & Society 29, no. 3 (April 2003): 353–71. http://dx.doi.org/10.1177/0095327x0302900303.

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O'Driscoll, Finbarr. "Archbishop Walsh and St. Mary's university college, 1893 ‐ 1908." Irish Educational Studies 5, no. 2 (January 1985): 283–301. http://dx.doi.org/10.1080/0332331850050217.

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Baker, William. "David Lodge Interviewed by Chris Walsh." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 830–40. http://dx.doi.org/10.1632/pmla.2015.130.3.830.

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The Eminent British Novelist and Literary critic David Lodge was interviewed in 1984 by Chris Walsh, then a lecturer in English at St Mary's Teachers Training College, now St Mary's University, Twickenham, London. Lodge spoke about his background—his Catholic education and its influence on him, his early reading of Graham Greene and Evelyn Waugh—and about literary criticism and fiction. The interview was published in the literary magazine Strawberry Fare, produced by the English department at St Mary's, which is situated on Strawberry Hill. During its short run, from 1981 to 1989, Strawberry Fare published fascinating interviews with leading literary figures, including, in addition to Lodge, Tom Stoppard, Seamus Heaney, Beryl Bainbridge, and others. Today copies of the journal are extremely scarce. The only complete runs appear to be in the British Library (call number ZK.9.a.41) and in the archives of St Mary's.
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Dissertations / Theses on the topic "Mary's College of Maryland"

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Poor, Joan P., and Jen Snowball. "The valuation of campus built heritage from the student perspective: comparative analysis of Rhodes University in South Africa and St. Mary’s College of Maryland in the United States." Elsevier, 2010. http://hdl.handle.net/10962/67488.

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Many universities and colleges around the world have done extensive surveys of their campus built heritage resources. A detailed description and accounting of a campus's built heritage, landscape heritage and archaeology, are often used for historic preservation planning, and sustaining built culture is also an important aspect of campus master planning of future buildings. Such institutions of higher education have deep historical roots, in Europe it is not uncommon for buildings to be dated prior to the sixteenth century. In countries where European colonies were established, institutions of higher education often date to the eighteenth and early nineteenth centuries. Once students have arrived at their chosen campus, however, except for perhaps the first week orientation rituals, do the students actually develop ties to their campus built heritage? This research investigates the knowledge students possess of their respective campus built heritage and the importance of built heritage as a legacy to them. Two institutions are included in this study in an effort of draw comparative assessments. A student questionnaire was administered at Rhodes University in South Africa and St. Mary's College of Maryland in the United States during April 2008. Results indicate students on both campuses place positive intrinsic value on their respective campus built heritage. Just over half (52%) of Rhodes students and about 68% of St. Mary's students were willing to pay some positive amount to protect campus built heritage. Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution. The lack of significance regarding a racial variable coefficient estimate suggests that the use of an institution's visual identity in terms of built heritage may have important marketing implications, particularly in cases where universities or colleges are trying to attract students from more diverse backgrounds. We found no significant relationships between willingness to pay to preserve an institution's built heritage and the demographic variables included in our empirical model. Fundraising data analysis includes positive willingness to pay for conserving built heritage, yet funding for new construction was not significant.
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Person, Carl S. "Revitalization of an Historically Black College: A Maryland Eastern Shore Case." Diss., Anne Arbor, Mi. : UUMI Dissertation Services, 1998. http://scholar.lib.vt.edu/theses/public/etd-81598-223520/etd-title.html.

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Reid, Carolyn Cristine. "The effects of submerged aquatic vegetation as habitat on the survivorship of clams field surveys in St. Mary's River, Maryland and laboratory predation experiments /." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/138.

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Thesis (M.S.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Marine, Estuarine, Environmental Sciences Graduate Program. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Lombard, Madeleine. "Rhetoric and reality : an investigation into the values dimension of education at St. Mary's University College, Belfast." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399062.

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Campbell, William T. "Improving nursing student progression to RN at Salisbury University (Maryland)." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.05 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220626.

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Hall, Sarah Elizabeth. "Factors affecting university GPA of Maryland community college transfer students who persist to graduation." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2647.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Matlick, Martha Aldrich. "Staff attitudes toward outcomes assessment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39105.

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Cannane, Mary, and n/a. "Trinity : a study of the amalgamation of St. Mary's College and Marist Brothers' St. Joseph's High School Lismore 1965-1985." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060626.125829.

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The amalagamation of St. Mary's College and St. Joseph's High School, Lismore was a process that began in 1965 when a decision was made to combine Senior classes for the first Higher School Certificate curriculum. There was no thought of amalgamation in 1965 but the decision made then lead to the developments of 1977. Increasing enrolments and the need for a building programme set the scene for a merger of Junior classes and the introduction of coeducation throughout the schools. This process extended from 1977 to 1981. It was a period of conflict and resistance to change but it laid the foundation for the complete amalgamation of the schools to form Trinity Catholic College in 1985. The amalgamation process provides a study of decision-making in a Catholic school context. Changes in the Church, Catholic schools and Religious Orders are reflected in the changes in the way that decisions were made at the three key-points in the story. The study draws attention to the fact that in amalgamations of schools much of the planning is done in terms of the present schools rather than for the new school which is always twice as large and much more complex. The non-educational aspects of amalgamation are also considered because they are a time-consuming but important part of the planning. This study shows the importance of rituals in laying the old schools to rest so that the new school may come into being. A visible indication that things are different is essential when the students, staff and buildings remain as they had been. Since amalgamations are becoming more common as student numbers decline some lessons learned over the past twenty years are recorded so that others may benefit from them.
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Kshirsagar, Shukla. "Economic impacts of the Virginia-Maryland Regional College of Veterinary Medicine on the Commonwealth of Virginia." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05022009-040712/.

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Ball, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.

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The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance workplace. Since the SCANS report, several national and statewide efforts have attempted to identify skill sets appropriate for success in the changing workplace. Recent discussion has included skill sets appropriate for college graduates. This study was designed to determine perceptions of Maryland community college chief academic officers and department chairs toward one such skill set, the Maryland Skills for Success, and whether they are appropriate learning expectations for associate degree completers. The Maryland Skills for Success (MSS) are comprised of five skill goals: (1) learning skills, (2) thinking skills, (3) communication skills, (4) technology skills, and (5) interpersonal skills. Three to five â learning expectations' elaborate what students should be able to accomplish under each skill goal to be successful in future work and learning. The study involved a survey of 293 chief academic officers and department chairs at the 18 community colleges across Maryland. A 75 percent response rate was achieved. The survey assessed the extent to which respondents agreed that: (a) the Maryland Skills for Success are appropriate expectations for associate degree completers, (b) students currently achieve MSS expectations, (c) respondent's courses and programs contain specific learning objectives that require students to learn and perform such skills, (d) all Maryland community colleges should teach and assess a common set of higher-order knowledge application skills. Respondent ratings indicated that the Maryland Skills for Success represent valid learning expectations for associate degree completers. Deans were more favorable toward the MSS than were department chairs, and were more confident that students were required to learn and perform learning expectations similar to those listed in the MSS. The department chairs were also divided into groups to determine attitudinal differences by disciplines. The department chairs were more likely than the deans to agree that students currently achieve the MSS learning expectations. Most chair groups somewhat disagreed their courses and programs contained specific learning objectives requiring students to learn and perform the skills represented in the MSS. Of the chair groups, the English/fine arts/humanities, and the technologies/health care groups tended to produce significantly higher ratings than other chairs and supported the notion of Maryland community Colleges teaching and assessing a common higher-order knowledge application skill set. Based on respondent ratings, the communication, thinking and interpersonal skill sets in the MSS have the best chance of gaining acceptance by colleges interested in integration of purposeful teaching and assessment of a higher-order skill set across the curricula. Respondent ratings also indicated that it is unlikely that the colleges would undertake a common initiative to teach and assess a common skill set like the MSS without intervention from the state. Respondents expressed distrust of bureaucratic intervention, were somewhat concerned about the difficulty of teaching and assessing the entire skill set, and felt that the skill sets were too broad to be feasibly taught. Recommendations include the need for extensive faculty development and the provision of incentives from the state educational agencies to provide support for colleges interested in teaching and assessing a common higher-order knowledge application skill set.
Ed. D.
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Books on the topic "Mary's College of Maryland"

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Fausz, J. Frederick. Monument School of the People: A sesquicentennial history of St. Mary's College of Maryland, 1840-1990. St. Mary's City, MD: St. Mary's College of Maryland, 1990.

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St. Mary's College of Maryland., ed. This place where we are. [St. Mary's City, Md.]: St. Mary's Press, St. Mary's College of Maryland, 2006.

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Mary's land. New York: Ballantine Books, 1995.

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Mary's land. New York: Ballantine Books, 1996.

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Keddie, Leslie. St. Mary's County, Maryland Registrar of Wills. [Salisbury, Md.]: Family Tree Bookshop, 2002.

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Jourdan, Elise Greenup. Settlers of colonial St. Mary's County, Maryland. Lewes, Del. (217 Schley Ave., Lewes 19958): Colonial Roots, 2004.

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Grubber, Karen L. St. Mary's County. Charleston, South Carolina: Arcadia Publishing, 2015.

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St. Mary's County. Charleston, SC: Arcadia, 2004.

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O'Donovan, R. M. Memories of St. Mary's College. [s.l.]: [The author?], 2001.

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University of Maryland, College Park, Maryland. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1995.

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Book chapters on the topic "Mary's College of Maryland"

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Robbins, Stacey, and Marguerite Welch. "Saint Mary's College BALOS/GLD." In Equitable Adult Learning, 125–47. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003286998-6.

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Hurry, Silas D., and Dorsey Bodeman. "The Whole Site is the Artifact: Interpreting the St. John's Site, St. Mary's City, Maryland." In Past Meets Present, 53–68. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-48216-3_3.

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Sivilich, Michelle, Travis G. Parno, Ruth M. Mitchell, and Donald L. Winter. "“Establish on that sacred spot a female seminary”." In Unearthing St. Mary's City, 257–74. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0015.

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St. Mary’s Female Seminary (today, St. Mary’s College of Maryland) was founded in 1840 as a monument to Maryland’s first capital of St. Mary’s City. Although the early years of the seminary were marked with financial struggles and administrative challenges, the institution survived, transforming from a small women’s secondary school into a four-year, co-ed college. As part of plans to improve existing infrastructure on the property, St. Mary’s College of Maryland recruited archaeologists from Historic St. Mary’s City to conduct excavations on the areas scheduled to be impacted. A mere four excavation units yielded more than 20,000 artifacts dating to the late nineteenth and early twentieth centuries. This chapter reviews the history of the school and analyzes the artifacts recovered from the 1997 excavations, in concert with the institution’s documentary record, to explore life at the seminary at the turn of the century. This discussion balances evidence of student life, including artifacts related to personal adornment, hygiene, and recreation, against measures taken by the institution to keep costs down while improving aging infrastructure.
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Fithian, Charles H. "“Master Pope’s Fort”." In Unearthing St. Mary's City, 130–46. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0008.

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In 1645, the English Civil Wars arrived in the Chesapeake colonies of North America. The Maryland colony became a militarized and contested landscape for over a decade, and the conflict altered the trajectory of the colony’s political, social, and cultural development for the remainder of the seventeenth-century. In excavations at St. Mary’s City, Maryland, a fortification dating to this period was discovered and partially excavated. Archaeological investigations revealed complex and well-preserved archaeological deposits and recovered a large and diverse collection of artifacts. This chapter examines the fort’s materiality as expressed through its military architecture and military material culture assemblage. These topics are discussed through the lenses of English colonization, seventeenth-century military technology and practice, and the processes of Chesapeake cultural development and adaptation. That Chesapeake military developments were more dynamic and adaptive than previously thought are demonstrated.
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Miller, Henry M., and Silas D. Hurry. "The Archaeology of Maryland Indians at St. Mary’s City and the Interactions of Cultures." In Unearthing St. Mary's City, 95–112. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0006.

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Although long recognized as Maryland’s first capital, the site of St. Mary’s City also holds a wealth of archaeological evidence spanning over 10,000 years of Native American life. This long record is summarized with attention focused upon the settlement called Yaocomico that was inhabited in the early seventeenth century. It was at Yaocomico that the newly arrived English colonists first came into sustained encounter with Native people. In a remarkable situation, it was negotiated that half the town was given to the settlers while the Yaocomico continued residing in the other half until the corn harvest. From this peaceful beginning, the interaction between Maryland Indians and the English is briefly traced over the next 70 years. Attention is given to the material evidence of this interaction, especially Native-made tobacco pipes that are found in quantities on English sites from ca. 1640 until about 1675. Finally, recent work on Maryland Indian sites from the late seventeenth and turn of the eighteenth century is noted.
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Brock, Terry Peterkin. "The Archaeology of African American Mobility in Slavery and Freedom in Nineteenth-Century St. Mary’s City." In Unearthing St. Mary's City, 241–56. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0014.

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Following the abandonment of the first capital of Maryland, St. Mary’s City became home to multiple plantations throughout the eighteenth and nineteenth centuries. By 1840, almost the entire original city was owned by Dr. James Mackall Brome, as were upward of 60 enslaved African Americans. Examining archaeological survey, excavations, and historical documents demonstrates that both Brome and the African Americans who lived at St. Mary’s City negotiated mobility and access throughout enslavement, the Civil War, and Emancipation across and beyond the plantation landscapes.
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MILLER, HENRY M., and SILAS D. HURRY. "The Archaeology of Maryland Indians at St. Mary’s City and the Interactions of Cultures." In Unearthing St. Mary's City, 95–112. University Press of Florida, 2021. http://dx.doi.org/10.2307/j.ctv1k76hm5.12.

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Miller, Henry M. "Introduction to St. Mary’s City History and Archaeology." In Unearthing St. Mary's City, 1–20. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0001.

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Archaeological research at St. Mary’s City began in the 1930s and a sustained program of archaeology was initiated in 1969. The background history of Maryland and the founding of the English colony at a place the immigrants named St. Mary’s City in 1634 are presented in this chapter. The rise and fall of the colony’s first capital from 1634 to 1695 is then traced and the subsequent history of occupation at the site is discussed. Testing by architectural historians in the 1930s and 1940s is briefly addressed and the history of the first fifty years of the museum’s archaeology is summarized. The chapters in the volume are divided into three sections: 1) methodological contributions, 2) seventeenth-century archaeological investigations, and 3) eighteenth- and nineteenth-century site excavations, and details of each contribution are briefly outlined.
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Miller, Henry M., and Travis G. Parno. "Preserving the Cultural Memory of a Place." In Unearthing St. Mary's City, 275–90. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0016.

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This chapter examines the history of commemorative efforts designed to celebrate St. Mary’s City’s history as the founding site of Maryland. Following the move of the colony’s capital from St. Mary’s City to what would become Annapolis at the end of the seventeenth century, St. Mary’s City was converted from an urban settlement into an agricultural landscape populated by white farming families and their enslaved African and African American laborers. This transformation preserved the city as an archaeological site, but much of its early history was forgotten as it became buried beneath plowed soils. Beginning from the perspective that all types of commemoration, including archaeological study, are forms of memory work, this chapter traces the use of legislation, monuments, events, and historical archaeological study to resurrect Maryland’s early history and more firmly cement St. Mary’s City in the minds of the general public.
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Willoughby, Wesley R. "Community, Identity, and Public Spaces." In Unearthing St. Mary's City, 147–64. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0009.

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This chapter examines changes reflected in the landscape and artifact composition of the Calvert House Site associated with its transformation from elite manor house to public inn and first official statehouse of the colony. Thirty-plus years of archaeology on the site have revealed a dynamic landscape that was altered repeatedly to suit the changing needs, circumstances, aspirations, and perceptions of the site’s occupants and patrons. Artifacts recovered also reveal changes in use of the site related to its transformation to public space and provide insight into its significance as a political and community social center during the seventeenth century. Theories of structuration and performance are drawn upon to examine how aspects of the built environment and material culture helped mediate public interactions on the site, facilitating the negotiation and establishment of both political order and community in early Maryland.
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Conference papers on the topic "Mary's College of Maryland"

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Ricalde, Ana Michelle, Rheena Soquila, Maricar Prudente, and Socorro Aguja. "Impression on the Effectiveness of the Distance Education Package (HOME) of St. Mary's College of Meycauayan City, Bulacan." In 2021 IEEE International Conference on Educational Technology (ICET). IEEE, 2021. http://dx.doi.org/10.1109/icet52293.2021.9563142.

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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
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Morris, Fred, Barbara Bullock, and William Byrne. "The academic computers for TERPS (ACT) program at the University of Maryland College Park." In the 36th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449956.1450052.

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Wickwar, V. B., T. D. Wilkerson, J. W. Meriwether, and D. Rees. "The Consortium Lidar: Results, and Facilities Present and Planned." In Optical Remote Sensing of the Atmosphere. Washington, D.C.: Optica Publishing Group, 1995. http://dx.doi.org/10.1364/orsa.1995.wa4.

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The Consortium Lidar, located at Utah State University (41.7° N, 111.8° W), is developing into a major lidar facility to study the middle atmosphere. Organizationally, the consortium is made up of Utah State University, University of Maryland, Clemson University, and University College London—the universities that have contributed, along with the NSF, to setting up the facility. Regular Rayleigh-scatter observations at 532 nm, to obtain relative densities and absolute neutral temperatures, are made with a Spectra Physics, seeded, Nd:YAG laser. They began in August 1993. Vibrational Raman-scatter observations at 607 nm, to extend the temperatures down to the tropopause, began a year later. To maximize the scientific return, observations are made almost every clear night, and they are coordinated with other middle atmosphere observations made from USU’s CEDAR observatory at Bear Lake and from the shuttle and satellites.
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Scheuerer, Martina. "Simulation of OECD/NEA International Standard Problem No. 43 on Boron Mixing Transients in a Pressurized Water Reactor." In ASME 2002 Joint U.S.-European Fluids Engineering Division Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/fedsm2002-31407.

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The International Standard Problem, ISP 43, was defined by the OECD/NEA and the US NRC for the validation of three-dimensional Computational Fluid Dynamics (CFD) software. The underlying experiment was performed in the 2×4 Loop Facility of the University of Maryland, College Park, U.S.A (UMCP). The test facility is a scaled-down model of the Three Mile Island TMI-2 reactor with detailed reconstruction of the reactor pressure vessel (RPV). The ISP 43 experiments focussed on rapid boron dilution transients in the RPV cold leg and downcomer. The simulations of the ISP 43 were performed with the CFX-TASCflow software. Numerical errors were monitored by comparing results obtained with different higher order discretisation schemes. Uncertainties related to physical modelling, like buoyancy effects and reactor core models, were also investigated. The simulation results show good agreement with data and prove that CFD methods can be usefully applied to this class of nuclear reactor problems.
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Ranzenbach, Robert, and Chris Mairs. "Wind Tunnel Testing of Offwind Sails." In SNAME 14th Chesapeake Sailing Yacht Symposium. SNAME, 1999. http://dx.doi.org/10.5957/csys-1999-013.

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The primary purposes of this offwind sail investigation were to better understand offwind sail performance and to improve the ability to predict the performance of specific offwind sail shapes over a broad range of operating conditions. The study was designed to allow sail designers to answer the following questions: What are the optimal types of sails over specific bands of operating conditions and how is this optimum affected by changes in the vertical distribution of sail area (girth), camber (shape), and twist? The specific goal was to demonstrate improvements in predicted sail performance over targeted narrow bands of operating conditions expected during various legs of the 1997-98 Whitbread Round The World Race™. To achieve this goal, two major development tasks were first completed by the Glenn L. Martin Wind Tunnel (GLMWT), located at the University of Maryland College Park: a. Model Test Rig Development; b. Test Methodology Development. Once these development tasks were completed, a broad range of offwind runners and reachers of varying design were evaluated over appropriate ranges of angle of attack and trim settings.
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Ainane, Sami, and Chandrasekhar Thamire. "Linking Student Achievement to Learning Outcomes Assessment." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82606.

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In 2005, the undergraduate program offered by the Department of Mechanical Engineering at the University of Maryland, College Park, will be undergoing the ABET accreditation review process. In view of the recent changes in the EAC criteria, the Department is currently implementing a reformed assessment program. Direct assessment practices are now being utilized to assess the outcomes, along with the other assessment tools and methodologies used during the previous years. As part of this process, individual courses in the curriculum are identified to target selected learning outcomes, related student work is collected and examined by individual faculty and faculty committees, and the results are used to evaluate the outcomes and identify deficiencies. In this paper we present the outcomes assessment process developed for this purpose, which includes a description of the direct measures of student achievement in engineering courses and the traditional tools such as course and program evaluation surveys and inputs from various constituencies and committees. Specific student work targeted to achieve different learning outcomes is identified for selected outcomes.
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Holness, Alex E., Hugh Bruck, and S. K. Gupta. "Design of Propeller-Assisted Flapping Wing Air Vehicles for Enhanced Aerodynamic Performance." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47577.

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Flapping flight is impressive because aerodynamic performance increases whereas fixed wing aircraft performance declines in low Reynolds regimes. In order to achieve biologically-inspired flapping, motion in multiple degrees of freedom is required and power density requirements must be satisfied. Given the mass of high output actuators, weight is a key limitation as it must be offset for flight. In light of this, only recently, with developments in motor technology, has independent wing control been achieved with consumer available components. Due to power demands, motor bandwidth is used largely to sustain flight, limiting the effect of wing independence. An interesting paradigm is one where the aerodynamic flight advantages of propeller-driven flight are utilized in addition to those of flapping wings to allow hybrid vehicles that can occupy unique operational bandwidth. In this work, a propeller-assisted version of Robo Raven, a miniature independent wing flapping air vehicle developed at the University of Maryland College Park, is presented. Having successfully flown with propeller assistance and having demonstrated improved force generation for aerodynamic performance over flapping alone, this modified Robo Raven will constitute the next major iteration of the vehicle as Robo Raven V.
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Ranzenbach, Robert, and Chris Mairs. "Experimental Determination of Sail Performance and Blockage Corrections." In SNAME 13th Chesapeake Sailing Yacht Symposium. SNAME, 1997. http://dx.doi.org/10.5957/csys-1997-016.

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The United States Sailing Association (US SAILING), under the direction of Karl Kirkman, has undertaken a program of experimental determination of sail force coefficients for representative rigs which are intended to serve as the beginning of a multi-stage effort to better understand, and eventually predict, sail forces. US SAILING is the governing body of yacht racing in the United States and is interested in understanding and improving sail performance in support of its efforts to handicap racing yachts and to improve U.S. Olympic Sailing Team competitiveness. The Glenn L. Martin Wind Tunnel (GLMWT), located at the University of Maryland College Park, is participating in this sail force prediction project as part of the US SAILING University Research Program. The GLMWT effort is primarily in three areas which will be described in detail: 1.Development and evaluation of advanced wind tunnel boundary corrections schemes; 2. Model Test Rig design and construction, and GLMWT Main Tunnel Balance interface; 3.Plans for the determination of sail force coeffi­cients for a series of sail models provided by US SAILING and analysis of results. This initial entry will repeat tests performed by US SAILING at the University of Southampton.
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Yilmaz, Emin, and Abhijit Nagchaudhuri. "Winning the ASEE 2006 Robotics Design Competition: Guiding Students to Success." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42258.

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Robotics Model Design Competition sponsored by the Two Year College Division (TYCD) of American Society for Engineering Education (ASEE) provides an avenue for freshman and sophomore student teams in two year as well as four year colleges and universities to participate in a creative engineering design project. Historically Black Colleges and University - Undergraduate Program (HBCU-UP) at National Science Foundation (NSF) have provided support for development of ACTION (Advanced Curriculum and Technology-based Instructional Opportunities Network) at UMES. The ACTION program promotes inquiry based active learning and research projects among undergraduate STEM (Science, Technology, Engineering and Mathematics) majors. Engineering, Technology, and Mathematics students responded enthusiastically when the authors proposed the idea of participating in the (ASEE) 2006 Robotic Model Design Competition at one of the American Society for Mechanical Engineers (ASME) student section meetings at UMES in the fall of 2005. (The authors serve as the advisors for ASME student section chapter at UMES). The student leader of the section quickly put together a team of five freshman and sophomore engineering, engineering technology and mathematics students to develop a proposal to UMES ACTION program. The authors supported the proposal development efforts. The proposal got funded and provided the resources for project execution and travel. A team of eleven freshmen and sophomore students from Engineering, Engineering Technology and Mathematics departments of University of Maryland Eastern Shore (UMES) participated in the American Society for Engineering Education’s (ASEE) 2006 Robotics Model Design Competition project. The event was sponsored by the Two-year College Division (TYCD) of ASEE and was open to freshman and sophomore student teams from two year as well as four year colleges and universities. The competition required teams to design and build an autonomous robot capable of delivering ping pong balls to each of four corner pockets located on an 8ft×8ft plywood track in a sequence. Each team was evaluated on the basis of a written report, an oral presentation, and scores obtained from the best two runs out of four runs on the racing track. Sixteen student teams across the nation participated in the event. UMES entered two teams in the competition who called themselves “Hawks 1” and “Hawks 4”. The student team “Hawks 1” won the competition. Video clips of both design projects as they executed the specified task at the 2006 ASEE Robotics Model Design Competition can be viewed at: http://www.umes.edu/asme/robots.htm. This paper describes the design projects “Hawks 1” and “Hawks 4” and its relevance to ABET learning outcomes.
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Reports on the topic "Mary's College of Maryland"

1

Grebogi, C., and J. A. Yorke. Study of effects of small perturbations on chaotic systems. [Univ. of Maryland, College Park, Maryland]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6603692.

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Brown, Jesie, and Deanna Marcum. Serving the Adult Student at University of Maryland University College. Ithaka S+R, June 2016. http://dx.doi.org/10.18665/sr.282666.

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Dotson, Keenan Thomas. Los Alamos National Laboratory Information Session: University of Maryland – College Park. Office of Scientific and Technical Information (OSTI), October 2019. http://dx.doi.org/10.2172/1572314.

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Mignerey, A. C. [Reaction mechanism studies of heavy ion induced nuclear reactions]. [Dept. of Chemistry and Biochemistry, Univ. of Maryland, College Park, Maryland]. Office of Scientific and Technical Information (OSTI), February 1993. http://dx.doi.org/10.2172/6610765.

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LITTON SYSTEMS INC COLLEGE PARK MD AMECOM DIV. Report of Survey Conducted at Litton Systems Inc., Amecom Division, College Park, Maryland. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada221451.

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Dragt, A., and R. Gluckstern. Advanced methods for the computation of particle beam transport and the computation of electromagnetic fields and beam-cavity interactions. [Dept. of Physics, Univ. of Maryland, College Park Maryland]. Office of Scientific and Technical Information (OSTI), June 1993. http://dx.doi.org/10.2172/7368477.

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Griem, H. R., J. Moreno, and B. L. Welch. Measurement of impurity ion densities and energies in the divertor and edge regions of Alcator C-Mod tokamak. [Lab. for Plasma Research, Univ. of Maryland, College Park]. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/6970955.

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Health hazard evaluation report: HETA-94-0374-2534, University of Maryland, College Park, Maryland. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, October 1995. http://dx.doi.org/10.26616/nioshheta9403742534.

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