Academic literature on the topic 'Ohio State University. Board of Trustees'

This book recounts the death of two young African Americans, Phillip Gibbs and James Earl Green and the wounding of twelve others when white police and highway patrolmen opened fire on students in front of a dormitory at Jackson State College, a historically black college (HBCU) in May 1970. It situates this story in the broader events of the civil rights and black power eras, emphasizing the role white supremacy played in causing police violence and shaping the aftermath. A state school controlled by an all-white Board of Trustees, Jackson State had a reputation as a conservative campus where

Science writing at a university has to be one of the world's great jobs. If the institution is serious about its research, you're a kid in a candy store. In my case, at Ohio State University, with more than 3,500 faculty, the question is what to write about first—not where to look for stories. Big universities are that way, but the same rules apply for smaller places that are intent on doing great research. Let's begin with the basics. While public information officers at universities face a buffet of varying tasks—from covering boards of trustees' meetings to athletic scandals to student riots—the role of the science PIO is more focused: Concentrate on university research; explain what is new and why it is important to the public. Stated that way, the job seems simple, but science writers at a university may have to jump from astronomy to immunology to psychology to anthropology all in the same week. That represents a lot of intellectual gear shifting; but remember, the rules about reporting on research generally stay the same from field to field. What is the news? Why is it important? What is the context for the research? That is, what are the questions that drive it? Why should the readers care? And last, do the findings point us somewhere new? The only things that change from story to story are the researchers' language and the culture specific to their fields. Nearly every time I give a talk on university science writing—and there have been dozens—someone asks the classic question: How do you find your stories? The glib answer is “Everywhere;” but in truth, that's pretty accurate. Some people envision situations where top researchers have a “eureka” moment and then immediately get on the phone to the campus science writer to get the word out. Or perhaps the researcher's department chair or dean, ever attuned to their colleagues' work, is the one to pass along such news. I wish that were so; but sadly, it's more likely that researcher, department chair, or dean will never think about calling a writer until long after everything else is done.

Stoddard, president of the university from 1946 to 1953, was a controversial man, an East Coaster, a liberal, and an internationalist. Through much of his tenure he had difficult relations with both the university’s board of trustees and the state legislature, and he also faced opposition from conservative faculty at UI. A scandal over a phony cancer cure brought undesired publicity to the school and was the last in a series of controversies that led to his dismissal by the board in a late-night Illini Union meeting.

“University A” is a small, private liberal arts school with a religious affiliation. Located in a large city, it draws locally and from its particular religious group. With an enrollment under 3,000, it carries a Carnegie Classification of Baccalaureate II and has its own board of trustees. The school has pushed the use of new technology in instruction. For instance, it was one of the first schools in its area to install a fiber optic network across campus. Programs such as business feature the active use of technology to enhance learning. For example, in an international business course, students develop links with fellow students in other countries. However, University A differs from other schools that have embraced new information and communication technology; it has rejected some uses as not appropriate to the mission of the school. For instance, University A will not use videoconferencing to send instruction to remote sites. Why? School leaders feel that a significant part of a student’s experience at University A comes from faculty providing role models, and that role modeling cannot be done through a television monitor. “University B” is a regional public university located in a small town in a heavily rural portion of its state. The nearest small city is an hour’s drive away, and it draws students regionally, mostly from nearby counties. With an enrollment under 10,000, the school carries a Carnegie Classification of Master’s I. For years, University B has used its Continuing Education program in aggressively serving the region, beginning with such means as “circuit rider” faculty who traveled to remote sites to teach classes and broadcast television instruction through local public television. The school has continued its aggressive outreach with new technology. In the 1990s, University B quickly moved into videoconferencing (compressed video) to phase out at least some of the circuit rider faculty. At the same time, the school has expanded the off-campus sites to which it sends instruction. Lastly, University B has augmented its MBA program by bringing in a health care administration concentration from another university via videoconferencing, and it has been considering the future servicing of majors in declining programs such as geography by outsourcing instruction. Officers at the two universities described above were among those at several schools who participated in a series of case studies (Rayburn, 1997). The two schools use distance learning technology (DLT) in very different ways, but they do share at least one common trait: they have clear pictures of how to use available technology. Put another way, they have identifiable strategies for using technology that conform to the missions of the schools. The point of this chapter is to identify and describe strategies for using distance learning technology (DLT) at higher education institutions. Research suggests three major strategies, the “Guest Lecturer” strategy, the “Automated Correspondence Course” strategy, and the “Large Lecture Hall” strategy. All three strategies have antecedents in the recent history of higher education, and each has its own implications for the future. The next section looks at literature and field research on the strategic use of DLT.

This paper deals with optimization algorithms for energy management of Plug-in Hybrid Electric Vehicles (PHEVs). In order to maximize fuel economy of a PHEV, the battery should attain its lowest admissible state of charge at the end of the driving cycle by following an optimal State of Charge (SOC) profile. Finding this optimal profile is a challenging optimization problem and requires prior knowledge of the entire driving cycle. There are many different optimization methods that can be applied to the energy management of PHEVs and they are usually classified into two main categories according

Abstract The air-breathing Brayton cycle is widespread throughout power generation and propulsion systems, making it a staple in every mechanical or aerospace engineering student’s repertoire. Students are typically introduced to cycle analysis in a thermodynamics course and may see more in-depth coverage of gas turbines in advanced technical elective courses. In the Air-Breathing Propulsion course at The Ohio State University, students perform thermodynamic analysis on Brayton cycle engines among other topics. Pedagogy research has shown active learning to be a potent tool for enhancing stude