Academic literature on the topic 'Wayne State University. Monteith College'

A Review of: Knapp, P. B. (1966). The Monteith College library experiment. New York, NY: Scarecrow Press. Objective — To create a college-level, four-year plan of library instruction in which assignments directly relate to students' course work. To develop tools to assess the plan's effectiveness in improving students' library skills and contributing to their overall academic success. Design — Exploratory longitudinal cohort study employing pilot library assignments, interviews, and questionnaires. Setting — Monteith College, one of eleven colleges at Wayne State University. Monteith was a small liberal arts college established in 1959 which stressed innovative teaching methods such as team-teaching, small-group discussion, and independent study (Worrell, 2002). Subjects — Teaching faculty from all three college divisions–social sciences, natural sciences, and humanities–and students at Monteith College. Over the course of the study the college employed between 15 and 30 faculty members and enrolled 300 to700 students. Methods — The project team consisted of project director Patricia Knapp, a project librarian, and a project research analyst. The team worked with the teaching faculty to develop course-related library assignments. Students completed a series of assignments over several semesters as part of their course requirements. The assignment series changed over the course of the project. Students who entered in the fall of 1959 or the spring of 1960 completed Sequence A consisting of six assignments. Students who entered in the fall of 1960 completed Sequence B, six assignments that were a mixture of original and revised assignments. Students who entered in the spring or fall of 1961 completed two revised library assignments. In the summer of 1961, the investigators conducted the first of two small studies. They interviewed a random sample of 21 Monteith students about their experiences with the library and the required library assignments. The students also completed library performance tests such as choosing a subject heading to match a topic or deciphering an entry in a periodical index. This allowed the investigators to compare different measures of library competence and get feedback on the library assignments. In the summer of 1962, the investigators conducted a second small study of 40 Monteith students. The investigators evaluated the tests and other tools used in the first study. The investigators then analyzed student and faculty data collected from Sequences A, B, and C, and from the two sample studies. Data included faculty interviews and feedback from student participants in the sample studies. The investigators also analyzed questionnaire data and the completed student assignments. They analyzed data using nonparametric, small sample statistics. Main Results — Knapp's results helped shape the final plan of instruction and assessment presented in her book-length published report The Monteith College Library Experiment. It should be stated again that the project objective was not to implement a plan of instruction and assessment but simply to develop one. One of the most important findings was that small sample studies can effectively test the reliability of library assignments. The sample studies allowed the team to "...define and measure library competence and to identify factors associated with its achievement" (Knapp, 1966, p. 17). On a different level, the project offered insight into the faculty-librarian relationship. The investigators found that faculty resisted librarian input into their courses. They also discovered that the most effective group size for developing library assignments was a small group of two to four people, but this sized group was conducive to informal meetings in which key players, often the librarian, were left out. When faculty did not share in decision-making, project morale was low. The project team reorganized and reassigned roles, and the project ran more smoothly. Knapp also learned about the faculty-student relationship. Knapp felt that some faculty simply passed on their knowledge to students rather than teaching students how to acquire it for themselves (Worrell, 2002). She found that student enthusiasm mirrored faculty enthusiasm about library assignments. Early in the project, faculty members presented library assignments to their students. The investigators discerned that both students and faculty were more amenable to the assignments when a librarian presented them and explained their purpose. Knapp (2000) agreed with Bruner who stated in The Process of Education that context is important when teaching any skill; students need to be able to relate the skills they are learning to the importance of why they are learning them (1960). Finally, Knapp learned that students need more than to understand library organization (such as cataloging and classification systems). Students also need to understand "the organization of scholarly communication" to foster true library competence (Knapp, 1966, p. 81). Whereas library organization concerns itself with subject and form, the organization of scholarship "reflect[s] discipline, 'school,' concept, and method" (Knapp, 2000, p. 10). Conclusion — The Monteith College Library Experiment ended in 1962 with a thoughtfully planned and tested program of library instruction. The final proposed program included 10 library assignments that were: of increasing complexity and aligned with the curriculum; intellectual with a focus on problem-solving; and feasible within the library's parameters. Students would complete one or more of the assignments each semester for four years as part of specific course requirements. Knapp noted the program could be adapted to any college curriculum. It would require six years for implementation and assessment. This includes an initial year for planning in which teaching faculty and librarians would collaboratively develop course-related library assignments, four years for student completion of assignments, and a sixth year for assessment. Knapp outlined three levels of assessment. Investigators would assess the appropriateness of individual assignments through interviews and questionnaires collected from faculty and students, as well as completed student assignments. Knapp outlined two ways to assess library competence. First, Monteith faculty members would assess literature reviews in their subject specialties written by second semester seniors. Next, faculty from other Wayne State colleges would review papers from both Monteith and non-Monteith students to comparatively assess the students' use of sources. Knapp proposed that faculty judgment would be the most valuable measure of the relationship between library competence and overall academic success. Knapp was prepared to implement her plan of instruction using all of her findings, but her proposal to move into phase two of the project was rejected by both the Office of Education, whose members cited economic reasons, and the Council on Library Resources, whose members were not satisfied that faculty were invested in the idea of curriculum-integrated library instruction (Worrell, 2002).

The Education Library at Wayne State University has a long and storied history. From its beginning at the Detroit Normal School to its final merger with the general library, the Education Library has been at the heart of not only Wayne State University, but also in the development of the College of Education. This paper chronicles the history of the library, and the people who created it, from its very beginning to its final place among the volumes of Purdy/Kresge Library.

Jon E. Cawthorne is dean of Wayne State University Library System and the School of Information Studies, a position he has held since 2017. Prior to this, Cawthorne served as dean of libraries at West Virginia University (2014–17), as associate dean of public services and assessment at Florida State University (2012–14), and as associate university librarian for Public Services at Boston College (2011–12).Anne Marie Casey is the director of Hunt Library at Embry-Riddle Aeronautical University, where she has worked since 2009. Prior to this position, Casey provided 17 years of service to Central Michigan University, where she served as associate dean of libraries (2002–09), director of off-campus library services (1999–2002), and as a distance learning librarian (1991–99).

This discussion was moderated by Karen A. Fagan, MD, Professor and Director, Division of Pulmonary Medicine, University of South Alabama College of Medicine, Mobile, Alabama. Panel members included Kamal K. Mubarak, MD, Assistant Professor of Medicine, Director, Pulmonary Hypertension Clinic, Wayne State University, Detroit, Michigan; Zeenat Safdar, MD, Assistant Professor of Medicine, Department of Medicine, Section of Pulmonary, Critical Care, and Sleep Medicine, Baylor College of Medicine, Houston, Texas; Aaron Waxman, MD, PhD, Associate Professor of Medicine, Harvard Medical School, Director, Pulmonary Vascular Disease Program and Pulmonary Critical Care Unit, Massachusetts General Hospital, Boston, Massachusetts; and Roham T. Zamanian, MD, Assistant Professor of Medicine, Director, Adult Pulmonary Hypertension Clinical Service, Vera Moulton Wall Center for Pulmonary Vascular Disease, Stanford University School of Medicine, Stanford, California.

Dennis A. Downs, orchestra instructor at Cedar Falls High School and Peet Junior High School, has taught public school orchestras for 25 years. Past president of the Iowa String Teachers Association and Iowa School Orchestra Association, he is an MENC Certified Music Instructor with a BFAE from Wayne State College, MA from the University of Northern Colorado, and Ed Ad from the University of Nebraska. A cellist in the Waterloo-Cedar Falls Symphony, he also directs the Cedar Falls Municipal Band and performs professionally on guitar, bass, and trombone. Downs is the project facilitator for the distance education program he describes in this article.

Annie Campbell Higgins was born and raised in the Chicago area. After receiving a BA in geography from Northwestern University, she entered the University of Chicago's Department of Near Eastern Languages and Civilizations (NELC) in 1988 and graduated with a PhD in Islamic thought in 2001, having been awarded the prestigious Stuart Tave Award in the Humanities. During this period, she taught Arabic language and several Middle Eastern subjects at the University of Chicago, Loyola University, the University of Illinois in Chicago, the College of William and Mary, and the University of Florida. After graduation she held tenure-track positions in Arabic literature and language at Wayne State University and then at the College of Charleston. The key to Annie's academic career was her love of and commitment to the study of Arabic language and culture. Even before entering NELC, she had spent a year in Egypt (1985–86) studying Arabic and making a point of mixing with Egyptians, learning about their culture and speaking their dialect with enthusiasm.

The Orthopedic Surgery Interest Group Clinical Research Showcase took place on December 3, 2019 on the campus of Wayne State University School of Medicine as the first such student-run event of its kind since the school was established in 1868 as Detroit Medical College. The Clinical Research Showcase was developed by the student leadership of the Orthopedic Surgery Interest Group (Arif Musa, Emily Lau, Martin Weaver, and Collin Bennet) with the support of the Office of Medical Student Research Programs, which was established in 2017. Medical students were encouraged to submit abstracts for poster and podium presentation with the latter taking place in the Margherio Conference Center (Figure 1). The goals of the showcase were to promote student engagement in research, develop skills such as abstract writing and poster design, receive valuable feedback from judges, and foster inter-disciplinary collaboration. These goals were based on previous articles that have documented the impact of peer-led symposia as a valuable learning experience and means promote student involvement in research endeavors [1-3.] It was explicitly stated in the call for abstracts that medical student were welcome to submit abstracts of completed, ongoing, and planned research in any medical discipline. The research showcase was supported by the generous Office of Medical Student Research whom provided dinner and funding for several students’ posters to be printed.

Marianne R. Sanua offers a balanced examination of a largely unexplored topic, the Jewish Greek subsystem that developed on American college campuses in the late nineteenth and early twentieth centuries and thrived until the closure, merger, or reorientation of many of these organizations in the 1960s and early 1970s. One of the first studies to take the Greek system seriously and recognize it for the social and cultural force it was during its heyday in the early part of the twentieth century, Sanua's book provides readers with rare access to the aspirations, concerns, and ideals of a large segment—estimated between one fourth and one third—of the American Jewish college-going population of this time period.

In early 1981, the 73rd General Assembly of the State of Arkansas in regular session passed Senate Bill 482 without debate. Governor Frank White, immediately signed the bill, admitting that he hadn't read it, and it became state law as Act 590, the “Balanced Treatment for Creation-Science and Evolution-Science Act.” A suit on behalf of 23 plaintiffs was filed by the American Civil Liberties Union (ACLU) on May 27, 1981, and a trial before Federal Judge William Overton was scheduled for October and then postponed until December, 1981. The trial began on December 7, 1981, and it received national attention. The ACLU called well-known expert witnesses in both religion (Bruce Vawter, George Marsden, and Langdon Gilkey) and science (Francisco Ayala, G. Brent Dalrymple, Stephen Jay Gould, and Carl Sagan). The state's witnesses were creationists associated with the Geoscience Research Institute, Loma Linda University, California (Harold Coffin, Ariel Roth), and the Creation Research Society, Ann Arbor, Michigan (Wayne Friar, Margaret Helder, Donald Chittick, Robert Gentry). Its “star” witness, at least in the eyes of the press, was Chandra Wickramasinghe, University College of Wales. The trial did not involve any of the high profile creationists, such as Henry Morris or Duane Gish, from the Institute for Creation Research (ICR) in San Diego, even though it was disclosed that Wendall R. Bird, an attorney associated with (ICR), had written the act. Both sides called local educators. Judge Overton issued his ruling and an injunction permanently prohibiting enforcement of Act 590 on January 5, 1982. The state did not appeal his ruling.

Non-enolizable β-keto esters such as 3 are fragile and difficult to prepare. Karl J. Hale of Queen’s University Belfast devised (Org. Lett. 2013, 15, 370) soft enolization con­ditions for methoxycarbonylation of 1 with 2. Zheng Huang of the Shanghai Institute of Organic Chemistry coupled (Org. Lett. 2013, 15, 1144) 4 with 5 under Ir catalysis to make 6. Tomoya Miura and Masahiro Murakami of Kyoto University combined (Angew. Chem. Int. Ed. 2013, 52, 3883) the diazo precursor 8 with the allylic alco­hol 7 to give 9, the product of Claisen rearrangement. Tsuyoshi Satoh of the Tokyo University of Science showed (Tetrahedron Lett. 2013, 54, 2533) that the combina­tion of the carbenoid 10 with a ketone enolate 11 led to the cyclopropanol (not illus­trated). Jin Kun Cha of Wayne State University found (Org. Lett. 2013, 15, 1780) that such cyclopropanols coupled with an acid chloride 12 under Pd catalysis to give the diketone 13. Christopher J. O’Brien of Dublin City University established (Chem. Eur. J. 2013, 19, 5854) conditions for the catalytic Wittig reaction of 14 with 15 to give 16, with in situ reduction of the phosphine oxide. Amir H. Hoveyda of Boston College showed (Org. Lett. 2013, 15, 1414) that the allene of 17 underwent selective borylation, lead­ing after coupling with 18 to the triene 19. Damian W. Young of the Broad Institute demonstrated (Org. Lett. 2013, 15, 1218) that ring-closing metathesis gave the alkenyl silane 20 with high geometric control. Halogenation to give 21 could then proceed with either retention or inversion of alkene geometry. Jianwei Sun of the Hong Kong University of Science and Technology and Zigang Li of the Shenzen Graduate School of Peking University condensed (J. Am. Chem. Soc. 2013, 135, 4680) the alkyne 22 with 23 to give the trisubstituted alkene 24 with high geometric control. The condensation worked equally well with medium and large ring ethers. Hua-Jian Xu of the Hefei University of Technology combined (Org. Lett. 2013, 15, 1472) the bromo alkyne 25 with the carboxylate 26 to give the nitrile 27.

The year 2014 was absolutely devastating for me professionally and personally; I was denied tenure and I lost both my maternal and paternal grandmothers. Reflecting back on that time in my life, I am certain that I would not have been able to survive the experience without the support of my close family and friends. I truly believe that the story of my journey will help others experiencing difficult challenges in their careers. After graduating from Henry Ford High School in Detroit, MI, in 1988, I enrolled at Highland Park Community College (HPCC) in nearby Highland Park. My mother was working as a secretary in the nursing department at the time, so I was able to take advantage of the tuition benefit offered to the college’s employees. I enrolled in a chemistry course for non-science majors, which I absolutely loved! Needless to say, after earning my associate’s degree in 1990, I decided to pursue chemistry as a major. I enrolled at the University of Michigan-Dearborn and attended two semesters before transferring to Wayne State University (WSU), in Detroit. My experiences as an undergraduate chemistry major at WSU led me on the path to pursue a doctorate in chemistry. In the fall of 1992, I was awarded an NIH-MARC (National Institutes of Health-Minority Access to Research Careers) Fellowship. This fellowship provided me not only funding support, but hands-on research training in the laboratory of Professor Regina Zibuck, a synthetic organic chemist. The environment in the Zibuck laboratory was very supportive and due to this mentoring experience, I wanted to earn a doctorate in chemistry. As a MARC Fellow, I was engaged in research and presented a poster on my research efforts at a national conference for the first time. Thus, I was developing fundamental laboratory and communication skills as an undergraduate researcher. Also during this time at WSU, I became involved in the WSU-NOBCChE chapter, where I found a supportive network of African American students pursuing undergraduate degrees in chemistry. The chapter adviser was Dr. Keith Williams, Director of Minority Student Initiatives in the chemistry department.

Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.

Collaborative robots (CoBots) are robots that can safely work alongside human workers. CoBots represent one form of advanced automation technology in manufacturing and are expected to become standard in production systems. They have the potential to transform manufacturing and assembly processes, however, there is a critical lack of U.S. trained CoBot technicians and engineers. The objective of this paper is to describe and introduce novel Collaborative Robotics course modules and their integration in Engineering and Engineering Technology programs at Wayne State University (WSU) and Oakland Community College (OCC). Modules cover three target areas: 1) Safety considerations for CoBots, 2) CoBot operations and programming, 3) Designing and evaluating CoBot systems. Modules cover fundamental knowledge of CoBots in advanced manufacturing systems and are developed based on input from CoBot manufacturers and experiments at the WSU’s Cobotics lab. Module components include CoBot fundamentals and hands-on laboratory exercises necessary to prepare a career-ready workforce, train industry professionals, and educate academicians on CoBot technologies for advanced manufacturing. Modules and components are developed such that the elements can be integrated into the current Robotics and Automated Systems Technology program at OCC and Engineering and Engineering Technology programs at WSU.

Teaching profession continues to hold its status as a noble profession and university faculty are held with high esteem by the general population. Some faculty teaching in engineering and technical programs have begun to address the pedagogy of learning in recent years. This is supported by a number of initiatives at the national level. Besides funding of such activities by organizations such as the National Science Foundation, engineering professional societies have created forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper addresses an experiment in improved learning by students of a subject matter that is very descriptive and non-traditional as compared to most engineering subjects. The applied human factors course is an elective course for engineering technology (ET) students and a required course for the (non-technical) industrial design students from the College of Fine, Performing, and Communication Arts (CFPCA) at Wayne State University (WSU). Technical students are more comfortable with equations and formulas where as the non-technical students have practically no exposure to such things. Setting for this course was a multi-media distance learning laboratory and the teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching material for the course was prepared for presentation in power point, after a discussion with the class, it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each class session. Each group met on a regular basis going over its assignment and breaking up the task for each team member to lead presentation and discussion for the next class. Learning objectives addressed in the course included team work, effective communication, system design and implementation, continued student participation, and effective learning for long term retention besides the contents of the subject matter. Overall, students really felt they were learning a lot and achieving unexpected new presentation skills. This paper would summarize a very positive experience of all dealing with learning pedagogy.