Relevant bibliographies by topics / University programs

Contents

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

Academic literature on the topic 'University programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "University programs"

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Spohrer, James C. "IBM's University Programs." Computer 43, no. 8 (August 2010): 102–4. http://dx.doi.org/10.1109/mc.2010.230.

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Wegner, Daniel E. "Joint University programs." Annals of Tourism Research 23, no. 4 (October 1996): 934–35. http://dx.doi.org/10.1016/0160-7383(95)00095-x.

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Sadin, S. R. "NASA's university engineering programs." IEEE Transactions on Education 34, no. 1 (1991): 31–35. http://dx.doi.org/10.1109/13.79876.

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Wilson, Nichelle J., and Brenda C. Seal. "Telepractice in University Au.D. Programs: Survey of Program Directors." Perspectives on Telepractice 5, no. 2 (September 2015): 27–37. http://dx.doi.org/10.1044/tele5.2.27.

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Permanent hearing loss is a global health care burden; 360 million people, including 32 million (9%) children, have disabling hearing loss (Chadha & Stevens, 2013, p. 2). About 80 percent of these people live in developing nations without access to hearing care services. The American Academy of Audiology (AAA, 2014) has reported “ongoing efforts to explore and enhance the use of telepractice…to expand the availability and accessibility of hearing and balance care” to individuals across the world. The American Speech-Language-Hearing Association (2014c) has also endorsed advances in telepractice for the world's millions with hearing loss and related disorders, and encouraged institutional involvement as a future direction for audiology training. In the first publishing of this nature, this report shares survey responses from 28 of the nation's 74 graduate programs about their inclusion of telepractice in the Clinical Doctor of Audiology (Au.D.) curriculum. Results suggest a slow response from university programs and challenges in addressing telepractice in current course and clinical offerings. Results also support a direction of change to include telepractice in future Au.D. curricula.
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Arnold, Mit, and Nikki Craft. "A survey of program evaluation in University affiliated programs." Evaluation Practice 9, no. 2 (May 1988): 31–35. http://dx.doi.org/10.1016/s0886-1633(88)80061-8.

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Arnold, M., and N. Craft. "A Survey of Program Evaluation in University Affiliated Programs." American Journal of Evaluation 9, no. 2 (May 1, 1988): 31–35. http://dx.doi.org/10.1177/109821408800900203.

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Laman, Effie, and Michael Shaughnessy. "Gifted and Talented University Programs." International Journal of Learning: Annual Review 9, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v09/58867.

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Maidment, Fred. "University-Based Executive Education Programs." Journal of Education for Business 62, no. 6 (March 1987): 258–60. http://dx.doi.org/10.1080/08832323.1987.10772823.

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Foster, Jr., Ralph S., Henry B. Burdg, Mary Quinn Burkhart, P. W. Brown, Richard A. Alekna, Ben May, and W. Gaines Smith. "Model Programs in University Outreach." Journal of Nonprofit & Public Sector Marketing 2, no. 2-3 (March 3, 1995): 213–51. http://dx.doi.org/10.1300/j054v02n02_12.

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Sivik, Scott J., Elizabeth A. Butts, Kris K. Moore, and Sheila A. Hyde. "College and University Wellness Programs." NASPA Journal 29, no. 2 (January 1, 1992): 136–42. http://dx.doi.org/10.1080/00220973.1992.11072255.

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Dissertations / Theses on the topic "University programs"

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Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
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Quinlan, Elizabeth. "Women's participation in Canadian university mathematics programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0009/MQ29170.pdf.

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An, Li. "University programs in software engineering : a survey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64074.pdf.

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McGraw, Lora K. "Challenging masculinities: a program analysis of male-based university sexual violence prevention programs." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35389.

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Master of Arts
Department of Sociology, Anthropology, and Social Work
Nadia Shapkina
This study examines male-based sexual violence prevention programs on college campuses. In an effort to combat the widespread problem of sexual violence against college women, universities have implemented sexual assault prevention programs. While past programs have focused on risk-reduction strategies that target women, new programs are beginning to focus on approaching men to challenge hegemonic masculinity and gender social norms that are conducive to sexual violence. Thus far, the methods of these programs have not been studied in detail. This study uses interviews, observation, and document analysis to analyze the methods and messages of male-based sexual violence prevention programs at six universities in the United States. The research describes and analyzes the origins, goals, structures, strategies, success, and challenges of these programs. Their strengths and limitations are discussed, and suggestions and considerations for the programs are provided. As male-based violence prevention programs become more popular on college campuses, this research offers a deeper understanding of these programs that may inform and improve the effort to combat violence against college women.
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Oleksiak, Timothy Patrick. "Subject formations in university rhetoric programs and departments." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000082.

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Fields, Andrew R. "Leadership self-efficacy in university co-curricular programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/108.

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University educators are concerned with student leadership development in order to generate much-needed leaders in every aspect of society. This sequential mixed methods study found that students who participate in a university co-curricular outdoor education leadership training program, combined with the experience of leading a wilderness backpacking trip, had increased leadership self-efficacy. Empirical evidence was found to support leadership development, as well as the effectiveness and importance of university co-curricular outdoor education leadership training programs. This research is significant to educators for determining priorities in providing resources and designing effective co-curricular programs to create tomorrow's leaders.
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Dantas, Stephanie. "Positioning of Ontario University Business Programs - Guelph-Humber." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11752.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
Universities need a unique and differentiated positioning to stand out and continue to grow in the Ontario Higher Education marketplace. The University of Guelph-Humber’s business program does not currently have a clear positioning strategy, which is necessary to increase enrolment and ultimately profits. In essence, it has yet to find the one unique word that is synonymous with the University of Guelph-Humber. With the use of qualitative and quantitative research, this thesis will present a better understanding of the decision-making process when applying to a business program and to propose a positioning strategy for Guelph-Humber that is credible, compelling and distinctive.
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Harbin, James Terry. "Hispanic parents' perspective of english language learner programs /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=3&did=1441185771&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218830163&clientId=22256.

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Oliveira, Deise Cruz. "Comparison of the University of Iowa's community-based and University-based pediatric dental clinics." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/1252.

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The Muscatine Pediatric Dentistry Clinic (MPDC) at the Muscatine Center for Social Action (MCSA) was established January 4th, 2005. It is a partnership between the MCSA and The University of Iowa's Department of Pediatric Dentistry. MPDC operates Tuesdays (care provided by senior dental students) and Thursdays (care provided by pediatric dentistry residents). Students and residents are supervised by a pediatric dentistry faculty member. MPDC's mission is to provide dental care to low income children residing in Muscatine and Louisa counties, in Iowa. Care includes diagnostic, preventive, restorative, and emergency services. MPDC targets a population that has been traditionally underserved by local dentists including Medicaid-enrolled children and low income children without dental insurance. MPDC offers dental students the opportunity to gain experience treating children with the ultimate goal of increasing the number of practicing general dentists who serve pediatric populations. MPDC completed 6 years of operation on January 4th, 2010. The main goals of this study were to describe patient characteristics, clinical activities and parental satisfaction at the Muscatine clinic and to compare characteristics of the Muscatine clinic to those of the University of Iowa's pediatric dentistry clinic at the College of Dentistry. Clinical activities and patient profile variables for MPDC were reported for the entire fiscal year 2009-10 year. Variables include patient age, gender, type of insurance, number of dental procedures completed, type of treatment received, and number of visits per patient. A satisfaction survey was given to the parent of each patient presenting to the MPDC clinic between November 16th, 2009 and January 17th, 2010. Two broad research questions were addressed in this study: 1) Are parents satisfied with MPDC and the treatment provided to their children? 2) Are there are differences in the population served and treatment provided at the Muscatine clinic and the University of Iowa pediatric dentistry clinic at the College of Dentistry? The results of this study provide information that contributes to a fuller understanding about the population served by MPDC, the treatment received, and parental satisfaction with the clinic. It also compares characteristics of the Muscatine clinic to the University of Iowa's pediatric dentistry clinic at the College of Dentistry. The results of this study may help guide MPDC staff and the University of Iowa's Department of Pediatric Dentistry in future decision-making regarding clinic activities and dental school curriculum.
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Hager, Cassandrea Jane. "Developing standards for undergraduate university construction education internship programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2294.

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Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students?? education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next ?? in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education. This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences. And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs. Three constituencies were surveyed: 1) university undergraduate construction programs, 2) construction companies, and 3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record??s ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate. Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean. Based on the findings of this study, it was concluded that a set of ??best-practices?? guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.
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Books on the topic "University programs"

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Gilbert, S. N. Gender tracking in university programs. [Ottawa]: Industry Canada, 1995.

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Brigham Young University. School of Music. Performance programs. [Provo, Utah]: BYU School of Music, 2000.

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Alaska. Legislature. Division of Legislative Audit. University of Alaska selected Russian programs. Juneau, Alaska (P.O. Box 113300, Juneau 99811-3300): The Division, 1997.

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Pennsylvania State University. Undergraduate degree programs bulletin. University Park, PA: Pennsylvania State University, 2002.

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University of Maryland at College Park. Summer programs. College Park, MD: University of Maryland, 1988.

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Urbana-Champaign, University of Illinois at. Programs of study. Champaign, Ill: Office of Publications, Office of Public Affairs, 1997.

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Western Washington University. Graduate School. Master of Science programs. Bellingham, WA: The School, 1992.

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Services, University of Nebraska Medical Center International Healthcare. Global strategic partnership programs. Omaha, Neb: University of Nebraska Medical Center, 2007.

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Koehler, Gus. State government and California university economic development programs. Sacramento, Calif: California Research Bureau, California State Library, 1993.

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McIntyre, David. 1991 guide to university-based executive development programs. Ottawa, Ont: Conference Board of Canada, 1990.

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Book chapters on the topic "University programs"

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "University-Based Programs." In Best Practices In Gifted Education, 69–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-10.

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Theodoraki, Xarikleia, and Katerina Plakitsi. "University Science Teaching Programs." In Activity Theory in Formal and Informal Science Education, 159–95. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_7.

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Powers, James S. "Development of University Geriatrics Programs." In SpringerBriefs in Health Care Management and Economics, 29–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62271-2_6.

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Stagars, Manuel. "Startup Grants:Can Government Programs Stimulate Entrepreneurship?" In University Startups and Spin-Offs, 119–24. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0623-2_11.

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Grable, John E., Ryan Law, and Jodi Kaus. "An Overview of University Financial Education Programs." In Student Financial Literacy, 9–26. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_2.

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Bricker, Mary A. "Southern Illinois University Carbondale." In Outreach Strategies and Innovative Teaching Approaches for German Programs, 75–87. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429325298-5.

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Shariff, Sariwati Mohd, Siti Haslinda Abd Halim, and Saadiah Yahya. "MITRANS Postgraduate Research Programs in Transport and Logistics: Program Outcomes Survey." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 711–27. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_56.

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Zotter, Deanne, and Justine Reel. "Effective Prevention Programs in College and University Settings." In Eating Disorders and Obesity, 241–63. Alexandria, VA, USA: American Counseling Association, 2015. http://dx.doi.org/10.1002/9781119221708.ch11.

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Phang, Siew Wei, Ghafour Amouzad Mahdiraji, Yoke Kin Wan, Edwin C. Y. Chung, and Mohammad Taghi Hajibeigy. "Capstone Project at Taylor’s University School of Engineering." In Engineering Grand Challenges in Scholar Programs, 55–64. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3579-2_6.

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Geryk, Marcin. "University Leaders Responsibilities in Carrying New Programs into Practice." In Advances in Intelligent Systems and Computing, 341–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60372-8_33.

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Conference papers on the topic "University programs"

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Foster, Winfred, R. Hartfield, and R. Jenkins. "University Propulsion Programs at Auburn University." In 40th AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.2004-3326.

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Santoro, Robert. "University Propulsion Programs at Penn State." In 40th AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.2004-3322.

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Jagoda, J. "University Propulsion Programs at Georgia Tech." In 40th AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.2004-3325.

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Giri, Jay. "Industry perspectives on university research programs." In 2009 IEEE/PES Power Systems Conference and Exposition (PSCE). IEEE, 2009. http://dx.doi.org/10.1109/psce.2009.4840048.

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Hawk, Clark, and Robert Frederick. "University Propulsion Programs at the University of Alabama in Huntsville." In 40th AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.2004-3323.

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Six, N. "NASA/University Joint Venture (JOVE)." In Space Programs and Technologies Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1993. http://dx.doi.org/10.2514/6.1993-4285.

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LoSccco, F. J., and S. A. Varden. "Fostering University-corporate education programs (panel session)." In the 19th annual conference. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/327164.328867.

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Pittman, Carlane J., and Doyle A. Temple. "Outreach programs in physics at Hampton University." In SPIE's 1996 International Symposium on Optical Science, Engineering, and Instrumentation, edited by Narayanan Ramachandran. SPIE, 1996. http://dx.doi.org/10.1117/12.244335.

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MENDELL, WENDELL. "A multinational Mars mission for the International Space University." In Space Programs and Technologies Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-1483.

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Varnalieva, Jasminka, and Violeta Madzova. "Benefits of twinning programs: The case of Macedonia." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.30.

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Reports on the topic "University programs"

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Wimmer, R., J. Larkins, and S. Romano. Fuel cell transit bus development & commercialization programs at Gerogetown University. Office of Scientific and Technical Information (OSTI), December 1996. http://dx.doi.org/10.2172/460291.

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BELLER, DENIS E. FISCAL YEAR 2001 ANNUAL REPORT ON THE UNIVERSITY PROGRAMS OF THE ADVANCED ACCELERATOR APPLICATIONS PROGRAM. Office of Scientific and Technical Information (OSTI), February 2002. http://dx.doi.org/10.2172/808086.

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Georgiev, Venelin. The Variety of University Cyber Security Programs - Is it Useful and Justified? Procon, 2020. http://dx.doi.org/10.11610/views.0041.

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Rosenfeld, C. [Research programs from the University of South Carolina on High Energy Physics]. [119 Technical Progress Report]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6644936.

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Rosenfeld, C. [Research programs from the University of South Carolina on High Energy Physics]. Technical progress report for 1992. Office of Scientific and Technical Information (OSTI), February 1993. http://dx.doi.org/10.2172/10128755.

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Clark, Robert, and Denis Pelletier. Does Automatic Enrollment Increase Contributions to Supplement Retirement Programs by K-12 and University Employees? Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26263.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Thomann, William F., S. B. Kong, and Sara F. Kerr. Enhancement of Laboratory and Field Instruction in Environmental Science, Biology, and Chemistry Degree Programs at University of the Incarnate Word. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada387830.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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James S. Tulenko, Dean Schoenfeld, David Hintenlang, Carl Crane, Shannon Ridgeway, Jose Santiago, and Charles Scheer. UNIVERSITY RESEARCH PROGRAMS IN ROBOTICS, TECHNOLOGIES FOR MICROELECTROMECHANICAL SYSTEMS IN DIRECTED STOCKPILE WORK RADIATION AND ENGINEERING CAMPAIGNS - 2005-06 FINAL ANNUAL REPORT. Office of Scientific and Technical Information (OSTI), November 2006. http://dx.doi.org/10.2172/895620.

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